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ๆณฐ ๆฑ ๅค ๅ…ธ ็ก ็ฉถ ็ฌฌ 24 ่ผฏ ์ด์ƒ์ ์ธ ์ •์น˜ ์‚ฌํšŒ์˜ ๊ตฌํ˜„ ์ด๋ผ๋Š” ์˜๋ฏธ๋ฅผ ๊ฐ€์ง€๋ฏ€๋กœ, ๋”ฐ๋ผ์„œ ์ฒœ์ธ ํ•ฉ์ผ๋ก ์€ ๊ฐ€์žฅ ์ ๊ทน์ ์ธ ๊ฒฝ์„ธ์˜ ์ด๋ก ์ด ๋œ๋‹ค๊ณ  ํ•  ์ˆ˜ ์žˆ๋‹ค. ๊ถŒ๊ทผ์€ ๊ฒฝ์„œ์˜ ๋‚ด์šฉ ์ค‘์—์„œ ํ˜„์‹ค ์ •์น˜์˜ ๊ท€๊ฐ์œผ๋กœ ์‚ผ์„ ๋งŒํ•œ ์ฒœ์ธํ•ฉ์ผ์˜ ์›์น™๊ณผ ์‚ฌ๋ก€๋“ค์„ ๋ฐœ๊ฒฌํ•˜๊ณ , ์ด๋ฅผ ์—ฐ๊ตฌํ•˜์—ฌ

Journal of Educational Innovation Research 2019, Vol. 29, No. 1, pp DOI: * Suggestions of Ways

188 ์ตœ ์˜ ํ™˜ ์ฒญ๋ฅ ์„ ํ†ตํ•œ ๊ฐ€์น˜์ธก์ •์„ ํ†ตํ•œ ์ž๊ธฐ ๊ถŒ๋ฆฌ๋ฅผ ์ฃผ์žฅํ•  ์ˆ˜ ์žˆ ๋Š” ๊ทผ๊ฑฐ ์ž๋ฃŒ๋กœ ํ™œ์šฉํ•  ์ˆ˜ ์žˆ๋‹ค. ์ฆ‰, ๋ฐฉ์†ก์‚ฌ๊ฐ€ ์ฃผ์žฅํ•˜๋Š” ๋‚ฎ์€ ์ค‘๊ณ„๊ถŒ๋ฃŒ๋ฅผ ์ฃผ์žฅํ• ๋•Œ๋Š” ํ”„๋กœ์•ผ๊ตฌ๊ฐ€ ๋‚ฎ์€ ์‹œ์ฒญ๋ฅ ์„ ๊ธฐ๋กํ–ˆ์„ ๋•Œ๋งŒ์ด ์ •๋‹นํ•˜๋‹ค. ํ•˜์ง€๋งŒ, ํ”„๋กœ์•ผ๊ตฌ์˜ ๋œจ๊ฑฐ์šด ์—ด๊ธฐ๋งŒํผ์ด๋‚˜ ์‹œ์ฒญ๋ฅ ๋„ ๊ธ‰ ์„ฑ์žฅ์„ธ๋ฅผ

2. ๋ฐ•์ฃผ๋ฏผ.hwp

_KF_Bulletin webcopy

27 2, 17-31, , * ** ***,. K 1 2 2,.,,,.,.,.,,.,. :,,, : 2009/08/19 : 2009/09/09 : 2009/09/30 * 2007 ** *** ( :

