한국 대학교육 혁신에 있어 교육공학의 공헌 및 미래방향

송상호 ( Sangho Song ),이지현 ( Jihyun Lee ),박태정 ( Taejung Park ) 한국교육공학회 2016 교육공학연구 Vol.32 No.4

The field of educational technology has played a vital role in educational innovation at the level of higher education. Employing the characteristic design methodology of educational technology, researchers and practitioners have implemented educational innovation by improving instructional methods, educational systems, and learning environments at course, curriculum, institutional, national, and global levels. This study is a retrospective analysis of the roles and contributions of educational technology in higher education over the last 30 years, with a focus on: (1) methodologic innovation, (2) the popularity and globalization of higher education, (3) quality assurance and cutting edge approaches, and (4) potential future directions for educational technology. Among the insights gained from this analysis are, first, that educational technology has played a leading role in advancing higher education instructional methods by expanding learner-centered approaches, training instructors, and establishing professional organizations like the CTLs (Centers for Teaching and Learning) and associated councils. Second, educational technology has been at the center of efforts to expand educational opportunities through distance education and cyber universities, to contexualize educational outcomes through competency-based education, to globalize higher education through OER (Open Educational Resources), OCW (Open Courseware), and MOOCs (Massive Open Online Courses) and to bring about global ODA (Official Development Assistance). Third, educational technology has been influential in assuring educational quality in higher education by enhancing evaluation in higher education institutions, and by utilizing evidence-based decision-making through the adoption of cutting-edge science in such areas as learning analytics, big data, and brain science. Finally, this analysis revealed several future directions for educational technology around its three core values: innovation, social contribution, and scientific evidence-based decision-making. In reviewing the valuable contributions of educational technology to theory and practice in higher education, it is hoped that this study will help to uncover promising future directions for the field.

교육 연극을 활용한 감성 중심 환경교육이 초등학생의 환경 소양에 미치는 영향

최혜란(Hye Ran Choi),이상원(Sang Won Lee) 한국환경교육학회 2009 환경교육 Vol.22 No.1

The purpose of this study was to investigate the influences of environmental education program through educational theatre on student’s environmental literacy of 5th graders in an elementary school in Seoul. The students were divided into an experimental group and a control group. Then, the experimental group had the emotion-centered environmental education program using educational theatre, and the control group had the regular education process, which is a general lecture about the environment. The SPSS 12.0 program was used to analyze the results. The major result of the study was as follows. First, the researcher was able to develop and apply professor-learning model for the environment education using the educational theatre by abstracting and recreating environment-related contents from the 5th grade curriculum. Second, the study has showed that applying the emotion-centered program using the education theatre for the environment education certainly contributes to the improvement of the environment knowledge of the elementary students. Third, the emotion-centered environment education program has influenced evenly on the elements of the environment knowledge divided by the four goal levels of the environment education. Finally, the higher the student’s emotional quotient is, the more improvement of the environment knowledge the student gets when using the emotion-centered environment education program using the education theatre. In conclusion, the emotion-centered environment education program using the education theatre is a usable method to the elementary schools, and has a positive effect on increasing the environment knowledge of 5th grade students. In the time of requiring the diverse environment education methods, this program is worth to try as a new education method. Therefore, it is necessary to research more on the professor-learning activities related to this study.

