日帝强占下(1920년대) 普通學校 6年制 昇格運動의 展開와 歸結

朴振東(Park Jin-Dong) 歷史敎育硏究會 2007 역사교육 Vol.102 No.-

The expansion of primary education under the Japanese occupation was accompanied with establishment and elevation of common schools. After the March 1st movement, the Japanese administration built six-year common schools as well as four-year ones. The expansion of primary education concentrated on building four-year schools which had weak qualification for graduation. It rather made Koreans unsatisfied with the educational opportunities, thus they strove to grow the primary schools to six-year ones for themselves. Examining statistical data of common schools, both established and newly built in the 1920s, this study explored the problem of elevation of common schools in local level in light of the Japanese administrations and movement leaders. As a result, this study found out that administrative stress on building new schools tended to prohibit any elevation of common schools. Therefore, elevation-delayed Myon(面) witnessed voluntary elevation movement of common schools, which was possible in terms of Koreans’ efforts such as civil appeals as well as fund-raising. Critics argue that the elevation movement appeared compromising and limited since it urged Koreans to engage with Japanese education system. However, this movement can be highlighted because it extended educational opportunities for Koreans corresponding to Japan’s discriminative educational policy. It also stimulated to build and elevate schools for secondary education.

교수요목에 의거한 ‘이웃나라 역사’ 교과서의 발간과 그 구성

朴振東(Park Jin-Dong) 역사교육연구회 2008 역사교육 Vol.106 No.-

This study examined the early education of Neighbors History through Syllabus for Social Studies in secondly school in 1948 and textbooks published thereafter. The syllabus, the first national curriculum document, was formed at the period of the United States Army Military Government in Korea(USAMGIK) and applied in the early days of the Republic of Korea. Therefore, examination of the syllabus would help us to understand the developing stage of world history education in Korea. The analyses of the syllabus and textbooks lead to following conclusions; First, the syllabus for middle school was organized in terms of Oriental, Western and Korean history. Even though history was under the roof of social studies, it was taught independent from other social studies subjects. The 1st graders of middle school began to team oriental history based on their prior learning of Korean history in elementary school. Second, the syllabus put emphasis on the relevance to contemporary world and problem solving capacity as well as temporal order of historical events. Third, the syllabus organized its contents in terms of time and place. However, it turned out to have inconsistent content organization. The pages and perspective demonstrate its focus on the Chinese history, which remains a critical issue up to this point. Four, most of textbook authors were university faculties, majoring Oriental history. However, they could not but ask help from Korean history or Western history majors because of the shortage of human resources. Five, the textbooks could be published after authorization, Page numbers, contents, and representations of textbooks were various depending on publishing companies. The authorized textbooks paid little attention to the history of India, West Asia, Japan and contemporary history and included none other than factual explanations. Finally, the textbooks strove to meet cognitive levels and learning needs of students, which was of no avail. In spite of poor quality, it is worthy to note that the textbooks included references and problems for lessons.

『한국 근ㆍ현대사』 교과서에 실린 사료의 비교 분석과 제시 방안

朴振東(Park Jin-Dong) 역사교육연구회 2008 역사교육 Vol.108 No.-

There are six types of Korean Modern and Contemporary History Textbooks in the current seventh curriculum. Within these textbooks, their spaciality is that they contain what is called historical material. The numbers and types are different between the textbooks. This study consists of sixteen different types of reading materials which are listed on the six textbooks mentioned. I have found the important materials has been included in textbooks after the result of comparing and analyzing the quotations from them. However, there is a difference in emphasizing the quotations and the selections of the materials within the different textbooks and there are some unnatural contents expressed in them. Also there is a lack of consistency even though clarifying the titles and indicating the source in presenting the materials. When the textbooks are used by the teachers, they should complement if there are insufficiency. In the future of making textbooks we have the needs to treat the needed contents, and the system is needed in order for one to be able to use the precise and appropriate information.

해방 후 1950년대까지 중등교사 자격제도의 수립과 한계

박진동 ( Park¸ Jin-dong ) 역사교육학회 2021 역사교육논집 Vol.78 No.-

This study set out to analyze the characteristics of the review process for the authorization of history textbooks during the period of the ‘Course of Study’. The main findings of this study are as follows: This study dealt with the establishment of teacher qualification standards and the problem of unqualified teachers in the expansion of secondary school teachers in Korea from the 1940s to the 1950s. As qualification certification was implemented in step with an increase of secondary education teachers after liberation, teacher qualification standards had to be made. Teacher qualification standards were established, starting with "Elementary and Secondary School Teacher Qualification Standards" (1948) and going through the legislation processes of "Educational Civil Service Qualification Standards" (1953) and Enforcement Regulations (1954). Accordingly, educational background, experience, and retraining standards needed for the provision of teacher certifications such as for regular teachers and assistant teachers were prepared. The establishment of standards led to the occurrence of unqualified teachers. While opportunities for qualification through retraining were provided, acquisition was difficult due to the Korean War. As unqualified people were on the verge of being expelled under the laws of 1945, educational authorities relieved them through simple screenings. Consequentially, policies to maintain teacher standards by establishing teacher qualification standards and certification expiration dates were not carried out and were refracted. This became a precedent and afterwards, it led to teacher policies busy with supply and demand during a period of secondary education expansion.

