敎育大學 美術科敎育 實技能力 仲張方案 : 實態調査 分析을 通하여

梁哲模,沈鳳燮,金鍾根 釜山敎育大學 1987 부산교육대학 논문집 Vol.23 No.1

世界主要國의 初等敎員 養成敎育에 관한 比較硏究 : 韓國初等敎員 養成敎育의 現況과 問題點을 中心으로

李元必,金仁洙 釜山敎育大學 1975 부산교육대학 논문집 Vol.11 No.1

The purpose of this study is to present the improvement and the problem in srguments encouraging the primary school teacher cducation. This its system and curriculum, the relation between supply and demand are separately argued compared with foreign cases. The results of the study can be summarized as the following(about its improvement): ① Comprehensive institutes or universities are to be inevitablely established and four-year-course teachers' colleges as training organization of primary teachers is to be build urgently. ② The test of aptitudes or personalities available for teachers is regulated as selections of students, and the national organization of controling candidates should be instituted. ③ Professors can replenish the lack of the knowledge for action through the action researches. ④ It is important to keep the structure of curriculum as a whole well-balanced the person of chindren, the specialist, the genuine teacher. ⑤ In the professional courses the dual structure for instruction-al method and the direction of children should be contributed to the regular works of teachers. ⑥ It is necessary that conduct excises for student teacher sectioning the stage available for, extevd its term, and regulate the qualification of directing teacher. ⑦ The supply and demand fo teachers should be accurately planned.

進步主義 敎育과 本質主義 敎育의 比較 硏究

李元必 釜山敎育大學 1970 부산교육대학 논문집 Vol.6 No.2

More than twenty years have already passed since Korean education began its own progress towards the democratic education, having got rid of the traditional education under the Japanese control of colonization. During these years we have imported and have directly experienced the progressive education. But it has been found that the progressive education which is one of the streams of educational thoughts prevailing chiefly in the United States cannot serve the purpose of Korean education because the tradition, the custom, the ways of living, etc. of the United States are fundamentally different from ours. And so it is the writer's belief that the proper time has arrived for us, educators, to consider again and judge again the fact of having imported the idea of progressive education without deep consideration. Under these circumstances, through this study, the writer wants to compare the progressivism with the essentialism, reconsider the Korean education, and finnally find out some suggestions for the development of the democratic educational theory and philosophy fitted to the Korean situation. As a conclusion of this study, some suggestions are given below by the writer. These suggestions should inevitably be included in the theories of Korean education in order to have an educational philosophy most fitted to the present situation of Korea. 1. Personal dignity must be emphasized in the education. 2. Education that endeavours to encourage the social cooperation is most desirable. 3. The ultimate goal of the education should be directed to elevating the democratic charactor of the students. 4. Social concerns and social desires should be the stressing point of the education. 5. Classconscious education should be replaced by the general education for all. 6. Education should be built upon the life and the experience of the children. 7. Teaching the students how to organize things and how to think effectively is important. 8. We should put more emphasis on the hard-working habit of the children than on the interest of them.

成人敎育의 觀點에서 본 社會敎育의 實踐方案

金明澈 釜山敎育大學 1986 부산교육대학 논문집 Vol.22 No.1

In a rapidly changing society non-formal education is generally defined as systematic educational activity for both adult and youth after compulsory education. But the present study has focused on only adult education. Non-formal education for adults largely includes five categories such as education for the illiterate, liberal studies for adults, civic education, vocational training and the best use of leisure time. Adult education absolutely differs from formal education for young students in a variety of age, sex, school and vocational career, value, attitude, etc. This variety naturally requires us to make proper and efficient programs for adult education. Furthermore based on peculiar methods of in-service training for high-level government officials the conclusion is as follows: 1. Non-formal education program for adults ought to be sharply improved and reinforced systematically by request of rapidly changing society. 2. 'Lecture-centered' teaching method of non-formal education including in-service training for government officials should be changed into 'participation-centered' teaching method which is characterized by learner's voluntary activities such as discussion, seminar, case study, orienteering, sensitivity training, etc. 3. Excellent instructors and good facilities as well as scientific study must be continuously provided in order to support practice of 'participation-centered' teaching method mentioned above.

