열린교육운영에 대한 敎師와 兒童의 認知度 및 改善方案 硏究

Abstract

This study attempted to make an investigatory analysis of the reality of open education operation, inquire into the previous studies and literature on open education and grope its remedial measure by synthesizing the opinions of the teachers practicing open education and of the children engaging in open learning. By doing so, this study was intended to provide basic materials for a little more effective open education. As a result of analysis, the findings were summarized as follows : First, most of the teachers agreed on the operation of open education but some of them were reluctant to accept it and thus had a negative view of it. Therefore, unfledged teachers need to have a fresh understanding of open education since experienced teachers have practiced and gradually revitalized it with interests in school. Second, children had a high level of responsiveness to open education but a majority of teachers had concern about the fall of children's school performance. Younger teachers thought negatively of the performance of open education and were earnestly operating it. Third, most teachers are learning much from the inspection of classwork or the open instruction practiced by their fellow teachers. Administrators are providing support for open education with increasing interests in it and still feeling themselves to lack capacity. Fourth, teachers pointed out that the factors impedimental to open education include the excessive number of children per class, the excessive number of school hours provided by teachers in charge of higher grades. Fifth, departmental teachers or functional teachers are increasingly providing students with open education relating to performing arts and physical education in terms of percentage. Administrators will have to strive to assign the higher proportion of departmental teachers to arts and physical education. Taken together, the following conclusion was drawn : First, now that 4 to 5 years have passed since open education was carried into practice, all teachers are conscious of the direction and nature of open education but not yet equipped with the finn belief in it and the ability to accomplish it. Second, it is thought that educational administrators should listen more to teachers' educational demands and provide much support for them so that open education may take root in society. They need to take it into careful consideration in terms of preparation for teaching materials, provision of quality materials and material management. Third, a diversity of open learning requires a variety of evaluative methods. The model for the evaluative method of the class made up of the great number of children is needed accordingly. Since diverse evaluative methods require cooperation from specialists or tile specialized research institution, it is necessary, among other things, to develop the timely items for evaluation and disseminate them in a timely manner. Fourth, support should be provided for the educational method and educational finance that are consistent with children's and their parents' educational demands. It is thought that both the school and its teachers should make untiring efforts to enhance educational qualify, whereas school children's parents need to provide voluntary service or indirect support for lessening teachers' heavy workload so that they may provide quality education for children.