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      • 학교로 찾아가는 오케스트라 교육공연의 개발 사례연구 : '움직이는 악기박물관' 프로그램을 중심으로

        정원순 ( Wonsoon Chung ) 상명대학교 글로벌문화예술교육연구소 2020 문화예술융합연구 Vol.1 No.1

        이 연구는 큐레이션을 접목한 오케스트라 교육공연으로서 문화예술교육의 콘텐츠 개발, 실행, 관찰, 평가를 탐색하는데 의의를 둠으로써, 학교라는 특성에 적합한 방문형 문화예술교육 공연이 지향해야 할 점을 모색하는데 목적을 두고 있다. 2019년 4월부터 11월까지 서울지역 초등학교 및 특수학교를 대상으로 30인의 오케스트라단이 직접 학교를 방문하여, 클래식 악기로 연주하였다. 수혜 학교는 초등학교 6개교, 특수학교 2개교로 총 2,095명의 학생이 관림을 하였다. 실행절차는 계획-실행-관찰-평가의 순으로 진행되었으며, 프로그램 구성 및 콘텐츠 개발, 참여자 구성, 프로그램 연주 편곡의 계획 단계를 거친 후, 학교 모집 및 선정, 일정 조율 및 실사, 상반기(4개교), 하반기 (4개교)로 실행을 완료하였다. 실행 과정에서 교육공연으로서의 현장반응, 콘텐츠 구성의 적절성, 공연실행에서의 수정사항 등을 파악하였으며, 이를 바탕으로 편곡위원, 자문위원, 운영진 및 연주자들의 인터뷰를 거쳐 성과 공유회를 통하여 움직이는 악기박물관의 평가를 진행하였다. 그 결과는 첫째, 해설을 통한 클래식 음악의 이해 제고, 둘째, 학교로 찾아오는 관람형 공연의 교육효과, 셋째, 클래식 음악의 다양성 확보, 넷째, 예비 문화예술교육자의 현장 경험 제공으로 확인되었다. 이상의 결과를 토대로, 학교로 찾아가는 방문형 문화예술교육은 학교 현장 및 대상에 적합한 콘텐츠의 다양화와 관람형 문화예술교육의 교육적 가치를 제고할 수 있는 프로그램 개발의 지속성이 필요함을 제언할 수 있다. This research explores the content development, execution, observation, and assessment of cultural arts education programs, in this case a series of orchestra educational performances combined with curation. The purpose is to determine the best direction for cultural arts education performances in school environments. From April to November 2019, a 30-member orchestra performing on classical instruments visited various types of schools in Seoul. The target schools included six elementary schools and two special schools, with a total of 2,095 students. The project was executed in three phases: planning, execution, and assessment. Planning began with program organization and content development, defining the participants, and repertoire selection. Schools and performance dates were then selected and the logistics for the orchestra visits were determined. The orchestra then held school performances four each in the first and second halves of the academic year. Assessment began with analysis of the field response, the appropriateness of the content, and any adjustments made during performances, followed by additional interviews with repertoire selection committee members, advisors, managers, and performers. Positive impacts of the Moving Instrument Museum project included improvements in students’ understanding of classical music, educational effects of school-visit performances, demonstration of diversity in classical music, and provision of field experiences for potential cultural arts educators. More work is needed on the development of initiatives to diversify school visit-oriented cultural arts performances and to improve the educational content and value of music appreciation programs.

      • 우리 나라 성인교육의 역사적 특징과 실천

        김동위 상명대학교 교육문제연구소 1995 敎育硏究 Vol.13 No.-

        This study has attempted to observe and analyze the historical backgrounds and its practice of adult education in this country. The underlying assumption in this study is that the various historical backgrounds of the society would influence the development and its final implementation of the educational practice. In addition, an effort has been made to set the starting point of the modern social education and delineate each developmental stage after the outset. As the ground work, this study has framed up the conceptual difference between the adult education and schooling. It has also reviewed the social and other historical aspects, which have influenced the adult education, focusing on the cases in advanced countries and specifically Japan and Singapore in Asian region. Based upon this work, it analyzed the historical characteristics and practices of adult education in Korea, which is the main content of this study. The major findings are as follows. Firstly, it was found that the Hwang Kyo(鄕校), local(formal) school belonging to the Confucian shrine, can be counted as the social educational institution, which had played its major role in social education in fostering good morality and courtesy, despite of its limited activities. Secondly, the ideology in education of the eighteenth century was the "Korea-based", "Korea sui generis", the concept of people was found for the first time in its history. Thirdly, the social education based on the Confucian ideology was not people-based at all. The Dong Hark(東學) had provided a social momentum in spreading the idea of humanism and egalitarianism throughout the society, which eventually contributed to the introduction of social education. Fourth, the enlightenment movement in 1904 had provided the main framework for the patriotic-literacy movement. The establishment of mass media such as newspaper and various activities of social institutions were the cases. Fifthly, the fever of education after the liberation from the Japanese colonialism had provided the social basis for the elimiation of illiteracy not only in schooling but in society in general. Sixthly, the sixties can be characterized as the stage following the primary education stage in the social education. Because of the technical-vocational skills for youth, OJT(on the job training) and In-service training for the employees in business and etc, this stage can also be characterized as the industrialization stage, which has built up the systematic social education practices. Seventhly , the present social image is constructed, gearing toward change for the 21st century Therefore the social education system itself is now shaping up, in meeting the needs for this change. In conclusion, this study has analyzed the seven historical aspects which had affected the social education: 1) thinking based on Confucian ethics, such as benevolence(仁) and righteousness(義) 2) interdependence 3) utilitarianism 4) majority 5) enlightenment(awareness) 6 ) nationalism and 7) adaptability.