Journal of Educational Innovation Research 2018, Vol. 28, No. 4, pp DOI: * A S

์ •์ง„๋ช… ๋‚จ์žฌ์› ๋– ์˜ค๋ฅด๊ณ  ์žˆ๋‹ค. ๋ฐฐ๋‹ฌ์•ฑ์„œ๋น„์Šค๋Š” ์†Œ๋น„์ž๊ฐ€ ๋ฐฐ๋‹ฌ ์•ฑ์„œ๋น„์Šค๋ฅผ ์ด์šฉํ•˜์—ฌ ๋ฐฐ๋‹ฌ์Œ์‹์ ์„ ์ฐพ๊ณ  ์Œ์‹ ์„ ์ฃผ๋ฌธํ•˜๋ฉฐ, ๋Œ€๊ธˆ์„ ๊ฒฐ์ œ๊นŒ์ง€ ํ•  ์ˆ˜ ์žˆ๋Š” ์„œ๋น„ ์Šค๋ฅผ ๋งํ•œ๋‹ค. ๋ฐฐ๋‹ฌ์•ฑ์„œ๋น„์Šค๋Š” ๊ฐ„ํŽธํ•œ ์Œ์‹ ์ฃผ๋ฌธ ๊ณผ ๋ฐ”๋กœ๊ฒฐ์ œ ์„œ๋น„์Šค๋ฅผ ๋ฐ”ํƒ•์œผ๋กœ ์ „ ์—ฐ๋ น์ธต์—์„œ ๋น ๋ฅด๊ฒŒ ๋ณด๊ธ‰๋˜๊ณ  ์žˆ๋Š” ๋ฐ˜๋ฉด,

Transcription:

์žฅ์• ์ธ ๋Œ€์ƒ ํ”„๋กœ๊ทธ๋žจ์˜ ์‹คํƒœ์— ๊ด€ํ•œ ์—ฐ๊ตฌ - ์žฅ์• ์ธ ๋งŒ์กฑ๋„๋ฅผ ์ค‘์‹ฌ์œผ๋กœ -

2002ํ•™๋…„๋„ ์„์‚ฌํ•™์œ„ ๋…ผ๋ฌธ ์žฅ์• ์ธ ๋Œ€์ƒ ํ”„๋กœ๊ทธ๋žจ์˜ ์‹คํƒœ์— ๊ด€ํ•œ ์—ฐ๊ตฌ -์žฅ์• ์ธ ๋งŒ์กฑ๋„๋ฅผ ์ค‘์‹ฌ์œผ๋กœ- ๊ณ  ๋ฒ” ์ค‘ ์ง€๋„๊ต์ˆ˜ ์ด ์˜ค ํ˜„ ์œ„ ๋…ผ๋ฌธ์„ ์„์‚ฌํ•™์œ„ ๋…ผ๋ฌธ์œผ๋กœ ์ œ์ถœํ•จ 2003๋…„ 6์›” ์ผ ๊ณ ๋ฒ”์ค‘์˜ ์–ธ๋ก ํ•™ ์„์‚ฌํ•™์œ„๋…ผ๋ฌธ์„ ์ธ์ค€ํ•จ 2003๋…„ 6์›” ์ผ ์ฃผ์‹ฌ... ๋ถ€์‹ฌ... ๋ถ€์‹ฌ... ๋™๊ตญ๋Œ€ํ•™๊ต ์–ธ๋ก ์ •๋ณด๋Œ€ํ•™์›