공간 개념을 활용한 수능 역사 문항 분석과 평가의 방향

박진동 ( Park Jin-dong ) 역사교육학회 2017 역사교육논집 Vol.64 No.-

This study examines how the space has been dealt with in the History Curriculum and the CSAT History Test using the map. The History Curriculum has used different terms regarding the space. The CSAT item analysis showed a higher frequency of space-related items in East Asian History. East Asian History has asked students whether they understand the spatial concept, systemicity, historical facts by finding the region and inferring it to the related facts. History Education in Korea has emphasized time and space at the same time. However, Curriculum and Assessment have not built the systematic framework yet. Achievement standards related with spatial concept must be set in the future History Curriculum Reform. Then, the CSAT will develop the items related with spatial thinking. Higher thinking skills such map reading and map creating need to be applied in classroom teaching will be another task in the near future.

H₂O₂ 로 유발된 산화적 스트레스에 대한 브로콜리 (Brassica oleracea var. italica) 잎 분획물의 PC12 cell 보호 효과

박선경(Seon Kyeong Park),진동은(Dong Eun Jin),박창현(Chang Hyeon Park),승태완(Tae Wan Seung),최성길(Sung-Gil Choi),허호진(Ho Jin Heo) 한국식품과학회 2014 한국식품과학회지 Vol.46 No.4

브로콜리(Brassica oleracea var. italica) 잎의 n-hexane, chloroform, ethyl acetate, butanol 및 distilled water 분획물의 total phenolic 화합물 함량은 chloroform 분획물이 206.8 mg GAE/g으로 가장 높게 나타났으며, ABTS radical 소거활성 및 지질 과산화(MDA) 생성 억제효과 실험 결과에서 chloroform 분획물에서 가장 높은 활성을 나타내었다. in vitro 항산화 실험들에서 우수한 효과를 보인 chloroform 분획물을 이용하여 H₂O₂으로 유도한 산화적 스트레스에 대한 신경세포(PC12 cell)에서의 산화적 스트레스 생성 억제효과, 세포 생존율 그리고 세포막 손상 억제효과 역시 농도 의존적 경향을 나타내며 positive control 로 사용된 Vit.C와 유의적인 결과를 나타냈다. 마지막으로, HPLC 분석 결과 브로콜리 잎 chloroform 분획물에 존재하는 주요 phenolic 화합물은 feulic acid인 것으로 확인되었다. 본 연구 결과를 종합해볼 때, 생리활성 물질로서의 ferulic acid 등을 함유한 브로콜리 잎 chloroform 분획물은 in vitro 항산화 활성과 함께 신경세포 보호효과를 나타내는 고부가가치 기능성 소재로의 활용이 기대된다. To examine the physiological effects of broccoli (Brassica oleracea var. italica) leaf, the bioavailable compounds in broccoli leaf extract, and its in vitro neuroprotective effects against H₂O₂-induced oxidative stress were examined in this study. The chloroform fraction of broccoli leaf extract had the highest total phenolic content of all the fraction than others, and the highest 2,2-azino-bis(3-ethylbenzothiazoline-6-sulfonic acid) diammonium salt (ABTS) radical-scavenging activity and malondialdehyde (MDA) inhibitory effect. Intracellular reactive oxygen species (ROS) accumulation resulting in H₂O₂-treated in PC12 cells was significantly lower when the chloroform fraction was present in the medium compared to that in PC12 cells treated with H₂O₂ alone. In a cell viability assay performed using 3-(4,5-dimethylthiazol-2-yl)-2,5-diphenyltetrazolium bromide (MTT), the chloroform fraction showed protective effects against H₂O₂-induced neurotoxicity and inhibited lactate dehydrogenase (LDH) release into the medium. High-performance liquid chromatography (HPLC) analysis showed that ferulic acid was the predominant phenolic compound in chloroform fraction of broccoli leaf.