實科敎育의 效率化에 關한 硏究 : 國民學校 工業工作 敎育을 中心으로 with reference to the Technical and Craft at the Primary School

李時元 釜山敎育大學 1981 부산교육대학 논문집 Vol.17 No.1

We are preparing and carring out the intensified vocational education as the policy to develop ,man-power in order to adapt to the highly industrialized society. This stydy is investigated to find out the effective method of vocational training education of primary school which is the basic vocational training education. The results of this study are as follows: (1) The taxt book with contents suited the should be edited for the effective vocational training education. (2) The basis of the technical and craft education should be carried out with the same part of art course. (3) The teaching materials must be reorganized. (4) It is a very urgent problem to be improved the teacher's quality. (5) Teacher's positive guidance attitude should be established. (6) In oredr to miprove the class standard, a proper plan should be considered. (7) It is absolutly necessary for the vocational training education to be expanded the school facilities. (8) It is a very urgent problem that we enlighten the parents about the importance of technical and craft education.

제43집 학생생활연구

부산교육대학교 학생상담센터 부산교육대학교 학생생활연구원(부산교육대학교 한새생활문화연구원) 2024 학생생활연구 Vol.43 No.-

敎育의 目的에 관한 分析的 硏究

崔冠卿 釜山敎育大學 1984 부산교육대학 논문집 Vol.20 No.1

Since all educational activities are in the final analysis a process or means by which the attainment of various specific aims are sought, educational teleology has always been a subject of utmost interest in education. Thus, in our study of educational history, our primary interest has always been the specific educational aims sought in different historical periods. But, as if to prove the justice of Jacques Maritain's warning the it was a serious mistake on the part of modern education to be obsessed with educational means and methods at the expense of its goals because of the multiple effects of progressivism, logical positivism, analytical educational philosophy and utilitarianism, educational teleology has all but lost its place both in theory and practice. It may be said in this context that the most serious problem facing educational programs at all levels today stems from our obsession with means rather than ends. Education devoid of its inherent goals and values is mere training--although there are many who seem to equate utilitarianism as teleology. It would be not only foolish but dangerous as well for an educator to be content with the short-term goal for conducting daily class without making an overall study of long term educational goals. Such an attitude on the part of the educator reminds one of a windblown skiff at sea without destination or compass. In this research, first, a comparative study of concepts represented by such cognates as "objectives", "goals", "ideals", etc is made. And it is found that although there are essential differences among them, the terms can be mutually appropriate depending on circumstances. It is noted, however, that unprincipled indiscriminate use of such terms may lead to the mistake, for instance, of identifying the attainment of mere curricular objectives with that of educational goals and ideals. Secondly, there is to be found a general lack of basis where the classification of educational aims is concerned, whether it be the educational philosopher or educator who is involved. In order to minimize such errors which may arisc from a lack of principles, three categories of educational aims are logically inferred from the relations between the ends of means, and manipulatively defined as 1) intrinsic aim 2) instrumental aim and 3) ultimate aim. The educational views advocating each of these three categories are respectively named "the view of ultimate educational aim", Next, a study is made of the limits of the view of intrinsic educational aim", "the view of instrumental educational aim"' and "the view of ultimate educational aim". Next, a study is made of the limits of the view of intrinsic educational aim from five different aspects. Thirdly, if we are to depend on the view of intrinsic educational aim, we are likely to come to the dilemma of "education for education's sake." The view of instrumental educational aim is bound in the long run to debase the functions of education to those of mere tools. The view of ultimate educational aim may finally result in a situation where there is no human activity outside of education. Consequently, we always have to seek the harmonic realization of the above three aims of education.

제4차 국민 학교 국어과 교육 과정의 분석 연구

이주호 釜山敎育大學 1982 부산교육대학 논문집 Vol.18 No.1

Having analysed the contents of the 4th revised elementary school curriculum of Korean language course, the writer concludes as follows: 1. It is different from any other curriculum which has ever existed in that it attaches great importance to intelligence. This is because its contents is based on the system and fundamental concepts of modern rhetoric, literary theory and linguistics. 2. Its domain, goal, contents and description of method are systematic and so we can find consistence and unity in its arrangement. 3. Explicating its original goal in teaching korean language it may contribute to the improvement of the linguistic faculty. 4. It seems to me that it payed due regard to the actual conditions of elementary school lessons.

