This research aims to recognize lifelong education majors' understanding to cultural and artistic educator program, and how participation in cultural and artistic activities varies depending on their personal background. Pilot search and references we... This research aims to recognize lifelong education majors' understanding to cultural and artistic educator program, and how participation in cultural and artistic activities varies depending on their personal background. Pilot search and references were conducted for theoretical background, and 270 lifelong education undergraduates and graduates in Gwangju were surveyed in order to analyze the subjects' understanding in cultural and artistic education and educator program and participation in cultural and artistic activities. The survey consists of forty-four items in total, five concerning personal background and characteristics, twelve concerning investigation on subject's understanding of cultural and artistic education and educator program, and twenty-two concerning participation in cultural and artistic activity. In order to analyze the difference in understanding of cultural and artistic education and educator program, participation in cultural and artistic activity, and participation in cultural and artistic education, the research was conducted by cross-reference through -test in nominal scale, and independent t-test and one-way ANOVA test in ratio scales. A Duncan test was conducted for post-verification test. The research result is as in the following: First, the subjects' understanding in cultural and artistic education according to personal background is shown as follows: The understanding in concept of cultural and artistic education is higher on females than males, and age group of fifties and higher showed the highest understanding. On the survey on source of cultural and artistic education (multiple answers,) university and/or lifelong education center showed the highest. The interest in cultural and artistic education increased relative to subjects' age. On the survey on purpose of cultural and artistic education, characteristic and emotional development stood as the highest, followed by stress control and mental stability, communal spirit development, and creativity development. Secondly, the subjects' understanding in cultural and artistic educator program according to personal background is shown as follows: The understanding in cultural and artistic educator qualification system, graduates showed higher understanding than undergraduates, and among the departments, lifelong education showed the highest. On the influence of cultural and artistic educator qualification system to field education, among the graduate departments of social welfare, lifelong education and others, lifelong education graduates showed the highest recognition. Thirdly, the holding knowledge, interest, and participation to cultural and artistic activity according to personal background showed as follow: The holding knowledge to cultural and artistic activity showed little difference among gender, age, graduate status and major department, although graduate school graduates showed more knowledge than college graduates. On the interest in cultural and artistic activity, the average was slightly higher than normal. By gender, the average of both male and female group showed little difference; by age, the thirties showed more interest in cultural and artistic activity than twenties, forties, and fifties or more; by education level, college graduates showed more interest than undergraduates. On the participation in cultural and artistic activities, the result showed similar averages in age, gender and graduate status, and seniors showed more participation than sophomores and juniors. By major, social welfare, education and lifelong education showed similar averages; by education level, graduate school graduates showed more participation than college graduates. In conclusion, a plan is required for lifelong education majors to acquire and utilize information on recognition and attitude to cultural and artistic education and educator program, and invigoration of lifelong education should be consistently concerned and endeavored. The lifelong education majors are expected to be developed into professional personnel for cultural and artistic education. ，韩语论文，韩语论文范文 |
