Earticle

온라인수업과 관련한 법적 쟁점은 특히 저작권법 영역에 많이 집중 되어 있으므로, 저작권법 제25조가 학교 교육과 관련된 저작재산권 제 한사유를 규정하고 수업목적 저작물 이용을 허용하고 있음에도 불구하 고, 팬데믹 시대에 장기적으로 진행되는 온라인 수업에 따른 대면수업 과의 질적 차이나 학력격차를 해소하기 위해서는 좀 더 구체적이고 기술적인 보완이 필요하다. 이에 따라 본고에서는 현재의 어려운 상황 을 슬기롭게 극복하고 앞으로 또 발생할지도 모르는 새로운 위기상황 에 대처하기 위하여, 팬데믹 시기에 한시적으로 적용될 수 있는 특별 규정을 현행 저작권법에 보충하는 방식으로 보완책을 제시하였다. 우선 팬데믹 등의 상황에서는 대면수업과의 질적 차이를 줄이기 위 해 교과용 도서에 게재된 저작물을 교강사가 온라인 수업의 목적 범위 내에서 공중송신할 수 있음을 규정할 필요가 있다. 또한 팬데믹 상황에서의 온라인 수업을 위해 교과용 도서에 게재된 저작물을 공중송신하는 경우와 대학의 온라인 수업에서 행해지는 저작 물의 공중송신의 경우에 해당 교강사에게 보상금 지급을 면제하는 대 신 국가가 보상금을 지급하는 방안을 제시하였다. 예외적인 상황에서 적용되는 이러한 특별규정의 보충을 통하여 학생 들에게 수준 높은 교육을 제공하고 권리자의 보호에 만전을 기할 수 있다면, 결국 이는 우리 모두의 혜택으로 돌아와 사회의 안정적인 발전 에 기여할 수 있을 것이다.

Legal issues related to online classes are particularly concentrated in the area of copyright law, and Article 25 of the Copyright Act stipulates the reasons for restricting copyrights related to school education and allows the use of copyrights for teaching purposes. Nevertheless, more specific and technical supplementation is needed to address the qualitative differences and educational gap with face-to-face classes in the long-term online classes in the pandemic era. Consequently, in order to wisely overcome current difficult situations and cope with new crises that may arise in the future, this paper presents a supplement to current copyright law by supplementing special provisions that can be applied temporarily during the pandemic. First of all, in order to reduce the qualitative difference from face-to-face classes, it is necessary to stipulate that during the pandemic, instructors can send works published in textbooks within the scope of online classes. In addition, for online classes in pandemic situations, for transmission of works published in textbooks and for transmission of works conducted in online classes at universities, the government proposed to pay compensation instead of exempting the instructor from paying compensation. Supplementing these special provisions, which apply in exceptional circumstances, would provide students with high quality education and ensure the protection of rights holders, which would eventually return to the benefits of all of us and contribute to the stable development of society.

본 논문은 전통적 의미의 효 사상과 현대적 의미의 효 사상을 알아보았다. 시대별 효사상의 특징을 통해서 현대적 의미의 효 사상을 고찰 하였고, 이를 토대로 그 교육적 방법과 실천 방안에 대하여 논의 하였다.

This paper analyses the traditional meaning of Hyo and the modern meaning of Hyo. Through the chronicles of Hyo we inspected the the meaning of the modern Hyo thought and discussed the educational way and practical way in this base.

Purpose: This study examined the needs for asthma education programs as perceived by school-age children, parents, and teachers and investigated parents' and teachers' expectations for incorporating augmented reality (AR) in asthma education. Methods: This descriptive, cross-sectional study included 339 participants: 125 school-age children, 132 parents, and 82 teachers. Data were collected from children, parents, and teachers on the need for asthma education, the requirements for asthma education, and the expectations of parents and teachers for incorporating AR in asthma education. Data were analyzed using descriptive statistics, the t-test, analysis of variance, and the Scheffe? test. Results: Asthmatic children and their peers, parents, and teachers all felt there was a significant need for education about asthma, with education on how to deal with an asthma attack being needed the most. The incorporation of AR programs in asthma education was viewed positively by both parents and teachers. Conclusion: An AR children's asthma education program should be developed in which children with asthma and their peers, parents, and teachers can participate together. Furthermore, it is expected that children with asthma will independently undertake more effective disease management after attending an AR asthma education program.

