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生涯敎育은 그 출발이 美國에서 발달되기 시작한 敎育理念으로서 職業敎育에서부터 發展되었다. 生涯敎育은 社會의 必要와 社會發展 및 個人의 能力과 適性敎育에 주안점을 둔 것으로 敎育의 實際를 개혁하고 새로운 方向으로 職業適性敎育의 실시를 강조한 교육이다. 즉, 넓은 意味의 직업교육이요 靑少年들을 위한 進路開發敎育이라 부를 수 있다. 쉽게 말하면 適性, 興味, 能力에 알맞은 직업을 探索하고 경험을 통하여 一生동안 만족하고 행복한 “삶“을 누릴 수 있도록 적성에 부합된 교육의 실시를 의미한다. 生涯敎育은 美國의 敎育省 교육위원이었던 Sidney P. Marland 박사가 在任時 교육의 문제점을 지적하고 처음으로 휴스턴市에서 개최된 全國中等學校 校長會議에서 生涯敎育의 必要性을 力說하고 “모든 교육은 生涯敎育이다. 또한 그렇게 되어야 한다”는 主題를 발표한데서 비롯되었다. 生涯敎育은 1970年代 초부터 중요성이 인식되어 여러 가지로 學者들의 槪念과 定義를 내리고 있다. 本 論文은 주로 生涯敎育을 뒷받침하는 內容으로서 生涯敎育의 발달과정을 역사적으로 살펴보았고 生涯敎育의 대두와 함께 生涯敎育 要素와 관련된 理論을 탐색하였으며, 最近 生涯敎育에 관심을 가진 學者나 硏究者들이 이루어 놓은 論文을 소개하였다. 生涯敎育을 실천하기 위한 모델을 제시하면서 學生들의 成長發達段階에 맞추어 國民學校에서는 生涯認識 과정으로서 교육을 실시하고 中學校 과정에서는 生涯探索을 필요로 하고 高等學校 과정에서는 生涯準備로 職業敎育을 실시하도록 고안되었다.
1. Summary The local educational autonomy system is based on the voluntary participation of inhabitant in local community revolving around student's parents. Nevertheless, korean educational authorities have ruled out the opinions of student's parents and local inhabitants in various fields of educational activities, and have not reflected even the particularity inherent in education sufficiently and operated the education. But, the Law on the Local Educational Autonomy System was enacted by passing the state council on Apr. 11.1991, and so the local educational autonomy system, which has substantially stopped for that time, will be selected in the local council of the units of city and province on the coming july, the local educational board be formed and it comes to revive again. This study aims at preserve the political nautrality of education, putting vigor into the autonomy and specialty of educational autonomy system which can reflect the opinions of local community residents into educational policies. 2. Purpose of this study 1) To grope for its theoretical background on the basis of the concept of the educational autonomy system. 2) To inquire into the matters on the organization, body and operation of the local educational autonomy system. 3) To present the stable plan of securing finance for local education 4) To analyze the derived controversial points and propose the developmental plan of the local educational autonomy system in korea. On the basis of the above-mentioned statement, the important controversial points and reformative plan can be suggested in relation with the current local educational autonomy system in korea. 3. Controversial points and their reformative plan 1) The representativeness of local inhabitants should be strengthened in the constitution of the local educational board, and its members be directly elected by local inhabitants in order to heighten the consciousness of participation. 2) The most significant legislative right, budgetary right and the right to the settlement of accounts, of matters for deliberation in the local educational board, are supposed to be ultimately deliberated by the local council, but the local educational board will have to be made to resolve and deliberate such matters. 3) The critenon(standard) of qualification for the post of the vice-superintendent of education supposed to be placed on the Educational Board Situated in city or province is regarded as the civil servant of regular goverment service, but the requirement of qualification for such post should require the educational career for a given time of period as well. 4) The financial foundation of the local education autonomy system should be intensified in order to effectuate the local educational autonomy system. As a result of this study the following matters would be suggested. 4. Suggestion 1) The authority and responsibility of the head of local government for education should be reinforced. 2) The members on the education board should be selected by local inhabitants directly, and the substantial authority on decision on educational policies be exercised. 3) As to the qualification of the superintendent of education and the vice-superintendent of education the academic background of more than the degree of M.A should be added together with the career of educational special staff. 4) The autonomous budgetary right of the education board should be in a direction of its expansion. 5) Local community should be made to take active part in the development of local schools.
This thesis investigates the educational policies of imperialistic Japan for colonizing Korea. The investigation was focused on the process of the colonization, especially with respect to Japanese educational invasions of the Korean Peninsula. The educational policies included the basic line of the policies, the reorganizations of school systems for realizing autocracy, the reforms of school curriculum for the assimilationpolicy and the Japanese oppressive measures to obstruct the educational movements developed by Korean nationalists. The purpose of this thesis is to analys the process of the Japanese imperialistic invasion, that is its assimilation of Korea which is the result of Pan Asianism. To attain the purpose, thesis consists of four chapters: The characteristics of Japanese Imperialism in Chapter Ⅰ; The developments of Korean Private Schools in Chapter Ⅱ; The Educational Policies of the Japanese goveral for Colonizing Korea in Chapter Ⅲ; Conclusion in Chapter Ⅳ.
