A Study on descriptions of Christian secret associations in Korean history textbooks

허은철 CHONGSHIN UNIVERSITY 2022 CHONGSHIN REVIEW Vol.27 No.-

The March 1st Movement is significant in that it is the largest national movement in Korean history where all classes participated regardless of status, profession, or religion. The March 1st Movement is not an accidental event caused by the death of Gojong, but the fruit of the independence movement accumulated over a long period of time. Currently, the role of the religious community in the March 1 Movement is mainly focused on the role of Chondoism, but the role of Christianity is not known much. In this paper, I analyzed the description of the Christian secret associations in the 8 types of Korean history textbooks of the 2015 revised high schools and pointed out the problems. The Christian secret associations introduced in the textbooks include the Shinminhoe and Songjukhoe, and the Joseongoogminhoe and the Kiseong(ball) dan. However, the volume was significantly smaller than that of other independence movement groups, and the exact year was not specified, and most of them were described at the end of the subject, so its importance was not known. There were no explanations of Christian and there were cases where they described distorted content that was not accurate or did not mention any Christian-related content. To solve this problem, first of all, it is necessary to accurately describe Korean history textbooks. In relation to Christianity, terms for editing textbooks should be established, a dictionary of textbook terms, a textbook guidance guide, and a forum or seminar should be held. Next, a fair description is needed. In the case of history textbooks, the author's perspective is inevitably reflected in the history description due to the academic characteristics of history. Therefore, even if it is not possible to write in a way that is excessively friendly toward Christianity, efforts to maintain a minimum of equity are needed. Lastly, this is a method of using organic narratives. Students will be able to understand history in three dimensions if the textbook's narrative style is “author revealed” or “story”

국내 NFT 연구 동향 및 교육 분야에 대한 시사점

허은철 한국문화융합학회 2023 문화와 융합 Vol.45 No.9

This study was conducted to analyze the trends of NFT and blockchain-related research in Korea and explore implications for the education sector. To do so, we analyzed 217 domestic NFT-related studies and 44 studies related to the education sector. As a result, it was found that domestic NFT-related research began in 2021 with the topic of 'NFT technology and financial transactions'. And the most common fields were "law" and "art/design". In the education sector, the most research has been done on "utilization of blockchain technology," which is the basis of NFT. Although research has become less frequent in recent years, it continues to be conducted in a variety of fields and on a variety of topics. In terms of implications for the education sector, it was suggested that an official NFT platform for purely educational purposes should be established, and that NFT and blockchain technologies should be appropriately utilized to ensure that the rights and values of students and teachers are recognized in that space.

예비역사교사의 교재 재구성 경험을 통한 변화 탐색

허은철 학습자중심교과교육학회 2023 학습자중심교과교육연구 Vol.23 No.23

목적 본 연구는 예비역사교사들이 비교과 교육과정 운영에서 활용할 교재를 재구성하는 과정에서 어떠한 변화를 경험했는지를 살펴봄으로써 향후 교원양성 교육과정에 대한 실천적 방안을 모색하고자 수행되었다. 방법 이를 위해 역사교육 프로그램에 참여하여 교재 집필을 비롯한 다양한 교육 활동을 진행한 경험이 있는 예비역사교사 10명을대상으로 심층면담을 수행하였다. 면담 내용은 Hatch가 질적 분석방법으로 제시한 귀납적 및 해석적 방법을 병행하여 분석하였다. 아울러 예비역사교사들이 자율적으로 재구성하여 집필한 1차 및 2차 교재를 비교 분석하였다. 결과 연구 결과, 예비역사교사들의 교재 재구성 경험은 크게 다섯 가지 측면에서 의미 있는 변화를 일으킨 것으로 나타났다. 첫째, ‘교재관’이 절대적 관점에서 상대적 관점으로 변화했다. 둘째, ‘교재 구성 능력’이 중구난방식에서 구슬꿰기식으로 변화했다. 셋째, ‘교재 구성 기반’이 교육내용 기반에서 교육현장 기반으로 변화했다. 넷째, ‘교재 구성 초점’이 교수자 중심에서 학습자 중심으로 변화했다. 다섯째, ‘교재 구성 안목’이 학생의 눈에서 교사의 눈으로 변화했다. 결론 이를 토대로 교원양성기관에서 예비교사들의 전문성 신장을 지원하기 위한 교육과정의 양적⋅질적 개선과 발전이 필요함을제안하였고, 그를 위한 상위기관 차원의 제도적 뒷받침이 필요함을 강조하였다. Objectives This study was conducted to explore how pre-service history teachers experienced changes in the process of reconstructing textbooks to be used in a extra-curriculum and to make practical suggestions for future teacher training curriculum. Methods For this purpose, in-depth interviews were conducted with 10 pre-service history teachers who had participated in the history education program and conducted various educational activities, including writing textbooks. The interviews were analyzed using a combination of inductive and interpretive methods proposed by Hatch as qualitative methods. In addition, the primary and secondary textbooks authored by the pre-service history teachers were compared and analyzed. Results The results of the study showed that the pre-service history teachers' experience of reorganizing textbooks made meaningful changes in five main aspects. First, the “textbook view” changed from an absolute perspective to a relative perspective. Second, the “textbook organization ability” changed from a incoherent method to a coherent method. Third, the “basis for organizing materials” changed from content-based to site-based. Fourth, the “focus of material construction” has changed from instructor-centered to learner-centered. Fifth, the “eye of material organization” has changed from the student's eye to the teacher's eye. Conclusions Based on this, teacher training institutions proposed the need for quantitative and qualitative improvement and development of the curriculum to support the professionalism of pre-service teachers, and emphasized the need for institutional support at the higher institution level.