Purpose: We aimed to evaluate effects of a school-based health education for cardiovascular disease (CVD) prevention among high school girls. Methods: Non-randomized cluster trial was conducted by recruiting two female high schools located in Seoul and allocating one school as a cluster to an experimental group and the other school as the other cluster to a control group. Participants were 169 first-year female high school students in two clusters. Of the participants, 84 were recruited in the experimental group and 85 in the control group. An intervention was an eight-week "School-based Health Education for CVD prevention". The experimental group received the intervention, while the control group received a CVD prevention handout. Measures were knowledge, self-efficacy, and health behaviors for CVD prevention. The pre-test and post-test were conducted. Results: The experimental group participating in "School-Based Health Education for CVD Prevention" had significantly higher changes in knowledge, self-efficacy scores to prevent CVD, and health behaviors than the control group over eight weeks. Conclusions: The "School-based Health Education for CVD Prevention" program may improve high school students' knowledge and self-efficacy as determinants of health behaviors as well as health behaviors to prevent cardiovascular disease.

Purpose: This study was conducted to understand sexual knowledge, sexual attitudes, and the perceptions and actualities of sex education among parents of elementary school children. Methods: This is a descriptive study with a sample size of 337. SPSS version 21.0 was used for data analysis, including descriptive analyses, the t-test, and Pearson correlation analysis. Results: More than 50% of the participants responded that primary sex education for young children should be the responsibility of the parents and that education should be stared during the elementary school period. A moderate correlation was found between parents’ sexual knowledge and sexual attitudes (r=.44). Most parents were afraid to provide sex education because of their unfamiliarity with teaching methods and their lack of knowledge. However, 50 of the parents wanted to receive sex-related education. Conclusion: We found that parents would like to learn more about sex education from expert lectures or professional organizations. They were interested in topics including the sexual structure of males/females and sexual physiology. Open communication between parents and their children regarding sex-related issues is important. It is crucial to provide accurate and up-to-date sex education information to parents so that they can effectively teach their children at home.

Purpose: This study aimed to identify students' awareness of the use of a chatbot (A-uC), a type of artificial intelligence technology, for violence prevention among elementary school students. Methods: The participants comprised 215 students in the fourth to sixth grades in Chuncheon, South Korea, and data were collected via a self-reported questionnaire. Results: The mean A-uC score was 3.43±0.83 out of 5 points. The mean scores for the 4 sub-dimensions of the A-uC tool were 3.48±0.80 for perceived value, 3.44±0.98 for perceived usefulness, 3.63±0.92 for perceived ease of use, and 3.15±1.07 for intention to use. Significant differences were observed in A-uC scores (F=59.26, p<.001) according to the need for the use of chatbots in violence prevention education. The relationships between intention to use and the other A-uC sub-dimensions showed significant correlations with perceived value (r=.85, p<.001), perceived usefulness (r=.76, p<.001), and perceived ease of use (r=.64, p<.001). Conclusion: The results of this study suggest that chatbots can be used in violence prevention education for elementary school students.

Purpose: The purpose of this study was to investigate the effects of sexual abuse prevention education program linked to elementary physical and psychological development on sexual knowledge and attitude. Methods: The participants were the elementary school students of fifth and sixth grades in S city (experimental, comparison, and control group=96, 96, and 74, respectively). The experimental group received sexual abuse prevention education linked physical and psychological development, 6 sessions (3 sessions are physical and psychological development educations and 3 other sessions are sexual abuse prevention educations). The comparison group received sexual abuse prevention educations, 3 sessions (the same curriculum of the experimental group). The control group didn't receive any sexual education. The data were analyzed by x2 test and t-test, and ANOVA using the SPSS program. Results: The experimental group showed significantly better sexual knowledge and attitude than the comparison and control group. Conclusion: Sexual abuse prevention education program linked physical and psychological development is required for elementary school students, to improve the sexual knowledge and attitude.

