체육교육전공 교육대학원생들이 임용고사 준비 과정에서 경험하는 어려움 탐색

조인진 경북대학교 교육대학원 2019 국내석사

본 연구의 목적은 체육교육전공 교육대학원생들이 임용고사를 준비하는 과정에서 경험하는 어려움을 탐색하고자 하며, 이를 통해 체육교육전공 교육대학원생의 삶을 이해하고 진로의 제약 문제들의 대안을 마련하기 위한 기초 자료를 제공하고자 한다. 연구목적을 달성하기 위해 교육대학원 졸업생 중 임용고사를 준비 중인 준비생 2명, 임용고사를 합격한 교사 2명을 연구 참여자로 선정하였다. 자료는 심층면담을 통해 수집하였으며, 수집 된 자료는 귀납적 범주분석을 통해 요인들을 추출하였다. 연구결과 체육교육전공 교육대학원생들이 임용고사 준비 과정에서 경험하는 어려움은 ‘실기수업 부재’, ‘교육과정 혼재’, ‘심리적 불안감’으로 범주화 되었다. 교육대학원의 교육과정에 실기수업이 부족하여 2차 실기시험을 준비하는데 어려움을 경험하는 것으로 나타났으며, 교사재교육과 교사양성교육의 교육과정 혼재로 인해 교사재교육에 관련된 수업을 듣고 있는 것으로 나타났으며, 이로 인해 인터넷 강의와 사설학원을 통해서 임용고사에 관련된 내용을 보충하고 있었다. 또한 인터넷 강의와 사설학원 등록비와 학부생에 비해 상대적으로 많은 나이로 인해 심리적인 불안감을 격고 있었으며, 이로 인해 임용고사를 준비하는데 어려움을 경험하는 것으로 나타났다. 이러한 연구 참여자들의 어려움은 교육대학원생 개인적인 수준에서 해결하기에는 한계가 있는 것으로 나타났다. 마지막으로 연구결과를 바탕으로 체육교육전공 교육대학원생이 임용고사를 준비하는데 경험하는 어려움의 해결하기 위한 방안으로 교육대학원 체육교육전공의 교육과정에 실기교육과정 추가와 교사양성과정과 교사재교육의 분리하여 운영 할 것을 제언하였다. The purpose of this study is to explore the difficulties experienced by graduate students who major in physical education in graduate school of education in the process to prepare for the teacher recruitment examination and to provide basic data for understanding life of graduate students who major in physical education in graduate school of education and preparing alternatives career constraint issues through this. In order to accomplish the purpose of the study, 2 students who are preparing for the teacher recruitment examination and 2 teachers who passed the teacher recruitment examination of the graduates of graduate school of education were selected as participants in the study. The data were collected through in-depth interviews and factors were extracted from the collected data through an inductive analysis of categories. In the results of the study, the difficulties experienced by graduate students who major in physical education in graduate school of education in the process to prepare for the teacher recruitment examination were categorized as 'absence of practice classes', ‘the mixture of curriculums’, and‘psychological anxiety.’Lack of practice classes in curriculums of graduate school of education has found that the subjects experience difficulties in preparing for the second practical examination. The mixture of teachers' reeducation and education curriculums has found that the participants in the study take classes related to teachers' reeducation and supplement contents related to the teacher recruitment examination through lectures on the internet and private institutes due to this. And the participants in the study suffer psychological anxiety due to tuition fees of lectures on the internet and private institutes and their older age than undergraduates and have found to experience difficulties in preparing for the teacher recruitment examination due to this. These difficulties of the participants in the study have found to have limits to be solved on an individual level of graduate students of graduate school of education. Finally, the study suggested the addition of practice classes to curriculums for majoring in physical education in graduate school of education and separation and operation of teachers' education from their reeducation as plans to solve difficulties experienced by graduate students who major in physical education in graduate school of education while preparing for the teacher recruitment examination based on the results of the study.

2005학년도 대학입시가 제7차 선택중심 교육과정에 미치는 영향 : 일반계 고등학교 일반사회영역을 중심으로

박재운 경북대학교 교육대학원 2005 국내석사

In the 7th curriculum, the government adopted the selection -centered curriculum in the 2nd and the 3rd grade of high school not only to meet the local and the school's peculiar characteristics and students' demand for education to the full, but also to expand students' right for option. The bottom line of choosing the curriculum is to operate the curriculum equivalent to students' course, aptitude, demand and scholastic ability. Accordingly, we require systematic education that makes students consider their ability, interest, concern and aptitude, so they can opt for their college and major in close connect in with advanced subjects selected in high school. The point of 7th selection-centered curriculum is to help students choose appropriate subjects based on their quality, course and scholastic aptitude. Unfortunately, under the current situation of focusing on college entrance, it is very difficult to set up curriculum which helps decide scholastic courses and choose the appropriate subjects according to his or her aptitude. Today, we are facing serious educational problems ― that is, schools tend to organize a curriculum composed of subjects which are favorable to the students for the college entrance. Students tend to choose several subjects which are beneficial to themselves for the college scholastic ability test, since the grade they earned in the college scholastic ability test is crucial for choosing college or college coursework. In addition, Standard Point System gives rise to imbalance depending on the degree of how difficult examination subjects are. So, it is urgent to improve education reality in that selection-centered curriculum has been being operated out of balance; It is difficult to achieve the goals of social studies that are intended to build the quality of the democratic citizen because the range of option is so narrow for them to study in high school and they are practically forced to select some of social studies depending on high school curriculum and the number of available teaching staff and consequently, the most of selected subjects have little to do with the major subjects in college. To operate the 7th selection-centered curriculum effectively and efficiently under the current system, which expands students' right for option, we should try to improve the process of curriculum organization and curriculum operation, have to necessarily make devices that lessen the percentage of high school record reflection in the college entrance and boost close connection considerably between high school education and college education. Of course, parents and students who rely on private education should change their mind-set: we should value selection-centered curriculum that emphasize students' expectation, aptitude, ability and courses particularly in the college entrance.

