동아리 활동을 통한 고등학생의 주체 형성과 기제 = Highschool students' 'subject' formation and mechanism through group acitivity

다국어 초록 (Multilingual Abstract)

In order to seek the dynamic process forming the subject of senior high school students through the educational experience of group activities, the concept named the subject composed in various types applied to this study. This study was intended to find out what an Mechanism of subject formation of a group is, what subject students form through group activities, and the educational agreement resulted from an Mechanism of subject formation of group activities and a discussion on the formed subject type.
To achieve the purpose, this study selected M senior high school positively supporting group activities as its peculiar project, and divided the group into learning·service·physical training·culture group in accordance with an activity type. An Interview investigation was made on one second-year student by each group six times. The result obtained through such investigation is as follows.
First, a kind, contents and place of group activities and rules of a group played as an Mechanism that forms the subject. Performing various educational activities such as site experience activities, discussion activities, learning activities, performance activities, regular meeting and friendship activities, students themselves directly selected activity contents according to the character of each group and also selected various places in line with the activity contents and kinds as their activity places.
Second, through an educational experience of a group activity, students were forming democratic·active·communal·self-realizing subject. It was revealed that the learning group formed democratic·active·communal·self-realizing subject, the service group active·communal·self-realizing subject, the physical training group active communal·self-realizing subject, and the culture group democratic·active·communal·self-realizing subject. Especially, it was revealed that discussion·culture group were suitable to forming the subject through group activities.
Third, at present, a group activity is a good alternative plan able to cope with the rigidities, uniformity and suppression of a school education. It was revealed that students adapt themselves to the discourse at the student level through a school and form the uniformed subject into which regulated power was integrated, while group activities form the subject that is reasonable, democratic and active. Then, the group activity among intramural educational activities to which application of a competitive value and restrictive power are relatively small and whose character tends to be autonomous and communal can be an alternative plan able to cope with the rigidities and uniformity of the present school education.
M girls' high school continuously supports group activities as a peculiar school project, and the group activities of the students has been firmly established through long tradition. However, the group activities in a senior high school is not so activated as those in M girls' high school. To achieve satisfactory results through group activities as an alternative plan for a school education, it is required that group activities should continuously improve, the basis for the activation be established, and an effort be made so that the group activities can become an educational activity able to meet various demand of students through developing and activating a variety of programs according to the character of various groups. This is difficult to achieve with only the efforts of students.
Accordingly, the author would like to suggest as follows.
First, it is necessary to change recognition of a group activity and a school and the society must support a group activity. Teachers, parents and students are the subject of education. The subject of education must change its own recognition of education and the school also must support a group activity.
Teachers must recognize various ability of a student with open mind and take a positive attitude as a helper. They must use their ability for students, and, if students are short of specialized knowledge, let them have more opportunity to learn knowledge through connection with the community. The educational consciousness of the parents having higher desire for education than those in any other countries must change. It is necessary to give up the selfishness by which the importance is placed on their children and bring up children having whole personality. Students also must have the opportunity to endlessly ask themselves questions, think and look for and display their aptitude and ability. Through such opportunity, they must cultivate their mind and have host consciousness of themselves being hosts.
The community must develop a program and make a space for students. If such atmosphere and environment are made, students are able to propose the model of a new action form through group activities and themselves make and evaluate a new action form through such proposal. By doing so, students can raise the ability to practice and apply a new action more effectively in response to new changes.
Continuous support of the government is required. According to Notice of Ministry of Education No. 1997-15, with regard to a group activity, the institutional system was prepared as a leisure cultural activity, one among detailed areas - learning literary art activity, physical training activity, practice 8t labor activities, leisure cultural activities, information communication activities, juvenile group activities(Ministry of Education 1997:12) - in enlightenment activities among five areas of autonomous activities, application activities, enlightenment activities, service activities and event activities, enlightenment activities, service activity educational course that has been enforced by school and class stage by stage. from March 1, 2000. This positively recommends teenagers to organize and a wholesome group and engage in a group activity in the inside and outside of a school so this served as an important momentum for activation of a group activity in the it politically supports the group activity and voluntary participation activity of teenagers that have been prevented until now, but there are lots of difficulties in enforcing and activating this. Accordingly, continuous support is necessary at this point of time systematic implementation began.
Second, a study of a group from a new viewpoint must be systematically made on the assumption that understanding of young people should be essential. The studies of a group has been insufficient on account of entrance examination-based educational conditions, lack of administrative·financial support and participation consciousness o( teachers and students, lack of an activity space, non-establishment of network for utilizing human resources of the community, so the investigation of the real condition has only been made up to now, The author suggest that it is necessary to have an interest in how learners are composed of special subjectivity through a study like the concept of 'composed subjectivity' and through an educational experience, that is, in how they make a living, is associated, say and act. The author also suggests that like a study of a group being made from a new viewpoint that studies how and under what educational experiences the subjectivity was formed, it is necessary to consider a group activity as a educational one and systematically study a group for reorganizing it as a new educational model.

목차 (Table of Contents)

• 목차 = ⅰ
• 제1장 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구문제 = 6
• 3. 연구의 한계 = 6
• 제2장 주체형성과 동아리 = 8
• 1. 주체이론의 발달과 주체에 대한 교육학적 논의 = 8
• 1) 주체이론의 발달과정 : 근대적 주체이론에서 주체형성론으로 = 8
• 2) 주체에 대한 교육학적 논의 = 18
• 2. 학교에서의 주체 형성 기제 = 24
• 1) 담론으로서의 학교지식 = 24
• 2) 훈육체제와 규율 = 32
• 3) 감시체제로서의 학교 공간 = 38
• 3. 청소년 동아리와 주체형성 = 46
• 1) 청소년 동아리 활동의 개념과 분류 = 46
• 2) 청소년 동아리활동의 특성 = 51
• 3) 청소년 동아리활동의 유형 = 54
• 4) 동아리 활동을 통한 주체형성 = 59
• 4. 선행연구 검토 = 61
• 제3장 연구 방법 = 64
• 1. 연구 대상 = 64
• 1) 동아리 선정 = 70
• 2) 면접대상자 선정 = 74
• 3) 면접학생 소개 = 75
• 2. 연구방법 = 76
• 3. 면접내용 분석 = 77
• 제4장 동아리 활동의 주체 형성 기제와 유형 = 80
• 1. 동아리의 주체형성 기제 = 80
• 1) 동아리 활동 종류 = 80
• 2) 동아리 활동 내용 = 84
• 3) 동아리 활동 장소 = 88
• 4) 회칙 = 91
• 2. 동아리 활동을 통해 형성되는 주체 유형 분석 = 92
• 1) 민주적 주체 = 92
• 2) 능동적 주체 = 100
• 3) 공동체적 주체 = 113
• 4) 자아실현적 주체 = 124
• 3. 각 동아리별 주체 유형 분석 = 135
• 제5장 논의 = 143
• 제6장 요약 및 결론 = 152
• 참고문헌 = 158
• ABSTRACT = 165