      • 한국 성교육의 실제와 개선방안에 관한 연구

        이진분,김동위 상명대학교 교육문제연구소 1988 敎育硏究 Vol.9 No.-

        Public demand for sex education programs for students has been growing, but the supply of trained personnesl and curricular has been woefully inadequate. This study attempt to identify trends in sex education and to commont upon them in a way which will be helpful to those working with or expecting to work with sex education program in the schools. This study is divided into three parts. The first section deals with the general and theoretical. It includes the history of sex education, objectives for sex education and the characteristics of a good educator for sex education. The second section anaylse the current situation of sex education in Korea and curriculum of sex education in America. The third section deals with the suggestion for a desireable sex education in Korea.

      • 人格美 형성을 위한 美術敎育의 方法論的 硏究 : curriculum을 중심으로

        智順任 상명대학교 교육문제연구소 1984 敎育硏究 Vol.5 No.-

        Beauty is not an abstract idea fallen apart with human life, but a concrete phenomenon. Also it penetrate our mind deeply and bring us delight and pleasure of life from our life-circumference. Taking a personal firm, sound view of beauty education. According to this basis formation, the index of a desirous Art education is determitided. Our country has fallen behind other countries in industrial technology due to being backward in scientific technique civilization. However, in our country the spirit of personality worship has gone ahead much than in any other country. The judgement of value is losing by emptiness and lawlessness derived from the estrangement between material civilization oriented development and moral civilization to such a extent that new scientific term "Dehumanism of Education"is born recently. At this time, we must say Art education is necessary to exist for the formation of a desirous human a s Art education can be begun by self-expression of free spirt. "The formation of the human beauty through Art education": as said by H. Reab, requires an Art teacher's strong conciousness responsibility and endeavour. Under this current circumstance of the times, 19years have passed since the Art education dept. in our University had been established, of which the objective is to bring up a competent teacher who will be in charge of Art education in the middle-high school. Now, it is significant for us to see whether it is operated well to the effect of the establishment or not as a study on the method in Art education for the formation of Human-beauty, as espected. Pre-questionnnarie which was made from the students of Art education dept. who just came from teaching-practice results in analyzing the current curriculum of Art education so I come to select this subject. As the blueprint which is to achieve the object in education is a curriculum used in education. We can classify the current Art education course into both the fine Art education in the liberal arts and science college and the art education in teacher's college. Despite the obvious difference between two depts in the view points of prospect and objective of the establishment. Any difference can't be found in two depts which are contradictory to the establishment. If we take the introduction order of two depts in our university, the fine art education dept has a priority over the other dept. that imitated the curriculum of the fine art education dept. Therefore, we can find out the problem on the curriculum management of the Art education dept. in the teacher's college, which objective is to bring up a good art teacher who will be in charge of middle-high education. To rectify these problems I want to recommend 4 points: 1. to make the students of the art education dept in teacher's college establish a firm faith required in teacher-quality 2. to make them gain a skill in knowledge and function of how and what they should teach their students, 3. to adapt the adequate theory and the skill of art education allocated the curriculum to the students for the purpose of being good teachers. 4. to make oneself unique, creative methods in more art-creating course than the result of it. The art education of teacher's college will be on right track as intended, only when the above points mentioned are executed rightly.