๋ชฉ ์ฐจ ์ œ 1 ์žฅ ์„œ ๋ก  1 ์ œ 1 ์ ˆ ๋ฌธ ์ œ ์ œ ๊ธฐ 1 ์ œ 2 ์ ˆ ์—ฐ ๊ตฌ ๋ฌธ ์ œ ๋ฐ ์—ฐ ๊ตฌ ๋ฐฉ ๋ฒ• 3 1. ์—ฐ ๊ตฌ ๋ฌธ ์ œ 3 2. ์—ฐ ๊ตฌ ๋ฐฉ ๋ฒ• 4 (1) ๋ถ„์„๋ฐฉ๋ฒ• 4 (2) ๋ถ„์„๋Œ€์ƒ 5 (3) ๋ถ„์„์‹œ๊ธฐ 6 ์ œ 2 ์žฅ ๊ด€๋ จ ๋ฐฐ๊ฒฝ ๋ฐ ์ด๋…์  ๊ณ ์ฐฐ 7 ์ œ 1 ์ ˆ ์žฅ์• ์ธ์ด๋ž€ 7 1. ์žฅ์• ์ธ์˜ ์ •์˜ 7 2. ์žฅ์• ์ธ์˜ ๊ถŒ๋ฆฌ 9 ์ œ 2 ์ ˆ ์žฅ์• ์ธ ์ •๋ณด ์ ‘๊ทผ๊ถŒ 10 1. ๊ธฐ์ˆ ๋ฐœ๋‹ฌ๊ณผ ์žฅ์• ์ธ 10 2. ์ •๋ณด ์ ‘๊ทผ๊ถŒ 11 3. ๋ณต์ง€์ •๋ณดํ†ต์‹  13 4. ์žฅ์• ์ธ ์ •๋ณด ์ ‘๊ทผ๊ถŒ 14 (1)๋ฒ•์  ๊ทผ๊ฑฐ 17 (2)๋ฒ•์  ์„ฑ๊ฒฉ 19 - iii -

์ œ 3 ์ ˆ ์žฅ์• ์ธ ํ”„๋กœ๊ทธ๋žจ์˜ ํ˜„ํ™ฉ๊ณผ ๋ฌธ์ œ์  21 1. ์žฅ์• ์ธ ํ”„๋กœ๊ทธ๋žจ์˜ ์ •์˜ 21 2. ์žฅ์• ์ธ ํ”„๋กœ๊ทธ๋žจ์˜ ํ˜„ํ™ฉ๊ณผ ๋ฌธ์ œ์  21 3. ์žฅ์• ์ธ ๋ฐฉ์†ก์ ‘๊ทผ๊ถŒ์„ ์œ„ํ•œ ํ˜„ํ™ฉ๊ณผ ๋ฌธ์ œ์  ๋ฐ ์™ธ๊ตญ์‚ฌ๋ก€ 23 4. ์žฅ์• ์ธ ํ”„๋กœ๊ทธ๋žจ์˜ ์ˆœ๊ธฐ๋Šฅ๊ณผ ์—ญ๊ธฐ๋Šฅ 36 ์ œ3์žฅ ํ˜„ ์žฅ์• ์ธ ๋Œ€์ƒ ํ”„๋กœ๊ทธ๋žจ์— ๋Œ€ํ•œ ๋ถ„์„ 37 ์ œ1์ ˆ ์žฅ์• ์ธ ํ”„๋กœ๊ทธ๋žจ ๋ชจ๋‹ˆํ„ฐ 37 1. KBS ์‚ฌ๋ž‘์˜ ๊ฐ€์กฑ 37 (1) ํ”„๋กœ๊ทธ๋žจ ๊ฐœ์š” 37 (2) ๋ชจ๋‹ˆํ„ฐ ๋‚ด์šฉ 39 2. EBS ํฌ๋ง ํ’๊ฒฝ 42 (1) ํ”„๋กœ๊ทธ๋žจ ๊ฐœ์š” 42 (2) ๋ชจ๋‹ˆํ„ฐ ๋‚ด์šฉ 44 ์ œ4์žฅ ์žฅ์• ์ธ ๋Œ€์ƒ ํ”„๋กœ๊ทธ๋žจ ์ ‘์ด‰์‹คํƒœ ๋ฐ ๋งŒ์กฑ๋„์— ๊ด€ํ•œ ์กฐ์‚ฌ 50 ์ œ1์ ˆ ์žฅ์• ์ธ์˜ ์žฅ์• ์ธ ๋Œ€์ƒ ํ”„๋กœ๊ทธ๋žจ ์ ‘์ด‰์‹คํƒœ 50 1. ์ฒญ๊ฐ ์žฅ์• ์ธ ์‚ฌ๋ก€ 50 2. ์ง€์ฒด ์žฅ์• ์ธ ์‚ฌ๋ก€ 58 3. ์‹œ๊ฐ ์žฅ์• ์ธ ์‚ฌ๋ก€ 62 4. ์ •์‹ ์ง€์ฒด ์žฅ์• ์ธ ์‚ฌ๋ก€ 65 - iv -