교육인류학과 교육의 실천

서근원 한국교육인류학회 2015 교육인류학연구 Vol.18 No.1

The purpose of this study is to present a way to solve the problem of the alienation that students and teachers feel in Korean schools. In this study, Iinvestigated the target and method of anthropology of education to find the way. Anthropology of education presupposes that education is the process ofrebirth. Anthropology of education posits that education exists in various forms according to culture and geography. Anthropology of education researcher shave developed certain research methods to study education. They in turn are reborn by studying how others undergo their education. In those research methods, the research process corresponds to the research subject. I have introduced the research method of anthropology of education to school teachers. Studying the education of their students with this method, the teachers understood how their students learned new knowledge, and found that they judged their students arbitrarily. After the research process, the teachers tried to correct their egocentric practice of education. Furthermore, they tried to understand their neighbors from others' viewpoints. With these efforts, they established new relationships with their students and neighbors. Considering these results, anthropology of education can be a way to change Korean school education and Korean society. 본 연구는 현재 우리나라 학교 교육의 과정에서 학생과 교사가 겪는 소외의 문제를 해결하는 데 교육인류학이 어떻게 기여할 수 있는지를 제시하는 데 목적이 있다. 본 연구를 위해서 연구자는 교육인류학의 연구 대상이 무엇인지, 그것을 어떤 방법으로 연구하는지를 살펴보았다. 교육인류학은 인간의 다양한 삶의 장면에 다양한 모습으로 존재하는 교육을 문화와 관련지어 탐구하고자 한다. 이 때 교육은 기존의 자신을 부정하며 새로운 자신으로 태어나는 과정이라고 본다. 교육인류학자가 이러한 교육을 연구하기 위해서는 별도의 연구 방법이 필요하다. 교육인류학자는 그 방법으로 타인의 교육을 탐구하는 과정에서 자신 역시 기존의 자신을 부정하며 새로운 자신으로 태어난다. 즉 교육인류학의 연구 방법 속에서 연구 대상과 연구 과정이 일치한다. 나는 지금까지 학교 현장의 교사들에게 교육인류학의 연구 방법을 안내했다. 현장 교사들은 그 방법으로 학생의 교육을 연구하는 과정에서 그 학생이 어떻게 새로운 것을 알아가는지 알게 될 뿐만 아니라, 그동안 자신이 학생들을 일방적으로 판단해왔음을 깨닫게 된다. 그리고 자기중심적으로 이루어져왔던 교육적 실천을 개선하고자 노력하게 된다. 그리고 더 나아가 일상 속에서도 주변의 타인을 타인의 관점에서 이해하고자 애쓰게 된다. 그렇게 함으로써 교사들은 학생뿐만 아니라 주변의 타인과 새로운 관계를 형성한다. 이런 점에서 교육인류학은 우리나라 학교 교육뿐만 아니라 사회를 변화시키는 데 기여할 수 있을 것이다.

기독교 세계관적 관점에서 살펴 본 한국 교육의 문제와 기독교 대안 교육 모색

고영삼 ( Youngsam Go ) 밴쿠버기독교세계관대학원 2020 통합연구 Vol.22 No.1

The purpose of this paper is to examine the problems of Korean education and to seek alternative ways for a Christian education based on a Christian worldview perspective in the current public education situation. To this end, first, a Christian worldview perspective on how to view students was presented. Next, impacts of public education which is characterized by entrance exam oriented, infusion-type, and outcome-centered education were examined and also the problems of maladapted students to such education in the public schools were described. Then, various types of Christian alternative schools which have started to resolve the problems of public education were introduced and the limitations of Christian alternative schools with their own problems were pointed out. Finally, in order to help more students can get benefits from Christian education, we tried to find some ways to provide Christian education based on a Christian worldview within public education. In particular, an example of Alternative Education Support Center in Incheon Metropolitan Office of Education was introduced and it is proposed that local churches should participate in the public education with a Christian worldview perspective by becoming consigned education centers in the system of Alternative Education Support Center.

Korean for Beginners를 통해 본 해방 전의 조선어교육 -초판본(1925년)을 중심으로-

오대환 국제한국어교육학회 2012 한국어 교육 Vol.23 No.3

This study aims to analyze Korean for Beginners published in 1925 and figure out its significance and implications for language education. The book was written by Charles A. Sauer, a missionary and English teacher, and was used at “The Language School “ that taught Korean for missionaries. Issued in 1925, the textbook was used for five years from 1926 up to the curricular revision in 1931.Through its content analysis, this study has found: first, the method of Korean education whose principle constituted the textbook; second, the fact that Korean education at the time was carried out with a focus on spoken Korean than grammar, contrary to general understanding; third, that drills were performed through diverse methodic techniques of substitution, complementation and combination for spoken language education. Fourth, the study has also found that the textbook emphasized the importance of grammars like Underwood’s An Introduction to the Korean Spoken Language for grammar instruction that had been ruled out by then and provided learners with reference information on related grammatical items, though in a passive manner, so that they could learn them. Fifth, the research has found that the makeup of the textbook was considerably different from other known textbooks on Korean in general and it was thought that the difference was due to the application of a specific method and its composition suitable for the curriculum of the institution. Sixth, the study has learned that Korean education in those days was done by missionaries who were non-native speakers, both as the subject and the object of the education. Korean native speakers were not leading as teachers but assisting the education, and Korean education provided learners with information on the language and learning methodologies and encouraged them to study so that they could learn Korean in a self-leading and active manner.Furthermore, the research has found that the textbook had significant implications for contemporary Korean education with a possibility that the method of the textbook or its content may have been transferred to contemporary Korean education because Sauer, the author, was headmaster of the Korean Language School from 1949 to 1958, the textbook was reissued in the 1950s, and more published textbooks other than this exist.

