중학교 무용수업 현황 분석을 통한 체육교사 인식도 조사 연구

안서하 중앙대학교 교육대학원 2018 국내석사

본 연구는 전국 16개 시.도에 예술 중학교를 제외 한 국. 공립 및 사립 중학교에 근무 중인 체육교사를 대상으로 무용교육 현황과 체육교사들의 인식을 조사하여 무용 교육의 나아가야할 방향과 구체적인 개선방향을 제시함으로서 보다 교육적 가치를 최대한 발현 시킬 수 있도록 무용 교육 설계 및 개발과 지도에 대한 정보를 제공하는데 그 목적을 두었다. 연구 분석 결과, 중학교 무용 교육의 현황과 인식 변화를 보았을 때, 무용 교육에 대한 개념과 가치, 무용수업의 지도방식, 무용 수업의 운영 실태와 문제점, 무용교육의 어려움(부담)의 요인에 대해서는 유의한 결과가 나타나지 않았으며, 무용 교육의 필요성과 앞으로의 무용 수업 향상을 위한 교사의 연구 및 활성화 방안에서는 유의한 결과가 있는 것으로 나타났다. 이를 살펴보면, 무용교육의 개념과 가치가 올바른 인식을 가지고 있어서 이에 따른 일반적인 인식 변화가 없는 것으로 보아 무용 교육의 독립의 필요성의 근거가 될 수 있는 결과물이 나타났으며, 실기수업의 위주로 교과서만이 아닌 다양한 교육으로 인해 학교 무용 교육의 형태가 다양화가 되었다. 현재 중학교 교사들이 인식하고 있는 무용 교육의 비중은 20%로 낮은 인식을 나타내고 있었지만 교사들의 능력 부족으로 인해 무용 전문 교사의 필요성과 무용 교과 독립의 필요성에 대해 긍정적인 반응이 나타났으며, 무엇보다도 개정 교육과정으로 인한 ‘창의무용’의 선호도가 높게 나타나 앞으로의 무용 교육의 기대감을 보여주었다. 앞으로 무용 교육이 나아가야 할 방향과 구체적 방안을 마련함으로써 학교 교육 내에서 무용 교육의 입지를 확고히 하고, 앞으로의 사회적 교육변화에 뒷받침 할 수 있는 정책적 제도에 맞춰 학교에서의 무용 교육이 체계적이고 지속적으로 운영되길 바란다. The objective of this study was to examine the current status and physical education teacher’s awareness of middle school dance education with study subjects of physical education teachers who were working at national/public/private middle schools in 16 metropolitan sis and dos, except physical education teachers at art middle schools, and then present the specific direction of development and improvement of dance education in the future, thus providing information on the design, development and guidance of dance education with which the educational value of dance education would be maximized. Study findings are as follows: Regarding the current status and awareness of middle school dance education, there were no significant changes in the conception and value of dance education, the guidance method of dancing classes, the current status and problem of operation of dance classes, and the difficulty of dance education, whereas there were significant changes in the necessity of dance education and teacher’s research and activation plan for the improvement of dance education in the future. Study findings seem to present the fact that dance education teachers are correctly aware of the conception and value of dance education, but there are no changes in their general awareness. So it is necessary for dance education to be carried out independently. The pattern of current dance education has been diversified by using textbook-based practical skill training as well as a variety of educational methods. The relative importance of dance education, perceived by middle school teachers, was less than 20%, but with teacher’s lack of ability they positively responded to the need of specialized dance teachers and the independence of dance curriculum. In addition, they highly preferred ‘creative dance’ due to revised curricula, thus increasing the expectation for dance education in the future. The author hopes dance education in schools will establish the concrete direction and strategy of development in the future, thus tightening its grip on school education, and be operated systematically and continuously according to governmental policies which can support the change of education and society.

베트남 학습자의 한국어 학습 불안과 학업 성취도의 상관관계 연구

안서하 한국외국어대학교 대학원 2024 국내석사

The purpose of this study is to examine the Korean language learning anxiety felt by Vietnamese learners in the domestic Korean language learning environment and to reveal the correlation between Korean learning anxiety and academic achievement. In foreign language learning, anxiety is accepted as a defining factor that hinders learning achievement. Most of the research so far has focused on foreign language learning in the classroom, but Korean language learners who learn Korean in a domestic Korean language learning environment are in a special situation where they must use Korean outside of the classroom, so it is difficult to say that the Korean language learning environment is only in the classroom. Accordingly, this study looked at the learning environment of Vietnamese learners studying Korean while studying abroad in Korea as a whole, and established anxiety in the learning environment inside and outside the classroom as a factor in Korean language learning anxiety and Vietnamese learners' Korean language learning anxiety and academic studies. The purpose was to reveal the correlation between achievement levels. As a result of the study, it was found that Vietnamese learners felt a moderate level of anxiety about learning Korean, and that they felt anxiety about the learning environment the most among the factors causing anxiety about learning Korean. In addition, through statistical analysis, a negative correlation between Korean learning anxiety and academic achievement was confirmed, and it was found that the academic achievement of Vietnamese learners decreased as the level of Korean learning anxiety increased. However, learning environment anxiety, which Vietnamese learners feel the highest level of anxiety, did not have a significant effect on all areas of academic achievement, and only communication anxiety, class and negative evaluation anxiety, and test situation anxiety had a significant negative impact on academic achievement. It was found to have an effect. Looking at the correlation between Korean learning anxiety and academic achievement in each area, communication anxiety was found to have a significant negative effect on listening and speaking areas, while class and negative evaluation anxiety and test situation anxiety had a negative effect on academic achievement in the speaking area. It was found to have an impact. Vietnamese learner variables such as gender, highest level of education, Korean language learning experience and period, and Korean language learning experience according to foreign language learning experience were not statistically significant in all learner variables, but there was a difference in anxiety level between groups. Depending on gender, women's anxiety level in the learning environment was higher than that of men, and men's anxiety level was higher than women's in the remaining three factors. In the case of women, among the anxiety about the learning environment, economic anxiety and anxiety related to living in Korea were higher than the overall average, so there seemed to be a need to provide more detailed information on scholarship systems within the institution and information on living in Korea. Depending on the highest level of education, the level of anxiety about learning Korean among high school graduates was generally high. Depending on the Korean language learning experience before coming to Korea, the anxiety level was higher in the group that answered that they had no learning experience, and in the case of those who had Korean language learning experience, the anxiety level was higher in the group that answered that they had studied Korean for less than 1 to 3 months. It was found that the more people had no learning experience or the shorter their period of learning Korean, the more anxious they felt. Depending on foreign language learning experience, learners who answered that they had no foreign language learning experience had higher levels of anxiety about learning Korean in all factors, so that in those with foreign language learning experience, the positive experience they had in learning a previous foreign language was also reflected in learning Korean, another foreign language. It showed the possibility that the level of anxiety was relatively low due to its positive influence. In the Korean learning anxiety scale, the question with the highest overall average anxiety score for Vietnamese learners was the question related to low self-evaluation. Since this is the same result as previous research, it was revealed that it is likely to be raised as a characteristic of Vietnamese learners' anxiety about learning Korean. The limitations of this study remain in that it failed to reveal differences in the overall Korean language proficiency of Vietnamese learners and did not examine the interaction between Korean language learning anxiety and other factors. However, the significance of the study is that it identified learning environment anxiety as one of the Korean language learning anxiety, revealed the correlation between Vietnamese learners' Korean language learning anxiety and academic achievement, and raised the tendency of anxiety that only Vietnamese learners can characteristically exhibit.