글쓰기를 통한 고전소설 교육 방안 연구 - 환상 공간을 중심으로 -

장영주 경북대학교 교육대학원 2015 국내석사

The value of education through literature is that learners can experience aesthetic world by reading those works and realize the meaning of life, widen their sight so that they can live proper lives. Especially, classical novels contain the circumstances of the age and literary environment,view of the world, and people’s lives. If learners read those classical novels, they can see the foregoer’s ideas, emotion, and the way they lived. So they can eventually realize the truth and get impressed beyond ages. In this study, based on these kinds of educational value of classical novels, we will get to know how to teach it by utilizing writing skills. This study suggests the way to understand classical novels by concentrating on ‘Fantasy space’ and also suggests teaching methods following contemporary curriculum of literature education by using writing skills. In novels, space is a very important factor that defines the character of story. Space reflect the inner world of author and characters in novels, specifies the characters’ personalities, and characters’ action changes depending on spacial background. So space is a important factor to understand novels well enough. Also, people’s perception on novels of the period influences what kind of space author uses. Especially, late Chosun society as a matrix of classical novels, was very strict about rules and standards, so unrealistic and fantasy space represent human beings' will to the unlimited freedom. By understanding literary works concentrating on fantasy space and practicing creative works through writing skills, learners can realize the real meaning of literature education. These days, learners might not totally understand the characters of classical novels because of age difference. But readers can learn from those characters by looking at how they get over repression. Also they can deeply be touched. So space teaching in literature education is very crucial for readers who can figure out the intention of space setup and reason for characters' action to realize the meaning of classical novels. <Sukyeongnangjajeon>, <Sassinamjeong-gi>, <Bakssijeon>, <Yuchungryeljeon> are selected in this paper, which are featuring a specific fantasy space. These four novels show the pattern going to solve the conflict with the advent of fantasy space in addressing a common problem that occurs in human life. Thus learners can get interest in reading novels because they are already familiar to fantasy fiction. By exploring the possibilities of how each novels works, we can analyze possibilities of empathy for learners. Learners can understand the conflict that appear in the novels, then internalize with promotion through the process of solving writing to express their problems by the fantasy space. Therefore this study has a signification from exciting elements of 'fantasy space and suggesting teaching method of writing education. Based on the study, We expect learners to go through the steps of recognizing the importance of space in the process for receiving the other literature. However writing activities carried out in this paper are targeting minority of student, I think follow-up studies with majority of students will be needed. 문학은 언어를 매개로 하여 인간의 의식과 생활, 감정 등을 표현하는 예술로 그것이 속한 시대와 사회를 반영하고 있다. 문학작품을 통한 교육의 의미는 학습자가 문학 작품을 읽고 심미적인 세계를 경험하며, 이것을 통하여 삶의 진정한 의미를 깨닫고 세계를 바라보는 안목을 넓혀 올바른 생활을 영위할 수 있도록 하는 데 있다. 특히 고전문학은 그것이 창작된 당대의 시대적 상황을 반영하고, 문학적 환경과 세계관, 삶을 표현한 것이다. 이러한 고전문학을 학습자들이 접한다면 선인의 사상과 감정 및 생활상을 구체적으로 경험할 수 있으며 이와 함께 진실을 깨닫고 시대를 초월한 감동을 느낄 수 있을 것이다. 고전문학에서 고전소설은 당대의 삶이 문학의 여러 장르 가운데서도 가장 밀착되어 있으며 선조들이 지녔던 다양한 의식과 삶에 대한 문학적 형상화를 통해 그 시대상을 이해 가능하게 한다는 점에서 교육적 가치가 크다. 하지만 고전소설에 대한 학습자들의 흥미도가 낮고, 현대소설에 비해 그 입지가 좁은 편에 속하며, 입시 위주의 고전소설 교육이 지속적으로 이루어지고 있다. 또한 현대와의 시공간적인 차이 때문에 여전히 학습자들에게 낯설고 어렵게 다가오며, 입시의 수단으로 전락한 전형적인 교육의 틀에서 크게 벗어나지 못 하고 있는 실정이다. 따라서 본고는 고전소설에서 나타나는 환상 공간에 대한 연구를 통해 학습자들로 하여금 고전소설에 대한 이해와 흥미도를 높이고 고전소설 작품이 지니고 있는 의미를 본질적으로 느낄 수 있도록 하는 것을 지향한다. 아울러 고전소설 각각의 작품 속에 나타나는 환상 공간의 양상과 의미를 이해하고, 그것을 수용하는 과정에서 자신의 삶과 관련지어 표현할 수 있는 글쓰기 활동을 해봄으로써 학습자들의 문학적 표현 능력을 신장시키고, 고전소설 교육과 글쓰기를 접목하여 문학을 자신의 삶과 연관 지어 내면화 할 수 있는 방향으로 교육 목표를 설정하였다. 소설에서 공간은 이야기의 성격을 규정하는 매우 중요한 구성요소이다. 소설의 공간은 작가나 등장인물의 내면세계를 반영하고, 인물의 성격을 구체화 하며 공간의 이동에 따라 등장인물의 행동과 반응이 달라진다. 소설에서 어떠한 공간이 설정되는지에 따라서 공간은 단순히 이야기에 사실감을 부여하는 기능만을 수행하기도 하고, 사건이 전개되는 조건이 되기도 하며, 작품의 주제의식을 구현하기도 한다. 이처럼 공간은 소설을 온전히 이해하는데 중요한 요소로 작용함을 알 수 있다. 또한 당대의 소설에 대한 인식은 소설 속 공간의 설정에 중요한 영향을 미친다. 이것은 소설의 공간설정에 작가층과 향유층이 처한 당대의 현실이 매개되어 있음을 나타낸다. 특히 고전소설의 모태가 되는 조선 후기 사회가 그 어느 사회보다 제도, 규범 등에서 구성원에게 엄격했다는 점에서, 비현실적이고 환상적인 공간 설정은 그 속에서 자유로운 인간의 무한한 활동 가능성을 드러내고자 한 것이라고 볼 수 있다. 현실의 공간에 대한 제약으로부터 자유로운 공간 묘사는 실재적인 공간이 아닌 환상성이 가미된 비실재적인 공간으로 나타나면서 고전소설이 가지는 특수한 성격으로 규정되어 왔다. 본고에서는 <숙영낭자전>, <사씨남정기>, <박씨전>, <유충렬전>에 나타나는 환상 공간의 양상과 의미 분석을 토대로 고전소설 작품에 대한 창의적이고 비판적인 사유를 할 수 있도록 방향을 제시하는 것을 연구의 목표로 설정하였다. 학습자들은 작품 속 환상 공간의 역할과 의미를 통해 작품을 좀 더 심도 있게 이해 할 수 있으며, 이것을 내면화 하는 방향으로 글쓰기를 활용함으로써 고전문학에서 실현시키기 어려웠던 학습자들의 자발적인 사고와 내면적 성찰을 도와줄 수 있는 방법을 모색해 보았다. 고전소설 작품 속 환상 공간에 대한 깨달음과 이해를 통해서 학습자들 스스로 자신만의 공간을 구축하여 ‘글쓰기 활동’을 해봄으로써 문학의 내면화를 통한 문학적 가치를 실현시키고, 더불어 문학 교육과 쓰기의 측면에서 교육적 성장을 도울 것으로 예상된다.

