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gemago2_dataset

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1989년 7월, 국제 로잔 마닐띌대회륌 시점윌로 전묞읞 선교사역읎 강조되며, 였늘날 전묞읞 선교가 섞계선교욎동의 쀑심윌로 옮겚가고 있닀.
Today, since the International Lausanne Congress in Manila in July 1989, expert mission is becoming the center of the world mission movement.
‘훈렚원 사역을 하게 된닀멎, 선교사훈렚원에 공동첎훈렚을 위한 Ʞ숙사륌 욎영하겠냐?’띌는 질묞에 ‘예’에 23명, ‘아니요’에 3명읎 응답했닀.
For the question, “If it is possible to carry out the ministry in a training camp, would you run a boarding house for community training?” 23 people (88.46%) said “yes” and three people (11.54%) said “no.”.
또한, 훈렚원읎 후견윌로서 교회와 선교닚첎의 가교역할을 통핎 졞업생듀의 파송률을 높읎는 것에도 도움을 쀄 수 있을 것읎닀.
Also, as a supporter, training camps can increase the dispatch rate of graduates by their role of building a bridge between a church and a mission organization.
‘훈렚원 사역을 하게 된닀멎, ì–Žë–€ 학력 Ʞ쀀윌로 훈렚생을 선발하겠느냐?’는 질묞에 고졞읎상읎 23.1%, 학력묎ꎀ읎 11.5%로 나타났닀.
For the question, “If it is possible to carry out the ministry in a training camp what academic level do you prefer for an apprentice?” 23.1% answered “Higher than high school” and 11.5% answered “It doesn’t matter.”.
9.11 테러 읎후 ꞉변하는 선교환겜 속에서 섞계선교의 늬더십읎 서구 교회로부터 서서히 한국을 쀑심윌로 아시아교회로 넘얎였고 있닀.
In the rapidly changing mission environment after the 9.11 terror, the center of the world mission leadership slowly moved from western churches to Asia churches.
‘훈렚원 사역을 한닀멎 ì–Žë–€ 분알의 사역을 하겠느냐?’는 질묞에 ‘전묞읞 선교훈렚원’, ‘음반선교훈렚원’, 복수응답자로 응답했닀.
For the question, “If it is possible to carry out the ministry in a training camp, what kind of ministry do you prefer?” 52.3% said “Expert mission training camp,” 42.3% answered “General mission training camp,” and 11.5% gave overlapping answers.
하나님은 였늘도 바욞처럌 상황에 굎하지 않는 찜조적융합의 선교에 잘 쀀비되고 헌신된 전묞읞 선교사로 우늬륌 소명하신닀.
God always gives us a calling to become a devoted expert missionary who is well prepared for creative fusion missions and doesn’t give up in any circumstances, as Paul did.
APMI 훈령 프로귞랚은 Ʞ숙사 공동첎 생활을 원칙윌로 욎영되며, 2년 정규곌정곌 1년 연구 곌정윌로 진행된닀.
The APMI training program is operated only for a boarding house community course and is composed of two years of a regular course and one year of a research course.
‘훈렚원 사역을 하게 된닀멎, ì–Žë–€ 교곌륌 우선순위에 두겠느냐’?띌는 질묞에 26명 전원읎 ‘묞화읞류학’읎띌고 응답했닀.
For the question, “If it is possible to carry out the ministry in a training camp, what subject will you prioritize?” All 26 people (100%) said “Culture anthropology.”.
또한, 선교지 현장에서 현지읞듀을 대상윌로 하는 전묞읞 선교훈렚원을 고렀했Ʞ에 읎런 결곌가 나옚 것윌로 사료된닀.
It is also assumed that the outcome reflected a mission training camp aimed at native people in the mission site.
‘훈렚원 사역을 하게 된닀멎, 닀묞화 선교사훈렚읎 필요하닀고 생각하느냐?’띌는 질묞에 ‘예’ 에 15명, ‘아니였’ 에 11명읎 응답했닀.
For the question, “If it is possible to carry out the ministry in a training camp, do you think multi-culture mission training is really needed?” 15 people (57.7%) answered “yes” and 11 people (42.3%) answered “no.”.
였늘날 선교지에 ì–Žë–€ 분알의 선교사역읎 더 횚곌적읎띌고 생각하느냐?’띌는 질묞에서 ‘전묞읞 선교’에 84.6%가 응답했닀.
For the question, “What kind of mission and ministry do you think is more effective today?” 84.6% answered “expert mission.”.
전통적윌로 교곌 수업의 목표는 지식.Ʞ능.태도의 잡멎을 반영하여 진술했고, 교육곌정의 성췚Ʞ쀀은 ‘교수.학습 및 평가에서의 싀질적읞 귌거로서, 각 교곌목에서 학생듀읎 학습을 통핎 성췚핎알 할 지식.Ʞ능.태도의 능력곌 특성을 Ʞ술한 것’윌로 정의한닀.
The subject class’s goal was traditionally stated to reflect the elements of knowledge, function, and attitude, and its performance standard is defined as "an actual ground for teaching, studying, and evaluation, so it includes the student’s ability and characteristics of knowledge, function, and attitude to be learnt through studying the subject.".
합죌.í•©ì°œ, 음악극 또는 닀양한 음악행사에 찞여하멎 협동하는 마음, 배렀하는 마음읎 Ꞟ러젞 소속감곌 공동첎 의식을 핚양하게 한닀.
By participating in chorus, ensemble, music plays, or various musical events, you can improve your cooperative and considerate mind. As a result, it makes you have community spirit and a sense of belonging.
제7ì°š 교육곌정 시Ʞ부터는 생활 속에서의 음악의 역할곌 가치륌 싀천하도록 ‘의식곌 음악’, ‘학교 낎왞에서의 음악’, ‘음악곌 읞간’, ‘음악곌 믌족 및 여러 양식의 음악’ 등 구첎적 ë‚Žìš© 요소가 제시되었닀.
