제7차 중학교 도덕교과서에 나타난 진로교육 내용분석

조덕주(Jo, Deok-Ju),심상옥(Sin, Sang-Ok) 한국진로교육학회 2005 진로교육연구 Vol.18 No.1

증례 보고 : Oxytocin으로 인한 수분 중독 및 대 발작

조덕주(Duk Joo Jo),길준철(Jun Chul Cil),문점용(Jum Yong Mun),이상수(Sang Su Lee),정영훈(Young Hoon Jung),오유섭(Yoo Sup Oh),목정은(Jung Eun Mok) 대한산부인과학회 2001 Obstetrics & Gynecology Science Vol.44 No.9

A 17-year-old primigravida, who had an elective abortion in the second trimester of pregnancy in a local clinic, was transferred to our hospital in state of status epilepticus. During the last 2-hr period immediately prior to admission the patient had an unknown number of generalized convulsions together with intermittent episodes of vomiting. Despite the administration of anticonvulsants and sedatives her condition was one of wild agitated response to stimuli, alternating with deep coma. After a tentative diagnosis of dilutional hyponatremia, she was given hypertonic saline solutions in addition to anticonvulsant therapy. Fourteen hours after her seizure, the patient was awake, alert, and cheerful but totally amnescent about the previous period. This case of severe water intoxication associated with an infusion of oxytocin reported here may serve as a reminder of the potential hazards of a widely used procedure, and of the precautions which must be observed.

전자간증 병력 없이 분만중 뇌출혈을 초래한

조덕주 ( Jo Deog Ju ),전병화 ( Jeon Byeong Hwa ),김성훈 ( Kim Seong Hun ),이상수 ( Lee Sang Su ),손우석 ( Son U Seog ),장연규 ( Jang Yeon Gyu ),목정은 ( Mog Jeong Eun ) 대한산부인과학회 2003 Obstetrics & Gynecology Science Vol.46 No.8

Cerebrovascular disorders (infarction and intracranial hemorrhage), otherwise collectively referred to as stroke, are an uncommon and feared complication of pregnancy. Collectively, these disorders contribute up to 12% of all maternal deaths. Because of t

교육과정 운영 지원을 위한 기초로서의 교사의 개인적 관심과 개인적 지식 탐구

조덕주 ( Jo Deog Ju ) 한국교육과정학회 2003 교육과정연구 Vol.21 No.4

The premise of study is that the support for the curriculum implementation should be based on the individual teacher. But if we do not identify the term `the individual teacher`, it is difficult to support teachers as individuals. Two approaches to the individual teacher are considered. One is the teacher`s personal concern, the other is the teacher`s personal knowledge. Teacher`s personal concern which is derived from the CBAM Model(the Concern-Based Adaption Model) has it`s basis on the technical model. In the process of research, curriculum development and diffusion(RD&D) in the technical model, teacher`s personal concern can be regarded as an important element to implement the developed curriculum successfully. In this case, the curriculum usually is developed by specialists out of schools, and the status of teachers is looked upon as a fundamentally passive one. After the stage of teacher`s concern evaluated, the appropriate approaches is given by outsiders for successful implementing the developed curriculum. Valued the identification the teacher`s concern in the diffusion procedure of the curriculum, teachers is alienated from the process of curriculum development and implementation In contrast to the teacher`s personal concern which based on the technical model, the teacher`s personal knowledge based on the hemeneutic approach. Taking into account the active construction of meaning, the extension of teacher`s autonomy and professional development, teacher`s personal knowledge should be considered as the focus of curriculum implementation. But the difficulty of understanding and interpretation of one`s experience, the long time required for understanding and the decision of meaningful experience, these are the limits of teacher`s personal knowledge for using the base of the support of curriculum implementation. Nevertheless, the understanding of teacher`s needs, the mutual understanding, the improvement of self-understanding and the structure of self-reflection can be accomplished by emphasizing the teacher`s personal knowledge. In order to better support teachers for understanding their own personal knowledge, the special program focusing on the self reflection should developed.

