Earticle

한국의 ‘슬기로운 생활’과와 일본의 ‘생활’과는 교육과정 개정을 거치면서 일본의 생활과가 성립기 교육과정의 목표나 내용 구성을 거의 그대로 계승하여 가고 있는 반면에 한국의 슬기로운 생활과는 성립기의 그것에서 상당히 변질되어 가고 있다. 슬기로운 생활과가 탐구를 통한 주변 인식에서 정체성을 찾고 있는 반면, 생활과는 인간, 사회, 자연과의 관계 인식을 통한 공민(시민)적 자질의 기초 함양에서 정체성을 찾아가고 있다. 인식의 측면에서도 슬기로운 생활과는 아동이 객관적 입장에서 탐구 대상을 인식하게 하여 지식 및 원리 찾기라는 인지적 영역을 보다 강조하는 반면, 생활과는 아동이 주관적 입장에서 대상과의 관계성을 인식하는 정의적 영역을 보다 강조하고 있다. 이처럼 한국의 경우 저학년 사회과와 자연과가 폐지되고 통합교과로 출범한 당초 의도에서 상당히 벗어나 있다고 하겠다. 저학년 사회과와 자연과는 사고와 활동이 미분화된 이 시기의 발달 단계에 있는 아동들이 사회와 자연을 과학적으로 인식하게 하는 것이 무리라는 인식에서 아동 자신과의 관련, 자기 자신, 자신의 생활을 추구하는 등 자신을 전면적으로 내세웠다. 나와의 관련성을 중시할 때 사물과 현상은 객관적으로 인식되기가 어려우나 이를 강조한다는 것은 자기와 환경을 일체적으로 취급하여 개별 상황적 의미를 찾아보고, 자아실현을 보다 확실하게 보장하겠다는 의도이다. 그러나 현재는 이러한 교과 탄생의 취지에서 벗어나 탐구를 통한 주변 이해로 국한하여 학습 대상과 아동과를 분리하고 있다. ‘슬기로운 생활’이 아닌 ‘탐구 생활’로 변질되고 있다는 점에서 앞으로 ‘슬기로운 생활’은 아동 자신을 중핵에 두고 인지 영역과 정의 영역을 아우르는 인간 형성 교과로서의 성격을 보다 강화해 가야 할 것이다.

"Life Environment for Wisdom Studies" is a Korean textbook and "Life Environment Studies" is a Japanese textbook for the lower grades which integrate social studies and natural sciences. Through revisions of course curriculum, Japan has succeeded the essence of their education curriculum from their initial foundation whereas Korea’s “Life Environment for Wisdom Studies” has been transformed to a rather different direction. In terms of acknowledgement, “Life Environment for Wisdom Studies” finds its identity through cognition of surroundings through exploration, while “Life Environment Studies” finds its identity through improving the fundamental quality of citizenship through recognizing the relationships among human beings, society and nature. The initial stage of “Life Environment for Wisdom Studies” made wise life of children through subjective recognition as its ultimate goal and took the method of not separating the children from the studying subject by centralizing the children themselves. For this, it is nominating oneself through seeking the relations with children themselves, oneself and their lives. However, now it is confining the recognition of surroundings through exploration and separating the studying subjects and children themselves. The initial stage of “Life Environment for Wisdom Studies” aimed for integration for it is still too early for the lower grade children to develop scientific recognition, however now it has declined this perspective and has been developed into “Life Environment for Exploration Studies”, not “Life Environment for Wisdom Studies”.

韓国の‘賢い生活’科と日本の‘生活’科は低学年の社会科と自然科(理科)を統合した教科で目標、内容 構成、教科運営及び評価の側面で指向する方向が同じであった。しかし教育課程の改正によって日本の‘生活’科は成立期の教育課程の目標、内容構成をほとんどそのまま継承していく反面、韓国の‘賢い生活’科は成立期のもので相当に変質して行った。‘賢い生活’科が探究を通した周邊認識で正体性を探している反面、‘生活’科は人間、社会、自然との関係認識を通した公民(市民)的資質の基礎涵養で正体性を探している。認識側面でも‘賢い生活’科は児童が客観的立場で探究対象を認識するようにして知識及び原理を探すという認知的領域をより強調する反面、‘生活’科は児童が主観的立場で対象との関係性を認識する情意的領域をより強調している。それで賢い生活ではなく探究生活になっている。したがって‘賢い生活’科は低学年児童の発達段階を考慮し、現代社会を生きている児童たちの特性を充分に勘案して児童自身を中核に置き、認知領域と情意領域を包括する人間形成の教科としての性格を強化することが望ましいと思う。

