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Open education에 관한 硏究
- Open education에 관한 硏究
- Other Titles
- (AN) APPROTCH TO OPEN EDUCATION : With an Emphasis on Curriculum of British Infant-School
- Issue Date
- 교육대학원 교육학전공교육과정분야
- Open education; 영국; infantschool
- 이화여자대학교 교육대학원
- The infant schooling in Korea has been constantly faced with absence of philosophies and objectives in the past and subsequently suffering from lack of clear direction and efficient organization.
No notable principles or theories of education, therefore, has yet been flourished in this particular stage of education to guide and direct its course of fruitful growth.
Similar situation is applicable to more advanced stages of education in Korea. However, the writer wishes to place her primary emphasis on the development of theories and principles of education with respect to infant schooling.
The rationale behind this is that in the latter stages of education, more emphasis is made on obtaining knowledges, informations and skills to enable the students to adjust themselves to the so called 'adult society' in view of enormously increasing amount of informations and skills that an individual has to be equipped with in order to safely prepare oneself for adult or career life of modern world.
That a person would be totally deprived of natural, free or open reaction to his associates, friends and to the environment that surrounds him would mean a disaster to human education.
It is this lack of openness and naturalness in the field of Korea's contemporary infant schooling that writer feels compelled to cultivate, introduce some skeleton of theories and practices which contains these basic elements.
The ultimate goal of free, natural or open education is to help student to arrive at 'the person as a whole' by himself. Open education as a means of achieving this goal is a process of helping student to realize himself through his own self-perpetuated, self-motivated will to freely react and inter-act to his environment that surrounds him.
Consequently, open education insists that teachers, fellow students, learning objects, educational tools, facilities, equipments, place, space and the educational system as a whole should be arranged and organized accordingly.
The writer has especially chosen British open education in infant schooling as a model for our examination. She has abstracted the origin, philosophical rationale in the first part of this thesis by introducing and analysing the hypotheses that give rise to the principles and theories of open education.
Further analysis of characteristics of this particular system of infant school has been made by examining its practice and real world application from the viewpoint of theory of learning and theory of knowledge.
Furthermore, with this background in mind, processes, methods and organization of British infant school curriculum has been dissected and evaluated.
In the last, some pitfalls that any adoptee of this system may face are summarized in order to render some safe guards to Korea's contemporary pioneers who would be interested in looking infant schooling from fundamentally humanitarian viewpoint.
The question, whether the adoptation of open education system to Korean soil is desirable and viable, is not dealt in the realm of this thesis and is open to any challenger.
The overall review and analysis of Korea's present infant school should be urgently made in order to provide satisfactory answer to this difficult and yet important question.;本 硏究는 再 정립이 절실하다고 생각한 우리나라 幼稚園 敎育課程을 뚜렷한 哲學과 目標를 가진 것으로 啓發하는데 도움을 주기 위한 것이다. 이 硏究에서는 Open Education의 理論과 實際로 나누어서 이것이 우리에게 어떤 示唆를 주는 지를 살펴보고자 하였다.
따라서 本 硏究에서 밝히고자 하는 問題는 다음과 같다.
1. Open Education이란 어떤 것인가?
2. 英國의 兒童敎育 制度 및 特徵과 敎育理論的 根據는 어떠한가?
3. 英國 Infant School의 敎育課程은 어떻게 構成되어 있는가?
4. Open Education은 우리에게 어떤 示唆를 주는가?
□를 위해 本 硏究는 文獻分析을 하였다.
□ 結果 다음과 같은 結論을 얻었다.
□ 兒童을 自己 學習의 管理者로 보아 學習은 兒童 自身의 疑問 □ 느낀것을 解決해 나가는 過程이며, 知識은 이러한 個人의 經驗을 □ 것이라고 생각하나 하나의 敎育方法이다.
□ 5살부터 義務敎育이 始作되며 年齡에 依하지 않고 學級編成 □고 있는 英國 Infant School은 여기에 包含되는데, 進步主義 □ 主流로 하는 多樣한 理論的 背景을 가지고 있다.
□人을 目的으로 統合된 敎授方法에 依해 統合된 敎科目이 주 □ 評價는 兒童들의 進步를 위한 診斷만을 目的으로 쓰여진다.
本 硏究의 制限點으로는 英國 Infant School에서 Open Ed□on의 實施가 容易했던 것은 英國의 獨特한 行政的, 社會的, 制度的인 面 때문이지만 여기에서는 단지 英國 Infant School의 敎育課程 紹介에만 그쳤고, 또한 이것을 우리나라에서 實施할 수 있는지의 妥當性 與否와 여러 問題點등은 取扱하지 못했다는 것이다.
그러나 本 硏究에서는 우리나라 幼稚園 敎育課程의 정립을 위해서는 學齡前 敎育의 여러 問題들에 대한 全般的인 硏究計劃이 먼저 先行될 必要性이 있다는 것을 示唆해 주고 있다.
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