반성적 사고 중심 예비 교사 교육 프로그램 적용 연구

조덕주(Jo, Dukjoo) 한국열린교육학회 2011 열린교육연구 Vol.19 No.4

본 연구는 예비교사로 하여금 지향하는 교사상을 토대로 자신의 실천 행위에 대해 반성적으로 사고하는 경험을 통하여 보다 명료한 교사상을 갖게 하고자 프로그램을 개발ㆍ적용한 후, 프로그램에 대한 학생들의 인식과 저널을 분석, 보다 바람직하고 효과적인 프로그램 개발하기 위한 시사점을 추출하고자 한 것이다. 연구 결과 예비교사들은 프로그램의 구체적 활동들이 자신들의 교사상 자각에 많은 도움을 주었다고 평가하였다. 초기에 주로 막연한 학생 중심적 교사상을 가졌던 학생들이 실습 상황에서 갈등 상황을 경험하되 초기의 교사상에서 많이 변화하지는 않았으나 자신의 교사상에 따른 행동들이 구체화되고 자신을 좀 더 객관적으로 바라볼 수 있게 되었다. 시사점으로는 교사상 자각을 위한 활동들이 우리 실정에 적합하게 개선되어야 하고, 교직 과정의 전체적인 구조화를 통해 일관성있고 체계적인 교사상 및 관련 행위 성찰 교육이 이루어져야 함을 제안하였다. To enhance student teachers’ reflective thinking ability on their professional identity, a pre-service education program was developed and implemented into practicum courses. After the implementation, several suggestions for the improvement of this program are proposed based on the opinion of student teachers and the analysis of journals written by these student teachers. Student teachers evaluated the activities, which are included in this program, as very effective in enabling them to be aware of their own identity as teachers. As a result of the analysis of the journals, even though they feel conflict between their ideal teacher image and the real situation they encounter at school, their perception of their identity does not change, but they can describe their teacher image and activities more clearly from an objective point of view. This study suggests that a few activities should be changed in order to be appropriate to our cultural contexts and that the overall pre-service program should have a structure that is consistent within and across courses.

한국과 미국의 대학 교양 교육에 나타난 통합의 특징 분석

조덕주(Jo, Dukjoo),최연주(Choi, Yeonjoo) 한국비교교육학회 2012 比較敎育硏究 Vol.22 No.2

본 연구의 목적은 대학 교양교육에서 통합의 특징이 얼마만큼 그리고 어떻게 나타나고 있는가를 분석하여 시사점을 얻고자 하는 것이었으며 주요 연구내용은 첫째, 대학 교양교육과정의 구조 및 하위영역의 특징, 둘째, 영역별 통합의 정도, 셋째, 통합의 방식 등이었다. 연구 결과, 첫째, 연구대상 대학의 교양교육 영역명은 모두 통합적 성격을 갖는 것으로 나타났고 과목명에도 그러한 경향이 강하게 나타났다. 둘째, 영역별 통합 정도에 있어 각 영역에 포함된 모든 과목이 통합 과목은 아니었다. 셋째, 통합 방식은 거미줄형이 가장 많이 나타났다. 이를 토대로 한 시사점으로서, 첫째, 학생들에게 통합적 경험을 제공하기 위하여 대학별 맥락에 따른 교양교육 구조가 마련되어야 한다는 점, 둘째, 통합교육의 도입을 수월하게 하기 위해서는 영역명부터 통합적 성격을 갖도록 해야 한다는 점, 셋째, 모든 과목을 통합과목으로 제시하는 것은 아니라는 점, 넷째, 통합의 절차는 공유형에서 거미줄형으로 나아가는 것이 현실적일 수 있다는 점 등을 제안하였다. The purpose of this study was to analyze the characteristics of the integrated courses in General Education at the universities as a way to find implications for the curriculum development of General Education . The subjects of analysis were 1) the structure of General Education and characteristics of courses in General Education 2) the number of integrated subjects in each courses, 3) the ways to integrate academic fields. This results were as follows. 1) All titles of courses in General Education adopted an interdisciplinary approach. 2) Not all the subjects which were involved in each courses have interdisciplinary characteristics 3) The webbed approach was the most frequently used way to integrate academic fields. Based on these results, the study brought several implications to us for improving qualities of General Education. 1) To make it easier to integrate academic fields, it had better name titles of courses in interdisciplinary approach 2) Even though a course aims to be interdisciplinary, it is not necessary all the subjects to be integrated. 3) There is not only one way to integrate academic fields. And it is desirable to use blended approaches to integrate fields -these are the webbed approach, the shared approach and threaded approach.