์ œ 2 ์ ˆ ๋ฉด์ ‘ ์กฐ์‚ฌ ๊ฒฐ๋ก  68 ์ œ 5 ์žฅ ์žฅ์• ์ธ ํ”„๋กœ๊ทธ๋žจ ๋ฐœ์ „๋ฐฉ์•ˆ 72 ์ œ 1 ์ ˆ ์žฅ๋ฅด๋ณ„ ๊ตฌ์ฒด์  ๋…ผ์˜์— ๊ทผ๊ฑฐํ•œ ๊ฒฐ๋ก  72 1. ์žฅ์• ์ธ๊ณผ ๋น„์žฅ์• ์ธ ํ”„๋กœ๊ทธ๋žจ์˜ ์–‘๋ถ„ํ™” 72 2. ์ธ๋ฌผ ์œ„์ฃผ์˜ ๋™์ •์‹ฌ ์œ ๋ฐœ ํ”„๋กœ๊ทธ๋žจ 72 3. ์žฅ์• ์ธ ํ”„๋กœ๊ทธ๋žจ์˜ ์–‘์ , ์งˆ์  ๋ถ€์กฑ 73 4. ์žฅ์• ์ธ ์œ ํ˜•๋ณ„ ๋ฐฉ์†ก์ ‘๊ทผ์˜ ๋น„์ฒด๊ณ„์„ฑ 73 5. ๊ฒฐ์–ด 73 ์ œ 2 ์ ˆ ์—ฐ๊ตฌ์˜ ํ•œ๊ณ„ ๋ฐ ์ œ์–ธ 75 ์ฐธ ๊ณ  ๋ฌธ ํ—Œ 77 1. ๊ตญ๋‚ด๋ฌธํ—Œ 77 2. ์™ธ๊ตญ๋ฌธํ—Œ 78 3. ๊ด€๋ จ ์ธํ„ฐ๋„ท ์‚ฌ์ดํŠธ 79 ABSTRACT 80 - v -