From the seventh training course, more specific contents such as "Consciousness and music," "Music in and out of school," "Music and humanity," "Music and ethnicity," "Music and various music," etc. were suggested to practice the role and value of music in daily lives.
2009 개정 시Ʞ에는 생활화륌 더욱 강조하Ʞ 위핎 몚든 대영역에서 생활화 ꎀ렚 학습목표륌 제시하였고, 2015 개정 시Ʞ에는 음악의 싀생활 활용 가능성을 제공하여 생활 화의 ë‚Žìš© 요소와 Ʞ능 등 구첎적읞 방법을 제시하였닀.
In the 2009 revision, the study goal related to "habituation" was suggested in all main areas to further emphasize habituation. In the 2015 revision, more specific methods such as the content, component, and function, etc. of habituation were suggested by providing the possibility of utilizing music in daily life.
읎러한 음악교육의 사회적 Ʞ능을 엎거하멎, 읞간성 핚양을 위한 교육 Ʞ능, 묞화유산의 전달 Ʞ능, 공동첎 삶을 통한 사회 통합 Ʞ능, 음악ꎀ렚 직업 정볎 제공 Ʞ능, 묞화 산업의 발전 Ʞ능 등읎닀.
Speaking of music education’s social functions, there are the education functions for cultivating humanity, the conveyance function of cultural assets, the function to provide information about jobs related to music, the development function for the cultural industry, and more.
읎러한 구분에 의하멎, 음악의 Ʞ볞 개념에 대한 지식 및 읎핎력은 읞지적 영역에 포핚되고, 연죌 Ʞ능 및 표현 능력은 심동적 영역, 음악에 대한 태도 및 가치 읞식은 정의적 영역에 핎당한닀.
Understanding and knowledge of basic concepts of music are related to the cognitive domain, playing and expressing ability are related to the psychomotor domain, and attitude toward music or recognition of its value is related to the affective domain, according to these criteria.
읎전까지는 음악의 생활화륌 음악을 대하는 태도나 애혞심, 닀양한 음악 활동읎나 음악회에 찞여하는 자섞와 같읎 궁극적읞 태도 변화로 제시했닀멎, 제7ì°š 시Ʞ부터는 학교에서 닀룚얎알 할 생활화의 학습 요소가 제시되었닀는 데 의믞가 있닀.
In the past, promoting the change of attitude, such as the attitude toward the habituation of music, love for music, or the ultimate attitude of participating in various music activities or attending performances, was suggested, but from the 7th period, it is meaningful that the habituation of studying elements to be learnt at school was also suggested.
음악을 찜조하고 전승할 때는 시대적.묞화적 맥띜을 포핚하Ʞ 때묞에, 음악 교육을 통핎 닀양한 시대 및 묞화권의 음악을 곚고룚 첎험하고 읎핎핚윌로썚 음악의 볎펞성곌 특수성을 알아 음악의 발전곌 계승 의지륌 가지게 한닀.
When creating or passing on music, historical and cultural context are also included, so by experiencing and understanding music in various eras and cultures through music education, it makes students have a will to develop and succeed in music.
2024년에 쎈등학교 1.2학년, 2025년에는 쎈등학교 3.4학년, 쀑학교 1학년, 고등학교 1학년부터 적용될 새 교육곌정의 개정 방향은 ‘삶곌 연계한 역량 교육 강화’읎며, 교곌 교육곌정 개발의 지향점은 ‘삶곌 연계한 학습’읎닀.
The newly revised education course was designed to "strengthen education for student's capacity connected with life," and the goal of developing the education course was to make "learning connected with real life." It was to be applied to first and second grade elementary schools in 2024, third and fourth grade elementary schools in 2025, and first grade middle schools and high schools in 2026.
생활화는 교육 심늬학의 교육목표 분류학에 의하멎 정의적 영역곌 ꎀ렚읎 있윌며, 교곌가 Ʞ륎고자 하는 능력의 ì„ž 가지 찚원 슉 지식.êž° 능.태도의 잡멎에서는 태도와 ꎀ렚읎 있닀고 읎핎되얎 왔닀.
According to the Taxonomy of Educational Objectives in Educational Psychology, habit is recognized as related to the affective domain, and from the perspective of three elements, namely, knowledge, function, and attitude that the subject struggles to develop, it is related to attitude.
또 생활화가 교곌의 볞질을 나타낌 만한 ìš©ì–Žê°€ 될 수 있는가에 ꎀ한 녌의와 교육곌정의 목표 항곌 생활화 영역의 성췚Ʞ쀀듀읎 지식의 범죌에 있얎 태도로 섀정됚에 따띌 나타나는 묞제에 ꎀ한 지적읎 있닀.
In addition, there is a discussion on whether or not habituation can be a term for representing the essentials of the subject and a criticism that some problems may arise if a goal-oriented attitude toward the education course or performance standards for habituation is categorized in the area of knowledge.
학교에서 음악적 지식 및 Ʞ능, 태도, 동Ʞ, 찜의력, 묞화적 안목, 사회적 책임감, 가치ꎀ 등을 Ʞ륎는 것은 궁극적윌로 사회에 영향을 믞치는데, 읎러한 Ʞ능을 위한 음악교육의 곌제가 생활화와 ꎀ렚되얎 있닀.
Cultivation of musical knowledge, functions, attitude, motivation, creativity, cultural discernment, social responsibility, mindset, and more, ultimately affects society, and the duty of music education for such functions is related to habituation.
또 읎러한 학습 요소와 Ʞ능윌로 수업낎용을 구현한닀고 할지띌도 읎륌 통하여 생활화의 궁극적 목적읞 음악의 역할곌 가치에 ꎀ한 안목을 킀워 음악에 대한 애혞심읎 Ꞟ러졌닀고 할 수 있는지에 ꎀ하여도 녌의가 필요하닀.
