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22대 대한민국 국회 국회정보길라잡이 국회의원검색
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Abstract 8

I. 서론 11

1. 연구의 필요성 및 목적 11

2. 연구 문제 14

3. 연구 가설 14

4. 연구방법 15

5. 연구의 제한점 16

6. 용어의 정의 16

II. 문화예술교육과 무용교육 18

1. 문화예술교육 18

1) 문화교육 18

2) 예술교육 20

3) 문화예술교육 22

2. 학교문화예술교육으로서의 무용교육 25

III. 교육과정과 핵심역량 32

1. 2015개정 교육과정 32

1) 주요 개정 내용 32

2) 구성 방향 34

2. 핵심역량 36

1) 초등교과 핵심역량 43

2) 중등교과 핵심역량 45

3) 고등보통교과 핵심역량 48

4) 고등전문교과I 예체능계열 핵심역량 53

5) 무용분야 핵심역량 62

IV. 「무용」 핵심역량 65

1. 연구 I : 학교문화예술교육 무용 핵심역량 요인추출 65

1) 연구대상 65

2) 연구도구 66

3) 연구절차 67

4) 자료 분석 67

5) 연구결과 69

2. 연구 II : 학교문화예술교육 무용 핵심역량 구성요인 검증 77

1) 연구대상 77

2) 연구도구 77

3) 연구절차 77

4) 자료 분석 77

5) 연구결과 78

V. 논의 81

VI. 결론 87

참고문헌 89

부록 96

부록 1. 학교문화예술교육 무용 핵심역량에 관한 설문지 96

부록 2. 학교문화예술교육 무용 핵심역량에 관한 설문지 98

부록 3. 학교문화예술교육 무용 핵심역량에 관한 설문지 101

표목차

표 1. 문화예술교육지원법 「문화예술교육의 기본원칙」 23

표 2. 7차 교육과정을 중심으로 개발된 학교문화예술교육으로서의 무용교육 내용 28

표 3. 2009개정 교육과정 중심으로 개발된 학교문화예술교육으로서의 무용... 31

표 4. 2015개정 교육과정 개정 주요내용 33

표 5. 초등·중등·고등보통교과·고등전문교과I에서 지향하고 있는 핵심역량 37

표 6. 초등교과 과목별 핵심역량 44

표 7. 중등교과 과목별 핵심역량 47

표 8. 고등보통교과 핵심역량 49

표 9. 고등보통교과 예체능계열 핵심역량 52

표 10. 고등전문교과I 예체능계열 교과 핵심역량 55

표 11. 고등전문교과I 예술교과 무용분야 과목별 핵심역량 63

표 12. 연구 I 설문조사 대상 66

표 13. 학교문화예술교육으로서의 무용교육 구성요인 69

표 14. 학교문화예술교육으로서 무용 핵심역량 구성요인 70

표 15. 학교문화예술교육 무용 핵심역량 86

그림목차

그림 1. 연구 방법 및 연구 내용 17

그림 2. 초등교과 과목별 핵심역량 비율 44

그림 3. 중등교과 과목별 핵심역량 비율 46

그림 4. 고등보통교과 예체능계열 과목별 핵심역량 비율 51

그림 5. 고등전문교과I 예체능계열 과목별 핵심역량 비율 53

그림 6. 고등전문교과I 예술계열 핵심역량 비율 56

그림 7. 고등전문교과I 예술계열 과목별 핵심역량 비율 57

그림 8. 무용교육의 목표 구성요인 분석결과 71

그림 9. 지식의 구성요인 분석결과 72

그림 10. 기능의 구성요인 분석결과 73

그림 11. 태도의 구성요인 분석결과 74

그림 12. 핵심역량 구성요인 분석결과 75

그림 13. 학교문화예술교육 무용 핵심역량 분석결과 78

그림 14. 학교문화예술교육 무용 핵심역량 80

초록보기

 The Korean government implemented an application of core competencies in the 2015 revised educational curriculum and suggested to promote creativity integrated talented people with humanistic imagination, science and technology creativity as well as righteous characters in the revision. Those talented people will create new knowledge, integrate various ideas and produce new values. Based on the core competencies, each curriculum of education is suggested with its own core competency and those competencies of curriculums are further categorized in subjects to form detailed contents for realizing the core competencies that the 2015 revised educational curriculum stated.

The 2015 revised education curriculum suggests details of competency for dance to the dance major students in higher major subjects I. However, the core competency from higher major subjects I is restricted to those who do not major in dance. In 2016, there is no study on the core competency of dance in terms of a school culture and art education. Therefore, studies on this core competency is required. The goal of this study is to draw conclusion on how the core competency of dance in the school culture and art education based on the core competencies suggested in the 2015 revised education curriculum. Also, this study is to prepare the basis for further research on dance education as one of the school culture and art education.

This study analyzed the course of dance education as the school culture and art education in accordance with the 2015 revised educational curriculum that focuses on education that centers learners and their capabilities to promote the core competencies that the school culture and art education suggests. Also, the study focused on theoretical search through the analysis of core competencies promoted in the 2015 revised educational curriculum as well as elementary curriculum, middle school curriculum, high school regular subject curriculum and higher major subjects I.

The empirical analysis of this study was divided into study I and study II. In addition, first to third delphi surveys were carried out to dance educationalists in order to promote crucial core competencies dance learners.

In study I, the first open survey collects goals of dance education as the school culture and art education, knowledge that leaners must learn through dance education, functions and attitude that learners must have as well as the core competency of dance. Based on the collected results, 35 structural factors for core competencies and 80 subelement were extracted. With the 35 factors, a new survey for the second delphi survey was made to extract 6 structural factors for an attitude competency: communication, creativity integrated thinking, body expression, social relation, aesthetic sense and creativity attitude.

In study II, the third survey for another delphi survey was produced based on the results of study I to verify structural factors of the school culture and art education dance core competencies. As a result, 4 competencies on creativity integrated thinking, body expression, communication and social relation.

As a conclusion, when the core competencies of school culture and art education on dance based on study I and II were promoted through empirical analysis and provided as courses on dance curriculum, the leaners are able to develop creativity integrated thinking. This occurs in the process of when dance learners develop physical senses and express body expressions to make bodily gestures as symbols. Also, communications through movements, forming social relations through communications would allow strengthening the dance core competencies.

The core competencies for dance of the school culture and art education in this study can be strengthened for learners in the process of not only learning dance as simple knowledge but also as curriculums to learn and experience themselves. The ccore competencies will be the basis of dance education.

Any follow-up studies based on this study will be about the goals of the 2015 revised educational curriculum, which is dance educational curriculum as the school culture and art education that centers learners and their competencies. Also, this study expects to have the follow-up studies with development of teaching and learning method as well as developing related programs of learning.

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