양자광원 기술 연구 동향

박석인,송진동,Park, Seok-In,Song, Jin-Dong 한국전기전자재료학회 2020 E²M-전기 전자와 첨단 소재 Vol.33 No.4

고등학생의 선다형 문항 풀이 과정과 시험전략 고찰

朴振東(Park Jin-Dong) 歷史敎育硏究會 2011 역사교육 Vol.117 No.-

This study attempts to examine the ways in which high school students solve multiple-choice type items in College Scholastic Ability Test(CSAT) History, with a focus on their test-taking strategies. Research methods employed in this study are questionnaires administered to students drawn from 4 interviews with two groups of students such as those who are familiar with test-taking skills and those who are not. An analysis of questionnaires gave rise to the development of interview questions as well as the selection of 6 items in CSAT Korean History for think-aloud protocol. Students in this study tended to follow each item from the beginning to the end. It took less time for students with considerable experience of taking CSAT to solve each question. With regard to the question of using prior knowledge about the given event, it is important to note that contextual knowledge based on chronological understanding helped students solve each problem. Given the small number of participating students, it is too hasty to generalize the findings of this study. This study intended to explore the potential of using think-aloud protocol in examining the mechanism through which students approach to problem-solving.

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.

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.

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.

관광안내소 현장조사를 통한 발전방안

김진동(Jin Dong Kim),박정선(Jung Sun Park) 한국관광연구학회 2009 관광연구저널 Vol.23 No.4

Recently, Tourist Information Centers(TICs) have played an increasingly important role in various kinds of functions, such as reservation, relaxation, display and sales, region connection(liaison) as well as furnishing tourism information. In spite of increasing internet access, TICs represent a reliable and convenient place for tourists to research various activities including tourism information. The aim of this study was to locate any problems and suggest improvements for higer level of TICs management. By way of observation and interview, on-site surveys of the 21 TICs were conducted in Korea`s main tourist destinations: Seoul, Busan, and Jeju. Authors examine 10 checkpoint categories (employee, guide equipment, guide telephone, working time, reservation and sales, informative and promotional material furnishing such as brochure and pamphlet, safety facilities and supplies, BBB card furnishing, convenience of use etc) in this questionnaire. The results found similarities and differences among the survey regions` acknowledged problems and improvements of TICs management. Furthermore, many problems and suggested improvements that should be considered to develop more sophisticated regional TICs were highlighted by the questionnaire. Implications for related operating bodies were also discussed.

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.

解放後 歷史敎科書 發行制度의 推移

朴振東(Park Jin-Dong) 역사교육연구회 2004 역사교육 Vol.91 No.-

The Korean History textbook maintained government-authorized system at the primary level and official approval system at the secondary level until the 3rd curriculum(1974). Since the 3rd curriculum, it has changed to the government-authorized system. Now. the textbook of the modern and contemporary history of Korea for the 11th and 12th grades is published under the official approval system, which allows a little change. Although official approval system is spreading, both systems are premised on government control, which blocks the merits of official sanction system. National Curriculum Documents and Notes and Authorization Criteria of Textbook are pointed out as the barriers to expressing uniqueness of each textbook. Also political situation has been the restrictions that limit the diversity of textbook. Since the experience has not accumulated along with the curriculum reform, an effort to make a totally new textbook was needed everytime. On the condition that there should be more investment to the textbook, a transition from pre-censorship to post-error-correcting is strongly recommended. The organization of writers, the period of writing, the term for official approval should be determined after much consideration without haste. The basic researches and institutions concerned for the development of new textbooks should be increased with the establishment of predictable policies on the process and the time of executing official sanction.

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.

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.