孟子之 君子 孝

노상오 부산교육대학교 교육대학원 2003 논문집 Vol.5 No.-

맹자의 사상은 공자의 사상을 계승, 발전시킨 사상이다. 맹자의 교육의 핵심이 君子교육으로 君子는 德性을 갖추고 本能을 지니는 것을 그 내용으로, 문답하고 私淑하는 자세로 교육의 方法으로 자연스러운 즉 時雨化育者하는것을 교육의 成果로 하는 교육을 주장하였다. 孟子는 君子의 三樂 (而王天下不與存焉 父母俱存 兄弟無故-樂也 仰不愧於天 府不作於인二樂也 得天下之英材而敎育 三樂也 君子有三樂而王天下不與存焉 「盡心上」]을 지녀야 하며, 가정의 객관적 환경과 그리고 자신의 주관적 心象과 객관적인 英才에게 주관적인 敎育을 실시함으로써 樂이 된다고 맹자는 보았다. 孟子的思想繼承發展了孔子的思想. 孟子敎育思想的核心是君子敎育. 君子是以德性和本能的. 以君子爲內容, 他主張用問答和私淑的形式的敎育方法, 以自然卽'時雨化育者爲敎育的成果. 孟子認爲君子必備‘三樂’(而王天下不與存焉. 父母俱存, 兄弟無故一樂也, 仰不傀於天, 府不作於人二樂也, 得天下之英材而敎育. 三樂也. 君子有三樂而王天下不與存焉盡心上). 在孟子思想中的敎育是以家庭的客觀배境和自己的主觀心象給客觀英才敎育, 才成爲'樂' 的.

개인차를 고려한 미술과 교수·학습 연구

이형구,정경화 부산교육대학교 교육대학원 2004 논문집 Vol.6 No.-

2000학년도부터 연차 적용되고 있는 제 7 차 교육과정은 학습자 중심의 교육을 그 핵심으로 하고 있다. 다원화, 전문화, 정보화로 특징지을 수 있는 미래사회에서, 기초적인 학력 외에도 다양하고 우수한 학습능력을 찾아내어, 창의력과 개성을 갖춘 인격을 키워내는데 의의를 두고 있다. 이는 획일적 교육에 대한 일종의 반성으로, 현재의 교육을 개선하고자 하는 의도이며 새로운 방향의 교육추세에 맞춰나가는 것으로 볼 수 있다. 이에 따라. 국어, 수학, 과학, 영어, 사회와 같은 지적 능력 중심의 교과에서는 학습 능력과 속도의 차를 고려하여 수준별 교육과정을 운영하도록 하고 있다. 그러나, 도덕, 실과, 체육, 음악, 미술의 5개 교과에서는 국가수준의 교육과정 편성운영에서는 차별화가 되지 않았지만, "학생의 능력, 적성, 필요, 흥미에 대한 개인차를 최대한 고려한 수업으로 학생 개개인의 성장 잠재력과 교육의 효율성을 극대화 할 수 있도록"(교육개혁위원회, 1996: 43)이란 기술을 통해 학생의 다양한 특성에 적합한 교육을 요구하고 있다. 수준별 교육과정을 채택하지 않은 미술과의 경우, 학습자의 다양한 적성과 흥미를 교수 학습 상황에서 어떻게 고려하여 전개할 것인가에 대한 연구가 필요하게 되었다. The main object of the 7th curriculum applied annually since 2000, is the learner-centered education, which has been introduced in the demand that the education should change in order to lead the society of an information-oriented, specialization and variety by bringing up the creative and talented students. In five subjects - ehics, practical course, physical exercise, musics and art. The basic principle to educate the learners considering the individual differences is set up but regrettably there is no detailed explanation on how to educate the learners. I think there are much problems in teaching the students regarding the individual differences in the reality of many students and short teaching time. This study is to reveal the individual differences in the art course of elemenatry school, to develop the teaching and learning method balancing the minimizing of individual differences in one way and maximizing of that in the other way. And also this study is to show the evaluation on the leaners' special characters by the various instructors and methods from the various viewpoint. In chapter Ⅰ, This study present the object, necessity and outline of contents on the education regarding the individual differences. In chapter Ⅱ, This study analyze the individual teaching system, open education and education by students' study level. And this study present the general idea of the education considering the individual differences. Also, this study refer to the various theory - Aptitude Treatment Interaction, Adaptive Instruction. Multiple Intelligences, constructivism education of individual differences. In chapter Ⅲ, This study divide the factors causing individual differences into 3 ones - stuty ability, interest and concern, and study pattern - and present the guidance of the teaching and learning method and evaluation in accordance with these factors. I make emphasis differently among the major changing factors and minor ones in the course of teaching and learning. In order to evaluate the students considering the individual differences, this study present the variety of the evaluation point of time (diagnosis evaluation, process evaluation, result evaluation), variety of the evaluators (instructor's evaluation, self evaluation, interactive evaluation), variety of method (study paper, study report, observation, questions and etc). Also, in order to secure the objectivity, individual evaluation present 3 level - high, medium and low - and present the teachers' reflection in the viewpoint of improvement of the instruction method. Lastly this study present method and standard of portpolio evaluation which help grasping the general development and character of a student. In chapter Ⅳ as a result, this study emphasize the effort of gradual change toward the implementation of the education considering the individual differences.