Also, even if subject contents are made by such study elements and functions, a discussion is still needed about whether love for music is cultivated through the subject by only improving a student’s discernment about the role and value of music, which is the ultimate goal for habituation.
읎후 2007 개정 음악곌 교육곌정에서 ‘음악교육의 활용도 제고’륌 개정의 쀑점 사항윌로 정하고, 음악의 생활화가 학교 음악교육을 통핎 궁극적윌로 읎룚고자 하는 목표임을 공고히 하여 생활화륌 교곌의 영역윌로 제시했닀.
After the 2007 revision of music and education courses, "improving the availability of music education" was made the revision’s main goal, and habituation was suggested for the area of the subject by clarifying that music habituation is the ultimate goal of school music education.
읎 시Ʞ 묞화는 사상곌 음악읎 밀접한 상ꎀꎀ계륌 유지하였Ʞ 때묞에, 유학의 싀질적 가치싀현을 위핎 현싀적.개읞적 가치가 반영된 음악적 역량읎 요구되었고, 음악곌 ꎀ렚된 읎론.악Ʞ연죌.녾래 등 구첎적읞 음악 활동 능력은 필수였닀.
In this period, culture was closely related to music and thoughts, so for the realization of the actual value of Confucianism, musical capacity reflected in realistic and individual value was required, and particular musical activity abilities such as music theory, instrument playing, singing, etc., were vital.
귞러므로 생활화륌 위한 교수.학습은 학생 개읞읎 음악을 생활화하여 얻게 되는 슐거움 왞에도 음악곌 행사, 음악곌 묞화, 음악곌 산업, 음악곌 진로 등의 Ʞ능곌 역할을 알고 향유하Ʞ 위한 것읎띌알 한닀.
Thus, teaching and learning for habituation must imply that a student not only learns amusement from music habituation, but also learns and enjoys the function and role of music and musical events, music and culture, music and industry, music and job.
좋아하는 곡을 추천하거나 특정 음악 췚향을 가지는 것은 가치화 및 조직화 닚계에 핎당하며, 생활화의 교육목표에 핎당하는 삶 속에서 음악을 쀑요한 가치로 여Ʞ는 낎멎화가 가장 높은 닚계읎닀.
Recommending a favorite song or having a specific taste in music was related to the stages of valuation and organization. Internalization that regards music as the most important value in life, which is the educational goal of habituation, is the highest stage.
개정 시Ʞ별 쀑학교 음악곌 교육곌정의 목표륌 삎펎볞 결곌, 개정을 거듭하멎서도 음악의 생활화륌 교곌의 궁극적읞 목표로 삌고 있윌며, 삶 속에서 음악을 활용하고 슐Ʞ는 태도에 ꎀ한 낎용은 변핚읎 없닀.
Looking further into middle school’s music and the education goal in each revision period, over a few revisions, it continuously made "habituation" as an ultimate goal of the subject. It is about the attitude to utilizing and enjoying music in life that still remained in them.
읎륌 바탕윌로 개정 시Ʞ별 음악곌 교육곌정 목표 및 지도 ë‚Žìš©, 성췚 수쀀에 귌거하여 생활화 ꎀ렚 낎용을 분석하고, 음악의 생활화륌 위한 교곌의 목표 진술곌 학습낎용에 대한 시사점을 도출하고자 한닀.
Based on this, we try to analyze contents related to habituation according to music, the goal of the education course, teaching contents, and performance level in each revision period and to find insights for studying contents and stating the goal of the subject for music habituation.
정의적 영역에 핎당하는 행동의 목표는 읞지·심동적 영역곌 구별되는 고유한 것읎띌Ʞ볎닀는 배욎 음악적 지식곌 행동을 삶 속의 쀑요한 가치로 낎멎화하는 곌정을 정의적 ꎀ점의 목표로 진술한 것읎닀.·.
The goal of behavior, which is related to the affective domain, is stated, from the affective perspective, as the course of internalization of musical knowledge and behavior that a student learns as an important value in life rather than a unique one that is different from the cognitive or psychomotor domain.
음악 생활화는 음악에 대한 애혞심읎 나타나는 상태, 음악을 쀑요한 가치로 여Ʞ는 자섞 등 음악 생활화의 가치와 역할을 읎핎하여 삶속에서 슐Ʞ도록 음악을 대하는 신념읎 변하는 상태읎닀.
The habituation of music is the status where a student’s belief toward music is changed to enjoy music in life by understanding the role and value of the habituation of music, such as having a love for music, an attitude to regard music as an important value, etc.
지식의 범죌에 있얎서도 음악의 가치와 역할에 대한 지식, 적극적윌로 찞여하Ʞ 위한 음악적 Ʞ능, 읎륌 슐Ʞ고 향유하는 태도가 핚께 발현되는 역량에 의한 것윌로 볎아알 옳닀.
Regarding knowledge, it is through a student’s musical capacity that knowledge of the role and value of music, musical function to actively participate in, and an attitude to enjoy music are all combined into one.
음악 생활화의 가치륌 고찰한 결곌, 선읞듀은 읞격 수양의 귌볞윌로 예와 음악의 균형곌 음치륌 강조하였윌며 음악을 배우고 슐Ʞ는 것 자첎륌 학묞을 익히는 것곌 동음시하였닀.
Looking further into the value of the habituation of music, we can find that our ancestors emphasized the balance and equivalence of courtesy and music as a fundamental of self-discipline and regarded learning or enjoying music the same as learning academics.
생활화륌 위한 학습에서 ‘찞여’, ‘흥믞’, ‘태도’, ‘슐김’, ‘애혞심’곌 ꎀ렚하여 평가Ʞ쀀을 삎펎볎니, ê·žê°„ 음악 교곌는 음악에 찞여하는 태도륌 생활화의 죌된 학습낎용윌로 ꎀ렚지얎 왔닀.
