학교현장교육에 대한 열린교육의 빛과 그림자

The Light & Shadow of Open Education in the School-site

본 연구는 1986년부터 2000년 초까지 우리나라 학교현장교육을 주도했던 열린교육이 학교현장교육에 미친 긍정적인 측면과 부정적인 측면을 알아보는데 목적이 있다. 이를 위해 1986년부터 2013년까지의 열린교육 관련 학술논문, 도서, 언론보도, 기타자료 들을 분석하였다. 연구 결과로는 열린교육의 긍정적 측면으로 학습권 확대, 교사의 전문적 자질 개선, 학부모의 참여 확대, 학습자 주도 학습의 변환 등이었으며, 부정적인 측면으로는 개념의 모호성과 준비부족으로 인한 혼란, 평가와 연계한 부작용으로 전시위주의 교육, 학생의 자유확대로 인한 폐단 등이 나타났다. 결론적으로, 한국교육현장에 열린교육이 끼친 긍정적인 요소들은 더욱 발전시키고, 부정적인 요소들을 줄여나가기 위한 노력을 하면서 열린교육의 이념과 철학을 이루기 위해 새로운 방법으로 지속되어야 한다.

The purpose of this study was to investigate the positive effect of open education, which was dominant from 1986 to early 2000, on domestic school-site training. For this purpose, open education analysis and arrangement were made from resources dated 1986 to 2013 from the scholarly journals of Korea Association of Yeolin(Open) Education (KAYE) and Yeolin Education Research (YER), and data published by the press at that time. 20 years of published data from KAYE, interviews with the staff actively involved in the KAYE research and interviews with teachers previously and currently practicing open education were collected and arranged. As a result, the history of Korean open education, the concept of open education based on its main principle and the content of activity brought about serious change to the school site, such as discovering the merit of educational reformation from the ground up. Professors, principals, school inspectors and teachers who agreed with open education gathered and organized the KAYE research in 1991. They made efforts to develop student-centered school-site training, engaging themselves in teacher training courses and open classes. Accordingly, open education expanded nationwide covering public, private, primary and secondary schools. This research investigated the positive effect of open education on domestic school-site training and discussed a plan to establish and implement a school education reformation policy.