Through the vocations chosen, man lives on, seeks the joy of life, confirmatives his social role and contributes to his community and nation. Career education is unified programs, which give the youth learning environment on their interest and ability. The schools provide fundamental in a terials for information of vacation, research of career and should help students with understanding themselves and world of works through career education with elements of school education. Career education is the most effectual to do in class by regular curriculum. Students investigate about vocation, information of vacational society and compare aptitude as well as capacity of oneself. So doing this, students will see how the career education helps on dong their job. In this thesis, a vocation is selected from among 38 jobs which are introduced in Korean text book. The contents are as follows ; 1. jobs contents 2. aptitude 3. school career and training 4. payment and condition of work environment 5. prospect From the above, 4 teaching models are deviced. Proposition 1. Korean language education cultivates the functions which heeds all the vocation. So it should be reconstructed to related with vocational society. 2. Various material should be producted which need financial supply, in order to help student's vocational maturity, awareness, attitudes and making decision. 3. Field work or famous person in community should be made the best use of talent. 4. Teachers should be reeducated on importance of career education. 5. Healthy view of value on vocation should be established at social and national level for vocation.
Social development has to entail change in education, especially in universities, capable of adjusting itself to the newly social environment. For meeting the demands of developmental society, universities in Korea operate the pedagogy, which is called experimental education. This paper attempts to investigate the problems and present reform measures necessary for efficient pedagogy in Korean universities. The followings are basic measures for it. The first, richness in education through adjustment of graduate credits; The second, conversion to system of the number limit in a department or a part; The third, the increase of commencement of work through a system of plural-major study or sub-major study. Most universities and colleges took system of experimental education, and the new system was applicable to students of three quarters out of all the universities in 1980. Universities which choose new system are increased day by day. The newly educational system experimental education is generalized and play important role in university education. First of all, one of the most important things is to examine the hard problems and eliminate them in order to nip in the bud any error for development and good management of the new system. The hard problems are followings: 1. regulation of credits; 2. large quantification of student enrollment and selfcontrol in decision of specialization; 3. the problems of minor study and dual specialization; 4. acquisition of credits in schoolwork; 5. administration of special terms, and 6. improvement of educational condition. The success of the new system depends upon amelioration of the problems to accommodate to the system. It has been already passed about 9-year since new educational system came into effect in Korea. I can say that the new system has been successful. An educational system of an university is not a problem of itself, but a problem of a nation, and the educational system is identified with development of a nation-state. Government has to contribute financial subsidiaries to universities for success of new education system.
This study is attempted to find out the main concepts and implications in the educational theory(idea) of perennialism. The special purpose of this study is to provide the foundation of moral and ethical principles of national education for our modern spiritual and moral life. As you know, perennialism advocated by R.M. Hutchins(1989~1977) J. Maritain(1882~1973) and Mortimer J. Adler, is one educational theory of contemporary six philosophy of education in 20th century. The six philosophy of education is ① progressivism ②esssentialism③perenniaism ④reconstructionism ⑤existentialism and ⑥analitic philosophy. This study is described the following sequences. They are: 1)forward 2)rise of the educational theory of perennialism 3)background and content of perennialism 4)compariso and critique of perennialism and progressivism 5)conclusion The method used for tuis study is purely descriptive and analytic on the basis of educational. historical materials, writings, documents, papers, articles including regulations and prescripts. The results of this study may be described as follows. 1)Perenialists deny the pragmatism. Progressivism is based in pragmatism. Therefore perennialism is started from blame of progressivism. Perennialists emphasize the absolutness, unchagealeness and everlastingness of truth. 3)Perennialists assert the elongation or discipline of spirit(mind) and intelligence in education of the indivisuals. 4)The basic principles of perennialism may be outlined in six categories. (1)Despite differing environment, human nature remains the same everywhere; hense, education should be the same for everyone. (2)Since reationality is man’s highest attribute, he must use it to direct his instinctual nature in accordanse with deliberately chosen ends. Men are free, but they must lean to cultivate reason and control their appetites. (3)It is education’s task to import knowledge of eternal truth. In Hutchins celebrated but vulnerable deduction, Education implies teaching. Teaching implies knowledge. Knowledge is truth. The truth is everywhere the same. Hence, education should be everywhere the same.” (4)Education is not an imitation of life but preparation for it. The school can never be a “real-life situation.” (5)The student should be taught cartain basic subject that will acquaint him with the world’s permanencies. (6)Students should study the great work of literature, philosophy, history and science in which men through the ages have revealed their greatest aspiration and achievements. The message of the past is never dated.
Physical education is one of the education fields that change natural people into idealistic people through physical activities. In Korea, physical education at school is the root and trunk in all physical activities and the physical education is based on physical activities. Therefore, We can say that learning in physical education is the learning behavior that is important in the educational endeavor of formation of the "Wholeman." Consepuently, teachers try to do effective physical education and guides. In fact, however, both teachers and students are dissatisfied with the education and guides, and the results of Learning turn out poor when the results are evaluated. There are quite a few problems; among them, the problem of Learning process is the greatest. The five-step teaching process model developed by Korean Educational Development Institute and the four-step teaching process model of Glaser are frequently adopted, yet, it does not help greatly to our one-hour unit program. Therefore what is needed is a practical and effective learning that can be easily adopted in the one-hour unit physical education. Accordingly the researcher analyzed learning form of physical education in the primary school. A hypothetical Learning process model is presented, which is easy to be adopted to the physical education. Learning theories were examined in the literature review for the construction of the instruction procedure models presented in the thesis. For further development of this model was suggested in the futher.