1910-20년대 식민지 조선의 교육 법제 : 고등교육의 ‘부재’와 ‘지연’

김은 사단법인 한국법이론실무학회 2023 법률실무연구 Vol.11 No.2

After the Imperial Japan occupied Korea Empire in 1910, they enacted a series of education laws and reformed the education system. The most representative educational law was the Joseon Education Ordinance, which was promulgated four times as an edict. Immediately after the occupation, the consistent educational policy of Japan was based on assimilationism. However, the assimilationist educational policy was contradictory in that it actually assumed racial discrimination. In the 1910s, the government policy of the Japanese Government-General of Joseon, expressed as the military colonial rule, was based on the ‘special rule of Joseon’, and accordingly education of Koreans was conducted separately from Japan. The 1st Joseon Education Ordinance was a decree on the education only for Koreans, and Japanese residents living in Joseon were not subject to this ordinance. The educational policy for Koreans at this time was to teach simple and practical contents as much as possible, focusing on general and vocational education. Also, higher education was excluded as much as possible. At that time, only vocational colleges existed as higher education in Joseon, and the establishment of universities was legally prohibited. In the 1920s, Japan promoted assimilation policy through a conciliatory cultural colonial rule. In terms of education system, the 2nd Joseon Education Ordinance was enacted, which revised the school system to be the same as that of Japan under the principle of the mainland extension policy. One of the biggest change was to allow university education as higher education in Joseon. The establishment of public and private universities was permitted under the University Ordinance. Finally, in 1924, the pre-department of Gyeongseong Imperial University was established and university education began. However, any other universities could not be established in colonial Joseon until liberation. Japan deliberately tried to exclude higher education from the education of Koreans or introduce it as late as possible. However, It is noteworthy is that Japanese education policy and laws about Korean higher education were driven by the Korean society. The Korean intellectual class and faculty of mission schools devoted themselves to the growth of private colleges and the establishment of private universities. In order to apply control in response to the education movement of Korean society, the Japanese government enacted higher education-related laws and implemented higher education policies. 일제는 한국을 강점한 후 일련의 교육법령을 제정하여 교육제도를 정비했다. 교육법령으로 가장 대표적인 것은 조선교육령이었다. 조선교육령에 반영된 일제의 교육방침은 동화주의에 입각하고 있었다. 그러나 동화주의 교육방침은 사실상 민족 차별을 전제하고 있었다는 점에서 모순적이었다. 1910년대 ‘무단통치’로 표현되는 조선총독부의 통치방침은 조선특별통치주의에 기초하고 있었고, 그에 따라 조선인 교육은 일본과 별개로 이루어졌다. 제1차 조선교육령은 ‘조선인 교육’에 대한 법령으로서 조선에 거주하는 일본인은 이 법령의 적용을 받지 않았다. 이 시기 조선인 교육방침은 보통교육과 실업교육을 위주로 하여 간이하고 실용적인 내용을 가르치는 것이었다. 조선인 교육의 특징 중 하나는 고등교육이 최대한 배제되어 있다는 점이다. 당시 조선에서는 고등교육기관으로서 전문학교만 존재했으며, 대학 설립은 법적으로 불가했다. 1919년 3・1운동은 일제의 식민통치 방침을 수정하게 만든 사건이었다. 1920년대에 일제는 강압적 무단통치를 대신하여 유화적인 ‘문화통치’를 통해 동화 정책을 추진했다. 교육제도 면에서는 ‘내지연장주의’ 원칙 하에 학제를 일본과 동일하게 개정한 제2차 조선교육령이 제정되었다. 가장 큰 변화는 고등교육으로서 대학 교육을 규정한 내용이었다. 「대학령」에 의한 공・사립 대학 설립이 허용되었고, 마침내 1924년 관립 경성제국대학 예과가 설치되면서 대학 교육이 시작되었다. 하지만 결국 경성제국대학 외의 대학은 해방될 때까지 식민지 조선에 설립되지 못했다. 일제는 의도적으로 조선인 교육에서 고등교육을 배제하거나 가능한 한 늦게 도입하려 했다. 일제의 고등교육 정책 및 법령 변화의 계기는 조선인 사회로부터 추동되었다. 조선인 지식층 및 기독교 계열 학교 관계자들은 사립 전문학교 증설이나 사립 대학 설립 등을 위해 지속적으로 노력했다. 이러한 조선인 사회의 교육운동에 대응하여 일제는 비로소 고등교육 관련 법령을 적용하고 고등교육 정책을 운용하게 되었다.