      • 韓國의 國民精神敎育과 外國의 國民精神敎育

        趙成大 상명대학교 교육문제연구소 1987 敎育硏究 Vol.8 No.-

        I have come to a conclusion as fallowing from looking into the meaning of the civics education of Korea and that of other countries. 1. Every country in the world, in order to keep its own country's security and properity, is educating its own civics education which is suitable to its own natural, geographical circumstances, its own historical and cultural backgrounds, and its political and social situations. 2. Comparing the civics education of Korea with that of other countries, the civics education of has Korea a synthetical character and it also includes the political education, civic education and moral education of foreign countries. Korea is now education it synthetically-the subject of morality in primary and middle school, ethics in high school and college, the ideologyxriticism education, in university, and civics education in every circle of society, and even for the governmental officials. From these various education of Korea, we can find out that the civics education of Korea has more lager scope of it then that of other countries. But to make it more effective, more and more research and efforts and needed for it. 3. We can infer from spirit educations of foreign countries that the informal education being realized by informal groups-home, friends, church, mass-media and human-relations is more effective than it depends upon the formal education being done by school education. 4. In general every country in the world is civics now doing its national through school and social education more effectively in developed countries which has made political stability and economical progress than in underdeveloped countries. Because of lack of fullconfidence for their political system, the discord and friction caused by economical unbalance and because of being weak in communal society, underdeveloped countries are not educating it more effectively. 5. West Germany and the Republic of China, in general as divided countries like Korea, are now doing the communism criticizing education and the things which contain the warning of danger of communism, but America and Japan, undivided countries, don't emphasize on them. 6. The Soviet Union, a suzerain state of communism, has been educating the spirit education by using its own special method to cultivate communists themselves. They have been using the methods one is early-training method that is called Freud style, and the other is mechanical, passive method and a conditioned reflex method called Pavlor Skinner style, at the same time, they are educating their people by using the methods that follow the self-criticism, group-pressure, isolation way, and pratical acquisition(a method that follows the principle which consciousness can be changed in action or practive- "we can learn while we works and work while we learn.") After all, I think it is rather correct expression that the civics education of Soviet Union is not the education to cultivate man, but to make only a communistic person. 7. Whether the civics education of one country will succeed or not, it depends upon how many interests and efforts the country can be paid for it and how much governmental and financial support can be concentrate on it, and it also depend on the strong sense of duty and the earnest efforts of teachers who are in charge of the education itself, and at the same time it also depends on how much effort the standents pay for it and how they accept it. On the country, if we look slightly upon it and the persons who are in charge of it, and regard it as only a subject of policy, it is very hard to make success. It is not for any special political party or any political power and any individuals or group but it is for dominating the fate of a country and for the existence and prosperity of on nation. Therefore everyone who is in high social level as a leader and all the people should pay all attention to the national education with a lot of interests and should give full support to it.

      • 한국 여성교육의 전개과정

        이지연 상명대학교 교육문제연구소 1993 敎育硏究 Vol.12 No.-

        In my study, I review the historical changing process of the Korean women's education and its tasks in the future follow from above. Korean status of women has considerably imporved. But it is obvious that Korean women have lower expectation than men and are devaluated by cultural and historical norms. It means true 'equal opportunity' in education is far from reality. The achievement of highest levles of ego funcationing for women is more difficult because individuation involves conflict with prevailing cultural norms in Korea. In the twenty first century, quality of women's education will matter rather more than quantity. The goals of women's education should be set in qualitative terms. Modern women's education should be directed towards reenforcement of humanity, embodiment of sex equity, establishing the fields of study which are unique in women's educational system. and investigation of various approaches to women.

      • “뉴 호모 루덴스”의 교육 : 생애주기 문화예술교육과 홀리스틱 무용교육의 방향

        최의창 ( EuiChang Choi ) 상명대학교 글로벌문화예술교육연구소 2020 문화예술융합연구 Vol.1 No.1

        일상과 현장에 보다 근접하는 예술을 위하여 문화예술교육의 진흥은 이미 본 궤도에 올랐다. 문화예술교육으로서의 무용교육에 대한 접근이 본격적으로 진행되어 온지도 십여 년이 훌쩍 넘었다. 정책적 지원은 매년 더해지고 있으나, 철학적이고 개념적인 차원의 방향지음과 그에 근거한 실천적 모형은 아직까지 미흡한 실정이다. 본 연구의 목적은 21세기 한국사회에서 요청되는 새로운 무용교육의 방향을 살펴보는 것이다. 생애주기와 총체적 접근의 관점에서 문화예술교육으로서의 무용교육의 목적을 살펴본다. 우선, 스포츠교육 분야에서의 최근 동향을 스포츠 리터러시, 운동소양과 운동향유력, 그리고 장기적 운동발달을 중심으로 알아본다. 다음으로, 최근 무용교육으로 제시된 댄스 리터러시와 인문적 무용교육의 철학과 모형을 살펴본다. 이에 근거하여 “문화예술소양 가득한 뉴 호모루덴스로 성장시키는 것”을 목적으로 하는 무용교육의 특징을 5가지로 요약하여 제시한다. 마지막으로, 이 새로운 목적을 성취시키는 무용교육을 “홀리스틱 무용교육”으로 명명하고 핵심적 특징을 3가지로 제안한다. The Arts and Culture Education(ACE) is now well established in Korea, at least in policy terms. The promotion of ACE has been increasingly well supported for the last 15 or 20 years. Dance Education(DE) as ACE is also being welcome in schools and communities. It is surprising to recognize that the philosophies and models for DE as ACE are not well articulated. The purpose of this study is to provide a philosophical and conceptual idea for DE as ACE. First, some new understandings in the sport pedagogy area, such as sport literacy, long term athlete development, and Humanitas-Oriented Physical Educaiton are introduced. Second, based on this understanding, a conceptual understanding of dance literacy and Humanitas- Oriented Dance Education is provided. And then, the idea of “educating the New Homo Ludens”(NHL) as the goal of 21st century DE as ACE is suggested. Five characteristics are identified as the foundation for the new DE. It is argued that the DE in which NHL is educated should also be “holistic” in its nature and direction. It should be integrated in the three areas(school, community, elite dance area), the three dimensions(understanding, performance, creation), and the three parts (physical, intellectual, and emotional). In order to this triple integrations be possible, it is suggested that the concept of dance literacy is crucial.