초등학교 통합교육과정 변천 과정의 분석적 연구

張仁漢 慶北大學校 敎育大學院 2005 국내석사

The purpose of this study is to analyze the process of change in integrated curriculum at the level of elementary school. To achieve this purpose, we analyzed contents of integrated curricula which are national level documentaries, integrated textbooks, integrated guide books from the 4th curriculum to the 7th one. The following courses carried out during this study are as follows; 1. To understand the concept, characteristics, contents and the modes of integrations, domestic and overseas literatures were analyzed and introduced the 7th integrated curriculum, 'Uridleun Il Haknyun(we are the first grade students)', 'Barun Saengwhal(Right Life)', 'Slgiroun Saengwhal(Wise Life)' and 'Jlgeoun Saengwhal(Pleasant Life)'. 2. The general changes of integrated educational curricula were analyzed. In these analyses, the overall changes of integrated curricula, the changes integrated studies-'Uridleun Il Haknyun(we are the first grade students)', 'Barun Saengwhal(Right Life)', 'Slgiroun Saengwhal(Wise Life)' and 'Jlgeoun Saengwhal(Pleasant Life)' and the changes of elements of curriculum(the organization and time allotment, the curriculum structures, the objects, contents, instruction and evaluation) from the 4th curriculum to the 7th one were included. 3. The features of changes were analyzed in focus concepts and characteristics of integrated curriculum, the modes of integrations. 4. For carrying out this study, we analyzed textbooks of 1st grade. The external form, expression of contents and presentation of object were analyzed. The results obtained from this study were as follows; First, in the 4th integrated curriculum, 'integrated curriculum means that more than two studies were combined into one textbook.. For example 'Sansu(Arithmetic)' and 'Jayeon(Science)' were combined into 'Slgiroun Saengwhal(Wise Life)'. And the management of class hours was set into a bunch of class based on the integrated textbook. The 5th educational curriculum presented the structure of integrated curriculum off the point of division even when the curriculum were formed. The 6th educational curriculum couldn't be free form. The 7th educational curriculum, which reflexed to remove the barriers among curriculum and compose comprehensive contents focused on subjects, means the improvement from simple unification of curriculum. Second, mainly 'Uridleun Il Haknyun(We are the first grade students)' was empathized adaption oneself to new circumstances in the early time when the children enter a elementary school from the 4th curriculum to the 7th curriculum. In the 6th curriculum, the name was changed into 'Hakyo Jeogeung Whaldong(Adaptation activities in the early time)'. Third, in the 4th integrated curriculum, 'Doduck(Moral study)', 'Gugeo(Korean language)', 'Sahoe(Social study)' were combined into 'Barun Saengwhal(Right Life)'. But in 5th curriculum, 'Gugoe(Korean language)' was separated from 'Barun Saengwhal(Right Life)'. In 6th curriculum and the 7th curriculum, 'Barun Saengwhal(Right Life)' contains only the elements of moral aspects. According to the analysis of 'Slgiroun Saengwhal(Wise Life)', in the 5th curriculum, it empathized the characteristics of natural phenomena. In the 6th curriculum, it dealt with ability and activity which enables children to act and behave wisely, focusing social and natural phenomena. In 'Jlgeoun Saengwhal(Pleasant Life)', originally the children's activities are more important. In the 7th curriculum, it shows the unified education elements that children study and act based on their own thoughts and concepts. Finally, teacher should more understand the value of the integrated curriculum for efficient classes and enlarge the concept and characteristics of the integrated curriculum to high grade in elementary school. It needs more detail studies to apply the integrated curriculum in the field.

