일본 歷史敎育者協議會의 수업안내서 『즐거운 중학 역사(わかってたのしい中學社會科歷史の授業)』의 특징

전병철(Jeon Byong-Chul) 한국사회과교육연구학회 2013 사회과교육 Vol.52 No.2

본 연구는 일본의 역사교육 단체인 歷史敎育者協議會가 개발한 수업 안내서, ‘즐거운 중학 역사(『わかってたのしい中學社會科歷史の授業』)’의 특징을 분석하고, 우리들에게 주는 시사점이 무엇인가를 찾고자 한 것이다. 이를 위해 본 연구는 ‘즐거운 중학 역사’의 전체 구성을 토대로 평화와 인권, 민주주의의 서사 구조를 분석하고, 조선통신사 주제를 중심으로 이들의 수업을 분석하였다. 그 결과 歷史敎育者協議會의 역사인식이 구현된 ‘즐거운 중학 역사’의 특징을 알 수 있었다. ‘즐거운 중학 역사’는 교사와 학생 간의 상호 작용을 중시하는 수업들을 안내하고 있었다. 물론 여기에서 중요한 것은 교사의 발문이다. 하지만 교사는 학생들에게 지식 자체를 묻지 않는다. 그 대신 교사는 학생들에게 자료를 제시하고, 이를 역사적으로 상상하도록 한다. 이렇게 이루어지는 교사와 학생 간의 상호 작용은 일상적 대화 상황과 비슷하다. 이러한 발문 방식은 학생들의 수업 참여도를 더욱 높일 것으로 본다. 한편, 그 동안 국내에서 이루어진 현장 교사들의 수업 개선 노력은 주로 배움책으로서 교재에 집중된 측면이 많았다. 하지만 배움책은 교과서의 내용을 요약, 보완, 정리한 대안적 교재로서 학습 활동을 돕는 일종의 워크북일 뿐이다. 중요한 것은 결국 수업이다. ‘즐거운 중학 역사’는 수업 자체를 변화시키기 위해 개발된 것으로, 향후 국내에도 이와 같은 방식의 수업 안내서가 현장 교사들을 위해 보급될 필요가 있다. The purposes of this study were to analyze “Joyful Middle School History Class,” a lesson guidebook published by History Educationalist Conference of Japan, a civil group on history education in Japan, as well as to identify its characteristics and find its implications for South Korea. For those purposes, the study analyzed the entire table of contents of “Joyful Middle School History Class” and discussed the characteristics of Joseon TongShinSa lessons. As a result, the study was able to confirm the field usability of “Joyful Middle School History Class” and investigate the discourse inherent in it. The guidebook includes the discourse of peace, human rights, and democracy in the national discourse. The students recognize Japan’s wrongdoing in the past and think over what kind of nation they should build in the future, learning the history of Japan. “Joyful Middle School History Class” also proposes interaction-rich lessons between the teachers and students. Those lessons are led by the teachers’ questions, but the teachers do not ask questions about knowledge itself but present materials to the students, encouraging them to imagine with the materials. Thus interactions happen like everyday conversations between them. Such a method will further promote the students’ participation in lessons. In short, South Korea will need to develop a lesson guidebook like “Joyful Middle School History Class” so that many teachers can share a lesson design plan to make diverse discourses fun to learn. Then history education will be able to make further contributions to the practice of peace, human rights, and democracy. In South Korea, teacher group on history education have made “work books” to improve lessons, but “work books” are merely another teaching material to supplement the content of lessons. In the end, what is important is a lesson. “Joyful Middle School History Class” is a lesson guidebook to change lessons. There is a need to consistently develop such lesson guidebooks and distribute them to teachers in the field in future.

역사교육에서 객관성의 문제: 1920-30년대 산미증식계획을 어떻게 가르칠까?

