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      • 國民學校 繪畵 指導에 對한 硏究

        吳洪宗 濟州敎育大學校 1977 論文集 Vol.7 No.-

        In guiding painting at primary school teachers must understand all their pupils and share in their joy of molding activities, In order to do so ; 1) Teachers should comprehend the children's intellectual orpsychological and original development. 2) They must give the pupils the comfortable atmosphere for their modeling activities. 3) They aught to offer the children a bravery as well as a moment that they can make "freshness' within their boundary line. 4) They have to know that the relalionship between the teachers and children will spring up from the ardent human affection through their molding activities.

      • 初等美術敎育 指導의 比較硏究

        吳洪宗 濟州敎育大學校 1991 論文集 Vol.20 No.-

        I presuppose that 'deucation' is an ativity to satisfy human being's innate drives in some cases, to supress them in other cases, and to develop human being desiraly. I also suppose that 'art-deucation' is an educational activity to satisfy human being's innate drives of formation, creation,, decoration and self-assertion, to stabilize human emotions, and to sublimate them for the sake of his whole personality development or self-actualization. And I think that the art-education is aimed at refining pupils' emotions through aesthetic experiences, satiffying their drives, instincts and interests properly, enhancing their creative thoughts or imaginations, cultivating their incividualities, and helping them develop their intellectualities, emotionalities and socialities. And I understand the contemporary problems of art-education not in terms of the instruction of a discipline but in terms of the artistic activities coming to humanization. On theses assumptions, I studied the historical transition of the problems according to the change of educational thoughts, and compared the objectives and contents of elementary art-education in Korea with them in Japan.

      • 國民學校 美術敎育의 鑑賞指導에 關한 硏究 : 제주도를 중심으로

        오홍종 濟州敎育大學校 1989 論文集 Vol.19 No.-

        Instruction of art appreciation is an educational method to complement children's art expression, so the expression and appreciation of art must be instructed simultaneously. Appreciation of art is a process of internalization understanding and feeling aesthetic values on works of art through sensation and perception. Appreciation must be instructed not with teacher's speaking(language) but through children's seeing, feeling, and thinking. Therefore, it is to be desired that instruction of appreciation rests on the basis of not only textbook but also effective visual aids in order to make children feel actually and be impressed by them. As instructing appreciation and expression, teacher must consider the following : 1) Children should be instructed to think, feel, take pleasure, and find satisfaction,. 2) Children will have good achievements in learning of knowledges and skills if they can express and appreciate art with confidence. 3) Children need to take adaptable instruction to coordinate their own resistance and anxiety because their minds changd along with their bodies. 4) Expression and appreciation of art give us a sense of stability and peace, help us to build up a habit of enjoying a leisure, and have a great influence on our catharsis.

      • V. Lowenfeld의 兒童美術敎育

        吳洪宗 濟州敎育大學校 1994 論文集 Vol.23 No.-

        Impact given to art educator of world art education by V. Lowenfeld was very great. He is the man who had concretely completed the system of art education on the part of child. His basic thought is that the thought of child so differ with adult's thought that their representation of things are also different. Differently up to the present, he had discovered two important types of creative activity such as "Visual type and Hapatic type". Therefore, he had surely suggested that individual character of creative activity are not certainly correspond to his eyesight, but it has been decided by two types of extreamly different attitudes from the things of outside reality, for instance, wihtout regard to blind or good eyesight.

      • 鑑賞敎育과 그 指導

        吳洪宗 濟州敎育大學校 1995 論文集 Vol.24 No.-

        The meaning of appreciation is to find the good and beauty of ant work and nature. And it is the activity which understand them. Generally, when we explain the appreciation as a concept by expression, the expression is the plastic expression of passion and feeling of himself. Whereas appreciation is to represent the feeling with the objects, and also it is the activity to format aesthetic consciousness spirits which place a value on the appreciation. In this sense, if the expression is the external creation activity, the appreciation would be the internal creation activity. In art education, the teaching of appreciation is important activity with practice of making.

      • 아동미술교육에 대한 고찰

        오홍종 濟州敎育大學校 1996 論文集 Vol.25 No.-

        Art-education consists of 'the education of art' and 'the education by art' The education of art' is aimde for improving the skill in pecturing and moulding, 'The education by art is intended to make human character developed in every direction. In the mame of education, we have endeavored to find the plasticity in human beinfs, and to realize it. In the name of art-education, we have pursued to make human beings' innate personality developed freely. Art-education is directed to make human beings feel, think, and express the beautiful aesthetically. In other words, art-education is a kind of creativity-education. Being education the art-education, the children will be the beautiful, good, and haumonious, and have the capacity to lead a humane life. And the society also will be rightness and good graces by educating the in childhood.

      • 濟州敎育大學校

        吳洪宗 濟州敎育大學校 1986 論文集 Vol.16 No.-

        The following problems(factors) are ansidered to improve the effect of instruction in Fine Arts Education : Cirriculum design, plane or cubic, developmental stage, each sphere of educational objectives, materials of expression, interrelation of the subject matters, and educational aims or their activities. And the object of evaluation are(not only the above problems but) teacher's enthusiasm for education and the understanding or perception of the formative arts. 1. The points of view or criteria of evaluation are inclined to be different from each other according to the view of beauty. 2. The evaluation of Fine Arts has many difficulties in applying its results to its practice because the contents and characteristics of it are related to humanity-building and emotion-refinement(catharsis). 3. The evaluation of Fine Arts is not inclined to be as much objective as that of other subject matters because of its subjectivity. 4. To evaluate Fine Arts is to measure neither the superioty of skills nor the degree of achievement after children are instructed uniformly by teacher.

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