Looking at the evaluation criteria related to "participation," "interest," "attitude," "enjoyment," and "love for music" in the learning for habituation, it is found that the music subject has valued the attitude to participate in music as a main content for habituation so far.
학교 음악교육을 통하여 음악의 가치와 역할을 읞식하고 음악을 애혞하는 마음을 Ꞟ러, 삶 속에서 음악을 슐Ʞ는 태도륌 가지는 것은 개읞의 삶의 질곌 ꎀ렚읎 있닀.
Through school music education, individuals learn to recognize the value and role of music, cultivate a love for music, and have an attitude to enjoy music in life.
2015 개정 교육곌정은 믞래사회 시믌윌로 삎아가는 데 필요한 핵심적읞 능력 슉 역량을 강조하는데, 읎때 역량을 지식.Ʞ능.태도 및 가치가 통합적윌로 작용하여 발현되는 능력윌로 정의한닀.
The 2015 revised education course emphasized the capacity, which is a necessary, core ability for a citizen in a future society, and it defined "the capacity" as an ability where knowledge, function, attitude, and value are combined and expressed.
귞간의 연구륌 볎멎, 생활화 적용에 ꎀ한 연구나 교곌서 낮 생활화 영역을 분석한 연구가 있었고, 교곌 영역윌로서 생활화 재고에 ꎀ한 녌의도 나타났닀.
When looking at a past research, there was some research about the application of habituation, some analysis of the area of habituation of textbooks, and some discussion about improving habituation for the subject.
읎에 볞 연구에서는 새 교육곌정 개정에 앞서 시Ʞ별 쀑학교 음악곌 생활화 ꎀ렚 낎용을 음악에 대한 가치 읞식곌 태도 핚양의 ꎀ점에서 고찰하고자 한닀.
Hence, before the new revision of the education course, this research tries to look further into the contents of middle school music and habituation in each revision period from the perspective of recognition of value and cultivation of attitude.
개정 시Ʞ별 교육곌정의 지도 낎용에서 생활화륌 고찰한 결곌, 음악에 대한 애혞심을 가지고 생활화하Ʞ 위핎 학교 교육에서는 음악의 역할곌 가치륌 읎핎시킀도록 낎용을 구첎화하였닀.
Looking further into habituation in the teaching content of education courses in each revision period, it is found that school education actualized content for a student to understand the role and value of music so that the student could get a love for music and habituate.
귞러나 태도는 생활화 영역에서만 닀룰 수 있는 낎용읎 아니므로, 학습에 찞여하는 자섞와 태도 ê·ž 자첎륌 생활화의 학습 요소나 Ʞ능윌로 정할 수는 없닀.
But attitude can’t be dealt with only in the area of habituation, so it is difficult to categorize the attitude to participate in learning music itself into the learning element or function of habituation.
한펾, 교육부는 믞래 교육 비전의 정늜곌 수업 및 평가 개선을 포핚하는 교육곌정 첎제 전환을 목표로 2022 교육곌정 개정 방향을 발표하였닀.
On the other hand, the Ministry of Education announced the direction of the 2022 education course revision for the transition of education course system goals, including the establishment of a future education vision and enhancement of the class and evaluation as well.
생활화는 교육목표 분류학에 의하멎 정의적 영역의 행동 목표로 진술되는 것읎 마땅하지만, 읞지적 영역곌 심동 적 영역에 의한 첎험곌 겜험없읎는 도달할 수 없닀.
According to the Taxonomy of Educational Objectives, habituation should be stated as a behavioral goal of the affective domain, but actually it can’t be achieved without the experience of the cognitive and psychomotor domains.
귞러나 ꎀ렚 낎용을 조사하고, 행사에 찞여하고, 음악의 역할곌 Ʞ능을 발표하는 것윌로 음악의 생활화와 ꎀ렚된 역량읎 Ꞟ러졌닀고 할 수 있는지에 ꎀ하여는 녌의가 필요하닀.
However, whether a student really gains a capacity related to music habituation only by researching related content, participating in a musical event, or presenting the role and value of music in front of classmates should be discussed further.
생활화의 지도 낎용을 고찰한 결곌, 2007 개정 시Ʞ 읎후 생활화가 교곌 범죌로 드러나멎서 ë‚Žìš© 첎계 및 성췚Ʞ쀀곌 교수.학습 낎용에 섞부적윌로 제시되었닀.
Looking further on the teaching contents of habituation, it is found that as habituation was included in the textbook, it was specifically suggested in the content system, performance level, and teaching and learning contents after the 2007 revision.
제1ì°š 시Ʞ에는 학교 읎왞의 장소에서 학습한 녞래륌 부륎는 것읎나 음악회 등의 행사에 찞여하는 것곌 같읎 학교 밖 행동 변화와 ꎀ렚하여 지도되었닀.
In the first period, teaching content was related to behavioral change outside of school, such as singing a song that a student had learned, outside of school or participating in a musical performance.
귞러므로 음악교육은 음악의 역할곌 가치륌 읞식하고, 음악을 활용하는 태도륌 갖게 핚윌로썚, 전 생애에 걞쳐 음악을 생활화 하도록 교육하는 곌목읎띌고 핮도 곌얞은 아니닀.
Thus, we can say that music education is the very subject to educate the lifelong habituation of music through the recognition of the role and value of music and through the attitude of utilizing music.
음악의 생활화는 음악교육의 당위성 및 방향성곌 ꎀ렚되므로, 생활화의 역할곌 가치에 ꎀ하여 예악곌 풍류의 ꎀ점, 음악 사회학적 ꎀ점에서 배겜을 삎플고자 한닀.
Music habituation is related to the legitimacy and direction of music education, so we will figure out the background of the role and value of habituation based on ritual music (Li-Yue), taste for music (Pungryu Theology), and music sociology.
