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This article aimed to study the background of the establishment and the primary cause of the success in the long term and the educational significance of the Gyeongju Museum School. The Gyeongju Museum School was established in 1954 by Mr. Hongsup Chin who was the director of Gyeongju National Museum and Mr. Gyeongyeol Yoon who was an nonprofessional historian. Although the cultural heritage combined with the museum in Gyeongju by the establishment of the society for the preservation of historic relics of Gyeongju and Gyeongju Museum of the Joseon government-general, it related with the making of the colonial historical view and the development of the tourist attractions and the collection of the antiques. After liberation in 1945, Korean has to overcome the limitations of the Japanese colonial period.
The pioneers were Mr. Hongsup Chin and Mr. Gyeongyeol Yoon. As they were inflowed from the external territory and the younger generation, many native people in Gyeongju was stubborn and did not sympathize with their opinion. They noticed the new generation,the children to preserve the cultural heritage in Gyeongju and established the Gyeongju Museum School and educated the children the significance of the cultural heritage. Especially Mr. Yoon had been much influenced by Mr. Jeonghwan Bang who was the most famous children movement leader in 1920s. They made an attempt the various educational method to explain efficiently the relics, for example the lecture in classroom, the making an on-the-spot survey, and the orally narrated fairy tale which was influenced by Mr. Bang.
Gyeongju Museum School took leave from the Gyeongju National Museum in 1959 because of the discord in museum, but rejoined together in 1975. Now it was successfully managed together by Gyeongju National Museum and the Society of Silla Culture in Gyeongju. The first main factor on which it was continued for 50 years is the making much of the field of the relics, they always emphasized on the relics and teach the meaning and significant of the relics in everyday life. And the teachers developed the education methods and considered the incentive to attract the concerns of the children. Lastly we cannot forget the passion and the endeavor which the pioneers, Mr. Chin and Yoon and many teachers related with the management of the school devoted. With the consequence that the children grew up and have been on the cutting edge to preserve the cultural heritage in Gyeongju.
The pioneers were Mr. Hongsup Chin and Mr. Gyeongyeol Yoon. As they were inflowed from the external territory and the younger generation, many native people in Gyeongju was stubborn and did not sympathize with their opinion. They noticed the new generation,the children to preserve the cultural heritage in Gyeongju and established the Gyeongju Museum School and educated the children the significance of the cultural heritage. Especially Mr. Yoon had been much influenced by Mr. Jeonghwan Bang who was the most famous children movement leader in 1920s. They made an attempt the various educational method to explain efficiently the relics, for example the lecture in classroom, the making an on-the-spot survey, and the orally narrated fairy tale which was influenced by Mr. Bang.
Gyeongju Museum School took leave from the Gyeongju National Museum in 1959 because of the discord in museum, but rejoined together in 1975. Now it was successfully managed together by Gyeongju National Museum and the Society of Silla Culture in Gyeongju. The first main factor on which it was continued for 50 years is the making much of the field of the relics, they always emphasized on the relics and teach the meaning and significant of the relics in everyday life. And the teachers developed the education methods and considered the incentive to attract the concerns of the children. Lastly we cannot forget the passion and the endeavor which the pioneers, Mr. Chin and Yoon and many teachers related with the management of the school devoted. With the consequence that the children grew up and have been on the cutting edge to preserve the cultural heritage in Gyeongju.
목차
1. 머리말
2. 일제시기 慶州와 博物館
3. 경주박물관학교의 설립
4. 경주박물관학교의 변천
5. 경주박물관학교의 성격
6. 맺음말
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