상업계 고등학교 상업 교육의 실태와 개선 방안에 관한 연구

하영숙 부산외국어대학교 교육대학원 1999 敎育論叢 Vol.- No.-

Today's imformation-oriented society has greatly changed the educational environment of the commercial high schools in korea together with the changes in economic conditions and the development of science and the technology, and the trend of specialization and diversification in commercial and economic activities is compellingly requiring the reforms of commercial education. In this sense, this thesis is primarily concerned with the exploration of the present conditions of commercial high schools and the suggestion of the efficient methods of education for academic development and non-academic career of every student. To achieve this end, questionnaire intended for teachers and students has been made. The major findings of this study could be summarized as follows : First, as a whole, the respondents answered that the conditions of current commercial and technical education in the commercial high school are very poor. Second, most of the commercial high school students are enrolled in or applied for their high school regardless of their aptitude, interest, and personality because of their poor academic performance during the middle school period. Third, most of the students in commercial high school were eager to continue their studies at universities or colleges. Fourth, the respondents agree to the reorganization of school curriculum and a variety of school activities. Fifth, the teachers and students in the commercial high schools are in favor of connected education system with associated college, Based on the above findings, the conclusions could be drown as follows . First, in order to increase the quality of teachers, such requirements as re-training of teachers and specialization of teacher's certification are essential. Second, the counselling - career guidance activities are so much poor that it can not make a positive effect on the commercial education. Third, with the poor educational conditions and old facilities, we can not afford to come up with the O.A company. So we have to equip commercial high schools with effective facilities to meet demands of the rapidly growing society. Fourth, since each department does not have its distinct specification, it should be specialized into various courses to meet the demands of our society and provide them with the skills, knowledge confidence, self-discipline, and self-motivation to become successful, contributing, responsible members of an information-oriented society. Fifth, commercial high schools should do their best to pick out better students with their self-improvements. Sixth, commercial high school teachers are to develop new teaching methods suitable for maximizing every student's potential. Seventh, connected education system which is accompanied by associated college should be developed for more effective education in the commercial high school.

初等學校·中學校 數學科 敎科書 比較 分析

김명생 부산외국어대학교 교육대학원 1999 敎育論叢 Vol.- No.-

The aims of this study are to analyze how much the contents of the elementary and middle school textbooks are related to the students' thinking ability development and to refer inappropriate parts in linking analysis so that more effective can be possible. Our research explains the connection between the terms used in the middle school and those in the elementary school. Therefore the conclusions are like as followings. The first and second grade students in the elementary school would be continuously interested in the mathematical thinking way and diagram of quantity problems. For the third and fourth grade students, the textbook applies mathematical knowledge and function to problem solution ability. Also, it is made up so as to get interested in the necessity and continuous interest in mathematics. For the fifth and sixth grade students, it presents mathematical thinking, expressions and attitude. In the middle school textbook, it gives rational solutions through the mathematical method, good attitudes, and interests to make mathematics useful in real life. Therefore the connection between the elementary school and the middle school is quite closely related.