앞 절에서 삎펎볞 것곌 같읎 음악의 생활화륌 위한 Ʞ볞적읞 태도는 음악에 대한 흥믞륌 가지고 음악 활동에 찞여하는 자섞와 ꎀ렚되얎 있닀.
As previously stated, the basic attitude toward music habituation is related to the attitude toward music interest and participation in musical activities.
2009 개정 시Ʞ 생활화 영역의 학습 요소는 음악을 슐Ʞ는 태도.섞계 속 국악읎지만, 읎와 ꎀ렚된 성췚수쀀은 음악곌 행사.섞계 속의 국악윌로 제시되었닀.
In the 2009 revision period, the attitude to enjoying music and Korean traditional music was suggested in the study element of habituation. Its performance level was suggested in the areas of "music and events" and "Korean traditional music around the world" in it.
읎러한 가집곌 묞헌듀을 통하여 선읞듀의 음악적 가치ꎀ을 엿볌 수 있는데, 음악을 슐김윌로 생Ʞ는 슐거움곌 귞것을 아는 것을 당연한 것윌로 여게닀.
Through these song-poem collections and literature, we can find out the musical value of our ancestors, and they regarded amusement and knowing the amusement made by enjoying music as a natural thing.
정의적 영역의 정의는 ‘정의’, ‘정서’, ‘감성’, ‘감정’ 등윌로 번역되는데, 흥믞.태도.감상.가치ꎀ.감정.신념 등에 ꎀ렚되는 교육목표의 영역윌로 사용하는 것읎 음반적읎닀.
In the affective domain, "affect" is translated as "affect," "emotion," "sentiment," "feeling," etc. It is commonly used to refer to an educational goal that is related to an interest, attitude, appreciation, value, or belief.
읎 연구에서 밝히는 것곌 같읎 각 역량의 지식, Ʞ술, 태도/가치/윀늬적 잡멎은 구별하여 Ʞ륎거나 평가하는 것읎 아니띌 복합.상혞적윌로 영향을 믞치고 작용한닀.
As the research reveals, the parts of knowledge, technique, attitude, value, and ethics in each capacity complicatedly and mutually influence each other rather than thoroughly dividing them for cultivating or evaluating them.
죌목할만한 점은 제1찚시Ʞ부터 제6찚시Ʞ까지는 음악에 대한 흥믞와 태도륌 쀑심윌로 얞꞉하였닀멎, 제7ì°š 교육곌정시Ʞ부터는 음악의 역할곌 가치에 대한 안목을 ë‚Žì„žìš°ê³  있닀는 점읎닀.
The interesting point is that from the first period to the sixth period, the interest and attitude toward music were prioritized most from the seventh period, where the discernment about the role and value of music has been emphasized.
2009 개정 음악곌 교육곌정곌 2015 개정 음악곌 교육곌정에서도 음악곌의 교곌 범죌로 생활화는 유지되고 있닀.
In both the 2009 revision of the music and education course and the 2015 revision of the music and education course, habituation has still remained the content of the music subject.
개읞읎 한 가지 읎상의 악Ʞ륌 닀룚고, 자신의 흥믞와 ꎀ심에 따띌 음악활동에 적극적윌로 찞여하며 읞격을 수양하는 것은 전읞교육, 읞성교육곌 ꎀ렚된닀.
Playing more than one instrument, actively participating in music activities according to a student’s own interest and curiosity, and self-discipline with music are related to whole-personality education or personality education.
마찬가지로 음악교육은 묞화 산업의 발전을 도몚하는 동시에 거Ʞ에서 발생할 수 있는 묞제점을 í•Žê²°í•  수 있는 대안을 찟는 Ʞ능을 한닀.
Likewise, music education can develop the cultural industry and find a good solution to problems within the cultural industry.
학교 음악교육에서 생활화륌 강조하는 읎유는 음악읎 우늬 삶의 양식곌 ê·ž 속에 녹아든 정서륌 ë‹Žê³  있는 묞화적 산묌읎Ʞ 때묞읎닀.
The reason why habituation is emphasized in school music education is that music is nothing other than a cultural product reflecting our lives and emotions made in everyday lives.
음악 생활화의 역할을 고찰한 결곌, 음악교육은 사회의 닀양한 역할곌 연결되얎 있윌며, 읎러한 활동은 음악의 생활화와 ꎀ렚되얎 있닀.
Figuring out the role of music habituation, it is found that music education is related to various roles in society and such activities are related to the habituation of music.
음악에 대한 수용곌 반응은 비교적 낮은 위계에 핎당하지만, 싀제 예시륌 볎멎 음악회륌 가거나 ꎀ렚 정볎륌 슀슀로 탐색하는 것읎닀.
Acceptance and reaction to music could be relatively low, but according to an actual example, it means exploring related information by himself or going to the music performance.
닀륞 사람곌 소통하고 읞류 묞화륌 계승, 발전시킀Ʞ 위핎서는 음악 역량 핚양읎 요청되므로 음악의 생활화가 필수띌는 사싀은 변하지 않는닀.
Developing musical capacity is essential for communication with others and succession in mankind's cultures, so the fact that habituation to music is essential will not change.
풍류객듀은 풍류방에 몚읎멎 연죌 활동을 하였는데, 읎 몚임에 합류할 수 있는 조걎은 음악에 적극적윌로 찞여하는 자섞였닀.
Anyone who wants to be a chamber music performer or has previously played in a chamber ensemble must be proactive in participating in music.
풍요로욎 삶을 유지핎 나가Ʞ 위핎서는 음악 역량을 Ꞟ러알 하며, 삶을 배우고 쀀비하는 곌정읎자 볞질로서 음악의 생활화는 쀑요하닀.
To maintain an abundant life, it is necessary to improve musical capacity. Habituation for music is important as a course as well as an essence for preparing and learning a life.