김유정의 문학작품과 독서토론 교육의 의의

최선영,차봉준 한국교양교육학회 2016 교양교육연구 Vol.10 No.1

본고는 김유정의 소설을 문학 독서 교육의 텍스트로 설정하여, 대학에 독서 토론 수업의 사례를 분석하고 이의 교육적 의의를 밝히고자 한다. 많은 대학에서 기초 교양 교육의 일환으로 독서 교육을 강조하고, 인문학적 통찰력과 인간 사회에 대한 성찰을 표현할 줄 아는 지적인 인간으로의 육성을 교육하고 있다. 이는 독서를 통해 그와 관련한 전공자를 육성하기 위한 것이 아니라, 건강한 사회를 유지할 수 있는 기본적인 정신자세와 행동원칙을 기르도록 도와주기 위함이다. 독서 교육으로써 문학 교육이야말로 다양한 가치 체계의 수용과 독자 중심의 공론장을 형성하기에 최적의 조건을 가진 것이라고 할 수 있다. 이에 수업에서 진행된 강의자료 및 수업 운용 경험의 질적인 분석이 연구의 방법론으로 제시되었다. 2장은 대학의 교양교육에서 독서토론 수업의 교육적 의미를 고찰하고 수업의 한 방식을 제시하였다. 종합대학의 중요한 목적은 다양한 지식 체계의 균형 있는 교육을 위해서 교양 교육을 실시하는 것이다. 때문에 교양 교육의 역할은 학생들이 균형 있고 열린 사고를 위해서 다양한 의견을 수렴하도록 돕는 것이고 할 수 있다. 그 일환으로 여러 사람과의 토론을 통해서 차이를 인정하고 발전적 사고의 단초를 획득하는 방식이 있다. 이로써 교육은 학생에게 일방적으로 가르치는 방식이 아니라, 무엇이든 스스로 할 수 있는 능력을 훈련시키는 방편으로써 발표와 토론식으로 변화해온 것이다. 관건은 무엇을 얼마나 읽느냐가 아니라, ‘어떻게’ 읽느냐이다. 학생들이 이러한 교육방식을 완전히 체화하면 수업이 끝난 후에 각자의 책을 읽을 때에도 주체적이고 독립적인 자신만의 독서법을 유지할 수 있을 것이다. 3장은 김유정 소설을 통한 독서토론 수업 사례를 살펴보고 문학을 재료로 삼은 토론 수업의 가능성을 탐구하였다. 본고는 「봄·봄」과 「만무방」의 사례를 중점적으로 다루면서짧고 단순한 이야기 속에서 장서 갈등은 물론이거니와 남녀 간의 미묘한 심리 차이부터 현대 사회에서 행해지는 이른바 노동력 착취구조의 양상도 고찰할 수 있었다. 소설을 장르론적 관점에서 그것이 탄생된 사회, 역사적 조건을 고려하는 이른바, 소설 사회학 방법적 해석을 포함하는 것이다. 그 과정에서 개인적 노력으로 가난 극복이 불가능했던 일제 강점기라는 특수 상항에 대한 이해와 열린 결말이 암시하는 바에 대한 의문이 지속적으로 제기될 수 있음을 확인했다. 결론적으로 이러한 토론 수업을 통해서 학생들은 자발적으로 작품의 수용에 초점을 맞추고 문학과 사회에 대한 나름대로의 안목을 갖는다. 대학의 교양과목에서 이러한 토론 수업을 진행하는 것이 문학을 특정 학과의 전유물로 한정짓는 것이 아닌, 다양한 전공의 학생들 누구나가 쉽게 접근 가능한 놀이로써 한 사회를 진단할 공통된 하나의 비평적 준거로 여길 수 있기 때문에 중요하다. 이렇게 학생들이 소설의 내적인 구조와 외적 구조 사이의 연관성을 고려하며 작품의 수용 측면에 초점을 맞추는 해석적 방법을 통할 때, 비로소 시대를 초월한 문학의 보편성을 획득할 수 있는 것이다. 본고는 이러한 토론 수업을 통해서 학생들이 문학 작품이 창작될 당대는 물론이거니와 현재의 사회적 문제에도 관심을 가진다는 것을 확인하였다. The purpose of this study is to determine the educational significance of reading discussion with a case analysis of reading discussion class in university that used Kim Yujeong's novels as the text for literature reading education. Many universities emphasize reading education as part of their basic general education with the aim to foster intellectual human beings who can express their humanistic insight and their reflections on human society. Their intent of reading education is not to train students as specialists related to reading but to help them cultivate fundamental mental attitude and behavioral principles to maintain a health society. As means of reading education, literature education has the best conditions to form a reader-oriented public sphere and accommodate a variety of value systems. Accordingly, qualitative analysis of lecture materials presented in class and class management experience is presented as the methodology of the present study. Chapter 2 examined the educational significance of reading discussion classes for general education in universities. An important goal of a collegiate university is implementing general education to provide