일반교사 양성과정에서 특수교육과 관련된 교과목 및 교직소양 과목 운영의 실태

박석일 조선대학교 교육대학원 2010 국내석사

In order to provide the basic data to improve the general education teacher fostering system and structure conforming to the site demand and circumstance by investigating the operating status of the curriculum related to the special education and the subject of the curriculum for teaching profession in the general teacher fostering institute and by reflecting the alteration of the special education's environment on the general education teacher fostering structure, this research investigated it through the questionnaire, consulting by phone and visitation to the homepage per organization. The results acquired through this research are as follows. Firstly, the curriculum related to the special education and the subject of the curriculums for teaching profession are established in all the fostering institutes for the elementary school teacher before and after announcement/revision of the detailed standards for acquirement of the qualification of the teaching profession, and the preliminary teachers have taken such course, but the subject of the curriculum for teaching profession related to the special education was established as the compulsory course for teaching profession in most of the fostering institutes for secondary school teachers only such announcement/revision. As they shall legally take the subject for teaching profession related to the special education in most of the teacher fostering institutes after its revision, it could confirm the change of the special education's position and all the fostering institutes for elementary/secondary school teacher formally taught the vast contents of the special education for a short period, which is 2 credits within 16 weeks. Secondly, looking into the teacher fostering institutes establishing the special education department and the ones not establishing it, even if the special education department is established, the curriculum related to the special education before announcement/revision was not established in most of the teacher fostering institutes, and they established and taught the subject of the curriculum for teaching profession such as understanding of the special children and the introduction of special education and etc. by utilizing the full-time teachers in the special education department after announcement/revision. And in the fostering institutes without the special education department, the part-time lecturer, who is majored in the special education, taught most of the subject of the curriculum for teaching profession after announcement/revision. Thirdly, looking into the undergraduate studies and the course of the graduate school of education of the fostering institute for secondary school teacher, above the second students take the curriculum related to the special education before announcement/revision of the detailed standards for acquirement of the teacher qualification during the undergraduate studies as the optional course with 2 or 3 credits, but as for the course of the graduate school of education, most of them can not acquire the full-time instructors and the part-time instructors are teaching it as the subjects of the curriculum for teaching profession were established after announcement/revision. Some proposals are presented as follows, being based on the results appeared through this research. Firstly, it shall be systematically supported as the preliminary general teachers can be put in the integrated educational site with the actual and essential knowledge by increasing the compulsory completion credits of the curriculum related to the special education and the subject of the curriculum for teaching profession. Secondly, the teacher fostering institute not acquiring the full-time instructor shall surely acquire the one majored in the special education. Thirdly, at the time when the subject of the curriculum for teaching profession is completed in all the teacher fostering institutes, the comprehensive research shall be made with the more various contents and objective.

