해방 후 초등학교 현장의 교육과정 개혁 - 새 교육운동 주도학교를 중심으로 = The Reform of the Curriculum in the Primary Schools after 1945

다국어 초록 (Multilingual Abstract)

The purpose of this study is to answer the following questions. What happened in the School fields as a result of the reform of the teachers who were the main stream of the New Education Movement (NEM)? How did it emerge in the primary school fields through this movement? The point of this thesis will be to study the actions of teachers in the primary schools where the NEM flourished with activity. The NEM tried to negate the ways of teaching that had been exercised during the Japanese colonial period. Following the liberation from the Imperialist Japanese government, this movement introduced new ways of respecting children`s rights and encouraged enthusiasm while in the classroom. The teacher in primary schools who led the NEM, changed not only the idea of the education but also the ways of teaching in accordance to this movement. However there were a few fundamental conditions that made their endeavors possible. Firstly, the primary schools that led the NEM possessed almost an unlimited power when it came to deciding the curriculum themselves. Secondly, the teachers in those schools shared the same thoughts of education allowing strong ties to develop between them. Thirdly, there were leaders who owned strong leadership abilities providing them competence when leading the other teachers within these schools. They were the presidents of the schools who were firmly influenced by the belief that the schools should only be reformed by the NEM. Owing to these prior conditions, they were able to make progress in the curriculum reform within the primary schools. The teachers in these primary schools reformed the object of the school education, for their children and developed new curriculums that could best serve the children`s interests and of their activities. They tried to adjust this curriculum to their class. Thus they introduced the activities that encouraged the active participation of the children during class thereby acquiring some wholesome results. The learning process of the class was `activities-meeting problems-solving problems-obtaining related knowledge-specific training about knowledge`. This sequence differed from the method of instruction exercised during the Japanese colonial period. Such a reform as this was a result of the reform of the methods of education that remained as result of the Japanese colonial rule.