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金周煥 건국대학교 1983 論文集 Vol.16 No.1
James J. Jones says "Public Relations is defined in a broad sense and designates all the functions and relationships that pertain in a two-way exchange of idea between school and community and that established the basis for joint understanding." In the light of this definition, educational public relations is external one of 4th management functions (planning, budgeting, staffing, public relations). With the present-day interest in public education, the matter of good educational public relations is of paramount important to superintendents, board of education, and public administrator in school. Therefore, I devoted to stowing the interrelationships that exist between the school and the community, pointing out that knowledge of the community find knowledge of the school must be exchanged for bettor understanding between the two. Understanding the community is a factor to be reckoned with in developing any plan of action for educational public relations. In many instances the community is as deeply concerned with what happens in school as are school people themselves. To understand the community, school administration need census reports, survey, opinion studies, principles of public relations. To knowledge about school, public need purposes of education, values of education, need for changes in attitude toward educational experience, school program and instructional methods. The school administrator seeds to understanding the community structure, its dependence and interdependence, and its political authority. It is desirable that school administrators become aware of groups that are attempting to influence education and that, through cooperative efforts and good leadership, they direct these influences into the channel that is best for students. Community use of the school plant brings a large postion of the public into direct contact with the plant and makes it more necessary than ever that the plant will inspire respect. A set of rulers and regulations reduces to routine much of the work of letting school property, and gives greater assuance that all croups of the community will be treated equally. Here are existing legal restrictions which regulate the case of school buildings for other than school purposes. A school program that meets the needs of an individual in a democratic society will make rose of the resources of the community in which it is located, for when the school works with the society, it can use their combined resources to develop better understandings for the student. Therefor public administrator in school must know the tapes and natures of community resources.
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김주환 우리말교육현장학회 2007 우리말교육현장연구 Vol.1 No.1
The education of Korean language arts is to improve the student’s’ language ability. Therefore, to study about what the student's language ability is and how to develop it is the main task of the action research. However, the current action research is limited to the improvement in methods of teaching and learning. That is because the action research is done only by the teachers. To extend the range of the action research to the curriculum of Korean language arts, the analysis of the textbooks, and the process of students' language development, it is necessaryfor the researchers to participate in the action research. Although the teachers are appropriate for the action research in that they meet the conditions for the research, they need the researchers’ cooperation to objectify their experience. It is the joint action researches and the theory over a branch study that can contribute to the establishment of the identity of Korean language arts. 국어교육은 언어 능력을 기르는 교육이다. 따라서 학생들의 언어 능력이 무엇이며 이것을 어떻게 향상시켜나갈 것인지를 연구하는 것이 현장연구의 과제이다. 그러나 현재의 현장연구는 교수학습 방법 개선에만 국한되어 있다. 이는 현장연구가 교사들에게만 맡겨져 있기 때문이다. 현장연구의 범위를 국어과 교육과정, 국어과 교재 분석, 학생들의 언어 발달 과정 등으로 넓혀가기 위해서는 연구자들이 현장연구에 적극적으로 참여하는 것이 필요하다. 현장연구를 하기에 적합한 조건을 갖춘 사람은 바로 교사들이지만, 이들이 자신의 경험을 객관화할 수 있도록 하기 위해서는 연구자들과의 협력이 절대적으로 필요하다. 분과학문을 넘어선 이론과 현장의 공동 연구야말로 국어교육의 정체성을 확립하는데 기여할 것이다.
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