學校園敎育 實態에 關한 考察 : 全羅北道 國民學校를 中心으로 = A Study on the Actual Conditions of the School Garden Education
저자
金貞吉 (군산교육대학교)
발행기관
학술지명
권호사항
발행연도
1975
작성언어
Korean
KDC
041
자료형태
학술저널
수록면
137-150(14쪽)
제공처
소장기관
Summary
The school garden is necessary for education of natural science and practical farming in the elementary school. Its necessity is emphasized for helping the pupils to learn through the observation, the practical training, or the physical work. The school garden is classified into three areas such as for the appreciation, for the learning materials, and for the production.
In this research, the practical conditions of the school garden were surveyed in the period from July 1 to August 31, 1975. The number of the target school is 146 located in the 11 Guns, Chulla Pukao.
The contents of the research are as follows :
1) The average scale of the schools(table 1)
2) The proportion and the area of the school garden(table 2)
3) The proportion of the schools equipped with farming tools and the average number of the farming tools(table 3)
4) The organization and management of the school garden(table 4)
5) The educational program of the school garden(table 5)
6) The outline of the school gardening activity(table 6)
7) The practial training units in the school garden education(table 7)
8) The expenditure of the school garden management(table 8)
Based on the result of the research, the problem which we have to discuss for improving the elementary school garden education are as follows :
1) Ninety percent of 146 schools has its own garden either for the appreciation or for the learning materials, and the per area of each pupil is 1.5m2. Moreover, the average area of the school garden for production is 22.3m2 per pupil who is in the four to six school year.
It suggests that all of the elementary schools have aspacious area to help the pupils get the desirable educational experiences through the school garden for farming(see table 2).
But the school which has lent the space for production to the community people is 9.6%(see table 6). It has to be readjusted for the pupils to cultivate by themselves.
2) Most of the schools has the farming tools for mamagement of the school garden, but the number of them isn't seriously sufficient. For example, there are 16.5 shovels and 17.5 hoes per school on an average. The facts revealed above suggest that every school has to be supplied with enough farming tools so that 60 or 120 pupils are able to take practice together at a time(see table 3).
3) Concerning the organization and the management of the school garden, the school gardens are managed by the class(81.5%), by the club(55.4%), by the pupil assembly(14.4%), and by the parent-teacher association(43.2%)(see table 4). In order to reach the fruitful effect of the school garden eduation, all of the groups described above have to participate altogether. Accordingly, it is necessary for every school to improve the ways of management by helping those groups so as to take the positive participation.
4) The most desirable program for the school garden activity should be done within the total school planning. But according to the result of the research, the rate of farming managed in the scope of the total school planning is only 18.8% out of the 146 schools. The program should not be organized by a few teachers or a class room teacher, but by the whole. For it will help us not only to reduce the expenditure, but to have a variety of activities for farming the garden.
5) In order to help the children to have a number of experiences in their school lives every day, most of the schools have arranged the window gardens(57.5%) in their class rooms, the flower gardens(58.9%) outside their class rooms. And the school which has gardens for the appreciation and the learning materials is 66.4%. The data suggests that most of the schools have some colorful programs. But the plural programs have to be empoloyed by all schools(see table 6).
6) According to the actual conditions of the experimentation and the practical training, 50.7% of the 146 schools cultivates barley or vegitables in the graden, and 38.4% rice on the rice field, And 35.5% of them has the nursery gardens, 16.4% the hothouses, and 6.8% the vinyl houses for raising the special vegitables. The proportion of the breeding is lower than that of the cultivation(see table 7).
The findings suggest that most of the schools should have programs to help the pupils have a various experience. But we should make a great deal of effort for the schools to do the roles as the community for improving the ways of the farming and the living, and also to prepare the various resources so that the pupils are able to learn in accordance with the curriculum.
7) On the management expence for the school garden, five questions were asked as follows :
1) Are the budgets of the department of natural science and practical course set up respectively? 2) In the club activity, how much is the productivity emphasized? 3) Is the management cost supplied with the money getting from selling products? 4) Is the management cost supplied with the budget of practical course? 5) Does your school have the management cost for school farming?
The answers for the questions(see table 8) indicate that in order to normalize the school garden education, the management cost of the department of natural science has to be devided from that of the practical course, that the club activity of the practical course has to be strengthened the productivity, and that a part of the management cost has to e supplied with the money earned by selling products.
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