국내대학과 외국대학의 MBA 교육과정 비교 연구

최지선 조선대학교 교육대학원 2018 국내석사

오늘날 MBA 출신이 늘어나면서 MBA 출신이 경쟁력이 없다든지, 심지어는 한물갔다는 지적도 나오는 형편이다. 최근 국내 각 대학이 운영하고 있는 한국형 경영전문대학원(MBA)의 인기가 예전만 못하다는 평가가 많다. 청년구직난이 갈수록 심해지면서 많은 학비를 들여 MBA 졸업장을 받아도 별 도움이 되지 않는다는 하소연도 들린다. 하지만 MBA 출신들은 단지 MBA가 ‘몸값’을 올리기 위한 것만은 아니라고 입을 모은다. 다양한 경영사례 분석을 통한 이론적 무장과 다양한 분야 인사들과의 광범위한 네트워크, 수업을 준비하면서 보인 열정과 성취감 등은 직장 및 사회생활을 하는 데 남다른 자산이 된다는 설명이다. 게다가 MBA 평가에서 우수한 성적표를 받은 국내 MBA가 속속 나타나면서 해외 MBA에 비해 실력이 떨어진다는 평가를 섣불리 하기 어려워졌다. 국내 MBA와 해외 MBA를 연계한 다양한 학위 프로그램이 등장해 글로벌 체험폭도 넓어지고 있다. 해외 유학생들이 국내 MBA를 찾는 사례도 점차 늘고 있다. 국내 MBA가 전문성과 글로벌 감각이라는 두 마리 토끼를 잡고 있다는 평가가 나온다. 20대 후반 혹은 30대 직장인들의 MBA과정에 대한 관심이 올라가면서 미국을 비롯한 서구의 MBA과정에 지원할 것인지 아니면 국내 MBA과정에 지원할 것인지 고민하고 MBA를 선택하는 분들이 여전히 많다. 그렇기 때문에 본 연구에서는 MBA를 준비하는 분들이 외국 MBA과정에 지원할 것인지 아니면 국내 MBA과정에 지원할 것인지 결정하는 데 국내 MBA과정은 어떻게 운영되고 있고 외국 MBA과정은 어떻게 운영되고 있는지 필요한 정보를 제공해주고 ‘국내 MBA냐, 외국 MBA냐’를 고민하는 사람들에게 자신에게 맞는 MBA과정을 잘 선택할 수 있도록 참고가 될 사항을 비교하고 분석함으로써 중요한 선택에 도움을 주고자 한다. 또한 우리나라에 외국 MBA 교육이 도입된 지 12년이 흐른 지금 국내 MBA 교육이 더 경쟁력 있게 발전 할 수 있도록 외국 유수 대학들의 MBA 교육을 분석해보고 우리나라 MBA 교육을 검토해 볼 것이다. 첫째, 경영전문대학원의 도입배경을 살펴보고, 우리나라 경영전문대학원(MBA)의 현황을 분석한다. 둘째, 외국대학의 MBA 교육과정 현황을 살펴본다. 셋째, 국내대학의 MBA 교육과정 현황을 살펴본다. 넷째, 국내대학과 외국대학의 MBA 교육과정을 비교 분석한다. 다섯째, 우리나라의 정서와 운영여건 속에서 국내대학의 MBA 교육과정 개선 방안을 제시한다. 본 연구의 대상은 우리나라는 고려대를 외국대학은 파이낸셜 타임스 순위를 고려하여 미국의 펜실베니아 대학, 시카고 대학을 선정하였다. 국내외 MBA 교육과정 비교분석을 위해 경영학 교육, 경영전문대학원 프로그램, MBA 교육과정 보고서, 연구 논문, 참고자료 등을 참고하였고, 조사대상 경영대학 홈페이지, 파이낸셜 타임스 홈페이지를 검색하여 정보를 얻었으며, 각 대학들의 MBA 프로그램 안내 책자를 참고 하였다. 본 연구의 결과를 요약하면 다음과 같다. 첫째, MBA 교육과정은 국제적으로 검증되고 표준화된 인증을 취득해야한다. 둘째, MBA 교육과정은 살아있는 학문, 사회의 변동, 변화하는 상황을 공부하는 학문이기 때문에 변화에 유연하게 대처할 수 있는 유연한 교육과정이어야 한다. 셋째, 윤리 및 사회적 책임, 리더십 분야를 필수과목으로 개설해야 한다. 넷째, 인턴십 기간 늘리고 참여율도 높여야한다. 다섯째, 전공과목을 학생들이 원하고, 관심 있는 분야가 다양하듯이 그에 맞게 다양하게 개설해야한다. 여섯째, 실전을 통한 원리 습득이 중요하므로 현장에 직접 투입될 수 있는 외국대학의 MBA 교육 과정 프로그램을 적극 수용하고 국내대학 MBA 교육 과정 여건에서 실현할 수 있는지 적극적으로 검토한다. Today, as the number of Master of Business Administration (MBA) graduates increases, there is a comment that MBA graduates are not competitive or even they have had their day. Many evaluate that the popularity of MBA courses recently operated by domestic universities is not like it was before. With the ever-increasing youth unemployment, there is a complaint that getting an MBA Diploma, paying much tuition does not help much. However, MBA graduates say that an MBA is not just for making themselves more ‘expensive.’ They explain that theoretical armament through analysis of various management cases, extensive network with personnel from diverse fields, and passion and achievement they have experienced, preparing for classes are unique assets in work and social life. Moreover, as domestic MBA courses have received excellent transcripts in the evaluation of MBA courses one after another, it came to be difficult to evaluate them to be poorer than overseas MBA courses. As various degree programs that link domestic MBA and overseas MBA appear, the global experience gets broader. Gradually more overseas students come to domestic MBA courses. The domestic MBA courses hunt two hares at once, expertise and global mindset. As employees in their late 20s or 30s are increasingly more interested in MBA courses, many of them still are concerned about whether to apply for a Western MBA course, including that in the U.S. or a domestic MBA course in choosing to proceed to an MBA course. Thus, this study would provide the necessary information about how domestic MBA courses and overseas MBA courses are operated for the decision of those who prepare MBA whether they would apply for an overseas MBA course or a domestic one and help their important choice by comparing and analyzing the matters that people, who are concerned about whether to go to a domestic MBA or an overseas MBA, could refer to so that they would be able to choose the MBA course right for them. In addition, now, when 12 years have passed since overseas MBA education was introduced to South Korea for the first time, this study would analyze MBA education in leading foreign universities and discuss Korean MBA education so that the domestic MBA education would be able to make more competitive development. First, this study examines the background of the introduction of MBA and analyzes the status of MBA in South Korea. Second, this study examines the present status of MBA in foreign universities Third, this study examines the status of MBA curricula in the domestic universities. Fourth, this study conducts a comparative analysis of MBA curricula in the domestic universities and foreign universities. Fifth, this study proposes a plan for the improvement of MBA curricula in the domestic universities in emotional and operational conditions of South Korea. This study selected Korea University for South Korean university and the University of Pennsylvania and the University of Chicago, US for foreign universities, considering the Financial Times ranking as the subjects. For a comparative analysis of domestic and overseas MBA curricula, this study referred to the business administration education, MBA programs, MBA curriculum reports, research papers and references. This study got information, searching the web pages of the Business Schools and the Financial Times and referred to the Information Brochure of the MBA program in each university. The results of this study can be summarized as follows. First, MBA curriculum should obtain internationally verified and standardized certification. Second, since MBA curriculum is involved in the living studies of changes in society and the changing situations, it should be a flexible curriculum that could flexibly cope with changes. Third, it should set up the fields of ethics, social responsibility, and leadership as its required subjects. Fourth, it should increase the internship period and participation rate as well. Fifth, it should set up various major courses in the various fields that students want and are interested in. Sixth, since it is important to learn the principles through practices, it is necessary to positively accept programs of MBA curriculum of foreign universities, which could be directly applied to the field and actively consider if they could be realized in the circumstances of MBA curriculum in domestic universities.