바울의 동기유발방법을 활용한 기독교 교육에서의 교수‧학습방안

허은철,고유경 한국기독교교육학회 2018 기독교교육논총 Vol.56 No.-

In the 2015 Revised National Curriculum, the name of the subject “Life and Religion” was changed to “Science of Religion,” and the direction of the class also changed from teacher-centered learning to student-centered learning. Therefore, there is a need for changes in Christian private schools’ method of teaching Jesus Christ to students within the framework of the Revised National Curriculum. To this end, we analyzed Paul’s method of Evangelism that appears in the Book of Acts for student-centered teaching and learning methods of Christian religious education. Specifically, we offer three motivational methods used by Paul. Paul effectively preached the gospel by motivating people. The first method is to use cognitive dissonance. Paul gave a sermon using a logic familiar to the flow of people’s cognition and preached Jesus Christ at the end of the sermon naturally. The second method is to motivate people through analogy. Paul presented the target case of Jesus Christ based on a source case in which the audience was already familiar. The third method is customized individualization. Paul determined the disposition of his audience and preached from the needs that each community had; he also used examples that were familiar to the community while preaching the gospel, aiding his individualization method. Such motivational methods of Paul aroused the audience’s curiosity and interest, and people even asked Paul to teach more about the gospel. Through this process, many people came to believe in Jesus Christ. In this paper, we have presented three examples of teaching and learning methods by using the motivation induction method, so that it can be used in the Christian religious education classes of Christian private schools. These teaching methods motivate learners to become interested in Jesus Christ and to engage with Christianity. 2015 개정 교육과정에서 기존 ‘생활과 종교’가 ‘종교학’으로 과목명이 변경되었고, 종교학 수업의 방향도 교사 중심에서 학습자 중심으로 변화를 맞이하게 되었다. 그러므로 개정된 교육과정의 틀 안에서 학습자에게 예수 그리스도를 어떻게 전할 것인가에 대한 기독교 사립학교의 수업방법에도 변화가 요구되고 있다. 이를 위해 학습자 중심의 기독교교육 교수·학습방법으로 사도행전에 나타난 바울의 전도방법을 분석하였다. 구체적으로 바울이 활용했던 세 가지 동기유발방법을 제시하고자 한다. 바울은 사람들의 동기를 유발하여 복음을 효과적으로 전하였다. 첫 번째는 인지부조화를 활용한 방법이다. 바울은 사람들의 인지의 흐름에 익숙한 논리로 설교하였으며, 설교의 막바지에 자연스럽게 예수 그리스도를 전하였다. 두 번째는 유추를 활용한 동기유발 방법이다. 청중이 가지고 있는 기반사례에 기대어 예수 그리스도라는 표적사례를 제시한 것이다. 세 번째 방법은 맞춤형 개별화 방법이다. 바울은 청중의 성향을 파악하여 각각의 청중 공동체가 가지는 필요에서 출발하여 복음을 제시하기도 하였고, 해당 공동체가 가진 익숙한 예시에 착안하여 복음을 전하기도 했다. 이러한 바울의 동기유발방법은 청중의 호기심과 관심을 가져왔고, 사람들은 바울에게 복음에 대해 더 자세히 알려달라고 요청할 정도였다. 그 과정에서 많은 사람들이 예수 그리스도를 믿게 되었다. 이 글에서는 동기유발방법을 활용하여 세 가지 교수·학습방법의 사례를 각각 제시함으로써 기독교 사립학교의 종교학 수업에 활용할 수 있도록 하였다. 이러한 수업 방법은 학습자에게 예수 그리스도에 대한 관심을 가지게 하고, 기독교에 대한 흥미를 유발하는 동기가 될 것이다.

