敎育課程 構成을 爲한 基礎硏究(I) : 學生ㆍ敎師의 要求 分析 = Basic Survey for Curriculum Development : Student and Teacher Study
저자
발행기관
학술지명
권호사항
발행연도
1969
작성언어
Korean
KDC
051
자료형태
학술저널
수록면
155-190(36쪽)
제공처
소장기관
Ⅰ. Outlines of this survey
1. Our ministry of education has so far enacted curriculum for various school systems only depending on conferences and formal discussions. We have felt urgent need for basic survey for most reasonable and vital curriculum development. Then we have launched a series of studies for such purposes, and that this survey was planned as the first project of that series. Those series are (1) philosophical and historical valuation (2) social forces and impact (3) students, needs and problems (4) functions of subject matters, and (5) learning theories.
2. We dealt here with those problems as (1) students' educational needs (2) Teachers' evaluation and opinions.
3. Subjects are 1,268 students in all, 253 from primary school, 287 from middle school 261 from general high school, 50 from comprehensive high school, 119 from commercial high school, 60 from fishery high school, 119 from agricultural high school. Teachers are 139 in all with whole caverage of above schools and with the areal consideration.
Ⅱ. Results
1. Primary school children :
Primary school children have most keen interests in nature and science, various social facts and chages too. In contrast with those interests, they have little interests in business and arts. The troubles which they have are poor achievement of arithmetics and fine arts. They have broad vocational interests regardless their community background and sex.
2. Primary school Teacher :
They reported that children like sports but dislike arithmetic and business. Teachers observed lack of knowledge of fine arts, lack of the abilities to apply what they learnt, and lack of creativity. Teachers enumerated many problems children have from poverty up to lack of confidence upon teacher. They wanted to have more concrete and clear-cut educational objectives in teaching and guidance.
3. Middle school student :
Students have broad span of interests in school subjects and extra-curricular activities too. Student do not like uniform or compulsory training and school activities, and ask teachers to be more familiar with students. They have many and various troubles at home and school, so they have to be helped by teachers for solving their problems. They want independence from parents and teachers and mostly are dissatisfied with their school life. Their span of interests in extra-curricula activities and vocations are so broad that teachers should take those facts into consideration in their guidance programs.
4. Middle school Teacher :
Teachers reported that students have much interests in opposite sex relations, current events, and many extra-curricular activities as well. Their disciplinary problems span from opposite-sex relation to general morality. Most serious troubles students have are tuition fees, allowances, overloaded curricular, maladjusted school life. Teachers observed students' negativistic, dependent attitudes as most serious shortage in students' attitudes.
5. High school Students :
High school students have much broad interests span and show much regional and sexual differences in those interest areas. They want independence and freedom from teachers' compulsion and parents' restriction. They have troubles in poor achievement, poverty, poor home atmosphere, parents' lack of understanding and so forth. They like to have more deep understanding on modern scientific and social advancement and changes. Their vocational interests range from merchant up to presidency. There are great regional and sexual and school differences in those vocational interests.
6. High school Teacher :
Teachers reported that opposite sex relations, sex education, and resistance are most serious disciplinary problems at high school level students. Students' way of thinking are seen as to be calculative, egoistic and looseminded. They assert that most emergent takes to be done for high school students are to provide more reasonable guidance programs and democratize educational practices at the home and school.
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