Due to change of digital environment in modern society, easily accessible contents are being commercialized. User-centered digital environment is permeating to our ordinary lives with smart watch, smart TV, AI, virtual reality, augmented reality, etc. Classic visual media 'broadcast' was recognized as hardware-wise media, appearing to be misfit for the future. But, with progress of digital devices and softwares, it is showing us possibility as educational contents with publicness and popular appeal. Thus, goal of this thesis is to foster ability of actively analyzing and communicating with fluxional visual contents to learners, utilizing terrestrial broadcasting contents. In chapter 2, understanding of terrestrial broadcasting contents and analyzation of necessity&educational present of art application program were done. For this, we looked over concept, type, user pattern of terrestrial broadcasting program. We surveyed on middle school students in Kyeonggi-do, Pyeongtaek-si and Bucheon-si and city of Incheon. As a result, necessity of maneuver to visual contents environment and self-directed appreciation education was recognized. In chapter 3, we analyzed development and examples of art appreciation contents utilizing terrestrial broadcasting contents based on theoretical concept and analysis of present condition. These are plans for art appreciation program utilizing terrestrial broadcasting contents. First, refinement contents-utilized art appreciation program for contextual understanding placed critique phase of Mittler as lesson model and emphasized on ability of contextual understanding ability by understanding and appreciating architecture of Gaudi with its time period utilizing objective refinement contents. Second, drama contents-utilized art appreciation program for analytical thinking utilized appreciation methods by Geahigan as model of critical discourse and emphasized on enlarging analytical thought by comparing & appreciating works of Kim-Heungdo and Shin Yoon-bok utilizing drama with fictional setting. Third, entertainment contents-utilized art appreciation program for critique phase of Mittler as lesson model, and emphasized on fostering critical thinking by utilizing entertainment contents with interesting stories and appreciating many different excellent films and contents together. As a result, students began to thought art trend and art appreciation they had thought difficult. And I could induce them to appreciate works actively. In chapter 4, we researched on educational effect of art appreciation program utilizing terrestrial broadcasting contents. These are educational effects we figured out. First, interest in history and culture related to art works increased. Second, ability to think critically and visual literacy has improved. Despite of these educational outputs appreciation education is in trouble due to lack of class times and reinforcement of contents. So I suggested ways to activate programs based on this research. First, we have to relate it with course-in-life education&free semester system. Second, we have to utilize it as integrated educational program utilizing variety of broadcasting contents. Third, teacher training and facility for promoting professional media educating teacher to organize visual contents should be expanded. I could draw positive results for program with activation methods educational effects like above. Art appreciation program with terrestrial broadcasting contents proper to adolescent cultural-ecological environment will likely to help learners with setting right values and improvement of ability for critical thinking. I hope appreciation education to be big help in progress of art education by fostering the talented who can analyze contents logically and decide independently. ，韩语论文范文，韩语论文题目 |