ํ‘œ ๋ชฉ ์ฐจ <ํ‘œ 1> KBS ์‚ฌ๋ž‘์˜ ๊ฐ€์กฑ ๊ฐœ์š” 39 <ํ‘œ 2> KBS ์‚ฌ๋ž‘์˜ ๊ฐ€์กฑ ๋ชจ๋‹ˆํ„ฐ ๊ฐœ์š” 41 <ํ‘œ 3> EBS ํฌ๋ง ํ’๊ฒฝ ํ”„๋กœ๊ทธ๋žจ ๊ฐœ์š” 44 <ํ‘œ 4> EBS ํฌ๋ง ํ’๊ฒฝ ๋ชจ๋‹ˆํ„ฐ ๊ฐœ์š” 49 <ํ‘œ 5> ์ฒญ๊ฐ์žฅ์• ์ธ ๋ฉด์ ‘๋Œ€์ƒ์ž 51 <ํ‘œ 6> ์ฒญ๊ฐ์žฅ์• ์ธ ์‘๋‹ต์ž 1์˜ ์ฃผ์š” ๋ฉด์ ‘๋‚ด์šฉ 53 <ํ‘œ 7> ์ฒญ๊ฐ์žฅ์• ์ธ ์‘๋‹ต์ž 2์˜ ์ฃผ์š” ๋ฉด์ ‘๋‚ด์šฉ 55 <ํ‘œ 8> ์ฒญ๊ฐ์žฅ์• ์ธ ์‘๋‹ต์ž 3์˜ ์ฃผ์š” ๋ฉด์ ‘๋‚ด์šฉ 57 <ํ‘œ 9> ์ง€์ฒด์žฅ์• ์ธ ๋ฉด์ ‘๋Œ€์ƒ์ž 58 <ํ‘œ 10> ์ง€์ฒด์žฅ์• ์ธ ์‘๋‹ต์ž 4์˜ ์ฃผ์š” ๋ฉด์ ‘๋‚ด์šฉ 60 <ํ‘œ 11> ์ง€์ฒด์žฅ์• ์ธ ์‘๋‹ต์ž 5์˜ ์ฃผ์š” ๋ฉด์ ‘๋‚ด์šฉ 61 <ํ‘œ 12> ์ง€์ฒด์žฅ์• ์ธ ์‘๋‹ต์ž 6์˜ ์ฃผ์š” ๋ฉด์ ‘๋‚ด์šฉ 61 <ํ‘œ 13> ์‹œ๊ฐ์žฅ์• ์ธ ๋ฉด์ ‘๋Œ€์ƒ์ž 62 <ํ‘œ 14> ์‹œ๊ฐ์žฅ์• ์ธ ์‘๋‹ต์ž 7์˜ ์ฃผ์š” ๋ฉด์ ‘๋‚ด์šฉ 64 <ํ‘œ 15> ์‹œ๊ฐ์žฅ์• ์ธ ์‘๋‹ต์ž 8์˜ ์ฃผ์š” ๋ฉด์ ‘๋‚ด์šฉ 64 <ํ‘œ 16> ์‹œ๊ฐ์žฅ์• ์ธ ์‘๋‹ต์ž 9์˜ ์ฃผ์š” ๋ฉด์ ‘๋‚ด์šฉ 65 <ํ‘œ 17> ์ •์‹ ์ง€์ฒด์žฅ์• ์ธ ๋ฉด์ ‘๋Œ€์ƒ์ž 66 <ํ‘œ 18> ์ •์‹ ์ง€์ฒด์žฅ์• ์ธ ์‘๋‹ต์ž 10~11์˜ ์ฃผ์š” ๋ฉด์ ‘๋‚ด์šฉ 67 <ํ‘œ 19> ์ •์‹ ์ง€์ฒด์žฅ์• ์ธ ์‘๋‹ต์ž 12์˜ ์ฃผ์š” ๋ฉด์ ‘๋‚ด์šฉ 68 <ํ‘œ 20> ์žฅ์•  ์œ ํ˜•๋ณ„ ๋ฉด์ ‘ ์กฐ์‚ฌ ๊ฒฐ๊ณผ ๊ฐœ์š” 69 - vi -

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8) <ํ•œ๊ฒจ๋ ˆ์‹ ๋ฌธ>, 1997๋…„ 11์›” 13์ผ์ž. 9) <์ค‘์•™์ผ๋ณด>, 1997๋…„ 12์›” 6์ผ์ž. - 24 -

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10) ์šฐ์ •์„ฑ, ์‹œ์ฒญ ์žฅ์• ์ธ ๋Œ€์ƒ ํ”„๋กœ๊ทธ๋žจ ์ œ์ž‘์ง€์› ๊ฐ•ํ™”, ๋ฐฉ์†ก๋™ํ–ฅ๊ณผ๋ถ„์„, ํ•œ๊ตญ๋ฐฉ์†ก์ง„ํฅ ์›, 1999.4. 11) ์›์šฉ์ง„, ์ฒญ๊ฐ์žฅ์• ์ธ ๋ฐฉ์†ก ์ ‘๊ทผ๊ถŒ ํ™•๋ณด๋ฅผ ์œ„ํ•œ ์„ธ๋ฏธ๋‚˜ ๋ฐœ์ œ๋ฌธ, 2001๋…„ 5์›”. 12) ์„ธ๊ณ„ ๊ฐ๊ตญ์˜ ์ฒญ๊ฐ ์žฅ์• ์ธ ํ”„๋กœ๊ทธ๋žจ ํ˜„ํ™ฉ, ๋ฐฉ์†ก๊ณผ์‹œ์ฒญ์ž, ๋ฐฉ์†ก์œ„์›ํšŒ, 1992.4, pp.110-111. - 26 -