日帝 統治時代 『皇民化』敎育政策에 關한 硏究 : 初等敎育을 中心으로 Centering Around Primary School Education

윤희승 부산외국어대학교 교육대학원 1999 敎育論叢 Vol.- No.-

The「Imperialist」 educational policy was established during the period of a Japanese militaristic control of the 1910s as a basis for a colonial education. Under such colonial education, children of most workers were forced by the obscurantist policy to have no opportunity of leaning an a few allowed such opportunity were brought up by the 「 Imperialist」 policy as sub assistants to a colonial rule. Private schools were not allowed to expand their self-education and instead the were regulated to have the same curriculum as national and pubic schools did. The cultural control of the 1920s mixed violence and excursion, differently from militaristic control of the 1910s which depended only on violence. As a part of excursion, a reform of the school system was enforced by the New Education Ordinance enacted in 1992 according to the mainland expansionsim. The reform included the extension of the term of teaching by educational institutions, emphasis on Japanese(national) language education, location of primary schools at the lowest-level administrative districts on a one to one basis, and training by middle education of sub-assistants to Japanese colonial rule. These were not different with educational policies of the militaristic control period in the they were means to facilitate the colonial rule although having not an intensive but moderate quality. The 「Imperialist」Policy during the Period of a supply base of the 1930s had five main purposes of the clearness of national polity, the identification of Korea and Manchuria, educational promotion, the parallel advancement agriculture and industry and the purification of officialdom. For the. purposes, the 「Imperialist」 Policy was materialized as the enforcement of shrine worship for the identification of Korea and Japan, the enactment and enforcement of the oath by people under imperial control, the optionalization and actual abolition of Korean Language education, the enforcement of common use of Japanese language and the forced justification of Korea-Japan annexation through a distorted history education. Ultimately these were seeking toward the mobilization of Korean human resources, which were affluent next to Japanese main land under regions of the imperialist nation, to workplace and battle fields. In short, the history of Japanese colonial education in Korea was one of Japanesation by Korean people under the imperialist policy, or assimilation to Japan. It was also a thoroughly non-educational process which turned a deaf ear to the essential duty of education, a development of educational invasion and the enforcement of anti-educational situations. Japanese colonists divided the period of such colonial education into several phases, established a view of rationalizing non-educational qualities for each of the phases and applied the view to their colonial education policies. Of course, such colonial education policies were not always smoothly carried out with no resistance by Korean people. The Koreans resisted educational invasion by other ethnic people through the movement of saving education by the whole nation, the nationalism-oriented education and resistance to Japanese colonial education by private schools, and anti-Japanese movements by students.

日本語会話敎育に於ける発表能力に関する硏究

朴正一 釜山外國語大學校 敎育大學院 2005 敎育論叢 Vol.6 No.-

일본어 교육에 있어, 회화 교육 중 회화 능력의 증진에 관한, 한국의 일본어교육의 내용과 환경 등은 한국적인 문화 풍토, 취중, 한국적 교육 환경 중에서 창출된 것이라고 말할수 있다. 유래 없는 일본어교육의 성장을 이룩한 뒤, 성립과정은 양적인 확대는 하였지만 질적인 발전은 아직 성장과정 중이라고 본다. 그중에서 회화능력은 제 7차 교육과정의 실시로 진행되었고, 그 교육정책과 함께, 커뮤니케이션을 중시한 방향으로 진행되어 왔다. 거기에 따라 교육 이론과 실천의 관점에서 일선에 있는 교사들의 연구와 노력이 요구되어왔다. 또한, 대학이나 일반사회 속에서 인위적인 조직의 한정하지 않고 시대적 요청에 응하는 방법전환과 국제화의 흐름 속에서 커뮤니케이션능력의 수용이 요구되고 왔다. 회화력의 육성 증징은. 커뮤니카티브 방법이 많이 수용되어 왔다. 하지만, 교육 환경에서는, 툴(도구, 수단)의 변화. 에를 들면. 멀티미디어와 인터넷의 등장이 앞으로 어떠한 영향이 끼칠지는 미지수 일 것이다. 기본적으로는, 아웃풋뿐만이 아니라 인풋에 의한 피드백 등이 빠질 수가 없다. 회화기능에 대해서는 단순한 어학적 관심뿐만 아니라 교실활동의 실천에 창에서 일본어회화교육의 단게적 지도라는 측면에서 초급, 중급으로 이루어지는 단게에서 발생하는 흥미가 상실되어지는 형상에서 학습자들의 받은 충격과 불안감을 최소화 시키는 취급방법이 학습에 사용되어져서 말하기 표현력에 육성에 도움이 되리라고 생각한다. 그러한 뜻으로 교육일원과 실천의 관점에서 일선교사의 연구와 노력이 필요하다고 생각된다. 일본어교육의 대해서는 여러 과제와 문제들이 남아있지만, 앞으로 이러한 점에서 관한 연구가 지속적으로 필요하다고 생각된다.

