문화예술교육기관인 박물관과 학교 연계 교육의 중요성에 초점을 맞추었다. 이에 국내ㆍ외 현황을 비교 분석하고, 구체적인 국내사례 삼성어린이박물관과 송파지역 초등학교의 연계 프로그램을 자세히 분석하여 문제점을 찾아보았다.
그 결과로서, 박물관과 초등학교 연계 교육프로그램이 활성화가 되기 위해서 학교와 박물관, 지원기관의 세 가지 측면이 유기적으로 잘 이루어져야 한다는 것을 알 수 있었다. 곧 학교는 박물관을 또 다른 학교로 인식하고 교사들은 좀더 적극적으로 박물관 교육에 참여해야 한다. 박물관은 전문 인력을 갖추고 체계적인 교...
문화예술교육기관인 박물관과 학교 연계 교육의 중요성에 초점을 맞추었다. 이에 국내ㆍ외 현황을 비교 분석하고, 구체적인 국내사례 삼성어린이박물관과 송파지역 초등학교의 연계 프로그램을 자세히 분석하여 문제점을 찾아보았다.
그 결과로서, 박물관과 초등학교 연계 교육프로그램이 활성화가 되기 위해서 학교와 박물관, 지원기관의 세 가지 측면이 유기적으로 잘 이루어져야 한다는 것을 알 수 있었다. 곧 학교는 박물관을 또 다른 학교로 인식하고 교사들은 좀더 적극적으로 박물관 교육에 참여해야 한다. 박물관은 전문 인력을 갖추고 체계적인 교육시스템을 구축하여 사회교육기관으로서 다양하게 연구하고 프로그램을 개발·운영하여야 할 것이다. 또한 국가기관에서 문화예술교육의 중요성을 인식하는 만큼 지원체계가 지속적으로 이루어져야 하며, 이 세 기관이 서로의 역할을 충분히 해내고 상호 협조와 의사소통을 원활하게 이루도록 해야 할 것이다.
본 연구를 통하여 박물관과 초등학교 간에 연계교육의 역할이 강조되고 활성화 되어 바람직한 박물관 교육이 이루어지기를 바란다.
문화예술교육기관인 박물관과 학교 연계 교육의 중요성에 초점을 맞추었다. 이에 국내ㆍ외 현황을 비교 분석하고, 구체적인 국내사례 삼성어린이박물관과 송파지역 초등학교의 연계 프로그램을 자세히 분석하여 문제점을 찾아보았다.
그 결과로서, 박물관과 초등학교 연계 교육프로그램이 활성화가 되기 위해서 학교와 박물관, 지원기관의 세 가지 측면이 유기적으로 잘 이루어져야 한다는 것을 알 수 있었다. 곧 학교는 박물관을 또 다른 학교로 인식하고 교사들은 좀더 적극적으로 박물관 교육에 참여해야 한다. 박물관은 전문 인력을 갖추고 체계적인 교육시스템을 구축하여 사회교육기관으로서 다양하게 연구하고 프로그램을 개발·운영하여야 할 것이다. 또한 국가기관에서 문화예술교육의 중요성을 인식하는 만큼 지원체계가 지속적으로 이루어져야 하며, 이 세 기관이 서로의 역할을 충분히 해내고 상호 협조와 의사소통을 원활하게 이루도록 해야 할 것이다.
본 연구를 통하여 박물관과 초등학교 간에 연계교육의 역할이 강조되고 활성화 되어 바람직한 박물관 교육이 이루어지기를 바란다.
As culture arts education recently becomes more important, schools are trying to use museums educationally to provide an opportunity to have an appreciation of actual objects of cultural heritage to students and artwork and enhance an aesthetic sense for cultural arts.
The linked education betwe...
As culture arts education recently becomes more important, schools are trying to use museums educationally to provide an opportunity to have an appreciation of actual objects of cultural heritage to students and artwork and enhance an aesthetic sense for cultural arts.
The linked education between museums and schools gives student a chance to take part in artistic activities voluntarily. Students can be educated synthetically in relation to a school course and can have the bandwidth to learn for themselves by the system that a museum, which is a cultural resource of a community, provides. However, there are quite a few problems in the linked education in Korea. To carry out the goal of the linked education, it is in need of communicating between museums and art galleries and schools positively and supporting them constructively.
For example, museums in other countries have recognized the significance of education since they were established, and they have developed their education programs linked with schools systematically. On the other hand, most of museums in Korea are facing many difficulties in settling their education programs for financial, environmental, and professional reasons.
This research focuses on the importance of linked educational programs between museums and schools, deals with a comparative analysis in the domestic and foreign status, and presents several problems of the interconnecting education on the concrete through a domestic case, that is, the linkage program between Samsung Children's Museum and elementary schools in Songpa.
In result, museums, schools, support agencies should be well-organized to activate the linkage program between museums and schools. In other words, a museum should be identified with a school and active involvement and participation of teachers are required. Museums employ professionals and construct a well-organized educational system, thus they should be managed diversely as a social educational institution. Moreover, a nation-run organization should have an understanding of the importance of culture arts education and support culture arts education successively. In conclusion, these three facilities, museums, schools and nation-run organizations, should mutually perform their role sufficiently.
I hope that this research is useful for the linked education between museums and elementary schools and helps desirable museum education be accomplished.
As culture arts education recently becomes more important, schools are trying to use museums educationally to provide an opportunity to have an appreciation of actual objects of cultural heritage to students and artwork and enhance an aesthetic sense for cultural arts.
The linked education between museums and schools gives student a chance to take part in artistic activities voluntarily. Students can be educated synthetically in relation to a school course and can have the bandwidth to learn for themselves by the system that a museum, which is a cultural resource of a community, provides. However, there are quite a few problems in the linked education in Korea. To carry out the goal of the linked education, it is in need of communicating between museums and art galleries and schools positively and supporting them constructively.
For example, museums in other countries have recognized the significance of education since they were established, and they have developed their education programs linked with schools systematically. On the other hand, most of museums in Korea are facing many difficulties in settling their education programs for financial, environmental, and professional reasons.
This research focuses on the importance of linked educational programs between museums and schools, deals with a comparative analysis in the domestic and foreign status, and presents several problems of the interconnecting education on the concrete through a domestic case, that is, the linkage program between Samsung Children's Museum and elementary schools in Songpa.
In result, museums, schools, support agencies should be well-organized to activate the linkage program between museums and schools. In other words, a museum should be identified with a school and active involvement and participation of teachers are required. Museums employ professionals and construct a well-organized educational system, thus they should be managed diversely as a social educational institution. Moreover, a nation-run organization should have an understanding of the importance of culture arts education and support culture arts education successively. In conclusion, these three facilities, museums, schools and nation-run organizations, should mutually perform their role sufficiently.
I hope that this research is useful for the linked education between museums and elementary schools and helps desirable museum education be accomplished.
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