반성적 실천 기반 교사교육 프로그램 사례 연구 : 미국 뉴욕대학 교사교육 프로그램을 중심으로

조덕주(Jo Duk Joo) 한국비교교육학회 2009 比較敎育硏究 Vol.19 No.1

이 연구는 실제적인 강좌 안에서 반성적 실천인 양성이 어떻게 계획되고 실천되는지 살펴보고 관련 교사교육 프로그램을 개발하는데 실질적인 시사점을 얻고자 수행되었다. 이를 위해 반성적 실천인 양성을 주요 지향 방향으로 하고 있는 뉴욕주 규정 및 뉴욕대학 교사교육 프로그램과 세 가지 관련 강좌를 분석하였다. 분석 결과를 토대로, 반성적 실천인 양성을 위한 선행 요건인 현장 경험의 강화, 현장 경험이 갖추어야 할 성격, 반성적 실천인의 실제 구현을 위한 목표 요소의 추출, 나에서 시작하여 우리 및 사회로 이어지는 내용 구조화, 구체적이고도 다양한 교수학습 방안, 학습 공동체의 형성, 이론을 토대로 한 실천과 실천을 토대로 한 이론이 적절히 융합된 구조화된 교수학습 계획 등에 대한 구체적인 시사를 얻을 수 있었다. The purpose of this study is to examine in detail teacher education program at New York University, as a way to find some realistic implications for the development of teacher education program focused on reflective practitioner. The subjects of analysis are 1) registration of curricula in teacher education of New York State, 2) materials related to teacher education program of NYU(Guide for university supervisors of student teachers etc.,) 3) syllabuses of 3 courses(Inquiries to teaching and learning I, Student teaching I·II, English teachers as reflective practitioner), 4) interview records with staffs related to teacher education. This examination brings to me several important implications for the development of teacher education program for reflective practitioner; 1) field experience should be emphasized as a basis of becoming reflective practitioner and this field experience should be based on educational theories. 2)the objectives should be developed specifically and ""inquiries of my identity as a teacher"" which is emphasized in these courses could be one of the important objectives of the program. 3) content structure from ""I"" to ""society"" could be considered as a good example for the framework of the program. 4) among the various kinds of teaching and learning methods in these courses, journal writing method could be the most appropriate learning method, considering the contexts of field experience in Korea, 5) formation of learning community in these courses could be the best way to form teacher community in the future.

한국과 핀란드의 중학교 과학 교과서 비교 분석

조덕주(Jo, Duk-Joo),이경희(Lee, Gyeong-Hyi) 한국비교교육학회 2013 比較敎育硏究 Vol.23 No.3

본 연구는 국제 학업 성취도 평가에서 높은 순위를 유지하고 있는 핀란드의 중학교 과학 교과서를 한국의 과학 교과서와 비교 분석하여 시사점을 얻고자 한 것이다. 분석 대상으로 국제 학업 성취도 평가에서 한국이 낮은 점수를 보이는 생물 영역 중 핀란드와 공통 단원인 ‘진화’단원을 선정하였고, 분석 영역은 ‘내용의 구조’, ‘내용의 양과 연계’, ‘시각 자료’, 탐구문제의 성격‘이었다. 연구 결과, 첫째, 내용의 구조는 한국 교과서가 핀란드 교과서보다 중층 구조로 되어 있으며 한국이 핀란드에 비해 다양한 내용 구성 요소를 제시하고 있는 것으로 나타났다. 둘째, 주요 내용 제시의 양은 두 나라가 유사하였으며 내용의 연계에 있어 한국은 개념 중심으로 핀란드는 이야기적 서술을 하고 있다는 차이점이 있었다. 셋째, 시각 자료의 경우 한국은 주로 사진 자료를 내용 제시를 위해, 핀란드의 경우 사진과 그림 자료를 내용 제시와 내용 보조를 위해 다양하게 활용하고 있었다. 넷째, 탐구 문제의 성격을 PISA 2009 과학평가틀을 토대로 보면 한국은 ’과학적 증거 사용‘이나 ’현상에 대한 과학적 설명‘에, 핀란드는 ’내용에 대한 깊이 있는 이해‘와 ’현상에 대한 과학적 설명‘에 보다 중점을 두고 있는 것으로 나타났다. This study compares middle school science textbooks of Korea and Finland. The unit ‘Evolution’ of science textbooks were analyzed from four perspectives; content structure. the number of main learning elements and organization of these elements, the kinds and functions of picture materials, the characteristics of inquiry questions presented in the unit. The findings of this study are as follows: First, the Korean textbooks show more complex structure than Finnish textbooks and tend to include many content structuring elements such as ‘unit title, inquiry questions, research question, interview with scientist, summary whereas the Finnish textbooks show simple structure composed by title, content, simple questions. Second, there cannot be found big differences in the number of learning elements presented in the unit of each textbooks, but, the organization of learning elements are different in that the Korean textbooks are organized focused on the main concepts and the Finnish textbooks are organized in storytelling style. And the Finnish textbooks tend to place emphasis on the ethical issues of environment and human. Third, in the Korean textbooks, photographs are mainly used and are playing roles of presenting main contents in the textbooks. In the Finnish textbooks, photographs and drawings are used equally and are playing supportive roles, playing roles of presenting content and encouraging students’ motivation. Fourth, inquiry questions in the Korean textbooks are more focused on discovery of evidence and scientific explanation of phenomenon. And the Finnish textbooks place more emphasis on deep understanding of content and scientific explanation of phenomenon.