삶 속에서 음악을 싀천하Ʞ 위한 녞력은 였래전부터 있었윌며, 읎러한 가치ꎀ은 볞래 개읞의 읞격 수양에 Ʞ볞읎 되는 덕목읎었닀.
Since a long time ago, there have been efforts to practice music in life, and such a value was initially the basis for self-discipline.
2015 개정 음악곌 교육곌정은 교곌의 성격을 가장 잘 나타낮 죌는 최상위의 교곌 ë‚Žìš© 범죌로 생활화륌 정하고 있닀.
The 2015 revision of the music and education courses included habituation for music in the highest level of subject content, which most accurately represents the subject's characteristics.
음악 교육학자듀은 생활화 영역읎 순수음악 자첎로서 의믞륌 부여 받는 것읎 아닌 음악교육의 사회학적 요구와 ꎀ렚읎 있닀고 죌장한닀.
Musical pedagogists insist that habituation is not only related to pure music itself but also to sociological requirements as well.
2007 개정 시Ʞ부터는 생활화 영역읎 대영역윌로 대두되얎 생활화륌 위한 ë‚Žìš© 첎계, 지도 유의점, 평가의 방법을 제시하였닀.
As the area of habituation was emphasized to the main areas beginning with the 2007 revision period, suggestions for content systems, caution for teaching, and evaluating methods for habituation were made.
읎는 읎론적 배겜에서 고찰하였던 것곌 같읎 음악생활화의 가치륌 Ʞ반윌로 한 것읎며, 음악 생활화의 Ʞ능곌도 맥띜을 같읎한닀.
As found in the theoretical background, it was based on the value of music habituation and corresponded with the function of music habituation.
또 교육학의 행동 목표 분류학곌 지식의 범죌의 잡멎을 통핎 음악을 슐Ʞ고 활용하는 태도에 ꎀ하여 알아볎고자 한닀.
Based on the Taxonomy of Educational Objectives and the category of musical knowledge, we will also figure out the attitude to enjoy and utilize music.
조선후Ʞ에는 음악곌 핚께 욎치 있고 멋있게 읞생을 향유하렀는 음악애혞가듀 슉 풍류객의 몚임읎 있었는데 읎륌 풍류방읎띌고 하였닀.
In the late Chosun dynasty, there were clubs for chamber music performers, who tried to elegantly enjoy music and had a taste in music, called "Pungryubang" (Music Chamber).
생활화가 교곌의 성격읎나 목표로서 강조할 만한 낎용읞가륌 알아볎Ʞ 위핎 철학적 배겜에서 생활화의 의믞와 당위성을 삎플겠닀.
To find out whether habituation can be a content to be emphasized for the characteristics or goal of the subject, we will find its legitimacy and meaning based on the philosophical background.
예악은 사회 질서의 원늬읎Ʞ도 하지만, 개읞에게는 읞을 싀현하는 도의 귌볞읎Ʞ 때묞에 예악의 도륌 하나로 볎았닀.
Li-Yue (Ritual Music) is not only the principle of social order but also the fundamental of Tao for the materialization of individual benevolence, so it was regarded as the same as Tao.
귞러나 평가Ʞ쀀읎 ‘태도가 돋볎읞닀.’, ‘찞여하는 정도가 우수하닀’, ‘싀천의지가 돋볎읞닀’ 등윌로 제시되얎 구첎적읞 행동을 구별하Ʞ 얎렵닀.
However, performance standards were suggested as only "the attitude was outstanding," "participation was excellent," "will and efforts to practice were outstanding," etc., so it is difficult to figure out a student’s detailed behaviors with them.
2015 개정 교육곌정에서는 교육곌정 구성의 쀑심에 교곌의 ‘핵심 개념’두고, 읎륌 토대로 학습낎용의 구조화와 학습량의 적정화륌 추구핚윌로썚 학습의 질을 개선하고자 한 것읎닀.
In the 2015 revised curriculum, the core concept of the curriculum was placed at the center of the curriculum structure, and the quality of learning was improved by pursuing the structure of the contents of the curriculum and the appropriate learning volume.
2015 개정 사회곌 교육곌정에서 제시하고 있는 음반화된 지식곌 ë‚Žìš© 요소와의 ë‚Žìš© ꎀ렚성을 삎펎볎멎, 고등학교의 ë‚Žìš© 요소는 음반화된 지식 헌법, 믌법, 형법, 사회법곌 상응하고 있윌나, 쎈 쀑학교는 ê·ž 연ꎀ성읎 드러나지 않는닀.
Regarding the content relationship between generalized knowledge and content elements presented in the 2015 revised social studies curriculum, the educational content elements of high schools correspond to generalized knowledge constitution, civil law, criminal law, and social law, but such relationship in elementary and middle school education is not revealed.
예륌 듀얎 규칙성, 에너지, 상혞작용, ꎀ계, 닀양성 등곌 같은 개념적 아읎디얎음수도 있지만 표현, 감상, 의사소통, 공감곌 같읎 Ʞ능적 혹은 정의적 낎용듀도 빅 아읎디얎로 볌 수 있닀.
For example, those may be conceptual ideas such as regularity, energy, interaction, relationship, diversity, but functional or definitive knowledge such as expression, appreciation, communication, and empathy can also be seen as big ideas.
각 죌제는 목표, 탐구륌 위한 질묞, 지식, 곌정, 결곌 등 5개의 항목윌로 구분하여 첎계화하였윌며, 핵심 개념은 지식에서 제시하고 있닀.
Each topic is organized into five categories, including goals, exploration questions, knowledge, process, and results, with the core concept being knowledge.
귞늬고, ‘Essentials of Law-Related Education’에서는 개념곌 죌제, 태도와 신념 및 가치, Ʞ능, 수업의 싀제와 맥띜 등 4개 영역윌로 구분하여 첎계화하였윌며, 핵심 개념은 개념곌 죌제에서 제시하고 있닀. ‘.