상업정보교육과정 개발과 연계교육

김동률 부산외국어대학교 교육대학원 2003 敎育論叢 Vol.5 No.-

Today's information-oriented society has greatly changed the educational environment of the commercial high schools in korea together with the changes in economic conditions and the development of science and the technology, and the trend of specialization and diversification in commercial and economic activities is compellingly requiring the reforms of commercial education. This study aims at analyzing the changes in the issues and present sutuations of commercial education. Through the results we can find some useful implications for the revitalization of commercial education. Chapter.Ⅰshows the purpose and method. In the Chapter Ⅱ, we analyze the environmental changes of commercial education. In the Chapter Ⅲ, the development of curriculum and linked education for commercial information education In the Chapter Ⅳ, the Goals and direction for commercial education are presented. To develop the business education, I propose the following guidelines ; the business education curriculum should be reorganized to suit with the trend of industrial structure, employment status, international dimensions, information technology, back to basics philosophy, customer driven curriculum, attitude training, and teaching of ethics. 1 also suggest the development and articulation of the business education curriculum at all educational levels.

사회과 교육내용 및 과정의 변천에 관한 연구

이태언 부산외국어대학교 교육대학원 2001 敎育論叢 Vol.3 No.-

우리나라 의무교육의 변천과정 분석 : A Critical Review

朴天燻,朴埰亨 부산교육대학교 교육대학원 2000 논문집 Vol.2 No.-

Previous studies on the development of Compulsory Education in Korea reveal that it is national development programs for education which has completed compulsory education not only in pramary education but also in secondary. Nobody can deny that the national effort for education contribute towards these achievements. Ministry of Education(MOE) in fact has been making various plans for it and putting into practices. But it is question that this effort has drived compulsory education to today's achievement. That is, it should be examined whether the effort is a 'prior' driving power or a 'posterior' supporting settlement. In concering the secondary education, the entering rate always has been nearly 100% before this effort became visible. Then, exactly speaking, the completion to its compulsory education is not by favor of this effort, but of other element. The other element is a 'passion for education', one of the particular phenomena that Korean has. So, the passion for education became the basis of these achievement, and the national effort was a supporting system for it. If this idea could be applied to primary education, the 'prior' driving power for the completion of compulsory education is the passion for education that korean has, and the national effort is a supporting settlement. Of course, what is the passion for education is vague. So this reriew suggest that it is the task of hereafter research on compulsory education.

현행 지방교육자치제도의 발전적 방안 탐색

이명우 부산교육대학교 교육대학원 2005 논문집 Vol.7 No.-

The present local self-government system began in 1991, but for its fifteen years of existence, there have been serious problems associated with the election of the superintendent and members of the board of education, the compatibility between multi-decision making and voters' rights's restrictions, and duplication of education administration audits. For this reason, a revised local education self-government law has been proposed by five members of the board of education in the National Assembly. This study aims to analyze the laws and present a better direction for the current local self-government system for education. The result of this study is that a direct election for the superintendent and mem board of education by residents is desirable; and that the local board of education should be separated from the central government and general administration.