한국 근현대사 과목의 문항 난이도 특성 분석 : 전국 연합학력평가(10월) 채점 결과를 중심으로

朴振東(Park,Jin-Dong) 歷史敎育硏究會 2011 역사교육 Vol.119 No.-

This paper attempts to examine a list of factors that account for item difficulty. An analysis has been made on the basis of identifying the characteristics both of difficult items and of easy ones in the National Assessment of Academic Achievement Korean Modern and Contemporary History administered by local education authorities for the last five years. The main findings of the analysis of the result can be summarized as follows: The following characteristics of the items in question can be attributed to enhancing item difficulty: 1) items that reflected trivial content; 2) items that required extensive prior knowledge of the period in detail; 3) items in which comprehension of lead-in statement played an important role in identifying the correct option; 4) unconventional items that would prevent test-taking skills from having a greater influence on test performance than intended; 5) items whose key words were not explicit both in lead-in statement and in alternatives; 6) familiarity of the phrases used in alternatives; 7) items that include distracters, which are likely to be considered as correct answers. On the other hand, the following factors did not appear to be linked with item difficulty: 1) the matter of whether the instruction and alternatives of items reflected contents drawn from more than one unit; 2) the area of items such as interpretation of historical sources and historical imagination; 3) item format such as one correct answer variety, negative variety and combined response variety; 4) the amount of content elements in each alternative.

교수요목에 의거한 ‘먼나라 역사’ 교과서의 발간과 그 구성

朴振東(Park, Jin-Dong) 역사교육연구회 2016 歷史敎育 Vol.137 No.-

This study intends to examine the characteristics of ‘Mun-Na-Ra Yoek-Sa[Western History]’(in the following, Occidental History), which was a school subject for the second graders in middle school during the period of the ‘Course of Study’ applied between 1948 and 1954. An analysis of seven authorized ‘Occidental History’ textbooks led to identifying the ways in which the world history courses at the early stage of history education in Korea are structured. The main findings of this study can be summarized as follows: First, the curricular content of ‘Occidental History’ is organised in terms of chronological order from the pre-historic period to the present day, covering ancient civilizations and significant events in Western history including Greek civilization, Roman civilization, the medieval era, the early-modern period, the modern period, and the two World Wars. Second, considering the amount of curricular content across different periods, it is safe to say that more emphasis was put on the modern and contemporary period compared to the pre-modern era. It is also worth noting that the characteristic features of past non-European societies such as the Islamic world and the West-East cross-cultural interactions formed part of ‘Occidental History’. Third, there was an attempt to stimulate students to historical thinking by designing various learning tasks for lessons as well as by presenting visual sources in the history textbooks.

시간 개념을 다룬 선다형 역사 문항의 유형화 시도

朴振東(Park, Jin-Dong) 역사교육연구회 2013 역사교육 Vol.128 No.-

This study attempts to examine types of items in College Scholastic Ability Test(in the following CSAT) History that are devised to assess students’ chronological understanding. The nature of historical study can be characterised as an attempt to provide access to the riches of human experience, including the framing of its long-term development as well as its immediate details. In this respect, close attention needs to be drawn to the issue of how to access students’ ability to understand historical time. Some patterns of the structural elements of questions used in the previous exams are identified through analysing Korean History, Korean Modern and Contemporary History, and World History exam papers between 2005 and 2013. The items in question can be divided into two types: sequencing alternatives in a chronological order and selecting an alternative that falls into the time span guided by item stem and instruction. This study intended to provide suggestions for the development of exam questions that access students’ chronological understanding, with a focus on the form and type of multiple-choice type items. In conclusion, it should be emphasised that items in exam papers are devised to access students’ understanding of big pictures of history rather than their fragmented knowledge about specific date and event. In particular, more attention needs to be paid to the question of how to enable students to make sense of historical time in the light of causal relationship, incorporating history’s multiple dimensions.

해방후 현대사 교육 내용 기준의 변천과 국사교과서 서술

朴振東(Park Jin-dong) 역사학회 2010 역사학보 Vol.0 No.205

It is often noted that the content of Korean history as a school subject, especially Contemporary Korean history, has been under the strong in-fluence of the political cause put forward by the state. The highly centralized system of textbook development made the government's control over the content selection of history textbooks possible. It is not until the 1980s that the importance of teaching Contemporary Korean history came to the fore. This can be attributed to the development of research on Contemporary Korean history. A growing interest in Contemporary Korean history has created a sphere for debates on the way a narrative of the national past in Modem and Contemporary Korean history textbooks is presented. This paper set out to examine some characteristics of an official guideline for the state-authorized history textbooks. The control over the way a textbook is written has been implemented by a range of standards and criteria for textbook authors, who are commissioned by private publishers. Unlike the government-published Korean history textbook in the past, the state-authorized history textbooks can be easily exposed to criticism for their treatment of a particular event that is in conflict with the official guideline. While the recent change towards textbook pluralism was welcomed by history teachers and researchers in history education, there has been a tension between a strong and long-standing belief in the need for an authoritatively 'correct' version of history and the emergence of several 'approved' textbooks. It is thorough this guideline that the government attempts to control over the content of history textbooks. What is at issue here is that historical knowledge itself is historical, open to a renewal of interpretation. Therefore, future directions for the guideline for textbook development need to be addressed not in terms of control based on prescriptive regulations but in terms of a wider consensus based on educational concerns, which can form part of national standard for history education.