a balanced education covering a wide variety of knowledge systems. It can be stated that the role of general education is to help students gather various opinions to practice balanced and open thinking. One way of implementing this is by conducting discussions involving many people through which students acknowledge differences and acquire the clue to constructive thinking. Education, therefore, have changed from teacher-initiated unilateral instruction to student-oriented presentation and discussion as a way to promote students’ ability to solve any problem independently. The key to reading discussion, then, is not on what or how much to read, but on ‘how’ to read. When a student masters this method of education, he/she will be able to maintain a unique method of reading that is autonomous and independent. Chapter 3 examined the case of reading discussion class covering novels by Kim Yujeong and discussed the possibilities of discussion classes using literatures as teaching materials. Focusing on the case of reading discussion class using Bom Bom (Spring Spring) and Manmubang (The Rascals), this study examines how these short and simple stories induced discussions about conflicts between the old and the young, subtle psychological differences between man and woman, and the structure of labor exploitation within society. From the viewpoint of genre theory, the discussions demonstrated that these novels (or short stories) embody the sociological method of interpretation which considers the social and historical context from which the novels were written. Analyzing how these literatures are interpreted through discussions, the study confirmed that students were able to understand the special circumstances of Japanese occupation when a person's effort to overcome poverty was futile and that further questions can be raised about the implications of the open ending of the stories. In conclusion, through these discussion lessons students can spontaneously focus on their reception of the literary works and develop their own way of discerning literary works and society. Implementing these discussion classes as part of the general education in universities is important because students will view literature not as exclusive property limited to specific departments but as a common critical criteria to assess a society as well as plays(games) easily accessible to various students across majors. It is important because students grasp the meaning of the universality of literature only when they apply the analytic methods of focusing on the receptive aspects of the work while considering the relationship between the work’s inner and external structure. This study confirmed that students engaged in these discussion-based literary criticism not only approach the literary ...