눈물 제재 시 교수·학습 방안에 관한 연구

이범규 경북대학교 교육대학원 2015 국내석사

본고는 슬픔의 눈물을 제재로 한 시를 전체 시에서 별도로 분류하여 눈물 체험을 포함하여 공감, 치유, 감동의 시 교육이 될 수 있는 교수·학습 방안을 제시하는 데 목적이 있다. 이를 위해서 먼저 1980년대까지의 대표적인 현대시 529편과 현재 학교에서 사용하고 있는 모든 교과서에 실려 있는 현대시를 분석하였다. 이를 통해 많은 ‘눈물 제재 시’를 구별해 냈다. 눈물 제재 시에는 시적 화자의 슬픔의 눈물이 표현되어 있고, 이 눈물을 극복하려는 의지와 극복한 상태도 표현되어 있었다. 다음으로 이러한 눈물 제재 시가 가지고 있는 특별한 교육적 가치를 실현하기 위해서 ‘코어 눈물 모형’을 설계하였다. 이 모형은 가장 강한 기억으로 남아 있는 눈물 경험인 ‘코어(core) 눈물’을 떠올려 내고, 이를 교수·학습의 중요한 요소로 사용하는 것이다. 코어 눈물 모형은 학생들이 가지고 있는 코어 눈물을 발현시킨 후 순수한 자아 상태에서 작품 속 시적 화자의 눈물에 공감하게 한다. 또 교사와 학생이 눈물 제재 시를 함께 낭송하면서 감동을 체험하게 한다. 그리고 학생이 가지고 있는 과거 눈물 경험을 시로 표현함으로써 과거 슬픔에서 벗어나고, 미래에 겪게 될 눈물을 시로 승화시켜내는 연습을 하게 구성되어 있다. 교수·학습해야 할 시가 ‘눈물 제재 시’인 경우는 코어 눈물 모형을 적용하여 교수·학습하면 된다. 그러나 ‘눈물 제재 시’ 교육에서 완전한 교육적 효과를 거두고자 한다면 두 작품을 연계하여 교수·학습하는 것이 요구된다. 즉 ‘눈물 제재 시’는 단순하게는 슬픔의 눈물을 흘리는 내용을 담은 작품과 슬픔의 눈물을 딛고 일어선 작품으로 구분할 수 있는데, 전자를 교수·학습하면 후자를 연속해서 함께 교수·학습해야 한다. 또 슬픔의 눈물을 딛고 일어선 작품을 교수·학습하게 되면, 슬픔의 눈물을 흘리는 내용을 담은 시를 먼저 교수·학습해야 한다. 이 경우 슬픔의 눈물을 딛고 일어선 작품은 강의법을 사용하여 교수·학습하고, 작품으로는 ‘눈물’을 제목으로 하고 있으면서 눈물에 관한 깨달음이 시적으로 표현된 김현승의 「눈물」이 가장 적합하다. 본고는 눈물 제재 시를 통해서 공감, 치유, 감동의 시 교육을 할 수 있는 방안을 제시하였을 뿐만 아니라, 이와 함께 눈물 제재 시와 눈물 외의 것을 제재로 한 시의 역할 분담을 제안하였다. 즉, 눈물 제재 시 교육에서는 공감, 치유, 감동 위주의 교육이 되게 하고, 눈물 외의 것을 제재로 한 시 교육에서는 지식 습득과 즐거움을 경험하는 활동 위주의 교육이 되어야 함을 강조하였다. This study classifies poems with tears of sadness as its topic (hereinafter referred to as 'tear poems') into a different category. The purpose of this study is to present a teaching/learning plan that can help experience tears and create a sympathizing, healing, and emotionally moving education system. In order to achieve this, 529 representative poems up to the 80s and contemporary poems from all the text books currently being used in schools were analyzed in advance. Many ‘tear poems’ were classified in this stage. In these tear poems, the sadness and tears of the narrators were expressed with their will to overcome or their state after overcoming this sadness. Next, the ‘core tear model’ was designed to realize the unique educational value contained in these tear poems. The design helps bring out ‘core tears’, which is the strongest tearful experience in a person’s memories, and uses it as an important factor in teaching and learning. The core tear model realizes the core tears of students and then helps them sympathize to the narrator’s tears in a pure conscious state. Also, teachers and students recite the tear poems together and experience the emotional moving. In addition, the model is designed to help students escape the sadness from their past by expressing their tearful experience through poem writing and practice sublimating the tears of the future. When the poem to be learned is a ‘tear poem’, the core tear model can be implied in the teaching and learning method. However, if someone wants complete educational effects in a ‘tear poem’ education, teaching and learning through the connection of two poems is required. In other words, ‘tear poems’ can be divided simply into two categories: poems with contents that include tears of sadness and poems in which the narrator has overcome the tears of sadness. If the former is taught and learned, the latter should also be taught and learned. Also, if poems in which the narrator has overcome the tears of sadness is taught and learned, poems with contents that include tears of sadness should be taught and learned beforehand. In this case, poems in which the narrator has overcome the tears of sadness should be taught and learned by using lecture method, and for the poem, a good poem that includes the word ‘tear’ in its title and also has good poetic expressions on the narrator’s understanding on tears is 「Tears」 written by Hyeon-seung Kim. This study not only presented a plan to educate sympathizing, healing, and emotionally moving poems through tear poems but also presented the role sharing of tear poems and poems with other topics. In other words, the fact that tear poem education should be focused on sympathizing, healing, and emotionally moving activities and education for poems with other topics should be focused on knowledge and other activities was emphasized.