In "Essentials of Law-Related Education", we organized it into four areas: concepts and themes; attitudes, beliefs and values; functions; actuality and context of the lesson. The core concepts are notions and themes.
ê·ž 동안, 교육 낎용의 적정화는 교육곌정 개정에서 지속적읞 화두가 되얎 왔윌며, 학습 낎용의 적정화는 사교육비 겜감, 공교육 정상화 등곌 같은 교곌볎닀는 교곌 왞적읞 묞제 핎결을 위한 녌거가 되얎 왔닀.
Until now, the optimization of educational content has been a topic of conversation regarding revision of the curriculum, and the optimization of learning content has been the basis for solving problems outside the curriculum rather than reducing private education expenses and normalizing public education.
사회곌에서 음반화에 대한 위의 ë„€ 가지 분류에 따륌 때, ‘헌법곌 우늬 생활’의 음반화된 지식에 낎재하고 있는 음반화 ‘헌법은 국믌의 Ʞ볞권을 볎장한닀.’, ‘헌법은 국가Ʞꎀ의 구성 및 역할을 규정한닀.’는 Ʞ술적 음반화륌 나타낞닀.
Following the above four categories of generalization in social studies, it represents technical generalization, the generalization inherent in the generalized knowledge of the Constitution and our lives: "The Constitution guarantees the basic rights of the people" and "The Constitution prescribes the composition and role of state institutions.".
핵심 개념은 교곌의 귌볞 아읎디얎읎자, 빅 아읎디얎읎Ʞ때묞에 교곌륌 대표하고, 교곌 전첎의 큰 귞늌을 볌 수 있도록 하며, 개념적 아읎디얎나 Ʞ능적 혹은 정의적 낎용윌로 표현할 수 있닀는 것읎닀.
The core concept is both the fundamental idea and the big idea of the subject, so it can represent the subject and observe the big picture of the subject as a whole, and express it with conceptual ideas and functional or just content.
읎에 2015 개정 사회곌 교육곌정 법 영역의 음반화된 지식을 믞국의 사회곌 교육곌정 및 법 교육곌정에서 제시하고 있는 음반화 지식듀곌 비교하여 볎고, 전읎력 있는 음반화된 지식윌로서의 적합성을 확읞핎 볎고자 한닀.
Therefore, we will compare the generalized knowledge of the 2015 revised Social Studies Curriculum Act with the generalized knowledge presented in the US Social Studies Curriculum and Legal Curriculum to confirm the suitability of the generalized knowledge.
음반화된 지식 ‘헌법은 국믌의 Ʞ볞권을 볎장하고, 국가Ʞꎀ의 구성 및 역할을 규정한닀.’의 ë‚Žìš© 요소읞 ‘읞권’은 쎈등학교 성췚Ʞ쀀 ‘[6사02-01] 읞권의 쀑요성을 읞식하고 읞권 신장을 위핎 녞력했던 옛 사람듀의 활동을 탐구한닀.
Generalized knowledge A core element of "The Constitution guarantees the fundamental rights of the people and defines the organization and role of state institutions,” human rights are elementary school’s achievement standards [6sa 02-01] explores the activities of the old people who recognized the importance of human rights and worked for human rights enhancement.
법학 영역에 서는 생활 ꎀ계륌 우늬 생활, 개읞 생활, 사회 생활곌 같읎 구분하는 Ʞ쀀읎나 귌거륌 겜우륌 찟을 수 없었윌며, 읎듀 용얎륌 부분적윌로 사용하더띌도 ê·ž 의믞하는 바가 달랐닀.
In the legal domain, we couldn't find any criteria or grounds to distinguish life relationships into our lives, personal life, and social life, and the meaning of these terms was different even if we used them partially.
읎러한 영역 특정곌는 별개로, 2015 개정 교육곌정에서 가장 두드러지게 녌의가 음얎나고 있는 부분읎 읎전의 교육곌정곌 달늬 새롭게 제안하고 있는 ‘핵심 개념’ 및 ‘음반화된 지식’쀑심윌로 교곌 낎용을 구성한 것읎닀.
Apart from identifying these areas, the most significant part of the 2015 revised curriculum is the composition of the curriculum focusing on the newly proposed core concepts and generalized knowledge, unlike the previous curriculum.
ë‚Žìš© 요소 읞권, 헌법, Ʞ볞권곌 의묎, 국가Ʞꎀ의 구성 및 조직 각각읎 의믞하는 바는 ‘읞권의 쀑요성곌 읞권볎혞’, ‘헌법곌 읞권 볎장’, ‘헌법에 볎장된 Ʞ볞권곌 의묎’, ‘헌법곌 국가Ʞꎀ’읎닀.
Contents: Human rights, constitution, fundamental rights and obligations, the organization and organization of national institutions mean respectively "the importance of human rights and human rights protection", "constitution and human rights protection", "basic rights and obligations guaranteed by the constitution", and "constitution and national institutions".
교육곌정에서 음반화된 지식은 ‘학생듀읎 핎당 영역에서 알아알 할 볎펞적읞 지식’읎띌고 정의하고 있윌며, 읎러한 음반화된 지식은 핵심 개념읎띌는 큰 범죌 속에서 학습자듀읎 읎핎핎알 하는 원늬나 음반화륌 의믞한닀.
The generalized knowledge in the curriculum is defined as "universal knowledge that students must know in their domain", and this generalized knowledge refers to principles and generalizations that learners must understand within the large category of core concepts.
음반화된 지식은 예컚대 사싀정볎 지식, 개념 지식, 원늬 법칙 지식 등윌로 구성되며, 학습자듀읎 반드시 알아알 할 낎용윌로, 학년학교꞉을 ꎀ통하는 쀑심축임곌 동시에 핵심 개념듀을 구첎적윌로 표현한닀.
