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國民學校 實科敎育의 變遷過程과 現行課程에 對한 考察과 展望
崔哲仁 서울 敎育大學校 1977 論文集 Vol.10 No.-
1. Introduction It has become a surprising internal and external matter of concern that our earnest desire has been able to be realized in advance as the government anounced that the export for 10 billion dollars and the income per capita of 1,000 dollars which were due in 1980's have been made to be the end for 1977, the first year of the Fourth Five Year Economic Development Plan, and the income per capita will be enhanced to some 1,300 dollars as formerly scheduled for the year of 1981. The great problems we have now are the educational problems to meet the rapid economic and social development, the maintenance of the continual economic development, the sense of participation in the international society side by side with other developed countries, and the social life fit for the industrialized society. Now. under the government's revitalizing system, we must stay predominant over other nations in this international society, lay emphasis on increasing national power based upon self-support and self-help spirit in order to cope with the changes of the international situation, and promote our national prosperity. Our education had to follow such a proposition of this country and that is why the school curriculums have been reorganized three times since the establishment of our government. It is certain, therefore, that we can promote our educational efficiency by means of studying how our school curriculums have undergone changes making sure that we have attained the educational efficiency our country and society require and finding out what is the most desirable vocational education in the course towards 1980's. 2. The Transition since the Liberation from Japan In the history of our education, it was originated from So Hak Hoe Reyong (the elementary) ordnance proclaimed in 1895 (32nd year of King Gojong of Yi dynasty) and Jung Hak Gwan Jae (the middle school organization of the government) in 1899 (3rd year of King Gwangmu of Yi dynasty) that the subjects belonging to the vocational curriculums were first provided by a modernized school. At that time, the expressions such as "vocational course" and "home economics" were not used, but only as the educational major points, "embroidery" "handicraft" "agriculture" and "commerce" were provided, two of which were compulsory during a se mester. The curriculums of those days includede embroidery, handicraft, agriculture and, what were essential to everyday life, the subjects like knitting and sewing. It was intended to form a good habit of thrift and saving, and finally to develop the ability of making the things essential to everyday life. However, it was not until the Senior High School Ordinance and the Enforcement Ordinance were proclaimed as the Proclamation No. 42 in August 1906 that these subjects reached at the level of a vocational course and this course became to be supported by the Vocational School Ordinance proclaimed as the Proclamation No. 56 in April 1909. After the curriculums proclaimed on August 1, 1955 were enforced, such subjects were at the level of a course as we call today vocational course or home economics course. As the second step, in the revised curriculums proclaimed on February 15, 1963, a great emphasis was placed on abolishing several faults and conservative aspects, promoting productive capacity and overcoming the poverty of our country. In short, the curriculums were revised in order to satisfy the desire of our country and society. 3. A Study and View of the Current Transition As the curriculums mentioned above became difficult to cope with the changes of our social life caused by pur rapid economic development in 1960's and became more difficult in 1970's towards 1980's they were revised again on February 14, 1973. The revision is especially intended to reorganize the importance of the vocational education, and to establish the spirit of independenc, self-support and self-help through industry, thrift and saving on the basis that the basic living attitude should be to love labor even from the time when we begin to receive a basic education. In order to achieve this intention, the revised curriculums provide nine major units of 1970's to the earlier part of 1980's should maintain a higher living and cultural standard, make a foundation of a civilized people joining in the rank of the developped countries in the world, make a living in the modern industrial society our country requires, and satisfy the social demand of manpower. But it must be considered how to make effective use of the educational characteristic aiming at experiments and practical exercises, because the vocational text books used now are simple and cannot take the regional characteristics of vocational education into its account. 4. Conclusion Consequently the present curriculums can be thought to have made a step forward to be systematized in forming an independent unit; so called vocational course. But in order to fortify the social and economic developments, far more fundamental theories and techniques connected directly with our everyday life must be generalized and systematized. And therefore, our school education should be developped on the basis of the scientific life; today's school textbooks should be compiled so as to be evenly applied to the practical living conditions in our cities, interiors and fishing villages; the head teacher system should be set up in order to secure the teachers who take exclusive charge of vocational education; the talent of teachers should be improved by enforcing the special lectures in favor of vocational education. And also self-supporting school system should be extended and every school be converted to a self-supporting school in accordance with its actual circumstances so that school children may have the spirit of hard work, labor and co-operation making the foundation of national integration spirit. School children should be educated to use the daily necessaries by their own making and to be accustomed to the habit of reasonable thrifty living. Above all the systems of junior high school admission without examination and the equalization of senior high school require these kinds of educational effects. Through such educational system, the assignment of the right man in the right place and the reckless competition of entrance examination will be refined, and a sound social development will be secured. What is more, these educational effects will be increased as they are inseparably related to the new-community education.
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