초음파 영상에서 나타나는 측엽에 의한 허상(Side-lobe artifact)의 발생기전과 임상적 고찰

강대현(Dae Hyun Kang),이성현(Sung Hyun Lee),김유현(You Hyun Kim) 고려대학교 보건과학연구소 2000 보건과학논집 Vol.9 No.1

사회과 수업 평가에 대한 논의와 운영 실태 분석

강대현 ( Dae Hyun Kang ),박영석 ( Young Suk Park ) 한국사회과교육학회 2005 시민교육연구 Vol.37 No.1

사회과 지식 교수 PCK 분석 연구 -개념과 일반화 교수 PCK를 중심으로-

강대현 ( Dae Hyun Kang ) 한국사회과교육학회 2008 시민교육연구 Vol.40 No.2

Social Studies is to teach knowledge, skill, thinking, value, attitude, action for the objective of citizenship education. But most of curriculum, textbooks, classrooms in social studies are composed of teaching knowledge. And teaching knowledge itself is not a problem but the method of teaching knowledge(the method of indoctrination) is a problem in Korea. In the first part, this treatise analyzes the theoretical aspects of knowledge and teaching knowledge(especially focused on concept and generalization) in social studies and proposes that the relationship of example/fact and concept/generalization is important in teaching knowledge. In the second part, this treatise analyses three social studies(major in social science) teachers`` classroom and their PCK(pedagogical content knowledge) in order to clarify the practical aspects of teaching knowledge in social studies. In conclusion, this treatise confirms three types of PCK, such as 1) teaching knowledge with experience, 2) teaching knowledge with materials and media, 3) teaching knowledge with context and example.

사회과 교과서 단원 구성 체제와 내용 제시 방식 분석 - 2015 개정 중학교 ‘사회’ 교과서를 중심으로 -

강대현 ( Kang Dae-hyun ),은지용 ( Eun Ji-yong ) 한국사회과교육학회 2020 시민교육연구 Vol.52 No.1

The purpose of this study is to analyze the unit organization system and content construction method of 2015 revised middle school social studies textbook. To this end, we analyzed previous studies on social studies textbooks, and in particular, studies on the structure of textbooks and how to construct the contents, which are closely related to the improvement of overall textbook quality. Based on this, the unit organization system of 2015 revised middle school social studies textbook was compared and its characteristics were extracted. The current middle school social textbooks were formalized with patterns such as conceptual explanations, case applications, related activities, and summaries so that a general model of the structure could be suggested. As a result, the content was organized in a deductive explanation-oriented manner that was specialized for teacher-led lectures. The textbook unit organization system and content construction described above makes it difficult for students to experience the process of discovery and inquiry in self-directed learning and concrete context. Accordingly, it is necessary to improve the structure of textbook unit organization and content construction in the future in the form of strengthening students' self-directed learning processes and encouraging the students to continue to use, refine and improve them.

사회과 교육 내용 구성 원리와 실제에 대한 탐색 -사회과와 사회과학의 관계 설정을 중심으로-

강대현 ( Dae Hyun Kang ) 한국사회과교육학회 2007 시민교육연구 Vol.39 No.3

The big issue of contents construction in social studies(especially social studies in a narrow sense, which don`t include geography and history) is how to relate social studies and social science. Generally, the relationships of social studies and social science are three types. First, social studies is the simplification of social science. This type of social studies emphasizes the concept and generalization of social science(the substantive knowledge of social science). Second, social studies is the imitation of social science. This type of social studies emphasizes the inquiry and thinking process of social science(the syntactic knowledge of social science). Third, social studies is the application of social science. This type of social studies emphasizes decision-making, value & attitude, and action that need to solve the problem of everyday life. But these three types of social studies are compatible in contents construction because concept & generalization, inquiry & thinking process, and controversial problem solving should be composed together in the curriculum and textbook of social studies in order to educate the citizen as an informed and reasoned decision-maker and performer. This treatise is not only to insist this statement but also to show the case of curriculum, textbook, teaching analysis as the real demonstration of the statement.

중등 사회과 초임 교사에 대한 수업 컨설팅 연구

강대현 ( Dae Hyun Kang ) 한국사회과교육학회 2010 시민교육연구 Vol.42 No.3

This treatise is starting in the premise that there is the necessity of transition in the teacher education of social studies. This treatise is to propose that teaching is a very practical job and teacher education should be doing in the process of practice and in the field of school. According to this orientation, this treatise analyzes the classroom of beginning teachers and career teachers. And this treatise presents the process of classroom consulting and proposes the consulting program sample as a field-centered and practice-focused teacher education. The consulting program sample of beginning teachers of social studies major is composed of three aspect: the aspect of objective & content, the aspect of teaching method & assessment, and the aspect of understanding of student & classroom management. Each aspect is composed of two part and the six consulting cases of beginning teacher are proposed. Therefore this study is a sample of field-centered and practice-focused teacher education program.

