• 교육시설 논문지
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• 제27권3호
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• pp.33-39
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• 2020

The purpose of this study is to understand the classroom facilities of England and USA in the 19th century. This kind of study can provide the meaning of past, present, and future on classroom facilities. The results of the study are as follows. First, England classroom in the 19th century was made up of a large space, a gallery, that could teach a large number of students at the same time. Second, the classroom facilities of USA in the 19th century were developed by reformers for the purpose of training the labor force of educational thought and industrial development. Third, some characteristics of classroom facilities of England and USA in the 19th century were also found in school facilities of Korea at the same time. Fourth, large gallery classes began to disappear in the mid-19th century and were transformed into small 'class' facilities to improve efficiency. Fifth, the word 'class' did not appear as a substitute for the school, but as a meaning of subdividing within the school. Sixth, these classrooms consisted of smaller classes, and they began to create and teach common and unified curriculums to harmonize the differences between classes and to manage all students efficiently and effectively. Seventh, the basis of the classroom of England and USA in the 19th century was the design of one teacher to efficiently teach a large number of students, and there was a difference in size, but the current classroom facilities have been maintained to some extent. Eighth, since the end of the 19th century, the compulsory education system has been discussed and gradually introduced, requiring more schools and classroom facilities, and labor and capital have been emphasized by the development of industrialization. Ninth, follow-up studies are needed to analyze how classroom facilities have been universally transformed since then, based on class facilities in the 19th century, and what educational, social and political contexts have been added in the process.

• 영어영문학
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• 제57권1호
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• pp.73-105
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• 2011

The purpose of this paper is to contend the importance of resurrection of fluid identity and ecological imagination for making the habitable biosphere in Marilynne Robinson's Housekeeping. Ruth as a narrator suggests the future-oriented vision that the environment and nature(mother) can be resurrected, crossing Fingerbone bridge of the boundary line of society/nature as a faithful follower of her aunt Sylvie and becoming the existence with a transparent voice despite of her absence. This novel is to rewrite the American pastoral. Based on the patriarchical way despite of the absence of Edmund Foster, Sylvia's conventional housekeeping is to divide between inside and outside of the house. Nevertheless, Sylvia's relentless efforts to keep her house intact turns out to be fragile. Contrasting with Sylvia, Sylvie's housekeeping is to recognize the continuity of inside and outside. She willingly accepts the reconciliation of the self, the nature and the society. After Ruth and Lucille's staying at night in the lake, they are diverged into going their own way. Ruth accepts Sylvie as a substitute mother. Lucille leaves the house voluntarily and go to her Home Economics teacher, Miss Royce, pursuing the ideal mother of symbolic society. Sylvie and Ruth has the more intimate bond, with their trip to the deserted house in the valley. Ruth meditates on the non-solidity of house and the resurrection of her family. Leaving their house to escape from the town people's legal enforcement, Sylvie and Ruth become transients. Although their history is completed by the drown-death publicly, they always want to visit Lucille's well kept house in Fingerbone. Therefore the method for making Ruth and Sylvie as the existences of ecological imagination return to the real world is to accept the reconciliation of nature and society. This novel is not limited as the binary opposition of vagrance/stability and transience/durability. The significant element of fluid identity can be composed of the interactions with transience and stability.

• 문화기술의 융합
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• 제6권3호
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• pp.293-300
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• 2020

본 연구는 초등학생 자녀를 둔 어머니의 방과후 돌봄교실에 대한 인식과 정책적인 요구에 대해 알아보는 데 목적이 있다. 연구참여자는 서울, 경기, 인천, 강원에 있는 초등학생 자녀를 둔 어머니 25명이었다. 자료수집은 2017년 6월 23일부터 2017년 7월 18일까지 포커스그룹면담으로 이루어졌다. 자료분석을 통해 연구결과를 '어머니가 바라보는 방과후 돌봄교실의 현실'과 '어머니의 방과후 돌봄교실에 대한 정책적 요구'로 분석하였다. '어머니가 바라보는 방과후 돌봄교실의 현실'은 '전반적인 방과후 돌봄교실의 수준이 낮음', '로또같은 선정확률', '교사의 수준에 따라 달라지는 교육의 질', '돌봄교실에 다니는 아이에 대한 부정적인 인식'으로 제시하였다. '어머니의 방과후 돌봄교실에 대한 정책적 요구'는 '사고육의 대체제로 자리매김하기', '학부모 기대와의 괴리감 개선', '돌봄 대상 선정자의 확대', '탄력적인 운영에 대한 요구'로 제시하였다. 본 연구의 결론으로 첫째, 방과후 돌봄교실이 돌봄 기능에 집중할 필요가 있다. 둘째, 방과후 돌봄교실의 수준별 운영이 필요하다. 셋째, 방과후 돌봄교실이 사교육의 대안으로 자리매김할 수 있도록 부모의 현실적인 요구를 반영하여야 한다.