전병철 ( Byong Chul Jeon ) 충북대학교 사학회 2011 忠北史學 Vol.26 No.-

The skepticism of post-modernism denies the objectivity of history recognition. What is the objectivity in history recognition? Is objectivity something which is impossible? How should the history be taught? This study has tried to solve the problem of objectivity by setting the problem of recognizing the rice crop augmentation plan of 1920-30``s as an example. To make this possible, the concept of objectivity and the possibility of objectification have been considered. And the plan for actual history lecture was searched. Objectivity had a meaning of ``best thing``. The effort of human race toward the best, this is the logic of objectification that can exceed the post-modernistic skepticism. Actually, the expansion of time, expansion of space or expansion of perspective makes objectification possible on the level of human race. The academic possibility started from personal aspect of a historian and accomplished as historical studies. Here, the academic controversy is an important process of objectification. Therefore, the history education needs to focus on the objectification process based on academic controversy. Such logic can be applied to the study problem of rice crop augmentation plan. Now the teachers would have to reveal the process of objectification to the students. The process argued by exploitation and development will be embodied within the cognitive structure of the students. For this, inquiry and discussion activity, etc can be utilized. Among them, an example of the discussion lesson presented by this paper could be actually utilized in the scene of education. And it would make more objective recognition by the students.

인터넷을 활용한 ‘작은 역사가’ 되기 수업 연구

전병철(Jeon Byong-Chul) 한국사회과교육연구학회 2008 사회과교육 Vol.47 No.3

이 연구는 인터넷을 활용한 ‘작은 역사가’ 되기 수업의 현장 활용 방안을 모색해 본 것이다. 이를 위해 인터넷을 활용한 ‘작은 역사가’ 되기 수업의 논리와 과정을 검토해 보고 실제 수업 속에서 나타나고 있는 학생들의 활동들을 분석해 보았다. 그 결과 지식을 스스로 탐구해 가는 ‘작은 역사가’들이 인터넷을 활용하여 능동적인 지적 활동을 수행하고 있음을 알 수 있었다. ‘작은 역사가’들은 역사적 주제를 서술하기 위한 가설을 만들고 여러 자료들을 직접 수집하고 해석하여 과거의 사건들을 서술하고 있었다. 그리고 탐구 활동을 토대로 이루어지는 ‘작은 역사가’들의 서술 활동은 매우 의미 있는 사고의 과정을 보여주고 있었다. 이 수업을 현장에서 효과적으로 활용하기 위해서 교사는 학생들의 활동에서 나타나고 있는 사항들을 알고 학습을 유도하기 위한 역할에 충실해야 한다. 인터넷을 활용한 ‘작은 역사가’ 되기 수업은 학생들의 역사적 사고력의 신장에 도움이 된다. 그리고 학습자 수준에서 행해진다는 측면에서 탐구 학습의 활용 범위를 확장시킬 수 있다. The purpose of this study is to find application methods of the lessons for being ‘a little historian’by using the Internet. For doing this, the logic and process of the lessons for being ‘a little historian’by using the Internet was examined. In addition, students’ activities in the lessons were analyzed. As a result, it appears that little historians make a hypothesis to describe historical subject, gather and analyze informations, and describe historical events. It is shown as significant thinking process which is little historians’ describing activities on the basis of inquiry activities. To apply this lesson into practical classes, teachers should consider as follows: First, students should fully understand what a little historian’s activity is. Second, they should have critical thinking of information obtained from Internet. Third, they should know that historical descriptions are on the basis of facts. Therefore, teachers should be aware of these three principles and play a role as a supporter. In particular teachers should contact to students frequently during a class and give enough advice about little historians’ activities. In this process, relationship between teacher and students is important. The lessons for being ‘a little historian’by using the Internet help students to improve their historical thinking. Furthermore it can be applied easily due to same level of the inquiry method with learners.

역사수업 구성의 원리와 함의

全炳喆(Jeon, Byong-Chul) 역사교육연구회 2013 역사교육 Vol.126 No.-

This study set out to investigate the organization principles and implications of history lessons in terms of content and method and build a theoretical foundation for teachers to organize their lessons better. As a result, the following four quadrants of lesson organization principles and implications were discussed in terms of content and method: first, Quadrant Ⅰ contained ontological·student-led lesson organization, in which case students looked into and imagined their ontological pasts for themselves. Secondly, Quadrant Ⅱ contained epistemological·student-led lesson organization, in which case lessons were given in a way that the students were encouraged to discover history as discourse for themselves. Thirdly, Quadrant Ⅲ contained epistemological·teacher-led lesson organization, in which case the students understood history with teachers as an epistemic model. Finally, Quadrant Ⅳ contained ontological·teacher-led lesson organization, in which case the ontological past was transmitted to the students by the teachers in a traditional lesson organization. The teachers should comprehensively take into account the implications of each quadrant when organizing a lesson. And teachers should be able to understand the implications of each quadrant, properly combine them together, and apply them to their actual lesson organization.

