한국에 있어서 Montessori 교육과정의 유치원과 초등학교 교육과정의 연계성 연구

조성자 한국교육학회 대구·경북지회 1997 교육학논총 Vol.16 No.-

교육정책집행의 이론모형 개발 및 적용에 관한 연구

정일환 한국교육학회 대구·경북지회 1997 교육학논총 Vol.16 No.-

Despite a great concern with various education policies on the part of people, educational groups, and educational policy makers, there has been rarely a study to systematically illuminate how the adopted education policies have been implemented in reality. For this reason, the present study aimed i) to delineate and design a theoretical model for educational policy implementation, and ii) with this, to seek means for successful implementation of education policies. For this purpose, various concepts, types, and systems concerning educational policy implementation, affecting factors, and practical educational policies were analyzed. As for the analytical framework, Ripley and Franklin's classification of distributive policy, competitive regulatory policy, protective regulatory policy, redistributive policy and Nakamura and Smallwood's classification of classical technocrats, instructed delegates, bargainers, discretionary experimenters, bureaucratic entrepreneur were consulted. And for the judgment of success or failure of implementation, policies such as high school equalization, self-governing system of education, and college accreditation system were, as cases, analyzed along the two criteria of contents and procedures. The result is as following. As for the policies of high school equalization and self-governing system of education, it can be said that it is not easy to conclude their success or failure in implementation, for the abstractness of their objectives, the subjectivity of satisfaction on the part of the affected, and their long-term effects. However, as for the college accreditation policy, it can be judged that successful policy implementation is under way, since its implementation can be evaluated according to both the qualitative and the quantitative criteria which were determined by Korean Council University Education. As conclusion, it is suggested that we need to look at carefully the changes in rank and file units of education, and that for more adaptable implementation, we need to elevate the abilities of those agencies in the uttermost front, above all. For this, trainings for these implementing agencies personnel need to be intensified.

勞動市場에 있어서 學校敎育이 賃金決定에 미치는 영향에 關한 理論的 考察

林鍾益 한국교육학회 대구·경북지회 1989 교육학논총 Vol.8 No.-

In order to examine the contents of the above-title, there could be three special areas. They are as follows; human capital theory, sociology of labor market, and economic reproduction theory, all of which are to be probed. First, human capitalists assert that labor market is homogeneous and perfectly competitive. The economic system is operated in an individual free choice and equal power between individual capitalist and individual workers, Human capitalists assert that wage rates are determined by the market structure of labor demand and supply. Earning attainment is determined by wage rates and hours of work. All earnigs are determined by a homogeneous labor market mechanism, and works are not discriminated. Differences in workers' earnings reflect only differences in their productivity, which are the function of their skills, hours of work and efforts. Higher education attainments and longer work experience increase productivity. That is the only way to improve their earnings. Supposing the above-mentioned is valid, we should make policy device for the mobility of the disadvantaged. Second, the "sociology of the labor market" contains assumptions about the labor market that is totally different from the human capital theory. The labor market sociologists deny that the image of a homogeneous and competitive labor market is segmented into broad groups of works and jobs, and believe that there are institutional or hidden barriers to mobility among these groups. The labor market sociologists assert that earnings are determined by two different mechanisms. In one economic sector, earnings are determined by the market mechamism of supply and demand. In the other economic sector, earning attainments are produced by non-market mechanisms. The employment system restricts access to certain groups of works (e.g., females, blacks, etc.), or employers apply totally different rules of promotion and earnings to different groups of workers. Therefore, the rates of return to human capital variables are conditioned by worker's position in labor market segments. Supposing the above-mentioned is valid, the difference in quality derived from segmentation, can be reduced by applying both labor policy and education policy at the same time. Third, Reproduction theorists assert that schools are reproducing social unequal structure. Based on such intricacy as this economic reproduction arguers assert schools reproduce such unequal labors and occupational structure in society that eventually such kind of postures help capitalists' profits expand greatly. Regarding wages and promotions, school system, reflecting the greater unequal social structure is exerting absolute influence over the rise of wages and opportunities of promotions. Supposing the above mentioned is valid, the rise of wages and opportunities of promotions can be changed only by the improvement of social system.