      • 훔볼트의 프로이센 교육개혁에 관한 연구

        정영근 상명대학교 교육문제연구소 1997 敎育硏究 Vol.15 No.-

        Im Mittelpunkt des Humboldtschen Denkens, auf wie viele Bereiche es sich auch beziehen mag, steht die Frage nach der Bildung des Menschen, d.h. nach der Ermo¨glichung seiner Selbstbestimmung und Freiheit. Von diesem Ansatzpunkt her richtet sich Humboldt gegen die seine Zeit beherrschenden und pra¨genden Machte, insbesonders gegen den absolutistischen Staat, gegen die erstarrte Religion und gegen eine mechanische, den Menschen auf die Institutionen abzweckende Erziehung. Aus dieser Situation kann nur die Bildung den Menschen herausfu¨hren. Die Reform des Bildungswesens durch Wilhelm von Humboldt stellt den Versuch dar, das Bildungswesen in den Zusammenhang der Nation organisch einzufu¨gen und in seiner Organisation systematisch zu begru¨nden. Ihr unmittelbarer Anlaβ ergibt sich aus der Situation Preuβens nach dem Tilsiter Frieden. Die Analyse des Zusammenbruchs zeigt, daβ die milita¨rische Niederlage nur das Symtom eines allgemeinen Stilstandes ist, in dem sich die staatlichen Institutionen als unfa¨hig erwiesen, die neuen Zeittendenzen aufzunehmen. Aus diesem Befund erwachsen die Steinschen Reformen, die in der Freisetzung des Bu¨rgers, in der Anregung seiner auf Mu¨ndigkeit und auf Mitverantwortlichkeit fu¨r das gesellschaftliche und politische Geschehen gerichteten Bestrebungen ihren Zielpunkt finden. In diese Reformen ist die Bildungsreform einbezogen. Bei der Bildungsreform Wilhelm von Humboldts, die in dieser Untersuchung zur Erorterung ansteht, handelt es sich weniger um die Vera¨nderung eines schon bestehenden Bildungswesens, sondern allererst um die Grundlegung eines Bildungswesens, das gema¨β einer neuhumanistischen Anspru¨chen Rechnung tragenden Theorie der Bildung des Menschen Einheit und Kontinuitat des Bildungsganges verbu¨rgen sollte. Es ist der Versuch, uber die Reform der Bildungsorganisation den preuβischen Staat in Richtung auf Freiheit und Mitverantwortung des Individuums von Grund auf zu a¨ndern. In Details werden hier die Elementarschulreform durch Einfu¨hrung der Pestalozzischen Methode, Neuansa¨tze zu einer Elementar- und Gymnasiallehrerausbildung, Humboldts Uberlegungen uber das neue Gymnasium und U¨berleitungsfragen zur Universita¨t und eine Neuordnung der Universita¨t untersucht und erortert. Am Schluβ der Untersuchung werden einige Folgexungen formuliert, die moglicherweise auf die Bildungssituation in Korea hingewiesen werden konnen.

      • 여대생이 인식하는 여성의 대학교육에 관한 연구

        이진분 상명대학교 교육문제연구소 1993 敎育硏究 Vol.12 No.-

        This study was to analyze the perception of collegewomen on higher education for women and to suggest the disirable direction for women's higher education based on equality in Korea. With the increased educational concern for equal opportynities for women, Korean status of womens had considerably improved. But it was obvious that we confronted the need for women's full representation in all levels of higher education, in order to achieve their educational goals, and described how these goals could be<이후 누락>

      • 대학교육에서 교양수학의 역할과 운영 방안

        문권배 상명대학교 교육문제연구소 1995 敎育硏究 Vol.13 No.-

        We emphasixe the importance of mathematics in general education and discuss the problem inherent to curriculum in university. This paper presents the direction in which the role of mathematics and its application in general education for undergraduate students should be revised and developed.

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