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Journal of Korea Creative Education Institute

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수록정보
수록범위 : 1권0호(1997)~20권0호(2018) |수록논문 수 : 211
창조교육논총
20권0호(2018년 12월) 수록논문
최근 권호 논문
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1학창 이종록의 창조교육사상과 실천

저자 : 이용길 ( Lee Yong-gil )

발행기관 : 창조교육학회 간행물 : 창조교육논총 20권 0호 발행 연도 : 2018 페이지 : pp. 1-41 (41 pages)

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Hagchang Lee, Jong-rok (1921~2016) was aware of the creative education, and as a pedagogue, he committed himself to the creation education and established the idea of creative education. Education and Education as an Educator as education administrators, education policy was established, and schools established and run as educational managers were all for creative education as cultivating creativity through human creative ability development.
The creative education that Lee, Jong-rok studied and practiced has become the core of future education with the advent of the era of the fourth industrial revolution. The future education of mankind is now looking for the value of love and happiness in cultivating human creativity and its capacity. In this sense, Lee Jong-rok's creative education philosophy and his experiential practice are the basis for pursuing human future education. The school is a pioneer who predicted and presented the direction of human future education. This is because the creative education ideology established by Lee, Jong-rok is not a rather educational theory that pursues values that are based on the ideology of the times, but rather sees the nature as creativity from the universal viewpoint of human nature and seeks educational practice on it .
Lee, Jong-rok's creative education philosophy and its practice suggests human creativity as an educational goal in terms of human person's life from the point of view of whole personality. Therefore, Lee, Jong-rok's creative education philosophy includes the values of love and happiness of humanity which are pursued through education, in the theory and practice of education, so it is the ultimate value pursued by mankind and the utopia of education that realizes “do one's best” to be. Therefore, Lee, Jong-rok, as an educational thinker who created theories and methods of creative education in the context of modern education history, has got a unique position as an educational practitioner.

2청소년 활동을 통한 역량개발로서의 창조교육 교수-학습

저자 : 김정아 ( Kim Jeong-a )

발행기관 : 창조교육학회 간행물 : 창조교육논총 20권 0호 발행 연도 : 2018 페이지 : pp. 43-68 (26 pages)

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The purpose of this study is to apply 5 steps of creative education teaching-learning to youth activities for youth competency development.
The meaningful education for adolescents in adolescence is related to experiential activities, and living experiential learning is most important for the capacity development of adolescents.
Experiential learning through youth activities is a learning method that focuses on field-oriented experience activities, away from existing teacher-centered classroom instruction. With the advent of the 4th Industrial Revolution era, the educational functions of artificial intelligence have been strengthened, It is the most effective way to achieve educational goals in developing emotional competence.
Especially, by conducting experiential learning of youth activities by applying 5 steps of creative education teaching-learning, it is possible to cultivate creative capacity of youth by solving problems creatively through field experience learning and pursuing creative value.
The stage of the idea is an imaginary phase in which young people should perform activities with emotional and personal value including experiential learning through knowledge and technology.
The stage of discovery is the preparation stage of experiential learning, and it is the step of pouring passion and passion toward the value of the imagination made through the stage of the idea. The stage of excavation is a stage in which the individual creative ability of learners is uniquely influenced by the change of the experiential learning activity process into a rational and systematic concept.
The stage of expression is a stage where the consciousness of knowledge of experiential learning and the result of such consensus converge into sensitivity and personality.
The stage of development is the step of establishing the learner's creative competence by objectifying the new value through application and evaluation process of experiential learning.
By applying the five steps of creative education teaching-learning to the experience learning of youth activity, creative capacity is developed by realizing creative value by conspiring and fusing knowledge and experiences. Therefore, a variety of experiential activities are needed to develop youth's competencies so that creative competence can be developed through the integration of creative knowledge through youth activities.

3창조성 신장을 위한 학생 참여형 수업의 교실 적용 방안에 대한 연구

저자 : 김선영 ( Kim Sun-young )

발행기관 : 창조교육학회 간행물 : 창조교육논총 20권 0호 발행 연도 : 2018 페이지 : pp. 69-103 (35 pages)