오스트리아 국립예술대학교 음악전공 교육과정 연구 : 학사학위 과정을 중심으로

김소리 조선대학교 교육대학원 2017 국내석사

한국의 서양음악 교육은 제도와 그에 따른 운영에 있어서 서양의 역사를 되돌아 볼 수 있다. 서양은 19세기 이후에 음악의 학문적인 연구와 음악교육학의 발전이 이루어지게 되는데 한국은 20세기 초에 서양음악을 도입하게 되면서 해방 전후 대학의 음악교육과 서양 음악교육이 이루어 졌다. 음악 교육은 실기교육과 이론교육으로 크게 두 가지로 나누어 볼 수 있다. 한국과는 다르게 유럽에서는 실기 위주의 교육을 콘서바토리에서 중점적으로 배우고 이론 교육과 실기교육을 중점으로 배우는 곳을 우니버시티 라고 부른다. 유럽의 오랜 전통을 바탕으로 현재 우리나라의 고등음악교육기관에서는 학생들이 습득하고 배우고 있는데 이 논문은 서유럽에 한정지어 오스트리아 국립음악대학교를 위주로 비엔나국립음악대학교와, 그라츠국립음악대학교, 잘츠모차르테움에 대한 학사과정에 대하여 입학정보와 교육과정 졸업과정에 대하여 조사 연구를 했다. 본 연구는 기존의 고등 음악교육과정에 대한 선행연구가 전혀 없기 때문에 졸업생과의 인터뷰 또는 뉴스와 해당 학교 홈페이지를 참고하여 조사 연구가 이루어 졌다. 본 연구자는 후학들이 직접 유럽으로 유학을 가지 않고서도 오스트리아의 국립음악대학에 대한 교육과정과 국내 음악대학들의 학사 교육과정에 대한 비교 인식을 가져 올 수 있는 효과를 기대 할 수 있다. Western music education in Korea leads to think about Western history in the system and its operation. While the academic research and eduction of Western music developed after 19th century, Korea introduced Western music in the early 20th century for western music education of before and after liberation. Music education can be divided into practical and theoretical education. Unlike in Korea, in Europe, students are focusing on practical education in conservatory and university provides both theoretical and practical educations. Based on long history of Europe, this thesis is limited into research study for Austria’s National Music Universities, such as Vienna National Music University, Graz National Music University, Mozarteum University Salzburg bachelor’s degree, admission, graduation and curriculum informations. This study is based on interviews with graduated students or media and the website of the school due to the unavailability of precedent research on the existing high school music education curriculum. The researchers are expecting to provide information for current students to understand the curriculum of the National Music University of Austria and the curriculum of the bachelor’s education in domestic music colleges without having to study abroad to Europe.

