오늘날 국내외적으로 학교교육은 창의적인 자기표현과 더불어 상호작용을 통한 소 통능력을 함양시켜서 사회의 문화 환경을 변화시킬 수 있는 인재육성에 목적을 두고 창의·인성교육을 강조하고 있다. 창의·인성적 특성은 누구나 갖고 있는 잠재능력 (Fischer, 2004, 강인애·육지연， 2011: 27 재인용)이기 때문에 교육을 통하여 발전할 가능성이 높다는 점에서 수업을 통한 창의·인성의 함양은 매우 중요하다. 교육과학기술부는 2009년 학생의 학습 부담을 덜어주고 진로에 적합한 교육과정 운영과 다양한 체험 활동을 통한 학습 강화를 위하여 교육과정을 개정하고 미술수업 의 내실화를 기하고자 블록타임 (block time) 및 집중이수를 실시하도록 하였다(교육과 학기술부， 2009). 이렇게 새롭게 제시된 국가 교육정책과 더불어 학교교육에서는 학생 들 의 교육적 요구와 가르쳐야할 지식의 양적 변화에 부응하는 수엽의 실천이 더욱 중 요하게 되었다.
The purpose of this study is to examine which influence the situated learning theory-based fine arts instruction has upon art learning attitudes and art learning achievements of middle school students. The experimental group was taught by following the situated learning theory-based fine arts instruction, while fine arts instruction with traditional method was applied for the control group. The SPSS v. 14.0 statistical package program was utilized for the statistical processing in collected materials. To verify difference between pre and post tests of art learning attitudes on both of groups, the paired sample t-test was adopted. In addition, One-way ANOVA was carried out in order to elicit the results on art learning achievements between two groups as well as to analyze interaction between two sub-elements of each of practical-skill evaluation items. As a result, first, the experimental group with application of the situated learning theory-based fine arts instruction showed the higher mean score in sub-elements for evaluation of the art learning attitudes than the control group. Second, the mean score on the written evaluation and all the practical-skill evaluation items was higher in the experimental group than in the control group. Based on overall results, it would conclude that the situated learning theory-based fine arts instruction has positive influence on the art learning attitudes and the art learning achievements of middle school students.
Ⅰ. 서론 Ⅱ. 이론적 배경 Ⅲ. 연구방법 Ⅳ. 연구결과 Ⅴ. 논의 및 결론 【참고문헌】 〈부록〉 ABSTRACT