敎育大學 實科 實驗實習의 效率化를 위한 資料開發 硏究

鄭原圭,尙貞基,鄭模根,李時元 釜山敎育大學 1987 부산교육대학 논문집 Vol.23 No.1

This study is to research the better ways of management in the practical arts-education in primary schools. The primary school teachers' concrete experiences are made use of to improve their teaching methods in teachers college, a teacher training institute. Therefore this research is supposed to be able to fix on the aim of practical arts-education. Accordingly the questionaires of the problems caused on the scene of education are given to the present teachers in the seasonal system of Pusan Teachers College and Jinju Teachers College. The aim of this research is to develop the materials to improve the educational effectiveness in the practical art-education of teachers college. The result is as follows : 1. According to the questionaires, the problems in the education of the practical course for elementry schools are mainly due to the deficiency of its materials. On the other hand, the teaching methods depending on experiment and practice together should be applied to the class. 2. In the current practical textbook, experiment, practice and observation are shown in the units separately in the contents. The Fifth Educational Revised Plan compared to the current educational curriculum, the units of computer and life are newly showed in the life function scope of the sixth grade textbook. Besides the contents of teaching and the factors of teaching are revised a little. The current educational curriculum, therefore, should be supplied more faithfully. 3. In order to develop the textbook of the practical arts-education of the teachers college, the contents of practical arts-education textbook mainly by experiment and practice are made up of the five scopes of the departments of agriculture, commerce, fishing, household management, etc... 4. To get rid of the formal procedures of abstraction and theory, the practical arts-education of the teachers college quickly needs to make the practical application of audiovisual aids and to introduce the manufactured mechanical apparatus helpful to developing the practical materials by itself. 5. At the departments of practical arts-education of the nation-wide Teachers Colleges, the facilities and equipments of experiment and practice are now as follows : The Ministry of Education shows the standard of equipments, that is, the 7 kinds of laboratories and 179 kinds of experimental apparatus, but the average rates of laboratories of 11 Teachers Colleges is 10.37 percent. So the Ministry of Education should reconsider the standard of its equipments. 6. To develop the practical arts-education of the teachers college, the general institute of practical arts-education should be set up. The kinds of laboratory and its structure (or scale) are shown on each scope.

態度敎育의 問題性 硏究

金仁洙 釜山敎育大學 1984 부산교육대학 논문집 Vol.20 No.1

As we have observed the troubles that have occurred from disharmony between material and spiritual value in the developed societies. We define education enhansing national spirit and attitude education as an important subjects. Euphuistic phrases for attitude education has been used instead of concrete educational activities and research. And so this theme deals with the prablematic matter belonging to attitude education. For this purpose this writer analysed as follows. 1) learning for attitude is regarded as by-product of cognitive learning: for example this word means that democratic attitude is formed by knowing democracy. But as a matter of fact, 「knowing-that」 is different and distinguished from 「knowing-how」. According to Rule's analysis, 「knowing-how」 is not the result of 「knwing-that」 but 「knowing-that」 and 「knowing-how」 are different each other. 2) As we focus on knowledge of entrance examination and occupational education. We can't spend much time in teaching attitude education and educational circumstances performing attitude education have not been prepared yet. 3) We can point out the difficulties of attitude education itself forming and changing attitude as follows. First, the conception of the word "What does the attitude mean?" is ambiguous. Second, the method of attitude-formation is aslo ambiguous. Third, how do we measure and evaluate learned attitude? In conclusion If the attitude education is fulley accomphised 「knowing-that」 and 「knowing-how」 is to be done simultaneously. Summarily this theme concludes that when cognitives, emotional and behavioral approaches are scientifically harmonized, the change of attitude will occur successfully. The final recommendation is that effective inclusive method connecting the aboue three approaches will have to be investigated.