예술통합교육·무용이 저학년 초등학생의 감성지능에 미치는 영향

반민주 조선대학교 교육대학원 2010 국내석사

본 연구는 저학년 초등학생 중 초등학교 2학년을 대상으로 예술통합교육·무용이 감성지능 발달에 어떠한 영향을 미치는지 알아보기 위해 전라남도 G시 소재한 초등학교 2학년의 남녀학생을 대상으로 설문조사를 실시하여 응답내용이 부실하거나 일부가 누락된 자료는 제외하고 150부를 확보하여 사전검사, 실험처치, 사후검사 등 3단계를 통해 SPSS Statistics 17.0을 이용하여 분석을 실시하였다. 이러한 연구를 통해 얻은 주요한 결과를 분석해보면 다음과 같다. 첫째, 정서표현을 제외한 감성지능의 모든 구성요인 간에는 성별에서 차이가 나타났으며 모든 측면에서 남학생이 여학생보다 높은 감성지능을 보이고 있다. 둘째, 예술통합교육·무용 후의 감성지능 지수가 예술통합교육·무용 전보다 높은 것으로 통계적으로 유의미한 차이가 나타났으며 정서인식을 제외한 감성지능의 구성요인인 정서표현, 정서조절, 감정이입은 이와 동일한 결과가 나타났다. 이것은 예술통합교육·무용이 초등학생의 감성지능 발달에 긍정적인 영향을 미치는 것으로 나타났다. 셋째, 예술통합교육·무용 후의 관심도가 전보다 높게 나타났으며 통계적으로 유의미한 차이로 나타났다. 또한 예술통합교육·무용에 대한 초등학생들의 관심도 및 감성지능의 각 구성요인과 정적인 상관관계가 있는 것으로 나타났다. 이는 초등학생이 예술통합교육·무용에 대한 관심도와 감성지능간의 상관관계는 예술통합교육·무용 수업을 매개로 상호작용하는 간접적인 상관관계이기 때문에 낮은 일관성을 보인 것으로 추측된다. 결론적으로 무용은 인간의 표현 중 가장 기초적인 움직임을 표현한 도구로써 신체를 쉽게 사용할 수 있고 자신에 대한 탐구로써 창조적인 표현을 할 수 있는 활동이며, 예술통합교육·무용은 무용을 기초로 다각적 인지능력과 창조적 인간을 형성시키는 통합적인 교육이다. 따라서 저학년 초등학생의 정서 함양과 균형 잡힌 참다운 인간형성을 위한 교육으로써의 예술통합교육·무용은 신체발달과 교육적, 문화적 그리고 예술적 목적을 동시에 만족시키고 사회적이나 정신적인 성취적 욕구가 실현될 수 있도록 긍정적인 영향을 준다. The purpose of The purpose of this study was to examine which influence the integrated arts education·dance has upon emotional quotient targeting the 2nd grade of elementary school among elementary-school students in the lower grades. It carried out questionnaire survey targeting boy and girl students in the 2nd grade of elementary school where is located in G city of Jeollanam-do Province, excluded data whose response contents are incomplete or are partially omitted, and then secured 150 copies of valid questionnaire. The questionnaire materials, which were collected through 3 phases such as pre-test, experimental treatment, and post-test, were carried out analysis by using SPSS Statistics 17.0. Given analyzing the main results that were obtained through this research, those are as follows. First, difference by gender was shown in all the compositional factors of emotional quotient except emotional expression. In all the aspects, the boy students are showing the higher emotional quotient than girl students. Second, the emotional-quotient index after dance education was indicated to be higher than before dance education. Thus, the statistically significant difference was shown. Except emotional awareness, the emotional expression, emotion regulation, and empathy, which are compositional factors of emotional quotient, were indicated to have the same result as this. This may be analyzed that the integrated arts education·dance has positive influence upon development in emotional quotient of elementary-school students. Third, the interest after integrated arts education·dance was indicated to be higher than before, and was analyzed to have statistically significant difference. Also, the interest of elementary-school students in dance, the emotional quotient, and each of compositional factors in emotional quotient were indicated to have positive correlation. This is supposed that the correlation between elementary-school students' interest in integrated arts education·dance and emotional quotient is indirect correlation of interaction by having the integrated arts education·dance as medium, thereby having shown low consistency. In conclusion, as dance is a tool of expressing the most basic movement out of a human being's expression, it is activity available for easily using body and for creatively expressing as exploration into oneself. The integrated arts education·dance is the inclusive education of forming multi-dimensional cognitive ability and creative human being based on dance. Accordingly, as the education for promoting emotion of elementary-school students in the lower grades and for forming the balanced true human being, the integrated arts education·dance has positive influence in order to satisfy physical development, educational, cultural and artistic goals simultaneously, and to be realized socially or mentally achievement-based desire.

