중학교에서의 창의적 재량활동을 통한 한국 문화 정체성 교육의 실제 = A Case of Education for Kroean Cultural Idetity through the Creative Discretionary Activities in the Middle Sschool

다국어 초록 (Multilingual Abstract)

This study was advanced based on an actual class with korean cultural identity education through the expanded new creative discretionary activities in the seventh education course. To analyze students' demands and responses after the class, questionnaires were used on 121 lst graders at a middle school. In addition, depth interview method and oral questionnaire were used for more accurate contents. The data of teaching method and teacher`s teaching resource was used as data of the study analyzing detailed operating case and literature research.
Before observing the status of the korean cultural identity education, in order to help understand the creative discretionary activities at middle school, the aim and content of the discretionary activities, organization management of the creative discretionary activities and studying types methods of the creative discretionary activities were inquired. Also, the evaluation of the creative discretionary activities was performed And after defining the "identity", the direction of korean cultural identity education was set to present suggestions after analyzing the students' responses when carrying out classes by the demands of the students. In case of the actual classes, classes about our culture which is assigned as world's cultural heritages such as drawing the "tae-guk-gi", experiencing traditional play, tasting our food, "han-gul" love game, etc. considering the time, location and availability of resources to establish korean cultural identity based on the students' various responses. As for the management of the class, the time was coordinated in advance to make it possible for realistic management. In case of group activity, the group was organized beforehand and the students named the group leader and the name of the team. According to the characteristics of theme related to the methods of study, the teacher`s lesson and self-directed learning method should be used in a diverse manner but we tried to make students' activity the focal center. As stated before, group evaluation and individual evaluation was separated to suit the type of the class, and appropriate reward was presented. Enthusiasm and creativity, preparation and interest level, and attendance of small group activities were subjects of the evaluation.
After analyzing the students responses with the class done, making/eating "bi-bim-bapp", traditional play, drawing "tae-guk-gi", "han-gul" love game, our culture that has been assigned as world`s cultural heritage was the order of responses and showed responses that they felt a lot about korean culture identity. And out of the various study methods that were used in the korean cultural identity class, the class that students preferred the most was experience learning.
This study focused on finding out effective class in the cases of actual classes based on the demandes of the students when performing the korean cultural identity education. However, further study to find more effective classes in the actual classes by analyzing teaces demands and we hope for the diverse korean cultural identity education.

목차 (Table of Contents)

• Abstract = 444
• 1. 서론 = 445
• 2. 창의적 재량활동의 이해 = 446
• 3. 한국 문화 정체성 교육 = 447
• 4. 창의적 재량활동에서 한국 문화 정체성 교육의 위한 수업의 실제 = 448
• 1. 한국의 음식-김치와 비빔밥 = 449
• 2. 민속놀이 = 450
• 3. 태극기 그리기 = 451
• 5. 결론 및 제언 = 452
• 참고문헌 = 454