13) <ํ•œ๊ฒจ๋ ˆ์‹ ๋ฌธ>, 2000๋…„ 3์›” 23์ผ์ž. - 27 -

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14) <๊ตญ๋ฏผ์ผ๋ณด>, 2000๋…„ 3์›” 29์ผ์ž. 15) <๊ตญ๋ฏผ์ผ๋ณด>, 2000๋…„ 3์›” 29์ผ์ž. - 29 -

16) ๊น€์œค์ค‘, ๋ฐฉ์†ก ์†Œ์™ธ๊ณ„์ธต์˜ ๋ฐฉ์†ก์ ‘๊ทผ๊ถŒ ํ™•๋Œ€๋ฐฉ์•ˆ, ๋ฐฉ์†ก21, ๋ฐฉ์†ก์œ„์›ํšŒ, 2000.10. 17)์žฅ์• ์ธ์„ ์œ„ํ•œ ์ž๋ง‰๋ฐฉ์†ก ์ˆ˜์‹ ๊ธฐ ๋ณด๊ธ‰์˜ ๊ฒฝ์šฐ 1991๋…„ ๊ธฐ์ค€์œผ๋กœ ์ „์ฒด TV ์ค‘ 30%, ์˜ ๊ตญ์€ 32%, ์ดํƒˆ๋ฆฌ์•„๋Š” 23.5%์ด๋ฉฐ ๋ฏธ๊ตญ์˜ ๊ฒฝ์šฐ 1993๋…„๋ถ€ํ„ฐ ์ถœ์‹œ๋˜๋Š” 13์ธ์น˜ ์ด์ƒ ๋ชจ๋“  TV์— ์žฅ์• ์ธ์„ ์œ„ํ•œ ์ž๋ง‰๋ฐฉ์†ก ์ˆ˜์‹ ๊ธฐ๋ฅผ ์˜๋ฌด์ ์œผ๋กœ ์„ค์น˜ํ•˜๋„๋ก ํ•˜๊ณ  ์žˆ๋‹ค. ์šฐ ๋ฆฌ๋‚˜๋ผ์—์„œ๋„ 1999๋…„ 2์›” ์žฅ์• ์ธ์„ ์œ„ํ•œ ์ž๋ง‰๋ฐฉ์†ก์ด ์ฒ˜์Œ ์‹œ์ž‘๋˜์—ˆ์œผ๋ฉฐ, ์ž๋ง‰๋ฐฉ์†ก ์ˆ˜์‹ ๊ธฐ๋Š” ๋‚ด์žฅํ˜• TV๋ฅผ LG์ „์ž์—์„œ 1998๋…„ 12์›”๋ถ€ํ„ฐ ํŒ๋งค ์ค‘์— ์žˆ์œผ๋ฉฐ, ๊ธฐ์กด TV์— ๋ถ€์ฐฉํ•˜์—ฌ ์‚ฌ์šฉํ•  ์ˆ˜ ์žˆ๋Š” ์™ธ์žฅํ˜•์€ ๋น…์…€(์„œ์šธ๋Œ€ ๋ฒค์ฒ˜๊ธฐ์—…)์ด 1999๋…„ 5์›” ์ฒ˜์Œ ์„ ๋ณด ์ธ ์ดํ›„ ๊ฐ™์€ ํ•ด 9์›” KBS์˜์ƒ์‚ฌ์—…๋‹จ์ด ๋ช‡ ๊ฐœ ์—…์ฒด์™€ ์ปจ์†Œ์‹œ์—„ ํ˜•ํƒœ๋กœ ์ƒ์‚ฐํ•˜๊ณ  ์žˆ ๋‹ค. 18) ๊น€์œค์ค‘, ๋ฐฉ์†ก ์†Œ์™ธ๊ณ„์ธต์˜ ๋ฐฉ์†ก์ ‘๊ทผ๊ถŒ ํ™•๋Œ€๋ฐฉ์•ˆ, ๋ฐฉ์†ก21, ๋ฐฉ์†ก์œ„์›ํšŒ, 2000.10. - 30 -