고등학교 교사의 통합교육에 대한인식 조사

고은정 조선대학교 교육대학원 2017 국내석사

본 논문은 통합교육을 실시하고 있는 고등학교 교사를 대상으로 통합교육에 관한 교사의 인식과 운영실태 및 통합교육 운영의 문제점에 대한 의견을 조사함으로써 통합교육에 대한 개선방안을 제시하는데 그 목적이 있다. 이러한 연구 목적을 위해 광주지역의 특수학급이 있는 현직 고등학교 교사들을 대상으로 설문조사를 통해 통합교육에 대한 인식, 운영실태, 운영의 문제점 및 개선방안에 대해 분석하고자 하였다. 이와 같은 연구목적에 기초하여 얻은 결론은 다음과 같다. 첫째, 통합교육에 대한 인식에서는 장애학생의 교육에 대한 관심이 다른 항목보다 낮은것을 확인할 수 있었으며, 교직경력에 따른 통합교육에 대한 인식의 차이가 나타나는 것을 확인할 수 있었다. 둘째, 통합교육 운영의 문제점에서는 장애학생 관련 운영에서 교사들이 어려움을 느끼는 것으로 나타났으며, 이와 관련해 통합수업 관련경험 유무에 따라 수업 및 학교운영에서 어려움을 경험하는 것을 확인할 수 있었다. 셋째, 통합교육 개선방안에서는 통합교육의 내실화를 위해서 일반학급 학생들의 인식 개선 및 보조 교사의 지원이 필요한 것으로 나타났으며, 교사의 교직경력에 따른 교사 자신이 필요하다고 생각하는 연수 내용 및 연수 경험에 따른 바람직한통합교육 발전 형태에 대한 차이가 나타나는 것을 확인할 수 있었다. 이러한 연구결과를 통해 제도적 지원 및 정책이 마련되어 실제 교육현장에서 장애 학생에게 도움을 줄 수 있는 지원제도가 반드시 뒷받침되어야 할 필요가 있을것으로 사료되는 바이다. This study aims to provide improvements of integrated education by examining high school teachers’ perception of integrated education, the current situation of integrated education, and problems of operating integrated education. For doing this, teachers working at high school in Gwangju, in which there is class for students with special needs, responded to the questionnaire. Teachers’ perception of integrated education, the situation of operating integrated education, and problems taking place when managing integrated education were analyzed. Results from this study are as follows. First, it is identified that in terms of the perception of integrated education, concerns with education for disabled students was lower than other items. Also, there was the difference of the perception of integrated education depending on teachers’ career. Second, when it comes to the problem of operating integrated education, teachers had difficulty with covering integrated education related to disabled students. Experience of performing integrated education influenced the extent of teachers’ difficulty with performing and operating integrated education. Third, as for improvements of integrated education, the change of normal students’ perception of the integrated education and support of assistant teachers were necessary to reinforce integration education. There was the difference on improving the desirable integrated education, which resulted from contents for teachers’ training that teachers themselves needed, and teachers’ career. This study suggests that institutional support and policy measures for integrated education should be offered. Additionally, in the real educational setting, supporting institutions to help disabled students should be surely underpinned.

문화적 배경을 활용하는 한국어 관용어 교육 방법에 대한 연구

김애심 조선대학교 교육대학원 2017 국내석사

국문초록 언어를 배우는 목적은 그 언어로 의사소통을 하는 데 있다. 의사소통 능력을 향상시키기 위해서 체계적인 문법지도와 문법 활용 능력이 중요하다. 그러나 아무리 완벽한 문법적 지식이 있어도 그 사회에 대한 이해가 없다면 언어를 적절하게 사용하지 못하게 된다. 이 연구는, 선행연구 및 설문조사를 바탕으로 기존의 문법위주의 교육에서 벗어나 관용어를 통해 어휘와 문화를 같이 교습함으로써 한국어를 배우려는 외국인, 특히 중국인들에게 문법적 요소와 한국 사회의 문화를 같이 교습함으로써 한국어를 효과적으로 가르치고자 하는 데 그 목적이 있다. 관용어를 통한 한국어 교육을 위해서 다음과 같이 관용어의 선정 기준을 정했다. 첫째, 기존 한국어 교재에 실려 있는 관용어 중에서 선정하였다. 이를 위해 현재 대학 기관에서 사용하는 교재에 나오는 관용어 중 중급 이상의 관용어를 추출하여 관용어가 어떻게 교육되고 있는지 분석하였다. 둘째, 중국인 학습자 모국어 특성을 고려하여 모국어에서 유사한 관용어가 있는 것을 선정하였다. 셋째, 대학교재에 나오는 관용어를 선행 연구 자료를 근거로 다섯 가지 문화 요소별로 분류하고 중국의 어휘와 대조하여 제시하였다. 관용어를 활용하여 어휘와 문화를 통합적으로 교수하기 위한 방안으로 모란모형을 제시하였는데 이는 어휘와 문화를 통합적으로 교수하기에 적합한 모형이다. 구체적인 교육 방안으로 모란 모형을 기본으로 문화 요소별 교육 모형과 학습지도안을 통한 교육 모형을 제시하여 관용어를 활용해 어휘와 문화를 보다 효과적으로 교습할 한국어 교육 방안을 강구하였다. 이를 통해 학습자들은 한국어 어휘뿐만 아니라 한국 사회와 문화 전반에 대한 이해를 높이게 되어 보다 흥미로운 학습 동기를 갖게 될 것이다. ABSTRACT A Study on Teaching Methods of Korean Idiom for Chinese Students Using the Cultural Background Kim Ae-sim Prof. Jang Gyeong-hyeon Major in Korean Language Education Graduate School of Education, Chosun University The purpose of learning language is to communicate using that language. To improve communication skills, the systematical instruction of grammar and the ability of grammar usage is important. But even if you have a perfect grammatical knowledge, you cannot speak fluently without the understanding of cultural background of that language. The goals of this research, based on the previous research and survey, is to teach Korean language effectively to the foreigner who wants to learn Korean, especially Chinese, by teaching vocabulary through the idioms both of grammatical factors and social culture of Korea getting out of the way of grammar-oriented education. To educate the Korean language by using idioms, we decided the following selection criteria of idioms. First, we selected idioms from the pre-existing Korean textbooks. For this purpose, we analyzed the method of teaching idioms by selecting the intermediate level idioms or higher which used in the present university textbooks. Second, considering the characteristics of chinese student’s native language, we selected similar idioms compare to their language. Third, we classified the idioms which used in the university textbooks by the five kinds of cultural factors based on previous research materials and presented idioms in comparison with Chinese vocabulary. This study proposes the Moran-model in the way of teaching integrally the vocabulary and culture by using idioms, this is a suitable model for teaching integrally the vocabularies and cultures. As a specific educational method, we proposed the cultural elements teaching model and the model through the learning plan based on the prototype Moran-model, and took measures of teaching Korean language to learn more effectively vocabulary and culture by using idioms. Through this method, students will not only understand Korean but also the overall culture and society which may lead to higher academic motivation.