전 세계적으로 국내외 산불 발생의 원인은 사람의 의도하지 않은 실수 및 부주의에 의한 실화가 대부 분을 차지하고 있다. 산불 예방 교육을 통해 산불 위험방지 활동에 관한 관심을 강화하고 정기적인 교육 및 학습을 실시하여 산불위험에 대한 사회적 비용을 저감시킬 수 있다. 본 연구에서는 국내 초등 및 중등학교에서 이루어지는 산불 예방 교육의 실태를 조사하고 정규과정에서 실행할 수 있는 교육의 학습지도 방안을 제시하였다. 이를 통해 미래의 주역인 초등 및 중등학교의 정규과정에서 산불 예방 교육을 실행하여 산림의 소중함과 산불로부터 보호하기 위한 의식을 고취해야 한다. 또한 산불을 위협 하는 원인적 행동을 사전에 방지함으로써 미래 세대에는 의도하지 않은 실수 및 부주의에 의한 산불 발생위험을 감소시키는 데 이바지할 것으로 사료된다.

Worldwidely most of the causes of forest fires are caused by human unintentional mistakes and negligence. As the forest fire prevention education, interest in forest fire risk prevention activities can be strengthened, and social costs related to forest fire risks can be reduced by the regular education and learning. In this study, the actual state of forest fire prevention education in domestic elementary and secondary schools was investigated and a learning guide plan for education that could be implemented. As the result, it is necessary to carry out regular forest fire prevention education in regular curriculum to raise awareness about the importance of forests and to protect them from forest fires. In addition, by preventing the causative behavior that threatens forest fires in advance, it is considered that it will contribute to reducing the risk of forest fires caused by unintentional mistakes and carelessness in future generations.

The purpose of this study is to investigate the suitability analysis of MB government’s 6 ․ 3 private education expenses reduction policy. As the private education expense increased, every government tried to make a policy for reducing private education expenses. But it is acknowledged that the 6·3 private education expenses reduction policy enforced by the MB government showed the effect of reduction in private education expenses to some extent. This study will analyze the 6.3 policy mainly by focusing on the concept of school education competitiveness. The method of this study includes literature study and research study with Likert-type 5 point scale. According to the results, the policies on the adequacy of 6 ․ 3 private education expenses reduction evaluated above 3.5 are the enhancement of the transparency of private educational institute expenses(3.80), the service quality of EBS college scholastic ability test lectures(3.68), the educational service of after school(3.67), the quality of English education and narrow the gap(3.63), and the project of non-private-education school(3.59). The policies evaluated below 3.0 are the science olympiad and improvement of election type gifted education candidate(2.96), and national academic achievement test(2.76). The other 12 policies are marked between 3.0 and 3.5. The groups discussed by the policy adequacy are statistically significant. Based on this result, it is strongly recommended that the private education expenses reduction policy in MB government should be considered as an important policy for reducing private education expenses.

Secondary vocational school education in China used to be employment-oriented for many years, but this feature has been recently changed due to the easier way for vocational students into colleges or universities for further education with the new establishment of modern vocational education system and the more difficulty for them to find a job in labor market, especially so after more application of industrial robots in Chinese manufacturing. Now in most coastal and industrialized areas in China, only 1/3 of vocational school students choose to enter labor market immediately upon graduation, which has totally changed the landscape of secondary vocational education in China. The vocational school curriculum has been changing from the unicity of employment-oriented education into the diversity of preparing students for labor market, for further education in colleges home and abroad, or for starting new business. This paper is to explore the context, causes as well as consequence of this great new change for China today and tomorrow.

본 연구는 세월호 침몰사고 이후 학교 안전교육의 대표적인 정책인 ‘학교 안전교육 7대 표준안’을 대상으로 7대 표준안의 현장 적용에서 발생하는 문제점과 개선방안을 도출하였다. 관련 법과 다양한 선행연구들을 활용하여 7대 표준안을 분석한 결과, 법률 측면에서 학교 안전법의 기본법 기능 강화 가 필요한 것으로 분석되었다. 학생의 인식을 분석한 결과, 7대 표준안을 활용한 안전교육의 만족도 보다 필요성이 상대적으로 높으며, 안전교육은 학생들의 요구수준을 충분히 부응하지 못한 것으로 파악되었다. 교사들은 7대 표준안의 취지에 대체로 공감하나, 교육 시행에는 소극적이며 안전교육과 관련된 행정업무에 부정적 성향을 나타내므로 교사들의 안전교육 실행을 저해하는 내⋅외부적 요인 을 개선할 필요가 있다. 정책 집행 측면에서 교육부는 7대 표준안 활성화를 위해 법률적 보완 노력이 필요하며, 예비교사들의 7대 표준안 활용에 대한 전문성을 갖추도록 정책을 수립할 필요가 있다. 교육청은 안전교육 책임자의 전문성 확대 노력과 지역의 유관 기관 맟 시민단체와 협력하여 7대 표준안 교육 내용을 지원하는 학교 안전교육 시스템 구축을 위해 노력하여야 한다고 판단된다.