제5차 교육과정기 국사교과서 고려사 서술

허은철 역사와 교육학회 2021 역사와 교육 Vol.33 No.-

현행 세계사 교과서의 종교개혁 서술 비교

허은철,고유경 경인교육대학교 교육연구원 2018 교육논총 Vol.38 No.4

본 연구에서는 세계사 교과서가 종교개혁에 대하여 어떻게 설명하고 있는지를 분석하였다. 이를 위해 2009년과 2015년에 출판된 금성, 천재, 비상 3종 교과서를 대상으로 다섯 가지 영역으로 나누어 종교개혁의 배경, 루터의 종교개혁, 칼뱅의 종교개혁, 영국의 종교개혁, 그리고 종교개혁의 결과와 영향에 대해 각각의 교과서가 어떻게 서술하였는지를 비교 ․ 분석하였다. 그 결과는 다음과 같다. 첫째, 역사적 사실이 단순 나열에 그치고 있어서 학생들에게 이해보다는 암기가 요구되었다. 둘째, 루터의 종교개혁이 다른 종교개혁에 비해 분량이 상대적으로 많았으며, 칼뱅의 경우 그 영향과 의의에 비하여 매우 적은 분량으로 설명하였다. 또한 종교개혁의 원인과 결과에 대해서도 불균형한 시각으로 서술되었다. 셋째, 종교개혁은 종교적 의의를 넘어 서양 근대사회를 여는 중요한 사건임에도 불구하고 종교적 사건이라는 이유로 분량이 매우 축소되었다. 반면에 종교개혁의 의의에 대해서는 종교적인 내용을 삭제하고 정치적인 내용만 부각시킴으로써 이후 서양 근대사회의 전개에 필수적인 자유와 평등, 민주주의와 자본주의 가치관에 끼친 영향을 설명하지 않았다. 따라서 대안으로 첫째, 종교개혁과 관련한 세계사 교과서 서술에서 역사적 사실을 유의미하게 연결하여 응집성이 있게 서술해야 한다. 둘째, 각각의 세부 주제들 사이에 균형적 서술이 필요하다. 셋째, 종교개혁의 핵심 사상들이 종교에만 국한되지 않고 근대 사상에 영향을 끼쳤음을 서술해야 한다. This study analyzed how world history textbooks describe religious reformations. For this, 3 textbooks published by Kumsung, Chunjae, and Bisang either in 2009 or 2015, were comparatively analyzed in terms of five domains, namely a) the backgrounds of religious reformations, b) Luther’s Reformation, c) Calvin’s Reformation, d) the religious reformation of England, and e) the results and effects of religious reformations. The results were as follows. First, historical facts were simply enumerated, demanding memorization rather than understanding from students. Second, the description of Luther’s Reformation was longer than that of any other religious reformation while there was very little information about Calvin’s Reformation despite its significant impacts. In addition, the causes and effects of religious reformations were depicted from imbalanced perspectives. Third, even though religious reformations were not restricted to religious areas and were the important events that opened up the modern Western society, the quantity of related contents was severely reduced simply because they are religious events. On the other hand, the religious significance of the reformations has been deleted, but only the political significant of the events has been highlighted; therefore, there was no explanation about the effects of religious reformations on the values of democracy and capitalism or freedom and equality, which were essential to the subsequent development of the modern Western society. Therefore, an alternative would be to make meaningful and coherent connections between the religious reformations and historical facts in world history textbooks. Second, balanced descriptions of each detailed topic are needed. Third, it should be described that the core ideas of religious reformations were not limited to religion but affected modern ideas.