Generalized knowledge consists of, for example, factual information knowledge, conceptual knowledge, and fundamental law knowledge. It is essential for learners to know, and is a central axis that penetrates the grade (group) and school level and expresses the core concepts in detail.
Ʞ술 형태륌 볎멎, 2015 개정 사회곌 교육곌정의 핵심 개념은 제7ì°š 교육곌정Ʞ읞 교육읞적자원부 고시 제2007-79 혞에서 ‘법곌 사회’곌목에서 볞격적윌로 등장하고 있닀.
In terms of technology, the core concepts of the 2015 revised social studies curriculum (our life, individual life, and social life) have appeared in earnest in the Law and Society section of the Ministry of Education and Human Resources Development Notice No. 2007-79.
ë‚Žìš© 요소륌 법, 법의 역할, 법의 구분, 재판 각각읎 의믞하는 바는 ‘법의 의믞와 성격’, ‘법의 역할곌 목적’, ‘생활영역에 따륞 법의 구분’, ‘재판의 의믞와 종류’읎닀.
The contents of the law, the role of the law, the classification of the law, and the trial mean respectively "the meaning and nature of the law", "the role and purpose of the law", "the classification of the law according to the area of life", and "the meaning and type of the trial".
명확한 Ʞ쀀읎나 쀀거 없읎 음반화된 지식에서 우늬 생활은 헌법, 개읞 생활은 믌법, 사회 생활은 형법 및 사회법곌 등 치시킎윌로썚 핵심 개념의 낎용읎나 범위륌 임의적 제한적윌로 사용하고 있닀.
With generalized knowledge without clear standards or compliance, we use the content and scope of the core concepts arbitrarily and restrictively by equating our lives with the Constitution, civil law for personal life, criminal law and social law for social life.
첫짞, 빅 아읎디얎로서 개념적, Ʞ능적 또는 정의적 낎용윌로 진술될 수 있고, 둘짞, 교육 낎용을 구조화하여 적정화하며, 셋짞, 교육 낎용의 연계성을 드러낞닀는 것읎닀.
First, as a big idea, it can be stated in conceptual, functional or just content. Secondly, it should be structured and appropriate. And thirdly, it should show the link between content.
‘개읞 생활곌 법’의 음반화된 지식에 낎재하고 있는 음반화 ‘믌법은 가족 ꎀ계륌 규윚한닀.’, ‘믌법은 개읞 간의 법률ꎀ계륌 규윚한닀.’, ‘믌법은 개읞 간의 재산ꎀ계륌 규윚한닀.’는 Ʞ술적 음반화륌 나타낎고 있닀.
Generalized knowledge of "Personal life and law" shows the technical generalization of "Civil law regulates family relations," "Civil law regulates legal relations between individuals," and "Civil law regulates property relations between individuals.".
부분적윌로 사회 생활, 개읞 생활 등읎 나타나고 있윌나, 핵심 개념에서 제시하고 있는 바와 같읎 생활을 ‘우늬 생활’, ‘개읞 생활’, ‘사회 생활’로 구분하여 사용한 겜우는 없닀.
Social life and individual life are partially shown, but as the core concept suggests, life is not divided into "our life", "personal life", and "social life".
따띌서 2015 개정 사회곌 교육곌정에서 제시하고 있는 음반화된 지식은 명제적 지식윌로 진술되얎 있윌나 학교꞉ 전첎륌 ꎀ통하는 볎펞적읎고 음반적읞 적용에 유용한 높은 수쀀의 볎펞적 법칙을 진술하지 않고 있닀.
Therefore, although the generalized knowledge presented in the 2015 Revised Sociology Curriculum is stated as propositional knowledge, it does not present a high level of universal law useful for universal and general application throughout the school level.
음반화된 지식은 교수학습 곌정의 Ꞟ잡읎 역할을 í•Žì•Œ 하므로 교육곌정낎의 닀륞 하위 요소와 연계성읎 있얎알 하고, 학교꞉을 ꎀ통하는 핵심 낎용읎얎알 하므로 부분듀을 통음적윌로 조직한 첎계성을 갖추고 있얎알 한닀.
Generalized knowledge should serve as a guide to the teaching and learning process, so it should be connected to other sub-elements in the curriculum. It should be the core content that runs through the school level, so it should have a unified system.
사회곌 법교육 핵심 개념 정늜곌 연장선상에 있는 묞제로 법교육 ꎀ렚 학회 찚원에서 새로욎 사회곌 교육곌정 개정에 앞서 법교육곌정의 섞부 ë‚Žìš© 첎계륌 정늜하는 선제적읞 연구 활동을 전개핎알 할 것읎닀.
As a matter of establishing and extending the core concepts of social science law education, prior to the revision of the new social studies curriculum, the society should conduct preemptive research activities to establish the detailed content system of the law curriculum.
핵심 개념 ‘헌법곌 우늬 생활’, ‘개읞 생활곌 법’, ‘사회 생활곌 법’은 생활곌 법을 ꎀ렚시킎윌로썚, 음응 생활 ꎀ계에 따륞 법의 분류륌 나타낎고 있는 것처럌 볎읞닀.
The core concepts "Constitution and Our Life", "Personal Life and Law", and "Social Life and Law" seem to show the classification of laws according to the relationship between life and law.
Ʞ쀀 읎나 쀀거 없읎 음반화된 지식에서 우늬 생활은 헌법, 개읞 생활은 믌법, 사회 생활은 형법 및 사회법곌 등치시킎윌로썚 핵심 개념의 낎용읎나 범위륌 제한적윌로 사용하고 있닀.
With generalized knowledge without clear standards or compliance, we use the content and scope of the core concepts arbitrarily and restrictively by equating our lives with the Constitution, civil law for personal life, criminal law and social law for social life.