스마트교육을 통한 효율적인 미술 감상 교육 방법 연구

김한태 조선대학교 교육대학원 2017 국내석사

Today, the world is being transformed into a knowledge and information society. Human beings should be able to actively cope with change with an open mind, and to develop creativity so that they can continually create ideas of judgment, thinking power, and novel ideas. The ultimate goal of art education is to help people to appreciate and understand art, and to cultivate civic qualities so that they can live a more affluent life than now. In this way, representative education for raising civil qualities in modern society can be practiced through smart education. By positively using smart devices, it is possible to show the turning point of new and improved education, to expand the range of experiences and thoughts for students, and to use various information networks You will get an opportunity to get in touch. The purpose of this study is to find effective ways of appreciation by using smart education in art appreciation class. The following conclusions were obtained from the results of the smart training exercise. First, after introducing the Cyber Museum site, the learner selected and watched each of them. As a result, the learner was able to search various information by using the smart device, not only from the viewpoint but also from the characteristics of the work, the history of the writer, . In the past, when information was obtained through dictionary or expert books, smart education could search for smart information devices and use them instantaneously regardless of location and time through advanced communication infrastructure. The cost reduction effect was obtained. Second, 72.4% of the learners who were interested in the class using the smart device were able to get the result that the class was not boring. If the existing teaching method was a textbook oriented class focused on knowledge injection, smart education would be able to acquire interesting knowledge by easily understanding difficult concepts while listening to ears, , And the self-directed learning was achieved by sharing and providing the data to the web space. In this way, smart education can induce learner 's participation and increase interest, so that both learner and educator can have high learning satisfaction. Third, the learner 's learning achievement, cooperative learning, discussion learning, and online learning were found to affect the academic achievement through the smart device. More than 80% of learners expressed their desire to continue teaching using smart devices, and this is because smart education is a lesson for today's generation of learners in the rapidly changing information age. In recent years, development of portable smart devices has made APP available for teaching. With various interesting contents, it can induce students' interest in education, so that students can voluntarily participate in classes and conduct effective teaching. A quick feedback using a program like CLICKER APP can be a highly satisfying lesson because of the interaction between the teacher and the student. By using these programs, I am confident that if we conduct smart education, we will be able to make efficient classes from the school environment and various difficulties and create a good educational environment suitable for the new generation.