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19) <๋ฌธํ™”์ผ๋ณด>, 2001๋…„ 4์›” 20์ผ์ž. 20) <๊ตญ๋ฏผ์ผ๋ณด>, 2001๋…„ 10์›” 25์ผ์ž. - 32 -

21) ์šฐ์ •์„ฑ, ์‹œ์ฒญ ์žฅ์• ์ธ ๋Œ€์ƒ ํ”„๋กœ๊ทธ๋žจ ์ œ์ž‘์ง€์› ๊ฐ•ํ™”, ๋ฐฉ์†ก๋™ํ–ฅ๊ณผ๋ถ„์„, ํ•œ๊ตญ๋ฐฉ์†ก์ง„ํฅ ์›, 1999.4. - 33 -

22) 2001๋…„ ์žฅ์• ์ธ์˜ ๋‚ ์„ ๋งž์•„ KBS์™€ MBC๋Š” ํ•ด์„ค๋ฐฉ์†ก ์‹œ๋ฒ”์„œ๋น„์Šค๋ฅผ ์‹ค์‹œํ–ˆ๋‹ค. KBS ๋Š” <์ผ์š”์ŠคํŽ˜์…œ-๋ณด์ด์ง€ ์•Š๋Š” ์‚ฌ๋ž‘, ์—˜๋ Œ๊ฐ€์กฑ ์ด์•ผ๊ธฐ>ํŽธ์—, MBC๋Š” <์žฅ์• ์ธ์˜ ๋‚  ํŠน ๋ณ„ ์ƒ๋ฐฉ์†ก>๊ณผ <MBC์ŠคํŽ˜์…œ>ํŽธ์— ๊ฐ๊ฐ ์Œ์„ฑํ•ด์„ค์„ ๋ถ€๊ฐ€ํ•˜์—ฌ ๋ฐฉ์†ก์„ ๋‚ด๋ณด๋ƒˆ๋‹ค. 23) ๊น€์œค์ค‘, ๋ฐฉ์†ก ์†Œ์™ธ๊ณ„์ธต์˜ ๋ฐฉ์†ก์ ‘๊ทผ๊ถŒ ํ™•๋Œ€๋ฐฉ์•ˆ, ๋ฐฉ์†ก21, ๋ฐฉ์†ก์œ„์›ํšŒ, 2000.10. - 34 -

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24) ๋ฏธFCC, ์ƒ์—…๋ฐฉ์†ก์‚ฌ์—๋„ ์‹œ๊ฐ์žฅ์• ์ธ์„ ์œ„ํ•œ ์„œ๋น„์Šค ์˜๋ฌดํ™”, KBSํ•ด์™ธ๋ฐฉ์†ก์ •๋ณด, KBS, 2000.1, pp.40-41.; ๋ฏธFCC, ์‹œ๊ฐ์žฅ์• ์ธ์šฉ TVํ”„๋กœ๊ทธ๋žจ ์ œ์ž‘๊ทœ์ •๋งˆ๋ จ, ๋ฐฉ์†ก ๋™ํ–ฅ๊ณผ๋ถ„์„, ํ•œ๊ตญ๋ฐฉ์†ก์ง„ํฅ์›, 1999.11.: ๋ฏธ๊ตญFCC์˜ ์žฅ์• ์ธ ๋ณดํ˜ธ์ •์ฑ…๊ณผ ์ด๋ฅผ ๋‘˜๋Ÿฌ์‹ผ ๋…ผ๋ž€, ๋ฐฉ์†ก๋™ํ–ฅ๊ณผ๋ถ„์„, ํ•œ๊ตญ๋ฐฉ์†ก์ง„ํฅ์›, 2000.7. - 36 -