한․영 지리교과서에 나타난 다문화교육 내용 분석 : 인구 관련 단원을 중심으로

권미영 경북대학교 교육대학원 2011 국내석사

Through the development of transportation and telecommunications, twenty-first century Korean society has been growing increasingly diverse ethnically, racially, culturally, religiously, and in language. A multicultural society is appearing. The increase in foreign workers, international marriage migrants, foreign students, including naturalized foreigners has changed Korean society from something that was often called single nation-state to a multicultural society. In this multicultural society, the visions and values ​​of multicultural education are growing increasingly important. Geography education allows students to explore the racial, cultural and political diversity within human society. Thus geography’s core curriculum has a key role to play in multicultural education. Similarly, geography should be concerned with including multicultural education within its curriculum. This relationship between geography and multicultural education is especially vital now within South Korea for the formation of a multicultural society. This study compares and analyzes national geography curricula and textbooks from South Korea and the United Kingdom. It focuses on sections dealing with population that describe the multicultural population of the textbooks’ respective countries. Britain and South Korea have different historical, cultural, political, and social factors, so a direct comparison has limitations. Unlike South Korea, Britain experienced the growth of a multicultural society ahead of the development of its multicultural education. Thus an understanding of UK geographic education and its implications for society can be helpful for the development of a multicultural vision within South Korea’s geography curriculum. The results of this study of the relationship between geography education and multicultural education are as follows: First, certain standards and actions are required to appropriately achieve a multicultural education curriculum in within geography education. Multicultural education should be required as part of the geography curriculum. Then all geography textbooks will be required to address multiculturalism as part of the unit on population. This requirement will close the learning gap between students who use textbooks that address multiculturalism and those that do not. Second, sub-topics of migration, the impact of migration, and population transfers are included in the United Kingdom’s geography textbooks. These sub-sections should be required as part of South Korean textbooks, as well, because they allow students to learn more about the background and demographic characteristics that have creating their multicultural society. In addition, adding a greater variety supplementary boxes that provide material for activities, discussions, and critical thinking will help students more effectively learn about and understand their multicultural society. Finally, the geography curriculum of South Korea can develop a more positive orientation toward multicultural issues. In the UK, emphasis is typically on ‘positive’ issues such as diversity, race, ethnicity, and identity, while the more common emphases for South Korean textbooks include conflicts, prejudice, discrimination, and inequality. This new orientation will give students a stronger vision on how different groups can live harmoniously with each other. Thus the textbooks will provide a more balanced view of multicultural society and will allow for people migrating into and within South Korean society to do soon a more positive basis.

다문화시대의 미술교육 지도방안 : 플라워패턴을 중심으로

박민지 경북대학교 교육대학원 2015 국내석사

According to OECD statistics foreign growth rate of residence country- it was found to be high in the best of Korea and which has been advocating that it is a single nation is increasing number of immigration of foreigners, has been active in various fields of society. Korea proud strong country as a single nation, is necessary effort to develop a program of education in order to vary to adapt to such a multi-cultural era. I think to try to research on the direction of multi-cultural education should be formed by South Korea. Currently, South Korea is clear that toward the multicultural era gradually. Due to an increase in growth and foreign migrant workers of international marriage, it is increasing at a rapid trend. In this way, in preparation for an increase in multicultural households, South Korea in any way, and whether if progress is to establish a multicultural education policy, it was examined from the educational point of view. Direction of multicultural education to the attempt to treat in this study, through the culture and symbols that each country has a unique manner and would learn to recognize the ethnicity and the independence of the country. It is not a policy of the welfare point of view for a few students of the third country, we must first establish the education policy to teach "you and I that coexist together". In this study , I think it let's consider art education that is suitable for multi-cultural education. More than anything, to eliminate misunderstanding and prejudice against multiculturalism through education in schools, a Korean student any research in order to communicate and to understand so as to be able to see the culture of the country and other countries equivalent to visually, and of school education for a program that can communicate and understand each other and make it. Based on modeling of the education for multicultural art education, and presents a lesson teaching plan that was applied to each of the country of flowers on the theme of pattern design education using a shaped elements and principles in art class of secondary school. Flower is the most anyone favorable target any is a material that can be accepted without prejudice to the people to the material each of the country's flower effectively be presented a lesson teaching plan. Examine the meaning of each country flower, on the basis of it can recognize the people of that country, it is useful to recognize and understand others. Presents the results of the teaching in the high school students to stimulate curiosity for diverse national culture student was presented the expected effects can have a sense of affinity for other ethnic students.