This study derived problems arising from the field application of “Seven Standards for School Safety Education” a representative policy of schools after the Sewol ferry sinking accident. As a result, the Seven Standard was analyzed that the basic law function of the school(School Safety Acts) needed to be strengthened to serve as the basic laws for school safety. Based on the students’ perceptions, the safety education of the school did not sufficiently meet the demands of students since the necessity was relatively higher than the satisfaction level of safety education. Teachers generally agreed with the purpose of the Seven Standards, they were passive in the implementation of education and showed negative tendency to administrative works related to safety education, so there is need to improve internal and external factors that hinder teachers implementation of safety education. In terms of policy execution, the Ministry of Education needs to make efforts to establish a policy to expand the expertise of the teachers in charge of safety education and to establish a school safety education system that supports the contents of the seven standards of education in cooperation with local related organizations and civic groups.

본 연구의 목적은 학교안전교육의 현황과 문제점을 분석하고 개선방안을 제시하는 것이다. 학교안 전교육에 대한 법률은 주로 공간적 의미에서 ‘사고의 대처 및 보상’이 주된 내용 이며, 광역교육청은 안전교육담당 부서가 따로 있는 것에 비해 기초지자체의 교육지원청은 업무별로 여러 부서에서 담 당하고 있다. 충북을 중심으로 살펴 본 실태조사에서 초등학교는 ‘학교안전책임관’이 담임과 겸직한 경우와 전담 비율이 비슷하며, 상급학교로 갈수록 전담 비중이 크게 나타났다. 안전담당 교원을 별도 로 배정한 학교는 중학교가 가장 많고, 초등학교가 가장 적었다. 학교안전의 담당부서는 주로 생활⋅ 인성부가 담당하고 있으며, ‘학교안전책임관’의 담당과목은 중학교는 사회, 체육, 고교는 영어, 수학, 국어 등이 많았다. 이를 바탕으로 학교안전교육의 발전을 위해 법률적 정비, 거버넌스 구축, 전문성 함양 및 역량강화, 통계 정비 및 DB구축, 관련기관 협의체 구축 등을 개선과제로 제안하였다.

The purpose of this study was to analyze the current status and problems of school safety education in Korea and propose various improvement issues. The legal content of school safety education was mainly concerned with the handling and compensation of accidents. School safety education had only quantitative standards without any qualitative evaluations. Middle and high schools had a higher percentage of non-homeroom teachers than elementary schools. Many middle schools set aside “school safety teachers”, but few elementary schools had them. Based on these analyses, the study suggested various improvement issues such as legal maintenance, governance establishment, expertise reinforcement, statistical DB building, and a consultative body for related agencies for the development of school safety education.

This study was examined research trends in Korea on school safety education through a systematic literature review method to analyze the tasks and development directions of school safety education. The related literature search was conducted utilizing database from January 1, 2010 to February 1, 2021. By combining school safety-related terms, the final 81 documents were selected through systematic review process of PRISMA. The results showed that the predominant research type on school safety education was the qualitative research (41%). Next research type was quantitative research (33%). It is need to activate quantitative research since it can objectively explain the necessity and direction of school safety education. The research on school safety education has increased rapidly after the Sewol ferry accident. After showing the most activation at 23% in 2017, the research on school safety education declined gradually. The research on school safety education are sensitively linked to social issues such as society's interest in safety and the needs of members of society. It is need to support research reflecting teachers' opinions since there are few studies in which teachers participated.

