학술논문
2015년 서울형 자유학기제 연구‧희망학교 교사를 대상으로 한 음악교육현황 조사 / Research on Actual Status of Music Education at Schools Participating in the 2015 Seoul Free Semester Program
Document Type
Dissertation/ Thesis
Author
Source
Subject
Language
Korean
Abstract
본 연구의 목적은 2015년 서울형 자유학기제 연구·희망학교 교사를 대상으로 음악교육현황을 조사하여, 자유학기제를 성공적으로 실행하기 위한 기초 자료를 마련하고자 하는 것이다. 이론적 배경에서는 자유학기제의 의미와 추진 배경을 이해하고, 자유학기제 교육과정에 대해 살펴보았다. 또한 연구의 대상이 된 2015년 서울형 자유학기제의 특징 및 음악교육의 특징을 살펴보고, 이를 설문지 제작의 토대로 삼았다. 연구대상은 2015년 서울형 자유학기제 연구·희망학교 공립학교 193개교 교사이며, 이들을 대상으로 설문조사를 실시하여 회수된 총 68개의 설문지를 토대로 하였다. 설문영역은 크게 네 부분으로, 교사에 대한 일반적 사항, 자유학기제 교육과정, 자유학기제를 위한 교육환경, 자유학기제에 대한 교사견해로 구성되어 있다. 설문문항은 리커트 척도, 선다형 문항, 다중응답문항, 서열척도문항을 사용하였으며, SPSS 22.0 프로그램을 사용하여 기술통계 처리 후 빈도와 백분율을 산출하여 분석하였다. 특히 자유학기제에 대한 교사 견해는 소속 교육청, 수업경력, 전공, 수업시수, 학급 수에 따른 일원배치 분산분석(one-way ANOVA)방법으로 통계 처리하였으며, 이에 따른 분석결과로 다음과 같은 결론을 얻었다. 첫째, 교사들은 자유학기제 교육과정에 대한 취지와 목적에 대해 잘 이해하며, 자유학기제가 음악 교육에 미치는 영향에 대해 긍정적으로 생각해, 이를 음악수업에 반영하기 위한 노력을 하고 있었다. 둘째, 자유학기제는 학생들이 다양한 음악 활동을 통해 자신의 진로를 탐색하도록 하는 것이 목적이지만, 음악과 관련된 다양한 직업체험활동은 이루어지지 않고 있으며, 음악과 관련된 진로수업은 한정된 범위의 내용만이 지도되고 있다는 것을 알 수 있었다. 또한 수업자료로 인터넷 자료를 가장 많이 참고하고 있어, 자유학기제의 음악수업을 위한 수업자료확충 및 체험활동을 위한 다양한 프로그램이 필요함을 알 수 있었다 셋째, 자유학기제의 자율 프로그램은 대부분 외부강사에 의존하여 수업이 이루어지는데, 음악강사와 외부강사와의 수업연구는 거의 이루어지지 않고, 수업연구를 위한 시간 확보도 되지 않는다고 나타났다. 그리고 동아리 프로그램은 자유학기제 운영 전·후의 수업운영에 질적 차이가 없는 것으로 나타났다. 따라서 자율 프로그램의 운영을 위한 물적, 질적 지원이 필요함을 알 수 있었다. 넷째, 자유학기제를 위한 학교 내·외 환경조성정도에 대하여 교사들은 ‘보통이다’라는 의견이 다수였으며, 음악실이나 악기구비정도도 잘 갖추어져 있다고 응답하여, 많은 학교가 음악 수업을 위한 적절한 환경과 시설환경을 갖추고 있음을 알 수 있었다. 반면 외부환경정도에 대해 교사들은 자유학기제의 취지에 맞는 수업을 위해 학교 내·외적으로 가장 부족한 것이 ‘예산지원’이라고 응답하여 수업을 위한 ‘예산지원’이 필요함을 알 수 있었다.
