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22대 대한민국 국회 국회정보길라잡이 국회의원검색
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Abstract

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I. 서론 9

1.1. 연구의 목적 9

1.2. 연구방법 11

1.3. 선행 연구 13

II. 한일 학교폭력의 특징 22

2.1. 학교폭력의 개념 22

2.2. 학교폭력의 유형 23

2.2.1. 폭력행위와 이지메 23

2.2.2. 한일 학교폭력 유형 선정 27

2.3. 한일 학교폭력의 동향 29

2.3.1. 사이버폭력 30

2.3.2. 저연령화 31

2.3.3. 여학생 폭력의 증가 33

2.3.4. 여학생폭력의 기사의 변화 34

2.4. 한일 학교폭력의 원인 39

2.4.1. 개인·심리적 원인 39

2.4.2. 가정 환경적 원인 41

2.4.3. 학교 환경적 원인 43

2.4.4. 사회 환경적 원인 47

III. 한일 학교폭력에서의 신체폭력 실태 50

3.1. 머리말 50

3.2. 신체폭력 추이 50

3.3. 한일 학교폭력에서의 신체폭력 실태 52

3.3.1. 학생→학생 52

3.3.2. 교사→학생 58

3.3.3. 학생→교사 68

3.3.4. 학부모→교사 71

3.4. 신체폭력에 대한 대응 73

3.5. 마무리 75

IV. 한일 학교폭력에서의 언어폭력 실태 77

4.1. 머리말 77

4.2. 언어폭력 동향 77

4.3. 언어폭력 실태 77

4.3.1. 청소년 언어폭력 77

4.3.2. 초등학생 언어폭력 80

4.3.3. 여학생 언어폭력 83

4.4. 언어폭력에 대한 대응 86

4.5. 마무리 88

V. 한일 학교폭력에서의 집단따돌림 실태 89

5.1. 머리말 89

5.2. 집단따돌림의 동향 89

5.3. 집단따돌림 실태 89

5.3.1. 청소년 집단따돌림 89

5.3.2. 초등학생 집단따돌림 92

5.3.3. 여학생 집단따돌림 95

5.4. 집단따돌림에 대한 대응 100

5.5. 마무리 101

VI. 한일 학교폭력에서의 사이버폭력 실태 103

6.1. 머리말 103

6.2. 사이버폭력 유형 103

6.3. 사이버폭력 실태 105

6.3.1. 청소년 사이버폭력 105

6.3.2. 초등학생 사이버폭력 110

6.3.3. 여학생 사이버폭력 112

6.4. 사이버폭력에 대한 대응 116

6.5. 마무리 118

VII. 한일 학교폭력에서의 성폭력 실태 119

7.1. 머리말 119

7.2. 성폭력 동향 119

7.3. 성폭력 실태 120

7.3.1. 학생 → 학생 120

7.3.2. 교사 → 학생 122

7.3.3. 일반인 → 학생 124

7.4. 성폭력에 대한 대응 127

7.5. 마무리 129

IX. 결론 130

참고문헌 133

초록보기

 The current characteristics and state of school violence in Korea and Japan were looked at by type and measures to respond to school violence were explored.

In the past, school violence in Korea and Japan was the problem of male students in middle schools and high schools led by schoolyard gangs, so called Iljin. Recently, however, recently, school violence related to elementary school students, female students and ordinary students is increasing. It is shown that cyber violence, which is represented by violence on SNS and mobile phone, is the background of increasing violence among young students and female students.

The current state of physical violence, verbal violence, group alienation, cyber violence and sexual violence are compared between Korea and Japan and responses to the status were explored. The results of the comparison are presented below.

First, it is shown that physical violence is increasing more in elementary schools than in middle schools and high schools in Japan while Korea showed decrease in the number of school violence cases in overall elementary schools, middle schools and high schools. However, the severance of school violence in Korea is high. Therefore, the response to the recent school violence would be strengthening punishment against aggressor students in both countries and it is necessary to revise the juvenile act.

Second, in relation to verbal violence, the problem was severe among male students in middle schools and high schools in the past in both countries while verbal violence has become outstanding among elementary school students and female students recently. Therefore, it is important to provide character education in school life and ethics education should be strengthened as part of curriculum. In addition, it is necessary to provide experience-based program during special activity courses.

Third, group alienation is active and gradually increasing among elementary school students and female students in Korea and Japan. Therefore, relationship restoration program for both victims and aggressor students. In addition, changes in public awareness of school violence is necessary to prevent and solve group alienation problems.

Fourth, one of the most frequent cyber violence is flaming in both countries. The flaming is occuring on responses to portal site articles and game bulletin boards in Korea while it is occuring on unofficial school site, disguise mail, meeting site and profile site in Japan. In both countries, flaming on mobile phone messenger is severe. Therefore, it is necessary to provide education on information ethics and develop manual on the prevention of such a violence. It is also important to educate parents to adopt systems such as filtering.

Fifth, sexual violence by teachers against students is severe in both countries. In particular, it is shown that sexual violence among elementary school students is rapidly increasing I Korea. Therefore, it is necessary to provide training to teachers regarding the rights of students in both countries. For Korea, education on sexual violence against peers is necessary even for low grade elementary school students.

As such physical violence is increasing in elementary schools in Japan while verbal violence, group alienation and cyber violence are increasing among elementary school students and female students in both countries. Sexual violence by teachers against students is severe in both countries and sexual violence is occuring even among low grade students. Therefore, it is necessary to strengthen punishment against aggressor students, strengthen character education and ethics education, post management program after school violence, education on information ethics and parents education. More than anything else, expansion of family's capability to guide children at home and public awareness improvement should come first in both countries.

In short, school violence in both countries has a characteristic of lowering school violence age and violence among female students with the advancement of information device. With growing violence among elementary school students in both countries, it is indicated that the target of school violence changed from middle school students into elementary school students. Responses to education at school is not sufficient enough as it is complicated problems requiring response from professional organizations such as policy and judicial measures. However, it is necessary for households to increase their capabilities to guide their children and for the public to improve their awareness in both countries.

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