초등학교 교사에 대한 학부모와 학생의 요구 분석

서지정보

· 발행기관 : 부산대학교 교육발전연구소
· 수록지 정보 : 교육연구 / 18권
· 저자명 : 이현화, 김회용

목차

Ⅰ. 연구의 필요성 및 목적
Ⅱ. 이론적 배경
Ⅲ. 연구 방법
Ⅳ. 결과 분석
Ⅴ. 논 의
Ⅵ. 결론 및 제언
참 고 문 헌
Abstract

초록

IMF는 한국이 지난 40년간 괄목할 경제 성정과 성취도가 높은 교육 제도를 이룩한 모범 국가라고 평가하면서, 한국을 저개발국가들의 교육개선을 위한 모범 사례의 하나로 꼽았다. 그럼에도 불구하고 우리 자신은 공교육이 붕괴되었고 불량 인간을 대량생산하고 있다고 한국 교육의 실상을 비판하고 있다. 이러한 상반된 평가는 모두 사실이며 우리 교육의 현실이라는 점 또한 부인할 수 없다. 지식교육과 인성교육을 포함한 교육 전반에 걸쳐 다양한 비판들이 한국교육의 위기 상황을 드러내고 있다(교육철학회, 2007).

영어초록

This study was intended to analyze the demands of students and their parents and research ways leading to effective education, by finding meeting points between the demands of education demander and the view of teaching.
To achieve this, the research questions were set as follows.
① what are personal characteristics and qualities which elementary students and their parents demand of their teachers? ② In aspects of teaching guidance, what are the educational activities which students and their parents demand of their teachers? ③In aspects of life guidance, what are the educational activities which students and their parents demand of their teachers? ④ In aspects of class management, what are the educational activities which students and their parents demand of their teachers? ⑤ In aspects of personal relationship, what are the educational activities which students and their parents demand of their teachers?
To solve these questions, the study subjects were 300 5th and 6th grade elementary students and their parents who were living in Changwon city, Gimhae city and their county areas. They were given questionnaires by using survey research. SPSS 13.0 software was used for analysing collected questionnaires and frequency and percentage were identified in five sections. To identify a significant difference, X²(chi-square) was used.
Looking into the study result;
First, in aspects of personal characteristics and qualities, teachers' gender does not matter, but teachers were preferred to be younger ranging from their 20's to 30's. Preferred characteristic traits were to be cheerful, humorous, responsible, having special abilities in all fields, wearing casual clothes, having graduated four years college and having the mind to give affection to students.
Second, in aspects of teaching guidance, they were asked to give students assignment two or three times a week, to use discussion class and cooperation class appropriately in terms of their main subjects, to be willing to use practical class in arts and physical education and notifying recorded results to students and their parents using various methods as well as giving marked grades more than once a semester.
Third, in aspects of life guidance, they were asked to take care of students' public manners and balanced diets, guiding reading activities during free time after lunch time, giving indirect punishment if necessary, frequently guiding life and traffic safety and often commenting students' diaries.
Fourth, in aspects of class management, they were demanded to have class activities frequently, to use the class homepage for guidance besides subjects, to raise responsibilities for each student to take over their own task, to make students clean around them and to manage a class with students.
Fifth, in aspects of personal relationships, students' parents require to maintain a good relationship with teachers and consult with teachers frequently in person whenever they need.
I would like to suggest the following conclusions based on the study results. Students need to understand why they get beyond egoism and have basic educational activities and to participate in those activities. Parents are required to keep up with teachers corresponding to social changes. Teachers are asked to accept to students and their parents' needs and research and practice for appropriate educational activities based on the views of teaching.

참고자료

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