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박범익 韓國敎員大學校 敎育硏究院 1989 敎員敎育 Vol.5 No.1
오늘날 선진국을 비롯한 세계 여러 나라들은 교육을 통한 국가발전에 비상한 관심을 가지고 교육의 개혁을 위해 많은 노력을 기울이고 있다. 2000년대를 얼마 남겨 놓지 않은 우리 나라의 경우도 미래의 첨단 과학 정보 산업사회를 이끌며 갈 제2세 국민을 위한 교육을 보다 내실있게 추진하기 위하여 여러 가지 방안을 모색하여 새롭고 창의적인 교육을 할 수 있게끔 꾸준한 연구가 이루어져야 할 것이다.
통합 과학 과정의 접근 방법에 관한 비교 연구 : 개념 중심 방법과 과정 중심 접근 방법을 중심으로
권재술,박범익 한국과학교육학회 1978 한국과학교육학회지 Vol.1 No.1
In this study, concept centered approach and process centered approach in developing integrated science curriculum were compared and compromised between two approaches. It seems that two approaches are in antagonistic relations. The superficial conflictions getween two approaches are not because they are antagonistic in their nature, but because their interesting points are different. The concept centered approahc is interest in fundamental scientific concepts and the process centered approach is interested in scientific enquiry. If science is the composition of enquiry processes and concepts produced by enquiry processes, scientific enquiry process and scientific concept must not be inconcistant. Although concepts are not unchangeable, new concepts and advanced concepts are based on the old concepts. Enquiry activity which is not based on concepts also cannot be significant enquiry. Although fundamental concepts in science is very important, in order to apply concepts, to various phenomena, and to understand concepts more deeply the student should understand concept through the process by which the concepts are derived. As we have discussed above, only the concept centered approach or the process centered approach itself is not complete. Comparing these two uncomplete approaches to integrated science curriculum, we can find out that two approaches are in complementary relations. Because integrated science is based on the idea that natural phenomena should not be understood in fragments, but should be understood as mutually related system the integrated science curriculum includes both the fundamental scientific concepts and scientific enquiry processes.