國民學校 새마을 敎育이 새마을 運動에 寄與한 貢獻度 : 忠北 새마을敎育 우수學校를 中心으로 = A Survey of the Value of the Saemaul Education in Elementary schools and contribution to Saemaul Movement

다국어 초록 (Multilingual Abstract)

The nation-wide Saemaul(New Village) movement, which was launched four years ago and Community is now becoming full-fledged, is awakening the people to the spiritual need for improving the social environment and attaining afflunce. The spiritual theme of the campaign is self-relience, Self-help, and cooporation.
The idea of this movement originated with President Park early in 1970. It was realized as the great national campaign for a better living, eleminating unreasonableness such as waste, decadence and inefficiency from the lives.
During the past four years, many villages have demonstrated remarkable success, some of them far exceeding their planned project targets. A convention of pioneer-spirited and devoted leaders was held in Cheong-Ju on December 18, last year. A few model leaders were rewarded and 2,470 villages joined the movement in choong-puk. Actually many leaders inspired the people with hope and confidence that they could improve their environment, if they were determined to help themselves,
We understand that the suggested role of Schools in rural development equally as important as the Saemaul movement. The part schools should play in Community development has been neglected rather than ignored. Quite few experimental Community Schools have established based upon theories introduced from America, expecting the real cultural center of its community. However it has not yet taken place, and far from generalization.
From the viewpoint of educational socialization, schools should adopt the Saemaul spirit into curriculum to develop spiritual attitudes stressing the seven Specific fields put forth by the Ministry of Education ;
1) To re-organize the curriculum according to their community environment.
2) To make them aware of the problems in their community.
3) To develop adult education.
4) To open the school fercilities for the community.
5) To establish pupilservice projects for the community.
6) To offer pupil guidence.
7) To prepare a productive education.
Adopting the above seven guidlines into their teaching process especially in elementary. schools in this province, two sort of typical schools have been shown.
One of which was shown, so called Model 1, emphasized inculcating the Saemaul Spirit into established structure through teaching subjects and process reorganized curriculum. Another type of school Model Ⅱ empharized using the school as a base from which to develop the community making up a deficiency by self-supporting projects for the benefit of school itself.
Comparing the two model schools, we tried to determine, in this article, which of those schools so far contributed more to community they belong to.
The data of the survey was collected by the statistic random sampling approach and analyzed by method of percentage statistics following up the items below which are the objects of Saemaul Movement.
1) To develop the spiritural attitude of attaining a better living.
2) To bring about better living circumstances for rural people.
3) To increase the income of farming housholds.
The questionaire prepared consists of various items related to the three objects mentioned above, which were dependant variables.
The respondents were 320 individual pupils, 32 teachers and 64 community members,
In conclusion, it has been proved that Model Ⅰ contributed more than Model Ⅱ. in the field of encouraging Saemaul spiritual attitude to their communities.
Also Model 11. contributed little to increasing income projects and betterment of living cirumstance, so it is advisable to follow Model I. rather then 11.
We propose that Schools should be the green house to sprout coming generation who will be the real pioneere of Saemaul movement, so we should guide to the attitude of commninty problem solving in class room avoiding show off.

목차 (Table of Contents)

• Ⅰ. 問 題
• A. 問題의 提起
• B. 理論的 背景
• 1. 새마을 敎育의 淵源
• 2. 敎育의 社會的 機能과 鄕土學校의 性格
• 3. 美國의 地域社會學校와 우리의 새마을 學校
• Ⅱ. 模型 Ⅰ과 Ⅱ의 새마을 敎育實態
• A. 模型 Ⅰ의 運營實態와 그 特色
• B. 模型 Ⅱ의 運營實態와 그 特色
• Ⅲ. 硏究의 方法
• A. 對象과 標集
• B. 道具 및 節次
• C. 資料의 處理
• D. 硏究의 制限點
• Ⅳ. 結果分析 및 論議
• A. 結果分析
• B. 論 議
• Ⅴ. 結論 및 提言
• 參考文獻
• 英文抄錄
• 附錄