온라인 미술관을 활용한 중등학교 미술 감상 교육방법 연구

박유민 조선대학교 교육대학원 2017 국내석사

ABSTRACT A study on Teaching Method of Art Appreciation in Secondary School Using Online Art Museum You-min Park Advisor : Prof. Ic-mo Kim Major in Fine Arts Education Graduate School of Education, Chosun University The purpose of this study is to propose a concrete educational method for art appreciation instruction and importance of art appreciation education in secondary school using online museum. Art appreciation education using online has led to the use of various teaching methods and the quantitative expansion of education. In addition, art appreciation classes were developed as an effective and abundant learning method by developing online and offline schools and museum museums and school education linkage programs and applying them to education. In the theoretical review, the effectiveness, necessity, and limitations of the class were identified by using the online museum in the secondary school art appreciation education. As an example of secondary school art appreciation education using online art museum, I examined various programs of Korea National Museum of Contemporary Art and American Museum of Modern Art (MoMa) in USA. The National Museum of Contemporary Art in Korea is well structured, but the Museum of Modern Art in New York has a lot of materials, a vast array of on-line courses, and a structure that meets its role as a contemporary art school. In particular, I focused on the art appreciation program and reviewed the various composition of the online school-related education program of The J. Paul Getty Center. The Getty Center was shown to be a section of the play type that stimulated the interest of the students, so that they could enjoy the art appreciation. The Getty Center online program has a Resources for Students program on the initial screen. It consists of content that enhances students' understanding of artists, art history, materials and techniques. The effects of using the Resources for Students program are as follows: First, a large-scale art education program can be obtained, and materials related to classes such as art appreciation, art history, and life of an artist can be accessed without regard to time and place. Second, it can be done on-line through law, questions, questions, etc. through practical works of art, and it can also help to understand art and comment on art appreciation. Third, as you can see in the program, you can expand the system of thinking by analyzing and comparing the two drawings, and you can logically think from your perspective and compare and analyze the viewpoint of the other person. Fourth, getty games is a good program to improve the curiosity, observation ability and detailed description skill of art works. It is an educational program based on appreciation of arts. The extensive educational program of the Getty Center enhances the appreciation of the appreciation of artworks, the appreciation of art history and diverse cultures, and the character of ideas, religions and styles of the period through works. As a theoretical basis,/ After I searched for effective teaching methods of secondary school appreciation art /and then selected the topic as cubism. I compared the works of two artists by selecting the periodical background and expression technique of cubism/ and the representative painter Picasso and Brake and participated in the online Instagram which is operated in the museum. So In this paper, I propose cubic expression technique. This educational program is not about analyzing the work, but is about making you feel the aesthetic value of the work. In universal appreciation of art works, I look at colors, images, and textures, and I am led to think about the intensity of the work and the meaning contained in the work. Furthermore, I think about the metaphors and symbols that are read in the artist's intentions and works about what is not directly or visually revealed to the work. Through this art appreciation education, I focused on mental activities that transcend rational judgment and described the direction of art appreciation education. Through this study, it is hoped that basic art appreciation education will be established by using online art museum to provide basic data that can go a step further. Also, I would like to continue the education program and continuous research on new items for the art appreciation education method in secondary school using online art museum. 국문요약 본 연구는 온라인 미술관을 활용하여 중등학교 미술감상 교육의 중요성과 미술감상 지도에 대한 구체적인 교육방법을 제안하는 것을 목적으로 연구하였다. 온라인을 활용한 미술감상 교육은 다양한 교수법의 활용과 교육의 양적 확대를 가져왔다. 또한 미술감상 수업은 미술관 및 박물관의 온라인과 어프라인 그리고 학교교육 연계 프로그램을 개발하여 교육에 적용시킴으로써 효율적이며 풍부한 학습 방법이라는 것을 알 수 있었다. 이론적 고찰에서는 중등학교 미술감상 교육에서 온라인 미술관을 활용함으로써, 수업의 효과와 필요성 그리고 한계점을 파악했다. 그리고 온라인 미술관을 활용한 중등학교 미술감상 교육의 사례로, 한국의 국립현대미술관과 미국의 뉴욕 현대미술관(MoMa)의 다양한 프로그램들을 살펴보았다. 한국의 국립현대미술관 프로그램도 잘 구성되어 있지만, 뉴욕 현대미술관은 많은 자료들과 방대한 온라인 코스의 서비스 그리고 현대미술 교육기관으로서의 역할을 감당하는 구조는 한국 국립현대미술관 보다 잘 되어 있는 것을 파악할 수 있었다. 특히 미술감상 프로그램에 초점을 맞추어 게티 센터(The J. Paul Getty Center)의 온라인 학교연계 교육 프로그램의 다양한 구성을 전반적으로 살펴보았다. 게티 센터는 학생들의 흥미를 유발시키며 놀이형식의 섹션으로 제시 되어 재미있게 미술감상을 할 수 있도록 되어 있는 것을 알 수 있었다. 게티 센터의 온라인 프로그램은 초기화면에 학생들을 위한 지원(Resources for Students)프로그램이 있다. 이는 학생들의 예술가, 예술사, 자료 및 기법에 대한 이해를 향상시키는 내용으로 구성되어 있다. 게티 센터의 온라인(Resources for Students) 프로그램 이용 효과로는 첫째, 방대한 정보의 미술 교육 프로그램을 얻을 수 있으며, 미술작품 감상에서부터 미술사조와 예술가의 생애 등 수업에 관한 자료를 시간과 장소에 구애받지 않고 편리하게 파악할 수 있다. 둘째, 미술에 관한 실기로 그리는 법, 의문사항, 질문 등 온라인 상에서 이루어지며, 미술에 대한 이해와 미술감상의 논평까지도 도움을 받을 수 있다. 셋째, 프로그램에서 보는 바와 같이 두 그림을 비교 분석하여 발표할 수 있는 공간으로 자신의 관점에서 논리적으로 생각을 펼칠 수 있으며, 상대방의 관점과 비교 분석하여 사고의 체계를 확장시킬 수 있다. 넷째, 게티 게임(getty games)은 미술작품에 대한 호기심과 관찰력, 세부 묘사기술을 향상시킬 수 있는 좋은 아이템으로 미술감상에 있어서 바탕이 되는 교육 프로그램이라 할 수 있다. 게티 센터의 방대한 교육 프로그램은 미술작품을 감상하는데 있어서의 안목을 높여주며, 미술 역사에 대한 이해와 다양한 문화를 고찰할 수 있으며, 작품을 통하여 그 시대의 사상, 종교, 양식의 특징을 파악할 수 있었다. 이와 같은 이론적 토대로 중등학교 감상미술의 효과적인 교육방법에 대해서 모색한 후 주제를 입체주의로 선정하였다. 입체주의의 시대적 배경과 표현기법 그리고 대표적인 화가 피카소와 브라크를 선정하여 두 예술가의 작품을 비교 분석하고 미술관에서 운영되고 있는 온라인상의 인스타그램에 참여하여 흥미롭게 표현할 수 있는 입체주의 표현기법을 제안했다. 이 교육프로그램은 작품을 분석하는데 있지 않으며, 작품의 미적 가치를 느끼도록 하는데 있다. 보편적으로 미술작품을 감상하는데 있어서 색과 이미지, 질감 등을 살펴보고 그 작품에 대한 느낌의 강도, 작품 속의 담겨져 있는 의미는 무엇인지 생각하게 유도 한다. 더 나아가서는 그 작품에 직접적 또는 시각적으로 드러나지 않는 것에 대해 작가의 의도나 작품에서 읽혀지는 은유나 상징에 대해 생각한다. 이렇듯 미술감상 교육을 통해 이성적 판단을 초월한 정신활동에 중심을 두고 미술감상 교육의 방향을 담았다. 본 연구를 통하여 온라인 미술관을 활용하여 중등 미술감상 교육이 정립되면서 한발 더 나아갈 수 있는 기초자료로서 활용되기를 바란다. 그리고 온라인 미술관을 활용한 중등학교 미술감상 교육방법론에 관한 연구가 향후 지속적으로 이루어지길 바란다.