본 연구는 미국과 일본 대학의 역량기반 교육과정 논의를 바탕으로 향후 국내 대학교의 역량기반 교육과정과 평생학습에 주는 시사점을 도출하고자 하였다. 이를 위해 역량기반 교육과정의 정의, 역량에 대한 접근, 역량의 구성 요소 및 역량기반 교육과정 비교분석 준거 설정과 미국, 일본 대학들의 역량기반 교육과정의 동향을 살펴보았다. 이러한 문헌분석결과가 향후 국내 대학의 역량기반 교육과정 개발에 주는 의미 있는 시사점을 본 연구의 결론으로 삼는다. 첫째, 생애능력에 관한 역량 선정과 행복한 생을 영위하기 위한 역량의 중요성을 보다 강조하고 있다. 둘째, 개별 단위직무수행에서 요청되는 개별역량을 넘어서 평생학습시대의 지속가능한 삶을 실현하게 해주는 총체적이고 융합적인 역량이다. 셋째, 교육방법면에 있어서 실제적인(hands-on) 체험식 방법이나 거주식 경험(residential experiences)을 채택하고 있다.

The purpose of the study is to suggest implications for competency based education of Korean universities and lifelong learning by making a literary review related to competency based education of foreign universities. For this purpose, we explored definitions of competency based education, approaches to competency, components of competency and established competency based education analysis criteria as well as trends of competency based education of the U.S., and Japan. Such literature reviews resulted in providing meaningful implications for the development of competency based education of Korean universities in the near future, which is in turn conclusion of the study. First, it places more emphasis on the importance of selecting a lifetime competency and living a happy life. Second, beyond a designated competency needed in the individual job unit, it is overall and amalgamative competency allowing people to actualize sustainable lives of the lifelong learning age. Third, it adopts hands on and residential experiences in the way of educational methods.

本研究では、外国の大学の資質や能力ベースの教育の議論をもとに、今後、国内大学の資質や能力ベースの教育に与える示唆を導出うとした。このため、資質や能力の定義、資質や能力へのアクセスと資質や能力の構成要素と能力の構成要素を比較分析する準拠設定, 米国、日本の大学の資質や能力ベースの教育の動向と事例と示唆を調べてみた。 これらの文献の分析結果が、今後国内の大学の資質や能力ベースの教育開発に与える示唆を本研究の結論としている。まず、生涯資質や能力に関する資質や能力選定の重要性と幸せな生を営むための資質や能力を強調している。第二に、個々のユニット職務遂行が要求されている個々の資質や能力を超えて持続可能な生活を実現してくれる総体であり、融合的な資質や能力である。第三に、教育方法の面において実用的な（hands-on）体験型の方法や居住の経験（residential experiences）を採用している。

본 연구의 목적은 일본의 제 3차 소자화 사회 대책대강(2015.3.∼2020)에 나타난 아동·육아지원 신제도를 중심으로 현행 육아지원 정책의 구체적인 내용에 대해 개관하고 육아지원정책의 특징을 알아보고자 하는 것이다. 2015년 4월에 출발한 아동·육아지원 신제도는 유보 연계형 인정어린이원 제도를 개편하고 소규모 보육, 가정적 보육, 가정 방문형 보육, 사업소 내 보육의 네 가지 유형의 지역형 보육을 신설하며, 13가지 지역아동 육아지원 사업을 실시해나간다. 시설형 급부(재정)와 지역형 급부를 설정하고, 기초자치단체가 실시의 주체가 되며, 내각부의 아동육아본부가 총괄적으로 지휘한다. 신 유보 연계형 인정어린이원은 학교 및 아동복지시설로서 법적인 위치를 차지하는 것 등 지금까지의 육아지원정책에 비해 새로운 육아지원정책이다. 이러한 시설에의 지원은 소비세 증세에 의한 재정지원으로 출발하며 이용액은 국가와 지자체가 담당하고 이용자가 각자 소득에 따라 배분·분담한다. 끝으로 향후 우리나라에의 시사점을 제안했다.

Purpose of this study was introducing about Japan’s nowadays childcare policy, 3rd small birth rate society outline. From 2015 April, children care new system in Japan started to admit childcare center, have a new view the 4types of community daycare, and local children care support programs. Japan creates facilities of finance, local finance, have improved admit daycare center, the main agency was local municipal governments. In within these system, Government directing policy control focused on ministry part children care head office. Kindergarten plus daycare orienting daycare center system were very particular policy compared to even before Japan’s system, and It have school trait and could be children’s welfare institution and have a legal authority. The support system would managed increasing money spend tax rates, and an institution finance, and regional finance, and nation and municipalities. Korea is adopting care responsibility to nation. But Japan adopts care right to parent and local autonomy control care system. Finally I suggest we discuss these contents to another study.

