국민학교 미술교과서 변천과 개선에 관한 연구

서지정보

ㆍ발행기관 : 한국조형교육학회 ㆍ수록지정보 : 조형교육 / 11권
ㆍ저자명 : 김상준

목차

Ⅰ. 서론
Ⅱ. 이론적 배경
Ⅲ. 교육과정별 교과서 비교 분석 및 고찰
Ⅳ. 조사 결과 및 고찰
Ⅴ. 요약 및 제언
참고문헌

영어 초록

A textbook is very important as educational material not only because it is the principal book of school education, carefully prepared accerding to curriculum, but also because it is used as a primary guide for students who will be the future lea ders of our society.
A good art textbook, by introducing new work of art or new modes of artistic expressions, can help activities. Thus, it can contribute greatly to the cultivation of students’ aesthetic mind as well as to the enrichment of their emotional lives. Therefor, the influence of a good art textbook on art education can not but emphasized too much.
This study examines the transition and improvement of the 26 art textbooks of elementary school, in terms of the works of art exemplified, their expressiveness and materials, and the layout of the textbooks. This covers the art textbooks for all the six grades of elementary school, form the first editions-published after the establishment of the first curriculum in 1955-to the 5th editions.
In addition to this three types of questionnaire were used to investigate the responses of different groups-theachers(192), students(679), and experts (92)-to the currently used art textbooks, which are based on the 5th curriculum,.
The results of this study are as follows:
1. A great quantity of items from the previous textbooks were duplicated in the revised editions. For in stances, in the 4th editions, the sculpture section of the 4th grade textbook(51.85%) and the design section of the 8th grade textbook(41.17%) showed the duplications of those of the 3rd editions. Many item were used repeztedly from the 2nd through the 4th editions : and from the 3rd through the 5th editions.
2. The 5th curriculum emphasizes the importance of Korean traditional art, but the 5th editions do not reflect this idea properly. The 4th editions show more examples of the traditional art than the 5th editions.
3. The number of the listed works is decreased extensively in th 5th editions, in general. The works of foreign artists, collaborative work, and traditional work are not arranged in a balanced way.
4. The layout of these art textbooks is simple to the extent that they give us monotoncus impressions in general. This kind of flat arrangement of the text should be avoided.
32sed on these results, this paper makes the following suggestions.
1. The art textbook should exemplify as many as possible the liveiy scenes of working processes of the artist rather than the already completed works of art, so that students night be encouraged to create vahous works of their own following the similar processes given in the textbook.
2. The 2rt textbook should convey the sense of modernity by showing the expressiveness and the working processes of modern art, which uses a variety of materiai.
3. The art textbook should make the most of high technology such as computers and mass media in order that students could have various visual experiences through the textbook.
4. The art textbook should print any work of art in a closest color to the original one. The other elements such as the contrast of colors and the combination of colors should be also considered with great care. Or it can not be called an art textbook which with colors and forms.
5. 5. For the work of art to be appreciated fully, it should be introduced in detail, incuiuding its title, artist’s name, size, and material.
6. Finally, it should be recognized that the quality of the art textbook is inferior to that of other commercial printing in its editing, printing, and coloring technique. A good art textbook is itself a good teacher in the sense that it not only elevates students’ sense of beauty, but also provides a good example of a good design.
7. The art textbook should be made in such a good way.
8.

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