http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
- 中文 을 입력하시려면 zhongwen을 입력하시고 space를누르시면됩니다.
- 北京 을 입력하시려면 beijing을 입력하시고 space를 누르시면 됩니다.
RISS 인기검색어
- 검색키워드
- 저자 : 오홍종 (검색결과 32 건)
- 무료
- 기관 내 무료
- 유료
-
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.
-
吳洪宗 濟州敎育大學校 1976 論文集 Vol.6 No.-
Design instruction is based on Formative Study in primary school and through it we aims at improving children's abilities and creative tho-ughts to make their living environment beautiful and convenient. It also has purposes as follows: 1) Design instruction is coused by cultivation plastic sense to esta-blish pupil's ethical view of living space for their more beautiful, convenient and happy circumstances. 2) Through design learning we intend to lead the children's formative activities into harmonical direction and bring them up into creative human beings. 3) Through it we will give pupils powers to creative their new life culture for loving and trimming our peculiar culture, and also har-monizing it with science,
-
-
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.
-
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.
-
-
吳洪宗 濟州敎育大學校 1974 論文集 Vol.4 No.-
We are often attracted by various charming figures "in our neighborhood. Our costumes and industrial art works, whether of two dimensions or three ones, are beautifully decorated with figures. It is the aim of this study to find out the most effective way of teaching how to paint figures in primary schools where figures are treated as part of Design. 1) What should be the motive for children's painting figures? and how can they connect their painting with their daily life? 2) Children themselves should learn from experience how to express beauty with as many materials and in as many ways as possible. 3) Children should be led to take interest in their environment and participate in the beautification of environment as part of education of Design. 4) Children should be taught to dicover our traditional and characteristic beauty and hold dear and preserve it. 5) The attitude of trying to discover and keep Korea's Beauty is no doubt true patriotism, and also has relation to Export Industry which has been promoted by the Government. Ⅰ. 緖 論 Ⅱ. 디자인 敎育의 의의와 目標 ① 미술과의 목표 ② 디자인의 의의 ③ 디자인 교육의 목표 Ⅲ. 무늬그리기에 대한 바람직한 지도방법 1. 指導方法에 對한 이론의 考察 ① 도우(W, Dow)의 이론 ② 토마스·몬로(T. Monro)의 이론 ③ 에드와드 불노후(Edward Bullough)의 이론 ④ 허바트 리드(Herbart Read)의 이론 ⑤ 로웬 펠드(Victor Lowenfeld)의 이론 2. 바람직한 지도방법 ① 形 態 ② 形態의 지도 ③ 色彩의 지도 ④ 색채의 象徵 Ⅳ. 結 論
-
-
-
연관 검색어 추천
이 검색어로 많이 본 자료
활용도 높은 자료
