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중등학교 제 7차 교육과정에 기초한 창작무용학습의 내용과 지도모형
김화숙 韓國舞踊敎育學會 2001 韓國舞踊敎育學會誌 Vol.12 No.1
The purpose of this study is to propose an effective teaching model for creative dance loaming in the secondary school. The results of this study are expected to offer helpful content composition and goal setting for physical education (or dance education) class based on the recent 7th curriculum reform. The framework used for this study is a dance art education, i.e., Midway Model (creative - performance - viewing), the core of recent dance education. The results of the study have been reached by examining and analyzing research trends and previous studies by dance educators. First, the author has applied to secondary school education the same criteria for the goals for creative dance leaming, set for elementary school education, that was used in her previous study(2000: 17). The goals of creative dance loaming are as follows: 1.Students can recognize and apply the elements of their body movements. 2.They can express their feelings and thoughts through their bodies. 3.They can apply to dance the materials and contents from other sufect. 4.They understand the principles and processes, and the composition of choreography. 5.They understand dance as a method for creative, performance, and viewing. 6.They understand and perform dance from the perspective of diverse cultures, histories, and times. 7.They can have a critical and analytic aHitude toward dance appriciation. Second, the contents of creative dance learning will be ideal when they are composed of the complete stage units of creative, performance, and viewing. 1.creative : body design, body aweless, movement application, improvisation, imagination, and composition with a theme. 2.performance : rehearsal, refining, and presentation 3.viewing : observation, explanation, interpretation, analysis, and evaluation. Third, a model for creative dance loaming in the secondary school is to be composed of the following seven stages : 1.warm up (introducing the concepts) 2.concept exploration (exploring and observing homework assignments, exchanging dance images and ideas, studying action words) 3.skill development (developing action skills, teaming and refining techniques) 4.composition (discovering and developing actions through improvisation; choosing and selecting actions; making action phrases; utilizing various aesthetic principles such as repetition, change performance, succession, contrast, balance, harmony, proportion, climax, and unity; logical development) 5.performance (repetition of practice; editing and complementing of work; poup presentations) 6.viewing (observation; discussion; evaluation) 7.cool down (bloating and wrap up; strectching and review of concepts; presenting research assignments) In addition, a class for "creation by themes" can be ideally conducted when it is planned and conducted not in a one-hour class, but in a three-hour class (first class : concept exploring and skill development, second class : work composition, third class : performance and viewing). The contents and the model for a creative dance teaming cLass presented in this study will be introduced to the secondary school teachers who participate in the annual workshop for dance teachers held by The Korea Dance Education Society. They will then be edited and complemented by feedback. Therefore, continuous research on the topic is essential in order to develop class programs that can be used in the actual classroom.
김화숙,김범수,정석,심미란,양문희,김성연,권계숙,조현근,김형길,신용운,김영수,이돈행 대한내과학회 2002 대한내과학회지 Vol.62 No.6
Congenital solitary nonparasitic cysts of the liver are rare condition in all age groups. Since 1856, only approximately 900 cases having been reported in the world literature. Epidermoid cysts of the liver are extremely rare type of congenital nonparasitic hepatic cysts, characterized by a fibrous wall entirely lined with stratified squamous epithelium, but lacking hair or skin appendages. This condition has yet to be reported in Korea. Because they have a potential for malignant transformation, it is important to totally resect the epidermoid cyst of the liver. Recently, we experienced a case of 44-year-old female patient with epidermoid cyst of the liver, which condition was complicated by a secondary infection. For this patient, an enucleation of entire cyst was performed. Given the rarity of this case, the following is a report of this case and a review of the relevant literature.
김화숙 韓國舞踊敎育學會 2004 韓國舞踊敎育學會誌 Vol.15 No.2
This study aims to establish a concrete basis for an answer to a question why the separation of dance curriculum is required for normalization of dance education. To this end, we investigated problems of dance education that is being carried out in elementary and secondary schools under the current 7th curriculum in Korea and examined the trend of global art education. Since dance is currently treated as a part of physical education curriculum from the third grade in elementary school through high school, it can hardly achieve its original goals. Dance classes are taught by teachers with physical education teaching certificates; therefore, it is less likely for dance education to achieve its specificity. In elementary and secondary education aiming at education for the whole man, art must be made a compulsory course, not an elective course. All students have the right to be taught art education. Dance, which is now handled in physical education subject, should be made independent as an art course, and it should be taught by dance specialists. When the following problems of Korean dance education are institutionalized by administration system, we could expect normalization of dance education. 1.Separate dance subject and adopt 'art7(dance, fine art, music, play) as every citizen's common subject. 2.Establish the nation's standards for dance education. 3.Introduce an independent system of 'dance teaching certificate' for dance department graduates. 4.Operate a 'dance-exclusive teacher system' in elementary school. 5.Revise statutes concerned (elementary and secondary education law enforcement ordinance). The current climate for education overly stressing scientific knowledge for production is apt to give rise to students' emotional deprivation. Art education, which is like fresh-water to them, will be able to pull out their potentiality that is hidden deep inside and to develop their ability to express themselves and their creativity. Furthermore, it is educators' responsibility that provides students with an environment where they can receive a richer and more practical education by approaching diverse cultures and arts of their historical inheritance. To provide students with opportunities of experiencing diverse art genres through school education is a paradigm for a new art education that is essential in this age and a demand for education in the 21st century.