초등 방과후학교 및 돌봄교실 운영 개선 방안
연구책임자 : 권민석(고산초)
Ⅰ. 서론 ························································································· 1
1. 연구의 필요성 및 목적 ··············································································· 3
2. 연구의 내용 및 범위 ·················································································· 5
3. 연구방법 ······································································································· 5
4. 연구의 제한점 ···························································································· 10
Ⅱ. 이론적 배경 ·········································································· 11
1. 우리나라 초등 방과후학교 및 돌봄교실 운영 실태 ······························ 13
2. 외국의 방과후학교 및 돌봄교실 운영 사례 ·········································· 28
3. 선행연구 고찰 ···························································································· 43
Ⅲ. 방과후학교와 돌봄교실 실태 및 요구조사 ······················ 51
1. 설문조사를 통한 실태 및 요구조사 ························································ 53
2. 심층면담 결과 분석 ·················································································· 64
Ⅳ. 방과후학교 및 돌봄교실 운영 모델(안) ·························· 77
1. 학교 중심 협업 모델 ················································································· 79
2. 교육청 중심 협업 모델 ············································································ 80
3. 지자체 중심 협업 모델 ············································································ 82
4. 통합 협업 모델 ·························································································· 83
Ⅴ. 결론 및 제언 ······································································ 87
1. 결론 ············································································································· 89
2. 제언 ············································································································· 92
참고문헌 ····················································································· 95
부록 ····························································································· 99
초등 방과후학교 및 돌봄교실 운영 개선 방안
연구책임자 : 권민석(고산초)
Ⅰ. 서론 ························································································· 1
1. 연구의 필요성 및 목적 ··············································································· 3
2. 연구의 내용 및 범위 ·················································································· 5
3. 연구방법 ······································································································· 5
4. 연구의 제한점 ···························································································· 10
Ⅱ. 이론적 배경 ·········································································· 11
1. 우리나라 초등 방과후학교 및 돌봄교실 운영 실태 ······························ 13
2. 외국의 방과후학교 및 돌봄교실 운영 사례 ·········································· 28
3. 선행연구 고찰 ···························································································· 43
Ⅲ. 방과후학교와 돌봄교실 실태 및 요구조사 ······················ 51
1. 설문조사를 통한 실태 및 요구조사 ························································ 53
2. 심층면담 결과 분석 ·················································································· 64
Ⅳ. 방과후학교 및 돌봄교실 운영 모델(안) ·························· 77
1. 학교 중심 협업 모델 ················································································· 79
2. 교육청 중심 협업 모델 ············································································ 80
3. 지자체 중심 협업 모델 ············································································ 82
4. 통합 협업 모델 ·························································································· 83
Ⅴ. 결론 및 제언 ······································································ 87
1. 결론 ············································································································· 89
2. 제언 ············································································································· 92
참고문헌 ····················································································· 95
부록 ····························································································· 99