메타버스 제작 과정에서 드러난 예비교사의 디지털 리터러시에 관한 인식 및 경험 탐색

허은철,최예솔 한국문화융합학회 2023 문화와 융합 Vol.45 No.11

This study was conducted to explore the perceptions of digital literacy, which is considered to be a survival skill for future members of society, from the perspective of pre-service teachers, who are the practitioners of future education. For this purpose, in-depth interviews were conducted with nine pre-service teachers who participated in the process of creating activities an educational metaverse that requires digital literacy. The results of the analysis showed that digital literacy as perceived and experienced by pre-service teachers can be summarized in terms of 'understanding' and 'utilization'. Based on the results of the study, it was suggested that practical and academic efforts are needed to improve and develop teacher education institutions for pre-service teachers, such as improving the curriculum of subject and non-subject courses, expanding mixed online and offline classes, and revitalizing field-based research.

예비 역사교사의 현장학습 운영 경험에 대한 연구

허은철,박지원 한국인격교육학회 2023 인격교육 Vol.17 No.3

This study is a qualitative analysis exploring the experience of nine pre-service history teachers participating in a history field trip. The results indicate that the pre-service history teachers made various efforts to provide their students with a rich educational experience despite many spatio-temporal constraints. In particular, the pre-service history teachers reported personal growth in their enhancement of learner knowledge and communication with colleagues. On the other hand, they displayed a vague understanding of what students should learn through ‘history’ field trips. Therefore, questions and guidelines should be provided for pre-service teachers so that they can plan learning experiences that align with the nature of history for students during field trips. In addition, offering systematic design experiences based on theory is recommended to enhance the effectiveness of field trips. 본 연구는 예비 역사교사의 현장학습 운영 경험을 분석한 질적 연구이다. 역사 현장학습 운영 경험은 프로그램 계획과 운영에 주도적으로 참여한 예비 역사교사 9명을 대상으로 동기와 사전 준비 과정, 실행 과정, 성찰과 요구사항 등에 대한 응답을 분석하여 도출하였다. 연구 결과, 예비교사들은 시공간적인 제약이 많은 상황에서도 학생들에게 좋은 경험을 제공하기 위해 다양한 노력을 기울였으며, 현장학습에 참여한 학습자들에 대한 이해도 증진과 동료와의 소통 확대라는 측면에서 내적 성장을 경험하였음을 보고하였다. 반면, ‘역사’ 현장학습을 통하여 학습자들이 어떤 역사적인 배움에 도달할 수 있는지에 대한 고민은 부족한 것으로 확인되었다. 따라서 예비교사들이 교실 수업과 마찬가지로 현장학습에서도 역사교육적 학습경험을 어떻게 제공할 수 있을지 고민하기 위한 질문과 가이드라인이 필요하다. 그리고 현장학습의 효과를 높이기 위해 이론에 토대한 체계적인 설계 경험도 제공되어야 할 것이다.

역사 수업에 나타난 예비역사교사의 교수내용지식(PCK) 분석

허은철 한국인격교육학회 2023 인격교육 Vol.17 No.4

This study examined teaching expertise, which is the core teacher competency, through an analysis of pedagogical content knowledge (PCK) in the AI era, when teacher expertise is being emphasised again. As teacher development can be considered to start from the period of teacher education, this study was interested in the PCK of pre-service teachers at the beginning of their teaching careers, focusing on history and PCK due to the specificity of the subject matter. To achieve this, the PCK of 10 pre-service history teachers' history teaching experiences were analyzed using a typological analysis procedure based on an analytical framework with four core components. The results were as follows: the pre-service history teachers' PCK was found to be somewhat deficient. In particular, they showed greater deficits in the knowledge areas of understanding learners and understanding context, which are heavily influenced by classroom practices. However, it was clear that their PCKs were still evolving through a process of trial and error and reflection as their teaching experiences broadened. We also observed that pre-service teachers often become entrenched in their perceptions of what they believe is correct, hindering their ability to effectively apply PCK. Therefore, based on the findings of this study, it is suggested that there is a need for further innovation and activation of practical curricula for the development of pre-service teachers' PCK in teacher education institutions.

실업계 고등학교 국사 교육과정 및 국정교과서 검토

허은철 역사와 교육학회 2015 역사와 교육 Vol.21 No.-