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하브루타 교육을 적용한 가창 교육 방법 연구 = A Study on Havruta Education-Applied Methods for Vocal Music Education.

첨부 : 하브루타 교육을 적용한 가창 교육 방법 연구.pdf

저자 : 이창미 

지도교수: 조성기 

학위논문사항 학위논문(석사)-- 공주대학교 교육대학원 : 음악교육전공 2017. 8

The purpose of this study was to investigate Havruta-applied methods for vocal music education to help the students improve their self-expression and increase their self-expression abilities. For that purpose, the study examined the definition of Havruta, the characteristics, basic principles and types of education, and the effects and advantages of Havruta education in the literature. The study also looked into the significance, components, and educational values of vocal music education in the literature to promote the understanding of vocal music education. The investigator then analyzed previous studies on the methods of Havruta, music education and vocal music education and found their implications for the present study. Based on those literature study results and previous studies, the investigator investigated Havruta education-applied methods for vocal music education and designed vocal music teaching and learning by applying Havruta education. In the design stage, the seven elements according to the logical system of Moche Chaim Luzzatto, which include statement, question, answer, contradiction, proof, difficulty, and resolution, were used as the educational elements of Havruta to design a teaching and learning process plan. Under the taxonomy of educational objectives, the cognitive, psychomotor, and affective domains were taken into consideration to propose a design for vocal music learning activities. Three educational types of Havruta, which include question-, dispute-, and comparison-centric Havruta, were applied to vocal music education and develop a teaching and learning process plan for vocal music. By engaging in the Havruta-applied vocal music learning activities proposed in the study, the students were able to improve their self-expression and get a chance for self-realization through discussions about musical interpretations, search for expressive learning, and evaluation after the practice of vocal music. In addition, they expanded their critical thinking, improved their respect for others' opinions and communication with them, and formed partnership with them in learning through endurance and persistence by repeating the process of statement, question, answer, contradiction, proof, difficulty, and resolution, which are the elements of Havruta. They also cultivated their creativity through various ways of thinking and active expressions. The findings of the present study are expected to help students develop the core capabilities to be needed in the future.

목차 (Table of Contents)
Ⅰ. 서론    1
1. 연구의 필요성 및 목적    1
2. 연구의 내용 및 방법    4
3. 연구의 제한점    5
Ⅱ. 이론적 배경    6
1. 하브루타 교육법    6
가. 하브루타의 정의    6
나. 하브루타 교육의 특징    7
다. 하부르타 교육의 기본원리    10
라. 하브루타 교육의 유형    15
마. 하브루타 교육의 영향 및 장점    23
2. 가창 교육 방법    25
가. 가창 교육의 의의 25
나. 가창 교육의 구성요소    27
다. 가창 교육의 교육적 가치    29
3. 선행 연구 분석    31
Ⅲ. 하브루타 교육을 적용한 가창 교육 설계 및 적용    34
1. 설계    34
가. 하브루타 교육요소    34
나. 교육 목표 분류 영역과 음악 학습 활동    35
다. 가창 활동 내용과 가창 평가 요소    39
2. 적용    42
가. 질문 중심 하브루타    42
나. 논쟁 중심 하브루타    47
다. 비교 중심 하브루타    51
Ⅳ. 결론 및 제언    58
1. 결론    58
2. 제언    60
참고문헌    61
Abstract    64