본 연구는 중학교 체육교사의 교직 경험 의미 탐색으로서 체육교사의 교직 정체성을 토대로 교직 경험 관련 심층적 인 진술을 듣고 그 안에서 발견되어지는 의미 있는 내용 탐색과 의미 구조를 분석하는데 그 목적이 있다. 연구 참여자는 현직 중학교 체육교사 4명이다. 연구방법은 Colaizzi의 현상학적 방법을 통해 연구 참여자의 심층 면담, 집단 면담, 추가 면담 및 현장 기록 등을 통하여 의미 구조를 분석하였다. 연구문제를 해결하기 위하여 면담은 반 구조화 면담(semi structured interview)으로 진행하였으며 교직 경험과 관련하여 중복 사례나 유사 현상 등의 내용이 더 이상 나오지 않았을 때 개인 면담 은 종료하였다. 연구 결과, 연구 참여자들과의 면담을 통한 이야기 진술들을 토대로 경험 의미를 구성하였으며 구성된 의미에 서 개념을 탐색하여 2개의 항목, 6개의 범주 및 12개의 주제 모음이 추출되었다. 교직으로 향하게 된 이유는 ‘동기’와 ‘신념’ 으로 범주화 되었으며, 교직 수행 경험 의미는 ‘임무’, ‘관계’, ‘고갈’, ‘극복’으로 범주화 되었다. 결론적으로 연구 참여자들은 수많은 어려움도 있었지만, 학교라는 공동체 안에서 나눔의 기쁨과 가치를 추구하며 도전과 회복을 경험하고 있었다.

The purpose of this study was to explore the meaning of the teaching experience of middle school physical education teachers, listening to in-depth statements related to teaching experience based on the physical education teacher's teaching identity, and analyzing the meaningful content and meaning structure found therein. The study participants were four current middle school physical education teachers. The research method used Colaizzi's phenomenological method to analyze the meaning structure through in-depth interviews with research participants, group interviews, additional interviews, and field records. In order to solve the research questions, the interviews were conducted as semi-structured interviews, and the individual interviews were terminated when there were no more duplicate cases or similar phenomena related to teaching experience. As a result of the study, the meaning of experience was constructed based on narrative statements through interviews with research participants, and a collection of 2 items, 6 categories, and 12 themes were extracted by exploring concepts from the constructed meaning. The reasons for going into the teaching profession were categorized into ‘motivation’ and ‘beliefs’, and the meaning of teaching experience was categorized into ‘mission’, ‘relationships’, ‘exhaustion’, and ‘overcoming’. In conclusion, although the research participants faced numerous difficulties, they experienced challenges and recovery by pursuing the joy and value of sharing within the school community.

Based on the program of “Healthy China 2030” issued by Chinese government, this article takes approaches of both literature analysis and logical analyze the development direction and summarize the current existence of Chinese school Physical Education. In addition, combining with the development mode of school physical education in some developed countries and following the requirements of healthy China, this article offers suggestions for Chinese school physical education reform in the new period. School physical education is an important basis for the implementation of the “Healthy China 2030 program”. In order to achieve the goal of the healthy China, monitoring policy and physical education evaluation system should be improved; the problem of urban and rural physical education teachers should be solved to ensure the status of physical education teachers in teaching; more support and looser policies should be offered from government for school sports education; an integrated mutual assistance physical education model “government-school-family-society” should be promoted. The significant role of school physical education in the healthy China 2030 program should be emphasized.

본 연구는 중학교 체육교사들이 체육교육 현장에서 겪는 다양한 갈등경험을 현상학적 방법을 통하여 그 의미를 심층 적으로 이해하고 분석하여 그 본질을 교육학적으로 탐구하는 것이다. 연구방법과 관련하여 연구 참여자는 현직 중학교 체육 교사 4명이며 질적 연구방법론의 하나인 Colaizzi의 현상학적 연구방법을 통해 본 연구를 수행하였다. 연구 결과는 다음과 같다. 첫째, 일반적 갈등은 교사와 학생의 갈등으로서 학생지도 및 인간관계로 범주화되었다. 둘째, 직무 갈등은 교사와 교사 의 갈등으로서 교직 문화 및 의사소통으로 범주화되었다. 셋째, 관계 갈등은 교사와 학부모와의 갈등으로서 역할기대 및 권력 행사로 범주화되었다. 결론적으로 중학교 체육교사가 경험하는 갈등의 양상을 심층적으로 분석함으로써 다양한 갈등을 효과 적으로 해결하고, 특히 교육 현장에서의 갈등을 최소화하여 보다 긍정적인 교육 환경을 조성할 수 있도록 해야 할 것이다.