사회과 가치교육의 방법과 전략 -가치교육 방법의 종합적 활용을 중심으로-

강대현 ( Dae Hyun Kang ),설규주 ( Kyu Joo Seol ) 한국사회과교육학회 2014 시민교육연구 Vol.46 No.3

This study aims to explore the necessity and possibility of synthesizing various methods of value education in social studies classroom. For this purpose, this study reviewed research trends of value education in the USA and Korea, and examined the characteristics of its methods. The study finds that there are two competing traditional trends both in the USA and Korea. One is the trend of value inquiry which criticizes traditional methods of value education, and the other is the trend that emphasizes emotion and behavior as an alternative to traditional methods. Methods of each trend make different contributions to cognitive, emotional and behavioral aspects of value education. They also differ in philosophical and theoretical premises, paradigm, substance and pattern etc. In spite of all the differences, methods of each trend are required to be used together in social studies classroom, and it is judged to be possible. It does not mean producing a new comprehensive model or just using existing methods in parallel without any pattern. It means adopting different existing methods in different classroom situations, maximizing their strengths. This study suggests a method of stimulating emotion, cognition, and behavior in order as an example of synthetic method of value education.

사회과 성취기준 개발 논의와 결과에 대한 반성 -7차 교육과정 이후 성취기준 개발 논의와 결과를 중심으로-

강대현 ( Dae Hyun Kang ) 한국사회과교육학회 2010 시민교육연구 Vol.42 No.1

I knew that after 7th Social Studies, there are many achievement standards in Korea. First, from 7th curriculum revision, the content of curriculum is suggested in the form of achievement standards. Second, after 6th curriculum there are some researches on the achievement standards development. The third. from 1999, there are some researches on the national assessment of education achievement. Therefore there are three dimensions and types of the social studies achievement standards development as curriculum, teaching & learning, and assessment. And there is a chaos in the social studies and classroom regarding achievement standards. In this treatise, I revealed that there are some problems of three kinds of achievement standards and proposed that there is a kinds of achievement standards in three dimensions. Finally I suggested the new form of curriculum as achievement standards statement.

중국 대학입학시험 정치 문항 분석 연구

강대현 ( Dae Hyun Kang ),이정우 ( Jung Woo Lee ) 한국사회과교육학회 2011 시민교육연구 Vol.43 No.2

This study analysed the structures, forms and contents of the ``Politics`` subject question items of the 2009 Chinese National University Entrance Examination(Gaokao). The results are as follows: 1) In terms of structures and forms of items, Chinese items are divided into multiple-choice questions which measure lower-order thinking and essay questions which measure higher-order thinking. 2) In terms of subject matters and contents of items, Chinese items deal with current events, social problems, and cross-curricular topics. These features are good points to find the solution to the nature and system change of the Korean CSAT(College Scholastic Ability Test). The result of this study could be one of the concrete reference materials for the improvement of the Korean CSAT items.

사회과의 성격과 모형에 대한 분석과 종합 -시민성 전달의 재구성에 기초한 사회과학과 반성적 탐구의 종합-

강대현 ( Dae Hyun Kang ) 한국사회과교육학회 2014 시민교육연구 Vol.46 No.2

The purpose of this study is to criticize that the studies of social studies models highlight the differences of the models and derive to choose only certain model in the process of curriculum development and instruction performance. And this study is to analyze the characteristics and relationships of the models and to reveal the necessity and possibility of the balance, harmony, synthesis of the models for citizenship education. Above all, because the models of citizenship transmission, social science, reflective inquiry are to recognize the teaching for basic knowledge and social basic value, three models can be in harmony. At the same time, There is some common ground between social science and reflective inquiry because two models emphasize the inquiry for social phenomenon and problem. Therefore, the synthesis among the three models can be possible in the premise of teaching basic knowledge and value and the harmony between two models can be possible in the consensus of socal phenomenon and problem inquiry. Also the citizenship transmission which is restructured in modern society does not deny the importance of inquiry. And this way of synthesis among three models can be possible not only in theoretical dimension but also in practical aspect.