특수교육 법규 및 행·재정제도의 개선 연구

정봉도,조정원 한국교육학회 대구·경북지회 1989 교육학논총 Vol.8 No.-

Having a good educational system is an easy way to guarantee a good education. Dealing with the problems of educational system is prerequisite and fundamental to realize the purpose of education for the handicapped. The purpose of this study is to improve the existing laws and regulations, administrational/financial system in education for the handicapped in Korea. The followings are the results. First, I concretely sugguest that of various laws and regulations in education for the handicapped the articles which are unreasonable in reality or discord with the others should be amended or deleted, or new articles should be created. Major contents I sugguested are the followings. 1. I found the basis of qualification of priniciple, vice-principle, and teacher in special school for the education of physically and mentally handicapped children. 2. I reduced the number of students in a class to 10(now 20). 3. Of various laws and regulations in education for the handicapped. I amended the articles which were unnecessary or required revision. Second, I proposed to establish an education buneau for the handicapped in the ministry of education, and set up supervisors after establishing an education section for the handicapped in the board of education in city/province to improve administrational system of education for the handicapped. Third, I show you the followings to solve the problem of insufficient financial resourses in education for the handicapped, and take a measure to secure sufficient financial resourses. 1. I amended the financial system of local education. We will secure the stable financial resourses by appropriating the promoting expenses in education for the handicapped, in a invariable vatio. This is a measure to secure educational expenses for the handicapped in government level by amending the financial system of education for the handicapped. 2. I calculated the reasonable unit of educational expenses by its necessity after revising the way of distribution in existing education finance. And I presented this model. 3. To secure the sufficient educational expenses for the handicapped, I suggested a measure which can ensure the practical educational expenses for the handicapped by encouraging companies, religious bodies, benevolent persons or parents of students to donate an education fund and a subscription.. Such an improvement is needed for the development of education for the handicapped in our country, and for the activation of the administrational efficiency. And I can tell you that the above suggestions are the measures which can be improved. But the practice of these measures only depends on the strong will and the efforts of the govermment.

뒤르껭의 集合性敎育의 本質

金淳彦 한국교육학회 대구·경북지회 1990 교육학논총 Vol.9 No.-

This study represents an attempt to investigate the intrinsic nature of Durkheim's collectivity theory and education regarding relationship between sociology and education, to point out the collectiviety-educational implications of his position and present some suggestions. The conclusion of this study is summarized as following: The collectivity is the good, of moral value superior to the individuality, and is communal relationships of morality by interactions among individuals. The individuals are compelled to the collective authority and are dependent on and contributive to the collectivity. The real value of the collectivity is that social facts can deal with things and can accomplish the social solidarity with the creative synthesis and amelioration of a society. The collectivity can bring up the child as a social being, join him in the moral community, and keep off the phenomena of 'anomie'. The collectivity-education is a sort of the common education and is suggested as the following, for the roles of schools and students. Schools should assist the students in developing an understanding of the importance of cooperation in a complex-industrial society and help the students bring up as an individual of morality by menans of planning a system of active disciplines for building a moral society. Schools should help the students, regardless of the economic background, have an equal chance to take part in the programs of good competition in the school, cultivate the spirit of human respect and science in order to carry out the collective activity best, and schools should bring up the student as a social being by accomplishing the interaction between students and teacters and educate them to contribute for the reconstruction of their country.

Montessori 敎育現況에 對한 調査硏究 : 대구시내 유치원을 중심으로

趙玉姬 한국교육학회 대구·경북지회 1988 교육학논총 Vol.7 No.-

This study is the result of analysis which investigate the educational status of Montessori Method in Kindergarten which located in DAE-Gu City. This research is executed on basis of theoretical background of Montessori Education and questionnaire method which was distributed to 115 selected (one paper for one kindergarten). The answer rate amounts to 61%. The results are as follows; 1. The present condition of Montessori education (1) Private management and religious body managemtnt is 83% of whole Kindergarten. Kindergarten where Montessori Method is adopted is 53% and Kindergarten where Montessor: Method would be adopted in the future within three years is 39%. (2) The number of Kindergarten where take the Montessori Education are more than helf, and prepared environment (educational materials.) is poor and Montessori Education system is not good on the spot. (3) The Kindergatren where equip Montessori apparatus is 69%. On Seeing present condition to use Montessori apparatus; the first, teachers used it as everyday teaching aids, the second, as arithmetic teaching tools, the third, as sense training tools, the fourth, as science teaching tools, the fifth, as language teaching tools. 2. Recognition on the way to use Montessori apparatus (1) On the way to use Montessori apparatus; they applicate Montessori theory. (2) on the selection of Montessori apparatus; they depend on children's interest. (3) on the time to applicate Montessori apparatus; they applicate it only free play time. (4) on the equipment of Montessori apparatus; they equip it with another general teaching tool. 3. Teachers of Montessori Education. (1) The rate of teacher who has professional Montessori training course is high, but recognition about the way of use Montessori apparatus is low. (3) Professional konwledge about the Montessori Education is deficiency. 4. Educational effect of Montessori Method according to the children's developmental area. The major order which they think that the educational effect of Montessori Method is big is as follows: the first is cognitive development, the second is social and emotional development, the third is all area of development, the fourth is physical development, the fifth is language development. 5. The major problems of Montessori Method practice; the first obstacle is the over crowded situation of kindergarten, the second is a lack of professional knowledge, the third is high prices of Montessori apparatus, the fourth is the indefference of children to Montessori materials, the fifth is the short recognition of manager.