중등학교 시가 율격교육의 방안 연구

한영태 경북대학교 교육대학원 2015 국내석사

The purpose of this study is to investigate the problem appeared to the education of meter in secondary school and seeking the specific contents and the method to educate meter. Meter is a key element of the verse reveals the essential attributes. Therefore, meter should be understood to know the peculiar genre characteristics which shows poetry has and to understand poetry properly. The importance of meter has already recognized and found a lot of study results. But School education does not accept the findings and The meter education has not accomplished properly. In order to solve the problems of the meter education, First I investigated the concept and system of meter. Korean's poetry has no rhyming. Therefore, This study argues that meter of Korean's poetry is meter. Meter of Korean's poetry is the Eumbo. However Clarification on the basis of qualifications eumbo that the base of the meter unclear. It is difficult to access eumbo. The meter of Korean's poetry has led to its traditions on the modern poetry from classic poetry. The meter of Korean's poetry had difficulties in presenting one type meter because there are a lot of variations and departure. Therefore diachronic approach to meter of Korean's poetry, It explored the aspects carefully. Classic poetry is restricted to Hyang-ga·Sokyo·Kyunggichega·Sijo·Gasa and meter of poetry were investigated. Meter of classic poetry was based on the folk song 3Eumboyeok and 4eumbogyeok predominantly. That tradition had been passed down to modern poetry. In order to present a plan of ideal education of meter, it reviewed the current situation and the problems of education of meter. By looking at the curriculum and textbooks found a problem. Difficulties in education due to meter's theory also noted. Issues of curriculum is very limited achievement standards and lacked explanation. It summarizes the result of analyzing the current language text into three. First, knowledge of meter was lacking in content. Second, there was ambiguity in the concept of a mix of terminology. Third, there is a problem of the rhyme. and While defining the type of Korean's meterof literature in syllabic meter and foot meter, it could not explain the meter of modern poetry by the limitations of syllabic meter and foot meter. By convergence problems, The education of meter was divided into four stages. By fusing the steps of meter education and general poetry teaching model made of the optimized education of The Meter Teaching-Learning Model. The Model is divided into five stages. Understanding the steps is to scan the works and Learn the basics of meter. Try step is divided into musical rhythm and verbal rhythm and then. The access to the hierarchical way. The analysis stage is meter know the effect of works. Watching step is the experience that learners enjoy the work and the form and content of work to match. To enjoy step is to internalize the poetic elements when writing and creative artworks. The Meter Teaching-Learning Model was applied to the <OhUGa> by Yun Sun-do appeared in the middle school textbooks. In elementary school syllabic meter is significant to the learner but The secondary school course to preach the effect of meter organizing principle such as Sijo of aesthetics. Through this meter education, if learners understand the meter and read a poem, It will feel the poetry of taste. This study has the significance in that it deals with the meter(Eumbo-foot meter) being alienated from the verse education. In particular, it is structured the concept and content of meter and It is worth to consider the nature and pattern as diachronic. In addition to the preferred direction of meter education, Look at the entire process of secondary education meter examined the issue of education. Based on the result, So that the learners can easily understand the meter, Hierarchy method was applied to set the phase of the meter training. 본 연구의 목적은 중등학교의 율격교육에 나타난 문제점을 고찰하고 시가 율격교육에 대한 구체적인 내용과 방법을 모색하는 데 있다. 율격은 운문의 본질적 속성을 드러내는 핵심요소이다. 따라서 율격을 이해해야 시가 가진 독특한 장르적 특징을 알고 시를 제대로 감상할 수 있다. 율격의 중요성은 이미 인정되어 많은 연구 성과를 이루었다. 하지만 학교현장에서는 그러한 연구 결과를 받아들이지 못하고 율격교육은 제대로 이뤄지지 않고 있다. 율격교육의 문제점을 개선하기 위해서 우선 율격의 개념과 체계를 살펴보았다. 한국시가에는 압운이 없으므로 본고에서는 율격을 주장하였다. 한국시가의 율격은 음보격인데 율격의 기층이 되는 음보의 기저자질에 대한 해명이 명확하지 않아 접근하기 어려운 현실에 놓여있다. 또한 한국시가의 율격은 고전시가에서부터 현대시에 이르기까지 그 전통이 이어지고 있는데, 한국시가의 율격에는 변형과 이탈이 많으므로 율격유형을 하나로 제시하기에는 어려움이 있었다. 따라서 한국시가의 율격을 통시적으로 접근해서 그 양상을 면면이 살펴보았다. 고전시가는 향가·속요·경기체가·시조·가사로 한정하여 율격을 살펴보았다. 한국시가의 전통 율격은 민요의 율격을 기반으로 3음보격과 2음보 중첩의 4음보격이 우세하였고 그 전통이 현대시에 발전·계승되면서 변화하고 있었다. 이상의 율격의 내용 체계를 바탕으로 해서 이상적인 율격교육의 방안을 제시하기 위해 율격교육의 현황과 그 문제점을 검토해보았다. 교육과정과 교과서를 살펴보면서 교육의 문제점을 찾았고 율격이론의 문제점으로 인한 교육의 어려움도 지적했다. 교육과정 성취기준 분석을 통해 본 문제점으로는 운율이 교육과정의 성취기준으로 포함되면서 다뤄지기는 하나 매우 제한적이며 설명이 부족했다. 현행 국어 교과서를 분석한 결과를 세 가지로 요약해 제시했다. 첫째로 율격 지식 내용이 부족했다. 둘째로 용어의 혼용에 따른 개념의 모호함이 드러났다. 셋째로 압운의 문제가 있었다. 그리고 한국시가의 율격유형을 음수율과 음보율로 규정하면서 이들이 갖는 한계에 의해 현대시의 율격을 설명하지 못하는 모순을 안고 있었다. 이러한 문제점들을 수렴해 율격교육의 단계를 4단계로 나누어 접근했다. 이러한 율격교육의 단계를 일반 시 수업 모형과 융합해서 율격교육에 최적화된 율격 교수-학습 모형을 제시하였다. 모형은 모두 5단계로 나누었다. 이해하기 단계에서는 율독을 통해 작품을 접하고 율격의 기초 지식을 전달한다. 체험하기 단계는 음악적 리듬감과 언어적 리듬감으로 구분하고 율격을 위계화 방법으로 접근해본다. 분석하기 단계는 효과적인 작품 이해를 위해 율격이 작품에 미치는 효과를 알아본다. 감상하기 단계에서는 학습자가 스스로 작품을 감상하면서 작품의 의미구조와 형식구조가 일치하는 것을 경험한다. 마지막 향유하기 단계는 시 창작과 감상평을 쓰게 하여 율격과 더불어 시적 요소를 내면화한다. 이상의 율격 교수-학습 모형을 중학교 교과서에 실려 있는 윤선도의 <오우가>를 대상으로 적용해보았다. 초등학교 과정에서는 학습자에게 시조를 인식시키기 위해서 음수율이 나름의 의의를 갖지만 중등학교 과정에서는 기존의 음수율에서 벗어나 음절수의 가감에서 오는 시조의 미학과 시조 3장의 구성 원리 등 율격이 미치는 기능과 효과를 전한다. 이러한 율격교육을 통해 학습자가 율격을 이해하고 시를 읽는다면 시의 맛을 느끼게 될 것이다. 이 연구는 시가교육에서 소외되고 있는 율격을 다룬다는 점에서 의의를 지닌다고 할 수 있다. 특히 율격의 개념과 내용을 체계화하여 그 본질과 양상을 통시적으로 고찰하였다는 점에서 의미가 있다. 그리고 율격교육의 바람직한 방향을 위해서 중등교육 전과정을 살펴 율격교육의 문제점을 검토하였다. 그 결과를 토대로 율격교육의 방안을 모색하였고 학습자가 율격을 쉽게 이해할 수 있도록 위계화 방법을 적용하여 율격교육의 단계를 설정하였다.

