고려시대 국자감 중심 교육체제의 형성 과정

목차

Ⅰ. 서론

Ⅱ. 국자감의 위상 강화

1. 국자감 설립 이전의 국학
2. 국자감 관행의 변화
3. 국자감의 성격 변화

Ⅲ. 국자감 중심 교육체제의 형성 과정

1. 국자감시의 시행
2. 향교의 활성화
3. 사학의 관학화
4. 과거제도와 국자감의 연계 강화
5. 국자감 중심 교육체제의 교육사적 의의

Ⅳ. 요약 및 결론

1. 요약
2. 결론

본문내용

h is the practice of making sacrifices to the confucian teachers, teaching students and recommandating candidates for Kwageo became settled down. And the educatonal aim became teaching them confucian knowledge and making them as confucians instead of preparing students for Kwageo. The change resulted that the status of Kukjagam was rased and the function of Kukjagam was strengthened. Second, another schools and Kwageo became systemized around Kukjagam. Kukjagamsi (entrance examination to Kukjagam; 國子監試), Hyanggyo(local academy; 鄕校), Sahak(private academy; 私學) and Kwageo in the middle period of Koryo dynasty shows the change indirectively. By executing of Kukjagamsi, the rank of Kukjagam was promoted. By disptaching of school inspector to Hyanggyo and strengthening the control over Sahak, the schools became affiliated with Kukjagam. Such change means that the ladder of schools was formed. Besides, by strengthening the recommandating function of Kukjagam and changing the subject of Kwagoe, Kwagoe came into close relation with Kukjagam. These phenomena show that Kukjagam centered educational system(國子監 中心 敎育體制) was formed.
The formation of the educational system made the confucian education of Koryo entered a new step in the middle period. First, the confucian education became education itself. Students could not learn anything important except confucian knowledge any more. For the Kukjagam centered educational system eliminated any other knowledge from the educaton of Koryo. Second, traditional private educaton became weakened and public education became strengthened. Traditionally the center of education of Koryo was Sasuk(private school; 私塾) or Sahak. But the private educational institutions became one lower part of the new educational system and could not play an important part any more. This means that Korean accepted the idea of public education instead of the traditional idea of private education in the middel period.
From this time on, the Kukjagam centered educational system took root deeply by educational policy and affected the educational system of Chosun. For example, Kukjagamsi which the characteristic examination of Koryo survived in Chosun as Chinsasi(the entrance examination to Sunggyungwan; 進士試). Because this examination required candiditates for high standard of academic competance, Kukjagam in Koryo and Sunggyungwan(成均館) in Chosun could be academic centers in educational system. In addition to, the policy of promoting public education succeeded in the educational policy of Chosun. These mean that the education of Chosun rooted in the education of Koryo and the study of two can not be seperated. But this treatise does not focus on this point, so we must wait for later study.
keywords; Kukjagam centered educational system (國子監 中心 敎育體制), Kukjagam (state directorate academy; 國子監), Kukjagamsi (entrance examination to Kukjagam; 國子監試), Hyanggyo (local academy; 鄕校), Sahak (private academy; 私學), Kwageo (civil service examination; 科擧)

키워드

국자감,   교육체제,   교육사적,   국자감 중심 교육체제의 교육사적 의의,   과거제도와 국자감의 연계 강화,   사학의 관학화