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학제간연구 과학기술학 뇌인지과학 기술정책 기타 복합학

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논문 기본 정보

자료유형
학술저널
저자정보
저널정보
한국여가레크리에이션학회 한국여가레크리에이션학회지 한국여가레크리에이션학회지 제21권
발행연도
2001.11
수록면
95 - 128 (34page)

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초록· 키워드

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The purpose of this study was to investigate how to determine the contents of curriculums of leisure & recreation leadership courses in professional educational institutions. As well, a comparison was made between leisure & recreation leadership qualifying system of USA and that of Japan. Based upon this, We found that the following statements. In USA, the main purpose of leisure & recreation leadership qualifying system targets to certify the programs themselves to obtain a degree of high educational institutions. While, In Japan, the main purpose of leisure & recreation leadership qualifying system targets for applicants to get the qualification. Based upon mentioning above, the following suggestions about leadership training for leisure & recreation education, namely, qualifications for a leisure & recreation leader and the related certifying system in Korea were made : 1) It was thought that a variety of curriculums including the study of government affairs, economics, and history as a general subject were developed for students in order to raise their cultural levels and bring up the speciality. 2) It was desirable that methods to show the speciality in field and contents to learn real skills were adopted into the curriculums. There were eight areas in professional subjects such as statistical skills, how to use audio-visual machinery, theory about a contract, and so on. 3) It was necessary to learn sight-seeing, health, human development, sport for all, life & culture, and so forth related with recreation according to the characteristics of the departments, which was seen from the case of USA. 4) It was important to know that the contents of leisure & recreation leadership certifying system in USA was specialized to a higher degree than that of Japan or Korea. So, we should recognized that such a fact was deeply related to the way ahead of high educational institute graduate. Drawn from above, the conclusive statements to promote leisure & recreation leadership training course were as follows : We should establish recreation-related departments in university/graduate school education to bring up qualified recreation leaders. More intensive studies on leisure & recreation education programs would be made in order to let the specialists of leisure & recreation field do their best to play affirmative roles in our society.

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