중등학교에서 음악중심 융합교육의 실태 분석

Abstract

The purpose of this study is to understand the current status of convergence education taking place in schools and to find implications for convergence education based on this. Convergence education takes place in various forms, but this study examined the actual status of convergence education centered on music subjects. For this purpose, 56 current music teachers from 54 schools located in 16 city/provincial offices of education nationwide were selected as research participants and the differences in demographic characteristics and perceptions related to convergence education were investigated and analyzed. the results are as follow. First, the level of teachers' awareness of the need for music-centered convergence education was generally high, and music teachers were well aware of music-centered convergence classes. Teachers with experience in operating music-centered convergence education responded positively to continued operation, but there were also elements of avoidance due to lack of time to research textbooks. Problems with convergence education include high awareness of the difficulties caused by differences in the level of students in a class, cases where there are many students per class, and challenges in securing teachers' discretion and developing and sharing various programs. Since convergence education is an essential form of future education, teacher training must be continuously provided in school settings. In particular, music subjects include practical areas, so the diversity of convergence education must be applied and developed to be implemented as a learning activity.