의사학 교육 80년, 역사와 현황

이상미,예병일 대한의사학회 2023 의사학(醫史學) Vol.32 No.1

Medical history education enables the medical students to understand the humanistic aspects of medicine and also help to promote the professionalism of doctors. It makes them understand the disappearing or emerging diseases by recognizing the historical changes and trends to respond appropriately. Therefore, it is helpful to study and understand modern medicine. As of March 2023, 22 (55.0%) out of 40 medical schools in Republic of Korea have medical history course as an independent subject and two schools have integrated courses with medical ethics. Compared to 53.1% in 1995 and 56.2% in 2010, similar percentage of medical schools maintained the subject independently. However, the average credits of 18 schools in 2023(2.0) are higher than those of 1995(1.4) and 2010(1.2). The number of full-time professor who specialized in the history of medicine was 2 in 1995, 6 in 2010, and 11 in 2023. Generally, a full-time professor majoring medical history tend to have other duties besides the education and research of medical history, depending on the role of the department to which he or she belongs since they are assigned to the humanities education other than medical history education. Currently, the curriculums that have been recommended by Korea Association of Medical Colleges(KAMC), Korean Institute of Medical Education and Evaluation(KIMEE), and The Korean Society of Medical Education(KSMED), emphasize medical humanities but do not necessarily include the medical history. As a result, medical history courses have increased slightly, but the other humanities classes have increased significantly since 2000. The knowledge of medical history will help students become a doctor, and a doctor with professionalism adapting to the rapidly changing medical environment. Students will also be able to establish the ideas they must pursue in the present era when they come into contact with numerous historical situations. And if they share a sense of history, they will inspire a sense of unity as a profession and will be more active in solving social problems such as health equity. It is hoped that The Korean Society for the History of Medicine will step forward to set the purpose and goal of the medical history education, and organize the contents of the education. Classes should be prepared so that students are interested in them, and education should be focused on how the contents of education will be able to be used in medicine. To this end, it is necessary to establish the basic learning outcomes of history of medicine, and prepare learning materials based on these learning outcomes. It is also necessary to increase the competencies of educators for the history of medicine, such as performing workshops. With the dedication of the pioneers who devoted their energy to the education of medical history, it is expected that medical history will find out what to do in medical education to foster better doctors and provide better education.

스웨덴 공교육복지의 발달과정과 성격에 관한 연구

홍세영 한국 스칸디나비아학회 2013 스칸디나비아 연구 Vol.14 No.-

This study tried to find the definition of the education welfare analysis on Swedish education system. So, by characteristic, the history of swedish education are classified thee phases called Introduction, Integration, Renovation. In Introduction, it started the public education. At that time, the religion is a important role. the Catholic influenced the structure of public education. the Lutheran stimulated the popular education. Although many people had a opportunity of education, there kept the inequality of class. In Integration, the political Ideology, the Social democratic, built on welfare state so education combined welfare. there reformed the education and school for equality. the pre school provided children whose parents are in working or studying Care and education. The school aged children can use the education service free and spend 9year compulsory education. In Renovation, global economy demand the translation of Swedish welfare state. So Swedish education focuses on choice, quality, and competition more and more. which are based on liberalism. Although Swedish education system is influenced by capitalism, the root of that is social democratic. So the education welfare in Sweden means equaltiy and intergration.

남명을 통해 본 일상(日常)의 교육적 의미

채휘균 ( Hwei Kyun Chae ) 한국교육철학회 2010 교육철학 Vol.41 No.-

The education will boil from daily life and as doing desirably, Nammyung emphasized. This fact all people importantly from education, to think. But recognizes this problem the center of life and study of oneself and the case which indicates writes. Nammyung led and recognized the importance of daily life from education. The life of the human being becomes more distant from daily life and when being absorbed in being external makes a valuable territory lose from life. When with the same interest of education becomes more distant from daily life of life, the education makes the meaning lose. When meaning the education is embodied from if human life, must have an educational interest in daily life. And works from the daily life which is repeated, meeting, association, dialogue and relationship, introspection etc. must become the interest territory of education, the education must devise is value from daily life the possibility of experiencing in order to be. Because the work which is ordinary, meeting from ordinary, with human relation and association dialogs, reflective etc. to compose a life. When the education excepts a daily life consequently, will not be able to give the value which is important in life. When saying conclusively, the education must escape from the fact that considers seriously a knowledge acquisition and a compensation. And the education must do to make a value the people experience rather from daily life. The resultant education will be able to accomplish the essential function of the education which loses, daily life will be valuable and there is a possibility which to make feel will do. With being like that, education could be reconciled with the people.