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논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2004.6
- 수록면
- 97 - 122 (26page)
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This study examines the deparhnentalized instructional system in the elementary school that has been operated for more than 10 years since 1992. The system should have been well-established up to now, but it has still many problems. The purpose of this study is to examine the current of the system based on teachers' voices in the fields, analyze them and propose improvements for the system. The results of this study are as follows:
First, to establish the departmentalized instructional system completely, national universities of education must train teachers of departmentalized instructional system or reeducate the current teachers of elementary schools. This requires much more developed fundamental measurements than just the expansion of training opportunities.
Second, to secure competent teachers of departmentalized instructional system, strategies to attract them, such as 'allowance for the teachers of departmentalized instructional system', need to be established. In addition, care and co-operation between colleagues, such as securing a room for the teachers of departmentalized instructional system, are required so that they may not feel isolated because they are not a class coordinator.
Third, the most urgent task for the government or city/provincial governments to do for establishing the departmentalized instructional system is the sufficient allocation for the teachers of departmentalized instructional system. Currently, small-size schools run 1-2 subjects for the departmentalized instructional system, while some large-scale schools cannot have even one subject for the system to each year.
Fourth, there is a need to increase the number of teachers of the departmentalized instructional system under the current Elementary, Middle and High schools Education Act. Overload of elementary school teachers is a critical obstacle in enhancing professionalism. This work load needs to be lessened by reinforcing the work criteria.
Fifth, the modem time requires the expansion of the departmentalized instructional system focusing on functional subjects (eg. physical education, art, music, English, etc.). This is possible only when teachers in charge of the subjects are more allocated than the current time. It will be effective if subjects of departmentalized instructional system are selected with consideration to staff organization, and then the most competent teachers for the subjects are appointed.
Sixth, it should be promptly corrected if the selection and appointment of teachers for the departmentalized instructional system is just an instrument to lessen the work burden of teachers. Teaching efficiency will be enhanced when the class time for the teachers of the system is 16-18 hours a week. There is a need to discard a prejudice that the task for the teachers of the system is easy, and be aware of the correct reality of the teachers of the system by running the system accurately.
First, to establish the departmentalized instructional system completely, national universities of education must train teachers of departmentalized instructional system or reeducate the current teachers of elementary schools. This requires much more developed fundamental measurements than just the expansion of training opportunities.
Second, to secure competent teachers of departmentalized instructional system, strategies to attract them, such as 'allowance for the teachers of departmentalized instructional system', need to be established. In addition, care and co-operation between colleagues, such as securing a room for the teachers of departmentalized instructional system, are required so that they may not feel isolated because they are not a class coordinator.
Third, the most urgent task for the government or city/provincial governments to do for establishing the departmentalized instructional system is the sufficient allocation for the teachers of departmentalized instructional system. Currently, small-size schools run 1-2 subjects for the departmentalized instructional system, while some large-scale schools cannot have even one subject for the system to each year.
Fourth, there is a need to increase the number of teachers of the departmentalized instructional system under the current Elementary, Middle and High schools Education Act. Overload of elementary school teachers is a critical obstacle in enhancing professionalism. This work load needs to be lessened by reinforcing the work criteria.
Fifth, the modem time requires the expansion of the departmentalized instructional system focusing on functional subjects (eg. physical education, art, music, English, etc.). This is possible only when teachers in charge of the subjects are more allocated than the current time. It will be effective if subjects of departmentalized instructional system are selected with consideration to staff organization, and then the most competent teachers for the subjects are appointed.
Sixth, it should be promptly corrected if the selection and appointment of teachers for the departmentalized instructional system is just an instrument to lessen the work burden of teachers. Teaching efficiency will be enhanced when the class time for the teachers of the system is 16-18 hours a week. There is a need to discard a prejudice that the task for the teachers of the system is easy, and be aware of the correct reality of the teachers of the system by running the system accurately.
목차
Ⅰ. 서론
Ⅱ. 이론적 배경
Ⅲ. 연구의 방법
Ⅳ. 연구 결과 및 해석
Ⅴ. 결론
참고문헌
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UCI(KEPA) : I410-ECN-0101-2009-373-016371690