Bloom의 신 교육목표분류학에 기초한 생물 영역의 수업목표 분석

이혜숙 경북대학교 교육대학원 2007 국내석사

수업 목표는 교사가 교수·학습 활동을 하면서 무엇을 가르쳐야 하고 학생의 어떤 활동에 중점을 두고 교수·학습을 이끌어 나갈 것인가를 명확하게 해 준다. 따라서 분명한 수업목표는 교사가 교육과정을 효율적으로 실현하기 위한 필수조건이라고 할 수 있다. Bloom의 교육목표 분류학이 제시된 이후 약 50년만에 새로운 교육목표분류학틀이 제시되었다. Bloom의 신 교육목표분류학틀은 지식 차원과 인지과정 차원으로 이루어진 이차원적 구조를 가진 분류학틀로서 수업목표를 더욱 상세히, 명확히 분류할 수 있다. 이 연구는 제7차 교육과정의 초·중·고등학교 생물 교과서 및 교사용 지도서에 진술되어 있는 수업목표를 Bloom의 신 교육목표분류학틀에 기초하여 분류한 후 학년별로 생물 수업목표가 어떻게 분류되는가를 알아보고자 한다. 아울러 영역별 생물 수업목표는 Bloom의 신 교육목표분류학틀에 어떻게 분류되는가를 연구하였다. 이 연구에서는 초등학교 3학년부터 고등학교 1학년까지의 과학과 고등학교 2학년 생물 I의 1,743개의 생물 수업목표를 Bloom의 신교육목표분류학틀에 기초하여 분류하였다. 그 결과 생물 수업목표는 일부 지식차원과 인지과정 차원에 편중되어 있었다. 생물 수업목표 중 사실적 지식과 개념적 지식 두 범주가 속하는 수업목표가 초등학교 73.5%, 중학교 84.0%, 고등학교 97.3%로 나타났다. 인지 과정 차원에서도 기억하다, 이해하다 차원의 수업목표가 각각 82.5%, 86.4%, 98.6%였다. 그리고 초·중·고등학교 생물 수업목표가 분석, 평가, 창안 등의 고등한 사고력을 요구하는 인지고정 차원의 수업목표 진술이 적게 나타났다. 생물 영역의 수업목표 진술이 학교급의 일관성이 부족하였다. 지식 차원에서는 초·중·고등학교 모두 사실적 지식과 개념적 지식에 치우쳐 있으나 절차적 지식과 메타인지 지식에 속하는 수업목표도 낮은 비율로 나타났다. 절차적 지식과 메타인지 지식에 해당하는 수업목표의 비율은 초등학교는 26.5%, 중학교 16.0%, 고등학교 2.7%로 나타났다. 인지 과정 차원에서는 초등학교와 중학교는 다소 일관성 있는 목표 진술이 이루어졌으나 고등학교 수업목표는 초등학교와 중학교와는 달리 일관성 없는 수업목표를 진술하고 있었다. 따라서 학생들의 고등한 사고능력을 신장시키고 학생들이 과학에 관한 흥미를 잃지 않도록 절차적 지식과 메타인지 지식 수업목표를 증가시켜야 하겠다. 인지과정 차원에서는 다양한 범주의 수업목표를 진술하여 학생들이 열려 있는 사고 활동을 할 수 있도록 교사가 자극하여야겠다. 교사가 수업을 계획하고 준비할 때 교사용 지도서나 교과서의 수업목표에 의존할 것이 아니라 학생들의 창의적인 사고와 수준에 맞는 활동을 포함한 수업목표로 재진술할 필요성이 있다는 것을 본 연구를 통해 알게 되었다.

