中等敎師 養成에 있어서 敎養敎育에 관한 硏究 : 中等敎師 養成의 敎育課程硏究 Ⅱ

김원희 釜山大學校 1974 論文集 Vol.18 No.1

中等敎師 養成의 敎職敎育에 관한 硏究 : 중등교사 양성의 교직교육에 관한 硏究

김원희 釜山大學校 1973 論文集 Vol.16 No.1

'미향' : 향기가 우수한 진분홍색 대형화

김원희 한국화훼연구회 2000 심포지움(한국화훼연구회) Vol.2000 No.-

主要國 中等敎師養成의 敎育讓程에 關한 硏究

金元姬 釜山大學校 師範大學 1976 교사교육연구 Vol.3 No.1

The purpose of this paper is to analyze the historical background and general characteristics of the curricula for training course of secondary school teacher in advanced countries, namely France, West Germany, the United Kingdom, the United States of America and Japan. Through the comparison of the curricula in these countries, this paper tries to grasp new tendencies of nowadays world education and to get some suggestions of the way of better education in Korea. The summaries of the educational development of above mentioned five advanced countries are as follows. 1.In general, the mian role of training of secondary school teacher undertake by the teacher's colleges or universities in .the advanced countries. While the role of teachers training in the independent teacher's college is getting decrease, the role in the department of education of universities is getting increase in the case of United States. In Japan, the role of teacher's training, generally speaking undertake by the department of education of universities or graduate school. 2.The sedondary school teacher must have the training course of university level by law in most advanced countries. There are requirement to pass the national examination for the secondary school teacher after the training course finish in France, West Germcny and the United Kingdtom. But the local government has the right to is-sue the teacher's license in case of U. S. and Japan. 3.The curricula for training course of secondary school teacher emphasis on the specialization as the teacher in most advanced countries. 4.The most important characteristic of curricula in above mentioned countries is that the curricula form with two parts namely major and sub-major courses. 5.There is a tendency to unify the similar lectures among the curricula in the advanced countries. Teacher training institutions in advanced countries are trying to raise the quality of teachers to have the unified lecture which avoid the duplication or similarity of several lectures. More detailed and specialized lectures are usually opend for the graduate school students. 6.As a new movement of better education, the modernization of teaching method has developed through the techniques of educational engineering. Especially, new models teaching method are much developed in West Germany and France. 7.There is a tendency that the government strengthen the teacher training administration giving the stand-ardized guideline of curriculum. In France, theteacher training course promotes under the national educational plan, and in Japan, the government sets standardized curriculum for the teacher training course.

大學 敎養敎育의 理念과 現況

金元姬 釜山大學校 師範大學 1978 교사교육연구 Vol.5 No.1

The purpose of this paper is to seek the more reasonable ways of curriculum organization of the general education in the Korean universities through the embodiment of recent ideas of general education. The basic ideas of general education of universities are seemed to improve the ability of synthetic and scientific understanding and judgement of the students. Regarding with the ideas and realities of general education in the universities, this paper dealt with following items: 1.Recent ideas of University education. 2.The basic goals of general education of the University today. 3.The problems of realities of general education in Korean universities today. 4.How to organize more reasonable curriculum of general education of university. As the result of analysis of this paper, the findings which seemed to lead to the ways of more reasonable curriculum are as follows. 1.The ideas of recent general education which based on humanism and essentialism must be introduced as the actual goals of general education of university. 2.The curriculum of general education should be organized on the basement of student's ability, vocational aptitude and professional needs. 3.The contents of lectures of general education should not be introductory course of certain major field and should be the outline of subject which related with modern science and life in broad sense. 4.The courses of the general education must not be forced to take certain ones, and should be opened to the students as the free choices among the many elective lectures.

評《中韓辭典》實詞詞性標注

金媛熙 영남대학교 중국연구센터 2005 중국과 중국학 Vol.3 No.-

논문 : 경사진 흐름 수역으로 방류되는 2D-SBJ 방류의 흐름 양상

김원희 관동대학교 1997 보건환경연구논문집 Vol.3 No.-

社會變動과 敎育的 價値論考

金元姬 건국대학교 1978 論文集 Vol.7 No.1

The Purpose of this paper is to analize the influences of social changes on educational problems and to seek the ways of building of educational values which whould solve the said educational problems for the embodiment of Korea's educational ideas. In developing the analysis, this paper dealt with following problems : ① the relationship between educational ideas and educational Values, ② the influences of nowaday's rapid social changes, ③ the educational problems raised by rapid social changes, ④ the ways of building of educational values. The influences of rapid social changes on the educational problems may be summerized as follows: ① the falling behind of science and technological education, ② the human disdain as proceed of industrial development, ③ the Set Pattern of human being under the situation of mass society, ④ the isolation of human being in the process of urbanization. The fundamental frays of new building of educational values which must solve above mentioned educational problems of social changes may be stated as follow: 1.The development of teaching in the understanding of basic elements of today's science and technology and basic knowledge of methodology. 2.The recovery of humanity that is in danger of disregard according to the rapid social changes. 3.The edification of autonomous and creative human ability. 4.The promotion of Cooperation for the embodiment of Common ideas. The said educational values of science and technology should be supported by the followings: ① selection of useful knowledge of recently developed science and technology, ② valuable reorganization of the knowledge of science, ③ effective teaching method. The educational value of recovery of humanity should be fulfiled by the followings : ① security of one's living as valuable as human being, ② freedom of activities by the tree intention, ③ social equality and equality of chances far every body. The edification of human ability as the educational value should be formed through the followings: ① enlightenment of sensitivity, ② development of individuality, ③ rearing of ability for the rational judgement, ④ promotion of one's contribution and responsibility to the society. As the educational value, the promotion of Cooperation also must be composed by the embodiment of following educational ideas: ① mutual aid and cooperation through the respect and affection, keeping public benefit and order. ② transmission of national development by the creativeness and cooperation, ③ international friendship and realization of free world's ideology.