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School education has not been concerned with what students would learn and experience in class, so much so that students, the subject of the education, have been alienated from the lesson scene. One method for solving this problem is called the "Student-participatory class" and was published as a slogan through Free Semester in middle school and the 2015 Revised National Curriculum. Therefore, present middle school teachers are directly being asked to teach "Student-participatory class". Current political understanding of "Student-participatory class" is more or less insufficient and limited to drawing students' participation, especially engagement. However, teachers in school fields are considered to have more extensive understanding of "Student-participatory class" and to be able to have a practical effect on students' engagement. Currently, middle school teachers are directly required to do 'Student-participatory class.' However, it is not easy to apply at the 'Student-participatory class' current educational scene. Students and teachers need to be prepared. Education emphasizes education that will help students predict and prepare for the future of their careers. In other words, for education for the future, the focus should not be on looking at a tree, but on fostering a creative human being who can also see the forest together. To this end, we need to find ways to apply "Student-participatory class" to enhance creative ability in the middle school curriculum and apply them gradually on the site. There has been an atmosphere around the world, including those of OECD countries since the 21st century, emphasizing core competences that actively deal with the future society rather than learning and memorizing knowledge. Schools that prepare students for the future should help foster creative ability to enhance their core competencies by reflecting these age trends. However, these core competences cannot be nurtured in a way that unilaterally conveys existing knowledge. Therefore, students need to take the lead in learning projects, experiments, and practices that students explore themselves, gather together to produce results, self-directed learning that allows students to find answers on their own, and discussion classes that allow them to communicate with each other. It is important to spread "Student-participatory class" as a form of classes that are more suitable for developing their competencies by achieving different educational goals. In addition, teachers should play a role of volunteers in getting students to lead the class away from the role of communicator of existing curriculum knowledge. Students will be able to be more self-reliant and proactive when teachers properly play a role of facilitator in creating a learning environment and guiding and promoting the learning process rather than going to the front of the class.

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The purpose of this study is to find out the direction of career education in the era of industrial revolution in the 4th Industrial Revolution and to clarify what future talents are from the results of career education of creative city in Hwaseong City.
Elvin Toffler foresaw the third wave in his book, The Third Wave, as an electronics revolution. His foresight was right for the humanity of the 21st century, and Klaus Schwab named this age as the “fourth industrial revolution era.” Future talent who will lead the era of the fourth industrial revolution is perhaps the 21st century man who can understand the essence of the fourth industrial revolution and lead the future society. The core competencies needed for the future society known through the Davos Forum and the Future Employment Report can be summarized as creative problem-solving capability and ability to collaborate through teamwork.
Therefore, Hwaseong City has been trying to realize human resource development plan that will lead the fourth industrial revolution era through creative intelligence education which is the core of Gyeonggi Province education. This is based on the fact that Hwaseong City, which has recognized the revolutionary changes of the future industry and tried to find concrete plans in talent with creative intelligence, correctly read the trend of future education
The purpose of this study is to clarify the significance and purpose of 3 STEP of fieldwork experience, linked career education particularly, from self-exploration, deepening of career in Hwaseong City pursued by the 4th Industrial Revolution era, and It is meaningful to have an opportunity to look for directions and plans for career-job experience education pursuant to the 2017 Gyeonggi Free Year Program.

5안전 동요를 활용한 창의적 음악활동이 유아의 안전의식, 안전문제해결 사고능력, 음악적 창의성에 미치는 영향

저자 : 전미정 ( Jeon Mi-jeong )

발행기관 : 창조교육학회 간행물 : 창조교육논총 20권 0호 발행 연도 : 2018 페이지 : pp. 129-160 (32 pages)

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The purpose of this study is to examine the effect of creative musical activities using safety song on Children's safety knowledge, Safety Problem Solving Ability, and Musical Creativity. The specific research questions in accordance with study purpose like this are as follows.
1. What effects do creative musical activities using safety song have on Children's safety knowledge?
2. What effects do creative musical activities using safety song have on Children's Safety Problem Solving Ability?
3. What effects do creative musical activities using safety song have on Children's Musical Creativity?
The study was conducted with 52 five-year-old young children in the two classes of I kindergarten in G city, Jeollabuk-do. I kindergarten the children were experimental group 26 children, control group 26 children.
The study tools used were “safety knowledge test”, “safety problem solving ability test” and “musical creativity test” of Hur Sunhee (1996).
This study was conducted in the order of preliminary study, examiner training and preliminary examination, teacher training, pretest, experimental treatment, and post-test. In this study, creative musical activities using the safety shake were verified by the researcher, and the validity of content validity was confirmed to two early childhood education specialists.
Creative musical activities using safety shakes were planned for 14 weeks in a week. There were 5 steps in total, starting with the first stage singing, followed by the second stage musical instrument or body expression, the third stage song replacement, the fourth stage singing book creation, the fifth stage sharing and evaluation.
The collected data were analyzed using the SPSS 23.0 program. The mean and standard deviation of the pre-and post-test scores of the experimental group and the control group were calculated, and the average increment of the pre- and post- The difference was analyzed by t-test.
The results obtained in this study are as follows.
First, creative music activities using safety shakes improved infant safety knowledge.
Second, creative music activities using safety shakes improved children's ability to solve safety problems.
Third, creative musical activities using safety shakes improved young children's musical creativity.
The results of this study suggest that creative music activities using safety fluctuations can positively affect infant safety knowledge, safety problem solving ability, and musical creativity. Based on the results of this study, it will be possible to apply creative music activities using safety shake as a safety education program suitable for the level of infants needed in the field of early childhood education.

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