우리나라와 프랑스 미술교육의 비교분석을 통한 개선방안 연구

천훈경 조선대학교 교육대학원 2017 국내석사

The talent that the modern 21st century is asking for is a person with knowledge and creativity. Therefore, people who can create new boundaries by looking into the future according to the flow of time, and combining and developing the various fields they are interested in. In recent times creativity is a movement to answer the question of the talent required by the modern times, and the education for it. Through this thesis, information about Korea and France’s education and culture and art policies was examined, and various examples were found. It is clear that a lot of effort was put into the development on our art education even in social and political chaotic times, but because of not being able to settle the gap between reality and theory, and the coercion of a standardized cogitation the results were always below expectance. Even though these situations have improved a lot in the present there are still similar problems, and it haven’t been rid of completely. In contrast France, the best out of all the advanced countries of culture and art, has a art education method that is strikingly different from ours. The biggest difference is that in France, art has a bigger meaning and value than just education, and it grants various effects of education such as fostering the creativity, thinking ability, emotion and etc. of the children. By understanding the value of culture and arts education, and backing the development for it France was able to achieve the national standing of an advanced culture and art country. Comparing our country’s art education with France’s the problem in the education system can be found, and the effort to break from the limit of our students being aesthetically illiterate even after 12 years of elementary and middle school art education. Therefore, by studying the information of the last three years on how France’s art education develops the students’ abilities and insight, an appropriate alternative for our country’s art education’s problems will be suggested. We hope that by preparing for the 21st century, the culture and art period, people have more interest in art education, and more researches will be conducted so that art education can fulfill it’s original purpose. Also we hope that the creative and structured education process can uprear many talents for our times, and become the driving force for developing other subjects other than art education.

한국, 캐나다, 핀란드의 중학교 모국어 교육과정 비교 연구

전대일 조선대학교, 교육대학원 2017 국내석사

Abstract A Comparative Study on the Secondary Language Curriculum of Korea, Canada, and Finland Jeon Dae-il Advisor : Prof. Jae-ki Lee Ph.D. Major in Korean Language Education Graduate School of Education. Chosun University This study aims to find out meaningful results from comparative studies on secondary language curriculum of Korea, Canada, and Finland. The reason why the researcher chooses the three countries is that they are at the highest rank in the PISA(Programme for International Student Assessment) of the Reading Domain from 2003 to 2015, and they are recognized as a powerful nation in terms of education. The Korean version of 2015 revised curriculum was compared with the Canadian version of 2007 revised curriculum and Finnish version of 2016 revised curriculum. The level of curriculum was secondary language and the objectives and core contents and achievement standards are compared and analyzed respectively. Even though there were studies about international comparison between curriculum ,however, those were limited to present general statement and were not analyzed in detail. Therefore this study has a significant meaning in terms of comparing curriculums systematically. The results of analysis are following. First of all, the introduction of Media education and application is necessary in the Korean language education circumstance. Korea is the leader of IT industry all around world and there are more mobiles than the population so the speed of supply is incredible. The information on the web is the key content in 21st century. The curriculum of Canada and Finland includes the 'Media' as an independent field, which gives a meaningful implication for Korean curriculum. Secondly, the curriculum of Canada and Finland provide integrated approach for language education. For example, literature and reading is integrated as an one subject and students are supposed to read literature naturally. In the case of Canada, rules and structure of language, knowledge of language, vocabulary are integrated meaningfully. Korean language curriculum is also needed to be adapted in that way of changing. Thirdly, language competency should be emphasized in language curriculum. Revised version of Finland in 2016 focused on competency for education revolution. They include ideas and leaning, cultural competency, interaction and expression, self-caring, ICT competency, responsibility and authority competency. Therefore, those of three findings are to be implemented into Korean language curriculum near in the future.