This study aims to deeply understand and analyze the meaning of the various conflict experiences experienced by middle school physical education teachers in the physical education field through a phenomenological method and to explore the essence of it from an educational perspective. Regarding the research method, the research participants were four current middle school physical education teachers, and this study was conducted using Colaizzi’s phenomenological research method, one of the qualitative research methodologies. The research results are as follows. First, general conflicts were categorized into student guidance and human relationships as conflicts between teachers and students. Second, job conflicts were categorized into teacher culture and communication as conflicts between teachers and teachers. Third, relationship conflicts were categorized into role expectations and power exercise as conflicts between teachers and parents. In conclusion, by analyzing in-depth the aspects of conflict experienced by middle school physical education teachers, it is necessary to effectively resolve various conflicts and, in particular, create a more positive educational environment by minimizing conflicts in the educational field.

본 연구는 미용 특성화고의 방과후학교 미용교육 프로그램에 참여하고 있는 학생들을 대상으로 미용교육에 대한 교육 인식이 효과와 만족도, 재수강의도에 미치는 영향을 파악하고, 각 의도간의 상관관계를 파악하고자 하였다. 조사 결과, 조사 대상자들은 방과후학교 미용프로그램에 대해 흥미와 적성이 맞을 것 같아 선택하였으며, 방과후학교 미용교육을 통해 사교육비의 부담이 줄어든다는 긍정적인 응답을 확인하였다. 또한, 조사 대상자들의 미용교육의 인식과 효과, 만족도 및 재수강의도 간의 상관관계가 확인되었다. 향후 본 자료를 기초로 하여 미용교육의 질과 만족도를 높이기 위한 방과후학교 미용교육 프로그램의 효율적인 운영 방안이 필요할 것으로 사료되어 진다.

In this study, we tried to understand the effect and satisfaction of education perception on beauty education and its effect on Intention to Retrain, and to understand the correlation between each intention among students participating in after-school beauty education programs of beauty specialized high schools. According to the survey, those surveyed chose after-school beauty programs because they were likely to have the right interest and aptitude, and confirmed positive responses that after-school beauty education reduced the burden of private education. In addition, the correlation between the recognition and effectiveness of beauty education, satisfaction level and retraining level of those surveyed was confirmed. Based on this data in the future, it is believed that effective operation of the after-school beauty education program will be needed to enhance the quality and satisfaction of beauty education.

Background/Objectives: The purpose of this study is to analyze the trends and factors of physical educational elements, Korean career·occupational curriculum and physical education, and analyze the physical education curriculums of special schools from the perspective of vertical·horizontal transition education. Methods/Statistical analysis: As for the research methodology, this study collected data by conducting a comprehensive search methodology by connecting keywords by title and theme for transition education and special school physical education curriculum research projects and literatures. For the basic education curriculum programs currently used in special schools and basic national physical education curriculums, connectivity analysis was conducted based on an analytical model founded on a perspective of vertical·horizontal transition education as proposed by Patton and Dunn. Findings: The results of analysis conducted for the basic education curriculum programs currently used in special schools and basic national physical education curriculums through such a procedure showed that in terms of the characteristic of basic education curriculum programs in special schools, vertical·horizontal transition education perspective were shown in the connectivity of fundamental conversion, by domain, by grade, and until after primary school years. As for goals, in overall goals (aims), possibilities for continued participation through systematic structuralization of physical activities; in sub-level goals, emphasize and connect all stages of physical activities to include vertical conversion perspectives. Yet such did not display contents pertaining to horizontal perspectives of transition education. As for contents, by dividing contents of physical education curriculum in stages, elements of a vertical·horizontal transition education perspective were shown to be included in terms of connectivity by level, grade, and domain which would allow a devotion to contents of physical education curriculum post primary school years as forms of leisure were shown to be included