강신재 해방촌 가는 길 에 나타난 폭력적 시선과 젠더정체성

김원희 부경대학교 인문사회과학연구소 2015 인문사회과학연구 Vol.16 No.1

이 논문은 강신재의 대표적 전후소설로 꼽을 수 있는 해방촌 가는 길 에 재현된 여성의 경험에 주목하여 전후 사회 문화의 폭력적 시선에 대응한 여성의 역동적 젠 더정체성을 조명하였다. 전후 사회 문화의 폭력적 시선에 대응하는 여주인공 기애의 역동적 경험은 전후 근대적 여성의 젠더정체성을 확장하는 효과와 더불어 윤리적 성찰이 숙고되지 못한 한계가 있다. 텍스트에서 전후 사회 문화의 폭력적 시선에 대응하는 여주인공 기애의 역동적 경험은 다음과 같이 전후 근대적 여성의 젠더정체성을 다음과 같이 확장하고 있음을 살필 수 있었다. 첫째, 미군 부대 직장 내 소비문화의 폭력적 시선에 대응한 측면에서 미군과의 동거를 통한 소비문화의 주체적 입장의 전도를 보여주었다. 둘째, 어머니를 비롯한 해방촌 이웃의 배타주의 폭력적 시선에 대응한 측면에서 능동적인 성의 혼종을 선택하였다. 셋째, 남성중심 폭력적 시선에 대응한 측면에서 주위의 시선에 굴하 지 않고 당당하게 살아가겠다는 의지와 남동생의 미래를 위한 다짐의 균열을 드러내는 심층에서 전후 사회 폭력적 시선 너머 새로운 조화를 동물의 영역까지 포섭하는 우주적 생명력의 조화로 통섭의 젠더수행성을 확장한 것이다. 요컨대 강신재는 해방촌 가는 길 을 통하여 전쟁의 폭력에 뿌리를 둔 전후 사회 소비주의 문화, 배타주의 문화, 남성중심 문화 등의 폭력적 시선에 대응하는 여성경 험을 독창적으로 재현함으로써 전후 근대적 여성의 정체성을 역동적으로 확장하였 지만, 주체적 여성해방을 위한 올바른 실천적 방안과 윤리적 성찰은 독자의 몫으로 남겨둔 셈이다. 그럼에도 불구하고 전후 남성 작가들에 비하여 전후 근대적 여성의 변화로서 젠더 정체성을 주체적으로 확장한 작가의 젠더의식은 ‘해방촌 가는 길’의 은유로 파악되는 것처럼 완성되지 않은 진행형이며, 그 도착은 독자의 미래지향적 삶의 과업으로 남겨진 것이다. The purpose of this paper is to illuminate the future oriented gender identity responding to social and cultural violence rooted in the violence of the war, focused on the subjective experience of a female appeared in the post-war women fiction “Way to Liberty Village(Habangchon)” by Kang Shinjae. Subjective experiences of the main female character(Kiae) responding to the violence faced by women expanded female gender identity as follows. First, gender identity was expanded by transposing the object and subject of consumption as a response of violent gaze caused from cultural differences of consumption. Second, gender identity was expanded by making hybrid as a response of violent gaze caused from chauvinism culture. Third, gender identity was expanded by making consilience as a response of violent gaze caused from male-dominated culture. In summary, Kang newly established female identity by reproducing female experience uniquely as a response of violent gaze caused from consumption cultural differences, chauvinism culture, and male-dominated culture. Her future-oriented gender awareness changing gender identity through subjective female experience is not still completed, and the remain progress would be the task of current readers.

Bagley의 敎育的價値論메 따른 諸經驗의 選擇

金元姬 釜山大學校 師範大學 1984 교사교육연구 Vol.9 No.1

The purpose of this paper is to examine the problem of William Candler Bagley's selection of the experiences on the theory of educational values. According to Bagley's selection criteria of the experiences, the educational values may be summarized as follows: First, as the selection criteria of the experiences, Bagley emphasized that the educational values of social efficiency. Therefore it is emphasized that the core of social efficiency is social morality. Second, the educational values for selection of the experiences classified as follows: 1) utilitarian value 2) provisional value 3) conventional value 4) social value. It is said that these values are the most significant and core ones to practice the social efficiency Third, the basic elements for development of educational value of the experiences are stated as follows: 1) conservational value of cultural heritage 2) systematic value of logical discipline 3) training value of intelligence 4) complemental value of social need. Fourth, the educational methodology must be amplified to achieve the social efficiency as the educational aim through following functions: 1) practice function 2) teaching function 3) inspirational function 4) training function 5) recreative function 6) interpretative function.