일반계 고등학교의 수업문화에 관한 질적 연구 = (The) Qualitative Studies of Class Culture in General high School

다국어 초록 (Multilingual Abstract)

This studies focused on how to make the class culture of general high school students according to necessity and purpose in the studies. especially, I studied how they have value and attitude about class students who applied the 7th curriculum initially. to carry out educational purpose successfully, first of all, I have to grasp what they have led culture as educational policy change or how they have realized through spot class. and this problems greatly affected their value-view formation, going on to university, and course selection. therefore, it was very important to apply how to study the formation of spot class.
This studies focused on participation observation and depth interview about first and second grades students who changing from 6th to 7th curriculum. according to cultural technique method, this studies could be analyzed concrete and synthetic method about class value and attitude, seeing and feeling school spot in person.
As a result, in the contentment of class value.
First, students want to make human relationship with teachers' class which have ideal formation. in this case of reliable and productive class, students and teachers upgraded beyond expectation giving absolute value, but if main subject teachers ignored students in class, students would avoid class itself. also, students was dead against disbelieved teachers, even if they liked teachers who had been good feeling. that is, the class which made good relation between teachers and students was the results of important studies.
Second, students valuably judged teachers' class which could have interesting motive considering subject contents. especially, I realized that they relied on about these teachers humanly and had invisible courtesy in class. besides, to prepare nhd-term and final, when teachers taught students contents related exam in class, students tried to participate up to class sincerely that didn't usually hear to raise score in the school grade circle. and they were satisfied with university entrance exam(UEE) type which could take analytic and systematic class.
Also, because students(1st and 2nd) weren't almost experience which studied UEE system in class, they liked these classes. that is, I thought that students' final purpose should be entered university in the general high school.
And the satisfaction of class attitude that have students:
First, when preferable teachers taught them, they had good attitude in class. in addition to teacher's remark, they weren't interested in anything else and kept good class attitude. therefore, to raise class efficiency, It was important that teachers and students made good atmosphere which could have respect and interest each other as well as how they knew definitive field which kept individually knowledge delivery, and class participation.
Second, as is stated above, when teachers taught students in class, students' attitude was desirable not losing track courtesy and form. especially, when teacher in charge, related to exam extent, spoke exam tendency which made printed matter, I couldn't find sleepy and distracting students in the classroom. although students had the sleepiest time a day, they could have good class attitude for an hour concentrating on teacher in charge remarks.
In the end, to make good class culture, It was important that teacher and students made reliance humanly and had moral relation respecting each other in the spot class.

목차 (Table of Contents)

• 목차 = i
• Ⅰ 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 3
• 3. 연구의 제한점 = 4
• Ⅱ 이론적 배경 = 5
• 1. 문화 = 5
• (1) 문화의 어원 = 5
• (2) 문화의 개념 = 5
• (3) 문화의 성격 = 8
• (4) 문화의 유형 = 11
• 2. 학교문화 = 12
• (1) 학교문화의 개념 = 12
• (2) 학교문화의 특성 및 유형 = 15
• (3) 교사 문화 = 18
• (4) 학생 문화 = 20
• (5) 수업문화 = 21
• Ⅲ 연구 방법 = 25
• 1. 대상 학교의 특징 = 25
• (1) 지정학적인 위치 = 25
• (2) 대상 학교의 특색 = 26
• (3) 대상 학교의 환경 = 28
• (4) 교직원 현황(인적 구조) = 29
• (5) 학생 현황 = 32
• 2. 자료수집 및 자료분석 = 36
• (1) 자료수집 = 36
• (2) 자료분석 = 41
• Ⅳ 연구결과 = 43
• 1. 수업에 대한 가치평가 = 43
• (1) 인격적 교사와 비인격적 교사의 수업 가치 = 44
• (2) 수업 방법에 대한 가치 = 51
• (3) 내신 관리를 위한 수업의 가치 = 56
• (4) 수능 준비를 위한 수업의 가치 = 58
• (5) 다양한 수업의 행위에 대한 가치 = 60
• 2. 수업에 대한 태도 및 충실도 = 61
• (1) 좋아하는 교사와 좋아하지 않는 교사의 수업에 대한 태도 = 62
• (2) 시험과 관련된 내용을 수업할 때의 태도 = 68
• (3) 졸린 시간 때, 배우고 싶어하는 내용을 수업할 때의 태도 = 69
• (4) 공부하기 좋은 시간 때의 수업 태도 = 70
• Ⅴ 요약 및 결론 = 75
• 1. 요약 = 75
• 2. 결론 = 80
• 참고문헌 = 83
• Abstract = 87
• 부록1 참여관찰지 = 91
• 부록2 참여관찰지 = 92
• 부록3 수업의 가치 = 93
• 부록4 수업의 태도 및 충실도 = 95