지식 생성 (生成) 교육을 위한 지식의 성격 분석

허경철(Kyung Chul Huh),조덕주(Duk Joo Jo),소경희(Kyung Hee So) 한국교육과정학회 2001 교육과정연구 Vol.19 No.1

The term of `knowledge` is regarded as the key-word in the knowledge based society in the 21 century. In this society, the most important value is put on the production of the new knowledge. Accordingly, enhancing the knowledge production ability rather than knowledge acquisition or application abilities became more important objective in school education. In the present paper, the nature of knowledge was analyzed to get implication on the directions of knowledge education which can bring about able men who can produce new knowledge. Those facts that knowledge is distinguished from information, that knowledge in basically divided into two forms such as `propositional knowledge` and `procedural knowledge`, that knowledge is composed of two parts of `elucidated part` and `tacit one`, that knowledge contains cognitive aspect as well as affective one, and that the activities of knowledge inquiry form an special type of structure were found to be the salient traits of knowledge. Based on these traits, seven guidelines were extracted for the knowledge education. Even though the present paper has some degree of value in that it provided some important guidelines for the knowledge production education, it bears some limitations. One is that the guidelines presented in the present paper are too general in nature to be directly applied to in the real classroom teaching situation. The other is that the nature of the knowledge was not analyzed in terms of the `type` or `domain`. Knowledge could be divided into by the type or domain, such as `natural-scientific knowledge` and `humane-social knowldege`, and the nature of these two types of knowledge would be different in some degree, which would demand different strategies for teaching these different kind of knowledge. Thus, these problems untouched in this paper need to be studied in the next study.

외국의 ‘고교-대학 연계’ 방식과 실천 사례 분석

정광희(Kwang-Hee Chung),조덕주(Duk Joo Jo) 한국비교교육학회 2011 比較敎育硏究 Vol.21 No.2

본 논문은 학습자의 능력, 개성, 흥미의 지속적인 계발을 위해 고교와 대학의 연계가 필요하다는 인식 하에 학습형 연계, 선발형 연계, 연계 시스템 등의 분석 요소에 따라 일본과 호주의 고교와 대학 간의 연계 사례를 분석하고 이를 토대로 한국의 고교-대학 연계에 대한 시사점을 얻기 위한 것이다. 학습형 연계의 유형은 대학이 고교로 찾아가는 형태와 고교에서 대학으로 가는 형태가 있으며 목적은 고교생의 학습능력 향상 및 진로 설정에 도움을 주는 것이다. 선발형 연계는 대학 입학 전형에의 반영 정도에 따라 소극적 및 적극적 형태가 있으며, 연계 시스템은 주로 지역의 발전을 위해 지역을 중심으로 운영되고 있는데 교육청, 교육기관, 지역의 각종협의체 및 지역의 기업 등이 총 협력하여 하나의 조직체를 구성 운영되고 있거나(일본) 대학에서 주도적으로 운영하되 대학 관련기관에서도 적극적으로 참여하고 있는 형태를 보이고 있다(호주). 이러한 사례 등을 바탕으로 우리의 경우 지역 교육 네크워크를 구성하고 학습형 연계에서 선발형 연계로 점차 나아가는 방안을 채택하는 것이 바람직하다고 제안하였다. The purpose of this study is to identify the characteristics and implications of the foreign cases of the connection between high school and college education specially focused on Japan and Australia. In this study, the connection between high school and college education means cooperative relationship high schools and colleges to improve educational functions of each institutes Three dimensions of connection are identified and these are the connection for study, the connection for the admission process, and systematic connection. The results are the followings. First of all, the connection for study is to try to improve the scholastic ability and curiosity of high school students for them to adapt well in colleges. The connection for the admission process is to try to teach for the student so choose right colleges and majors through this type of connection. we need to form a social consensus to initiate this type of linkage because it has some limitations to start in the current standardized high school system. And many colleges and their affiliate institutions and high schools, a local government, local education committees, and even local companies participate in this connection and run the common project together, especially at Tokyo in Japan. We need to reestablish a relationship between high schools and colleges as educational partners and organize educational organizations in local areas and support network system to attract continuous participation from the participants.