This study aims to research the status of music education in schools that participated in the 2015 Seoul Free Semester Program (FSP) and to acquire basic data for the successful implementation of the program based on the survey responses from music educators. In the Theoretical Background section, the author describes the definition, background, and curriculums of FSP, explores the characteristics of the 2015 Seoul FSP and those of music education itself and draws on these findings to formulate the survey questionnaire. The survey was distributed to music educators working in 193 public schools that participated in the 2015 Seoul FSP. Analysis of 68 collected questionnaires is presented in this research. The survey consists of four sections: general questions about the educators, FSP curriculum, educational environment of FSP and educators' opinions on FPS. Likert scale, multiple-choice questions, multiple-answer questions and ordinal scale questions were used in the questionnaire. After generation of descriptive statistics using SPSS 22.0, the data was analyzed by calculating frequency and percentage. Particularly, one-way ANOVA was employed to analyze the opinions of educators on FSP depending on their applicable education office, years of teaching experience, specialty, instructional hours and number of classes. The statistical analysis results are summarized below. First, the teachers fully comprehended the intent and purpose of FSP and believed that the program had positive effects on music education. Therefore, they were making efforts to employ the program to music classes. Second, FSP aims to help students explore their career options through various musical activities. However, diverse work experience activities related to music were not provided in the classroom and classes on music careers delivered limited content. Additionally, the main source of teaching materials was the Internet, which demonstrated that a variety of teaching materials and various activity programs needed to be offered for effective music classes under FSP. Third, the greater part of independent programs under FSP were conducted by outside instructors. These outside instructors were rarely able to collaborate with school music educators and it was difficult for them to make time for collaborative planning. The survey results also showed no substantial difference in quality of club activities before and after FSP implementation. Therefore, quantitative and qualitative support was required for effective execution of independent programs. Fourth, the majority of the surveyed educators responded "fair" to the question on internal and external school preparation for FSP implementation. Responses concerning the educational facilities and musical instruments were also positive, demonstrating that many schools were equipped with appropriate facilities for music education. On the contrary, many educators identified "financial support" as the most lacking external element that was necessary to fulfill the FSP goals, revealing the strong need for funding in music education.
This study aims to research the status of music education in schools that participated in the 2015 Seoul Free Semester Program (FSP) and to acquire basic data for the successful implementation of the program based on the survey responses from music educators. In the Theoretical Background section, the author describes the definition, background, and curriculums of FSP, explores the characteristics of the 2015 Seoul FSP and those of music education itself and draws on these findings to formulate the survey questionnaire. The survey was distributed to music educators working in 193 public schools that participated in the 2015 Seoul FSP. Analysis of 68 collected questionnaires is presented in this research. The survey consists of four sections: general questions about the educators, FSP curriculum, educational environment of FSP and educators' opinions on FPS. Likert scale, multiple-choice questions, multiple-answer questions and ordinal scale questions were used in the questionnaire. After generation of descriptive statistics using SPSS 22.0, the data was analyzed by calculating frequency and percentage. Particularly, one-way ANOVA was employed to analyze the opinions of educators on FSP depending on their applicable education office, years of teaching experience, specialty, instructional hours and number of classes. The statistical analysis results are summarized below. First, the teachers fully comprehended the intent and purpose of FSP and believed that the program had positive effects on music education. Therefore, they were making efforts to employ the program to music classes. Second, FSP aims to help students explore their career options through various musical activities. However, diverse work experience activities related to music were not provided in the classroom and classes on music careers delivered limited content. Additionally, the main source of teaching materials was the Internet, which demonstrated that a variety of teaching materials and various activity programs needed to be offered for effective music classes under FSP. Third, the greater part of independent programs under FSP were conducted by outside instructors. These outside instructors were rarely able to collaborate with school music educators and it was difficult for them to make time for collaborative planning. The survey results also showed no substantial difference in quality of club activities before and after FSP implementation. Therefore, quantitative and qualitative support was required for effective execution of independent programs. Fourth, the majority of the surveyed educators responded "fair" to the question on internal and external school preparation for FSP implementation. Responses concerning the educational facilities and musical instruments were also positive, demonstrating that many schools were equipped with appropriate facilities for music education. On the contrary, many educators identified "financial support" as the most lacking external element that was necessary to fulfill the FSP goals, revealing the strong need for funding in music education.