특성화 고등학교 교육과정 분석

정의현 경북대학교 교육대학원 2013 국내석사

Analysis of the Vocational High School Curriculum Jung, Euy-Hyun Majoring in Curriculum and Instructional Technology Graduate School of Education, Kyungpook National University Daegu, Korea (Supervised by professor Kang, Hyeon-Suk) (Abstract) This study analyzes curriculums of Vocational high schools through preceding researches, case studies, and interviews, and then deduces problems that were displayed in their compositions and operations. After that, the study analyzes causes of making great performances in Meister high schools recently same as being lightened up by this researcher in the theoretical background, and looked into how to solve the problems that were shown in preceding research analyses on curriculums of Vocational high schools by finding out merits among its reasons. Thus, this study set up research issues same as follows. First, the study analyses operating status and systems of Vocational high schools. Second, through preceding researches and case studies, the study analyzes configuration, composition, and operations on 2009 revised curriculums of Vocational high schools. Thirdly, this study grasps operating status of Vocational high schools by analyzing interview results with the competent teachers on curriculums of Vocational high schools. Fourthly, based on preceding researches, case studies, and interview results with teachers, the study investigated problems of composing and operating problems of Vocational high school's curriculums. Fifthly, this study analyzes preceding researches and case studies about configuration, composition, and operations on 2009 revised curriculum of Meister high schools having making great performances recently, and tries to grasp whether problems shown at curriculum matters of Vocational high schools could be solved after finding out its causes because Meister high schools have reasons on such achievements. The study analyzes problems displaying in composition and operations of 2009 revised curriculum in Vocational high schools in which school identity has been started to lose while the education supremacy has been spread widely under high educational fervor. Conclusions based on its results are same as the following. First, a fact was divulged that the Vocational high schools in most Daegu areas which are composing and operating 2009 revised curriculum had limitations from school facility matters such as textbook kinds that were insufficient in operating selective curriculums for Vocational high school students, obsolescence of lab instruments, kind lacks etc. In contrast, Meister high schools selected experts of industrial fields as writing committee members of textbooks so as to list industrial needs having been changed quickly, and they are utilizing the textbooks fit to each school's characteristics to their classes by making diversified and newly developing them. In addition, lab curriculums were operated flexibly because educational expenses per one student for doing effective operations on lab equipments and devices together with making students' skills enhanced were assisted 2~3 times more than general Vocational high schools. So, selective curriculums have to be made so that budget supports to Vocational high schools could be effectively operated similarly to Meister high schools. Second, in order to graft demands of the industry into curriculums flexibly in the industrial society having been changed rapidly, participations of industrial personnel and experts are necessary certainly when composing school-based curriculums. However, most Vocational high schools had insufficient aspects in reflecting industrial demands to curriculums because school-based autonomy on composing and operating curriculums was lack, and several schools composed and operated curriculums focusing on college entrances rather than making employments by bringing up excellent competent talents, and thus employing rates of current students belong to low levels remarkably compared to their college entering ones especially. In some other way, Meister high schools maximized autonomies in case of composing school-based curriculums, and especially passed through authentications of Korea Research Institute for Vocational Education & Training by co-developing designated fields along with industrial experts at each school after utilizing national competency standards on job analyses. This action shows intentions of trying to teach professional knowledge and skills on majored fields as having siteness so that students could adopt learned contents in school to industrial fields sites promptly. Resultantly, over 93% of first graduates of 2012 Meister high schools appeared to be employed, and thus the achievement is becoming models of vocational education institutions. Thirdly, classes that are considered most importantly in vocational education institutions were lab lessons. This class aims at letting skills become well up to goals by applying theoretical knowledge learnt in the classroom to labs directly by the body. Such practice lessons requires a lot of times compared to other classes, and student numbers per one teacher are much affected. By reflecting these needs, Vocational high schools and Meister high schools increased portions of lab classes, but Vocational high schools had more 6 persons in average than Meister high schools in student numbers per one teacher. This point shows a lot of differences in effectiveness of lab lessons, and decreasing student numbers per one teacher in needed to the levels of Vocational high schools and Meister high schools by recognizing such problems. Fourthly, purposes of vocational educations lie in fostering excellent skilled talents by training practical abilities to which the industry requires. Therefore, career guidance on vocational education institutions shall be done well from middle school stages so that students do not have recognitions such like Vocational high schools and Meister high schools were not entered for college entrances, and entering processes to the schools are permitted to students who have steady intentions. Specially, letting students have determined willingness on employments is required to students who entered Vocational or Meister high schools after doing carrier educations for establishing a recognition like 'Employment first, and College entrance next,' and also making students have firm intentions on employments is necessary as well. Moreover, lifelong educations for students are encouraged to be achieved so that they get continuous educations after graduations by preparing all kinds of supporting measures under cooperation between governmental agencies together with institutional devices.