우리나라 傳統美術 鑑賞指導의 效率的 인 方法에 硏究

서지정보

ㆍ발행기관 : 한국조형교육학회 ㆍ수록지정보 : 조형교육 / 12권
ㆍ저자명 : 金正俊

목차

Ⅰ. 序論
Ⅱ. 우리 나라 傳統美術 鑑賞指導를 위한 基礎 資料
Ⅲ. VTR 資料 製作(臺本)
Ⅳ. VTR 資料를 活用한 後學生들의 反應과 學習效果
Ⅴ. 結論
參考文獻

영어 초록

The transmission of our culture of one of the aims of education. Today, it is very natural that Korea emphasizes the education with its own unique national characteristics and its national pride. Especially, this is the age in which al countries are living in a smaller world and become similar to one another in their way of living, their way of behaviour and their way of thinking clue to the development of transportation and communication systems.
In this global situation, it is far more important and significant that we should stress and educate our own valuable traditional culture for our students, From this viewpoint, our art education can not be an exception, either.
Looking baci our past educational reality, we can net help being sorry that our consciousness of national culture was once forgotten by the unilateral education of Japanese imperialism and after 8.15 Liberation, our traditional culture and art with deep national emotion have been baked down on by accepting the new educational trend and the foreign culture without any critical consciousness.
Recently, the criticism for our educational function has been strengthened and our national sense of pride has been greatly increased. As a result. of that the textbook of art education has included more interest in our traditional art. It is a very desirable trend for, if we can not transfer the splendid(sublime) spirit of our ancestors in our tradional culture to our students, the tragedy of extinction of our national spirit arid wisdom Will appear.
Of course, our tradional art has been formed through long years of national way of living and so it can not be applied to our present living situations word by word. However, without the emotiora a familiarity to our traditional art, it is meaningless that we restore our tradition in this modern culture and try to recreate a new national culture, And so we should admit the fallacy our traditional culture, and we should succeed in and develop the Korean traditional beauty by leaching our students our national pride for our great history of traditional culure.
The aim of this study is to show some materials of the art appreciation education using VTR which has been used increasingly in the field of education in order to teach students our traditional art more efficiently.
In chapter III The VTR materials used in the class of Korean traditional art were made. For this purpose, the present textbook was analysed, and on that base a new text was reconstructed for the practical use.
In chapter IV The VTR materials thus made wer introduced to the real class activities, And deer that students' degree of interest and curiosity about l Korean traditional art were analysed. From these results, it is apparent ltd students' degree about Korean traditional art were greatly increased and also the degree of understanding of students' appreciation was much higher than other methods.
In Chapter V "Conclusion", This research found that the VTR aided instruction method has munh higher learning efficiency than other instruction methods. However, There is little equipment of VTR or little VTR naterials in many schools and so, we can not provide more efficient appreciation instruetion of our traditional art.
And so, in order to achieve more efficiency in the education of our traditional art, teachers should change their way of theinking and an the government level, there should be much more assistance of materials and equipment investment, and professional institutions should produce enough materials and provide teachers with practical information and materials in time.
If we establish with art appreciation instruction plan for our traditional art on the basis of the above revised method, the right viewpoint about our traditional art will be formed and so, the cultural level of our students will be cultivated by stimulating the interest of students, and their positive participation.

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