해방 직후 朝鮮人民共和國의 國 문제

전병철(Jeon, Byong-chul) 호서사학회 2013 역사와 담론 Vol.0 No.68

동아시아사 교육에서 목표로서의 태도 형성

전병철 ( Byong Chul Jeon ) 역사교육학회 2015 역사교육논집 Vol.56 No.-

This study presents a discussion about the topic of attitude formation among students in the subject of East Asian history. What attitudes are sought after in the subject of East Asian history? What kind of effect does the subject of East Asian history have on high school students? This study found that the objectives of the East Asian history subject were “attitude of cultural sympathy,” “attitude of respect for others,” and “attitude of pursuit for mutual development” in the aspect of attitude. It was also found that those attitudes were characteristically exhibited in the students that learned East Asian history. Both the students that learned East Asian history and the ones that did not were still negative about Japan. For all that, the findings of the study highlight that the mean scores of the students that learned East Asian history were higher than those of the ones that did not, which indicates that the subject of East Asian history alleviated the anti-Japanese sentiment of students in a limited fashion and had positive effects on their attitudes. There was a premise that there should be efforts for mutual peace in the perceptions of Japan among the students that learned East Asian history, which shows the educational possibilities of the East Asian history subject in the East Asian era of the 21st century.

포스트모더니즘의 회의론 논의와 역사인식의 객관화를 위한 학습의 모색

全炳喆(Jeon Byong-Chul) 歷史敎育硏究會 2010 역사교육 Vol.114 No.-

History education must deal with objective knowledge. In this context, the author in this study considered skeptical relativism of postmodernism to present methods for objectification of historical understanding. For doing this, the author examined various skepticisms to consider their possibility within the logic of objectification, and pursued methods for objective historical under -standing by applying logic of objectification. The results of this study are as follows. First, objectivity in historical understanding indicates good subjectivity. It is integration of subjectivity over an aspect, and is being completed as the present progressive form. Then, objectivity is achieved from a process in which the most objective possible explanations is inquire. However, postmodern epistemology fundamentally denies possibility of objectivity. According to it, historical description is only linguistic signs, thus truth in the past can not be known for good, and history is only discourse made by intentions. Second, such skepticism, however, does not have to be accepted to the extreme degree, for history is being consistently objectified by efforts of detachment and academic disputes of historians. Objectification means widening of knowledge horizon, or a process of accumulation of validity. Objective knowledge is a process of discovering exemplary answer. In this point, objectivity has a possibility within the logic of objectification. Third, such problems of objectivity has significant value in history education: there are right things that history must aim at; history is influenced by ideology; and historical judgment is important in history education. Therefore, history education should cope with objective knowledge, and students should materialize objective historical understanding by themselves. Teaching of objectification can be presented in this context: it may help to perceive problems, research perspectives, compare explanatory power, and objectify problems for materializing more objective knowledge.

전립선암의 방사선치료 시 직장풍선의 유용성 평가

이상규,백종걸,김주호,전병철,조정희,김동욱,나수경,송태수,조재호,Lee Sang-Kyu,Beak Jong-Geal,Kim Joo-Ho,Jeon Byong-Chul,Cho Jeong-Hee,Kim Dong-Wook,Na Soo-Kyong,Song Tae-Soo,Cho Jae-Ho 대한방사선치료학회 2005 대한방사선치료학회지 Vol.17 No.2

Purpose : The using of endo-rectal balloon has proposed as optimal method that minimized the motion of prostate and the dose of rectum wall volume for treated prostate cancer patients, so we make the customized rectal balloon device. In this study, we analyzed the efficiency of the Self-customized rectal balloon in the aspects of its reproducibility. Materials and Methods : In 5 patients, for treatment planning, each patient was acquired CT slice images in state of with and without rectal balloon. Also they had CT scanning samely repeated third times in during radiation treatment (IMRT). In each case, we analyzed the deviation of rectal ballon position and verified the isodose distribution of rectum wall at closed prostate. Results : Using the rectal balloon, we minimized the planning target volume (PTV) by decreased the internal motion of prostate and overcome the dose limit of radiation therapy in prostate cancer by increased the gap between the rectum wall and high dose region. Conclusion : The using of rectal balloon, although, was reluctant to treat by patients. View a point of immobilization of prostate internal motion and dose escalation of GTV (gross tumor volume), its using consider large efficients for treated prostate cancer patients.