初等學校 學生專擔制 運營 實態에 관한 硏究

Abstract

The purpose of this study was to identify the operating realities of the grade teacher system in elementary school. For the purpose, this study used the questionnaire research method. To process data from the questionnaire research, this study used the SAS(Statistical Analysis System) program and conducted percentage and chi square test by teacher's background factor. The level of significance was tested for intergroup difference at the level of P<.05, P<.01, P<.001. The contingency coefficient was confirmed. Based upon the study results, the following conclusion was drawn: First, an attempt was made to investigate teachers and students' understanding of the operation of the grade teacher system. As a result, elementary teachers felt the necessity for the operation of the grade teacher system. It is easy to identify the knowledge structure of the subject because it is taught to schoolchildren repeatedly every year if the grade teacher system is operated. It is highly effective in special activity and teachers' workload is reduced in learning-teaching and guidance. They thought that it is desirable to provided repeated instruction to the same school year of more than the 2nd grade as the operating method of the grade teacher system. Therefore, school administrators can reduce the impediments in the assignment of the school year. Second, teachers and parents perceived that the precondition for the implementation of the grade teacher system was to increase he number of departmental teachers, reduce the number of weekly school hours per teacher to 20 hours for its operation and reduce the of subjects to 5 or 6 ones. If the grade teacher system is to be expanded and implemented, teachers' workload should be greatly diminished. And first of all, educational administration authority should make a policy decision on the operation of the grade teacher system. Third, the effect of implementing the grade teacher system included improvement of teachers' teaching skills by becoming familiar with the content of the curriculum of the school year, its ability to train and educate school-year specialists through the increase of teachers' speciality and educational effectiveness. It can diminish public and private educational expenses and miscellaneous school workload through the storage and utilization of annually purchased and collected teaching materials in school hours. Consequently, it can relieve teachers of psychological and time constraints and bring about commitment to self-training but give rise to negligence in research arising from serving as the teacher in charge of the same school year and the like therefore, it is necessary to provide for the safeguard to prevent them from occurring.