本研究の目的は日本の第３次少子化社会対策大綱の中現行育児支援施策の具体的な内容について概観することである。2015年4月に出発した児童育児支援新制度は認定子ども園制度、４つの類型の地域型保育の新設、地域子ども育児支援事業と構成される。施設型給付と地域型給付の創設、認定子ども園の改善、基礎自治体が実施の主体になること、政府、内閣府児童育児本部を中心として総括的に取り扱っていること、幼保連携型認定子ども園は、学校、児童福祉施設としての法的な位置を占めること特徴的な面を持つ支援政策である。これらの施設への支援は消費税増による財政支援としてはじめ施設型、地域型とに区分して国と自治体が担当し利用者がそれぞれ所得によって分担する形になっている。地域の事情に合わせた育児支援事業はよく整って行くようである。育児支援施策は２０２０年までの数値目標をさだめっている。幼保連携型認定子ども園制度は国、公立の水準にまで一元化した政策であり、親の働きの時間を基準として１、２、３号認定として分けてあることが特徴的である。 韓国は保育は国の責任としてあるが、日本は親の責任であり自治体が管理する制度にてきている。これからもう詳しく別の研究で具体的に論じる必要性があることをのべた。

본 연구는 일본 결혼이주 여성들의 ‘어머니 되어가기’의 생생한 경험을 탐색하고, 본질과 의미를 심층적으로 파악하여, ‘어머니 되어가기’를 설명할 수 있는 실체적 이론을 구축하는데 목적이 있다. 이를 위해 본 연구의 참여자들은 한국남성과 결혼하고 한국으로 이주하여 자녀양육을 경험하고 있는 5명의 일본 여성들로 구성되었다. 이들을 대상으로 3∼4회에 걸친 심층면담을 실시하여 그 자료를 Strauss와 Corbin(1998)의 근거이론 연구방법을 적용하여 질적 분석하였다. 분석결과는 4개의 핵심범주, 12개의 하위범주, 98개의 개념으로 도출되었다. 결과적으로 일본 결혼이주여성들의 ‘어머니 되어가기’는 ‘한국인 어머니로 당당히 살아가기’로 나아가는 과정이라고 할 수 있다. 본 연구가 이들이 어머니로서의 역할 수행에 도움이 되는 다양한 교육 및 지원 프로그램 개발에 유용한 기초자료를 제공할 것으로 기대된다.

The purpose of this study is to establish a substantive theory to explain ‘Becoming a mother’ by examining the vivid experiences of ‘Becoming a mother’ of married immigrant Japanese women and, conducting in-depth analysis on the essence and definition. For such, the participants of this study were comprised of 5 Japanese women who were married to Korean men, who had migrated to Korea and who were experienced in child raising. 4 in-depth interviews were conducted on them and qualitative analysis was carried out by applying the said material to the grounded theory methodology of Strauss and Corbin (1998). The result of the analysis was identified with 4 core category, 12 sub-categories and 98 concepts. Consequently, ‘becoming a mother’ of married immigrant Japanese women can be determined as a process into ‘Living augustly as a Korean mother.' This study hopes to become a useful basic materials for various education and for the development of support programs that would assist the role as a mother for them.

本研究では、日本人結婚移住女性の「母になる」の生き生きとした経験を探索し、本質と意味を深く把握して、「母になる」を説明することができる実体的理論を構築することに目的がある。このため、本研究の参加者は、韓国人男性と結婚して韓国に移住し、子育てを経験している5人の日本人女性で構成されている。彼らを対象に3〜4回の深層面談を実施し、そのデータをStraussとCorbin(1998)の根拠理論研究方法を適用して質的分析した。分析結果は、4つの主要カテゴリー、12のサブカテゴリー、98つの概念に分類された。その結果、日本人結婚移住女性の「母になる」は、「韓国人の母として堂々と生きていく」に進んでいく過程だと言うことができる。本研究が、彼女たちが母親としての役割遂行の助けになるさまざまな教育及び支援プログラム開発に有用な基礎資料を提供するものと期待される。