Pestalozzi의 도덕교육에 관한 연구

최정웅,강진소 한국교육학회 대구·경북지회 2000 교육학논총 Vol.21 No.2

This study was carried out in order to define and introduce Pestalozzi's educational thought, moral education and influencing aspect to the modern education. The procedure used in this paper was to analyze, organize, and synthesize Pestalozzi's epistemology. A review of many available literatures were made of Pestalozzian epistemology and implication were described as they relate to the problem of this study in the context of early childhood moral education. Pestalozzi's education method sought to educate the totality of the human, and to develop the substantial personality of the child, desires, needs, ideas, and hopes. Petalozzi's philosophy and education method describe the life and career on which based on his ideas and explain moral, intellectual and physical education and how they relate to each other. Pestalozzi's philosophy and method moral education represents that identifies Pestalozzi's three natures of humanity, discusses moral education and presents morality as the work of man.

유아교육의 실태 및 발전방안에 관한 연구

김경선,양경수 한국교육학회 대구·경북지회 1997 교육학논총 Vol.17 No.-

The purpose of this study was to diagnose current status and suggest some policy tasks of early childhood education in Korea. For this purpose, related literature and statistical data of early childhood education were reviewed. In addition, development trends of early childhood education in America, Japan, and Germany were searched in order to find out some implications for rational policy alternatives of Korean early childhood education. Kindergarten and child care center, as early childhood programs and institutions, are operating under to different organizations; Ministry of Education and Ministry of Health & Welfare. In general, pre-school education programs and policy are classified ten categories such as program service, administrative, staff-personnel, child-personnel, health and safety, parent, records, business, and public relations. Each program should be designed for contributing to children's progress with program base. The role of early childhood administrator should emphasize program planning, implementation and evaluation process to achieve maximum performance. The problems of pre-school education which described in the study were as following: low rate of enrollment, lack of educational opportunity, inequality distribution of enrollment, inefficiency of dual system, lack of linkage pre-school programs with elementary school, low quality of teachers, and excessive high expenditure of parents and so on. Finally, some important policy tasks for improving early childhood education might be suggested as follows: an integration of pre-school education institutionalzation of public education and basic school system, strengthening of pre-school education program with elementary school, more efficient operating programs, improvement of quality of teachers, improvement of educational facilities, and extention of administrative·financial supporting system.

남·북한 고등교육 제도의 비교에 관한 연구

김의석 한국교육학회 대구·경북지회 1997 교육학논총 Vol.17 No.-

By analyzing and comparing a high educational system in North and South Korea, the purpose of this study is recovering Korean homogenecity and establishing a peaceful reunification from heterogenicity for the past 50 years. And studying history, curriculum and supporting system of 2 sides' education is good for deep understanding each other. Conclusively, South education system are influenced by economic factors and North influenced by political factors. But both nations respect higher education as important national development index and their peoples have commonly a higher desire for education. Each education system was developed according to its social characteristics and functions. So, both nation have a different higher education system. After unification, we should concretely make a new education system for unifying whole Koreans through working and studying together. And both sides should prepare more concrete schedules and programs which are mutually desirable and acceptable for developing a single nation. This study is undertaken to indicate a kind of directions for developing education system of each nations after unification, even though there were much difficulties for collecting data and analyzing due to limited information just only from secondary sources such as refugees from North and printed related researches. From now, strong government's support and interests toward reunification of Korea will be required.

大學入試와 敎育內容 統制 : 대입 윤리고사 문항분석을 중심으로 Laying emphasis National Ethics in college entrance examination

李永鎬 한국교육학회 대구·경북지회 1991 교육학논총 Vol.10 No.-

This study is to analyze the control of educational substance by college entrance examination. The following one is the result of this study. Of 270 questions analyzed about National Ethics enam for the college entrance, the related moral substances are 36.67%, the defence of nation 25.56% and nationalism 17.41%, whreas the development of nations 9,63%, democracy 7.41%, Especily, the substances related to the defence of nation emphasize on the ideology of anti-communism, which are made up of the conditions of North-Korea, the tact for conquest of South-Korea. We should emphasis the value of democracy more than anything else because we live in the democratic society. A few questions about democracy are, however, made. These show the disproportion of National Ethics questions in the college entrance and mean that teaching-learning process about National Ethics is limited in high school. In other words, this also proves that the deucational substances of National Ethics are controled by the college entrance exam.