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(ํ˜„ ๋ฐ•๋Œ€์šด์˜ ์ฆ๊ฑฐ์šด์„ธ์ƒ) - 44 -

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A Study on the Actual Conditions of Broadcast Program For the Disabled - Based on the satisfaction of the disabled - Ko, Beom-Jung. Department in Newspaper and Broadcasting The Graduate School of Communication and Information This study focuses on the actual profile and questions of broadcast program for the disabled. It starts with discussion based on how much they feel satisfied at current broadcast programs for the handicapped. The reasons why our broadcast needs to care for the disabled can be outlined as follows: First, the democracy is based on the principle of variety. The variety in broadcast has direct relationship with the quality of broadcast programs. Quality broadcast system could a wide variety of programs; By broadcasting diverse images or styles of many TV audiences, it reflects various social interests, values and identities on broadcast programs. If the appearances or opinions of the disabled as a social - 80 -

minority are revealed via broadcast as they are, or the broadcast services are available for them to have easier access than ever, it is possible to relieve the prejudices against them more or less. In this point, the broadcast programs for the social minority comply well with basic doctrines of democracy based on the variety, and help integrate social members in the emotional level. Secondly, we cannot shirk from our own social responsibility to care for the disabled. As human civilization became evolved into industrial society, the ratio of inborn or acquired disability became higher than ever. The reason why we need to care for them, the fundamental cause of such disability may be attributed to their society, rather than to themselves. Finally, it is essential to expand broadcast programs for the disabled and assure their own access into information for the sake of their welfare, as well as for the sake of social integration. The more and further broadcast programs for the disabled, the more social members are interested in them so that each member may make social consensus for the disabled and ultimately be unified in emotional level. These broadcast programs may give social affection and care for the disabled and encourage them to live as a social member along with others. Moreover, the programs will play an important role in changing our own social circumstances in which the disabled tend to be discriminated or left out in community. On the other hand, in order to look into questions of broadcast - 81 -

programs for the disabled who are alienated from the non-disabled in social and cultural living by investigating their satisfaction at those programs, this study addressed the definition of the disabled or handicapped, their own rights and the questions of their access into information available on broadcast, on the basis of various literatures. To identify the reality of broadcast programs for the disabled, this study checked up various broadcast materials, seminar information, comprehensive broadcast reports and periodicals available from press and institutes. In addition, this study also attempted a general definition about the broadcast program for the disabled, and classified it into the program in broad and narrow sense, respectively. On the other hand, this study pointed out the questions about the contents and scheduling of current programs via corresponding monitors. It also focused on identifying the types and questions of current customized broadcast services available for easier access of the disabled into broadcast, while avoiding any subjective viewpoints for the disabled on the basis of objective data, because this study intended to draw a little more persuasive results in terms of their satisfaction. Finally, this study categorized the disabled according to the type of disability and investigated their satisfaction at customized programs via personal interview with them. In other words, this study looked into the questions they used to feel upon watching - 82 -

TV in daily life, who are the beneficiary of customized programs for the disabled. In this course, this study presented some remedial solutions for those programs. A questionnaire survey via sampling may cause superficial and somewhat distorted results mainly due to questions of communication with the disabled, whether they have hearing, visual or other disability. Taking it into account, this study selected the disabled who had certain communication abilities to obtain various opinions from them via man-to-man interview about how they usually watch TV program and feel about current broadcast services. TV may have impact on the recognition of audiences and have further influences on their behaviors. To awake reasonable awareness and behaviors for the disabled in the social dimension, it is imperative that the broadcast programs featuring the disabled should be produced consistently, so that the non-disabled may meet and understand the disabled more easily. - 83 -