This research has as its objective providing educational materials for the Korean speakers to learn the Japanese natural self-expressive approbation by looking at both Korea and Japan’s self-expressive approbation through job interview PR of both. Also, this research is obliged to use interview simulation data for 100 job applicants both from Korea and Japan. Actually, the Japanese education for job interview in Korea is only to correct the Japanese languages nongramatical or too Korean. As the Korean speakers’s employment at Japanese company both in Korea and in Japan has been recently increased, some mistakes can be caused or unbelievable due to expressive difference if the Japanese self-expressive approbation for job interview is not well educated. This expressive difference is remarkable specially in mentioning the character, due to the reason that it is hard to express the strength on the character in a resume. There is both Korean and Japanese character expression inclucing ‘efforts, activity, cooperativity, politeness, coldness and creativity’ in this survey. The data is expected to present the future directionality of self-expressive approbation for job interview by looking at and comparing this item expression more carefully.

本研究の目的は、日本と韓国の就職面接自己PRにあらわれる日韓の「自己に対するほめ」表現に注目し、韓国語話者がより日本語らしい自己に対するほめ表現を学ぶための教育資料を作成することである。また、本研究のデータは就職活動中または就職活動を控えている日韓各100人を実際の就職面接に近い環境で面接したものから収集し、研究資料として使用している。現在韓国での就職面接自己PRの日本語教育は、非文法的または韓国語直訳の不自然な日本語を修正する程度にとどまっている。近年韓国では、韓国国内の日本企業就職だけでなく、日本現地への海外就職が増えており、日本語らしい就職面接自己PR表現の教育がなされない場合、日韓の表現の違いなどから誤解が生じたり、信頼を得られないなどの問題が発生する恐れもある。これらの表現の違いは特に「性格」をアピールする際に現れるが、これは履歴書に性格の長所などを十分に記述することが容易でないためであろう。日本と韓国の自己に対するほめのうち、性格を表わす表現には「努力、積極性、協調性、礼儀、冷静さ、独創力」などがある。本研究ではこれらの項目別表現をさらに詳しく分類し、対照研究することで、就職面接自己PRにおける日本語らしい自己に対するほめ表現教育の方向性を示す資料収集が可能となるだろう。

Inclusive education and social inclusion of children with disabilities in early childhood settings and transition from home to early invention programs and schools are important topics internationally. There are two main aims of this study: 1. To compare “the views of children with disabilities” and “the perspectives on special support education” in the early childhood education and care internationally; 2. To clarify the characteristics of the Japanese and Korean “views of children with disabilities” and “the perspectives on special support education”. This international comparison study was conducted using a survey form completed by parents　(507) and kindergarten teachers (543) in five countries, namely Denmark, Singapore, India, Korea and Japan. We developed a multi language questionnaire on “the views of children with disabilities” and “the perspectives on special support education”. Factor analysis was applied to the inventory data. Four factors were found in the “the views of children with disabilities” and three factors are found in “the perspectives on special support Education”. These factors used as scales respectively. Each data were located on scales in order to clarify the characteristics of each of the participating countries in this study. There were a few differences between Japanese and Korean “views of children with disabilities” and “the perspectives on special support Education”. The background of these differences seemed to be the differences on the administrative system and cultural value.

本研究では、日本、韓国、シンガポール、インド、デンマークにおいて、乳幼児及び保護者への相談・支援制度及び体制に注目しながら各国の乳幼児期のインクルーシブ教育の実態に関する現地調査を行ってきた。本論では、その研究成果の中から、保護者・保育者に対して行った障害観、インクルーシブ教育観に関する質問紙調査の結果を示した上で、日本と韓国の結果を比較検討することによって、両国のインクルーシブ教育の背景にあるこれらの捉え方の共通点や相違点を明らかにし、両国における現在のインクルーシブ教育のあり方との関連性や、そこから見えてくる両国のインクルーシブ（特別支援）教育の課題について考察した。障害観に関する質問紙項目に対する保育者・保護者の回答を因子分析することにより、障害観に関して4因子を抽出した。そして、それらを＜異質＞、＜支援＞、＜無差別＞、＜否定＞と命名した。尺度別平均値の日韓比較より、＜支援＞因子と＜否定＞因子については、日本と韓国の間に有意差が見られ、＜支援＞では、日本の保育者・保護者と韓国の保育者・保護者が共に支持しているが、韓国の保育者・保護者が有意に強く支持する因子であることが示された。一方、＜否定＞では、日本の保育者・保護者は不支持であるのに対して、韓国の保育者・保護者は支持しており、日本と韓国では相反する結果となった。特に＜否定＞に関しては、韓国以外の国はすべて不支持であるのに対して、韓国のみが支持しており、韓国に特徴的な結果となった。