중,고등학생의 관용성 분석과 관용교육 개선에 관한 연구

길현주 ( Hyun Joo Ghil ) 한국사회과교육학회 2007 시민교육연구 Vol.39 No.2

There have been theoretical arguments for the approaches of tolerance education in social studies education fields, besides the argument that tolerance is an important virtue in a pluralistic society. It was fairly discussed that the insistence such as ``cognition-centered approach for tolerance education is needed`` or ``affection-oriented is required.`` But enough research has not been conducted to prove these arguments experientially. Also, such theoretical insistences are criticized that they categorize students into the same group without any consideration for various background variables. In this case, I suggest for intensifying the arguing level through two kinds of research questions and low rank hypothesis on current tolerance education. First, research question 1 is ``What influences tolerant cognition and tolerant affection will give to tolerant behaving tendency?`` Second, research question 2 is ``Will tolerant judgment and affection which affect tolerant behaving tendency be different according to age group?`` To certify research questions above, I surveyed 556 students in 2nd grade of middle and high school. In the result of research question 1, tolerant judgment and affection affects tolerant behaving tendency meaningfully. But the difference of level for tolerant knowledge comprehension doesn`t influence on tolerant behaving tendency. In the result of research question 2, it is proved that the effect of tolerant judgment and tolerant affection influencing tolerant behaving tendency differs by the age. In case of middle school students group, tolerant affection shows meaningful relations with tolerant behaving tendency except tolerant judgment. However, in case of high school students group, both tolerant judgment and affection appeared to be variable factors that explain tolerant behaving tendency.

2004년~2008년 국가수준 사회과 학업성취도 평가 성취수준별 대표문항 분석 연구

길현주 ( Ghil Hyun Joo ),박가나 ( Ga Na Park ) 한국사회과교육학회 2010 시민교육연구 Vol.42 No.2

The purpose of this study is to identify the ability of student in achievement levels. For this purpose, we analyzed the questions of social studies in National Assessment of Educational Achievement in 2004~2008. Specifically, in achievement levels we confirmed differences depending on the behavior area and examined differences depending on the characteristics of materials like degrees of complexity and familiarity. The results are as follows. First, there were no differences in behavior area in achievement levels. Second, we recognized differences according to the characteristics of materials in achievement levels. In familiarity of materials, high degree of familiarity is related to basic level. In the complexity of materials, basic level is related to simple materials, but in excellent level, there are many items that have materials of high degree of complexity. Implications are as follows: 1. The characteristics of questions should be analyzed more closely through specified analytical framework. 2. It is necessary to develop a variety of materials in National Assessment of Educational Achievement. 3. Items should be developed to response on hierarchical thinking. 4. In social studies class, we need to facilitate students to interpret meanings of materials that are complicated and unfamiliar.

사회과 교사들의 교육과정 재구성 경험에 관한 이해 -혁신학교 사례를 중심으로-

길현주 ( Hyun Joo Ghil ),박가나 ( Ga Na Park ) 한국사회과교육학회 2015 시민교육연구 Vol.47 No.1

The purpose of this study was to gain an understanding of the meaning of curriculum reconstruction from two social studies teachers`` experience. For this purpose, we selected two cases of social studies teacher that they actively practised curriculum reconstruction in the middle school. Employing various methods including focus group interviews, observations, and collections of teachers`` essay about instruction and curriculum reconstruction, this study tried to show the characteristic and the meaning of two teachers`` reconstruction of curriculum. We found that two teachers`` curriculum reconstruction was characterized as a co-work with their colleague. They replaned their own curriculum according to their belief and values. They set up and gave shape to an educational plan and practised curriculum reconstruction through in-deep considerations about their community, the nature of the curriculum, identity as a teacher. Teachers`` collaboration also would help resolve some of their anxiety and difficulties which they felt during develop their own curriculum. They initiatively interpreted and understood textbooks, students, and standards of accomplishment with their own educational belief. This study interpreted that the experience which two teachers gained by reconstructing of curriculum was characterized that as an opportunity for development and that deepening their understanding of students and teachingprofession and as a process in collective intelligence with their colleague.

사회과 정의적 영역 교육에 대한 비판적 고찰: 2007 개정 사회과 교육과정을 중심으로

길현주 ( Hyun Joo Ghil ) 한국사회과교육학회 2011 시민교육연구 Vol.43 No.4

The purpose of this study is to suggest that specific ways in affective domain education through analysing on 2007 revision curriculum. As a consequence of social studies curriculum analysis, there are affective words like sense of community, respect of human rights, tolerance etc. And In describing aims, it has a balance in knowledge, skills and attitude education. We can`t find contiunity and sequence in affective domain contents. In learning activites, it was recommanded case activities and experience activities. But they was differently used in primary schools and secondary schools. On evaluating, it is inclined to evaluate behavior or internalization in primary schools but it has a tendency in evaluating according to hierarchy of cognitive domain. I suggest, First, affective domain contents are extracted in relation I and others, I and society. Second it is different from contiunity and sequence in cognitive domain education. We build contiunity and sequence in affective domain education like from reciving to behaving according to Hauenstein. Third, we need to adopt perspectives of evaluation, assessment in affective domain education.

2015개정 교육과정에 따른 고등학교 한국지리, 세계지리, 여행지리 교수 · 학습자료 개발 과정에 대한 논의

전보애 ( Bo Ae Chun ),길현주 ( Hyun Joo Ghil ),김민숙 ( Minsuk Kim ),김인철 ( Incheol Kim ),범영우 ( Yeongwoo Beom ),서지연 ( Jiyeon Seo ),성정원 ( Jeongwon Seong ),오태훈 ( Tae-hun Oh ),이윤구 ( Yungu Lee ),채나미 ( Nami Chae ),이 한국지리환경교육학회 2018 한국지리환경교육학회지 Vol.26 No.2

본 연구에서는 2015 개정 교육과정 고등학교 사회과 교수·학습자료 『한국지리, 세계지리, 여행지리』의 개발 및 검토 과정을 분석하였다. 『한국지리, 세계지리, 여행지리』는 2015 개정 지리 교육과정의 학교 현장 안착을 위한 교수·학습자료의 사례를 제시하려는 목적으로 개발되었다. 따라서 개발 및 검토 과정의 분석은 『한국지리, 세계지리, 여행지리』가 교수·학습자료로서 갖는 의미와 가능성에 대한 이해를 제고할 수 있을 뿐만 아니라, 궁극적으로는 지리교육 분야의 교수·학습자료 개발 및 운영과 관련된 의미있는 논의를 제공하리라고 기대된다. 개발과정에서는 2015 개정 교육과정의 중점 사항이자 특징이기도 한 교과역량 및 기능의 교육적 실천, 교수·학습과정과 연계된 과정중심 평가, 학생 참여에 토대한 활동 중심의 교수·학습 등을 위한 자료를 구성하는데 주안점을 두었다. 그리고 현장적합성 제고를 위해 현장적합성 검토, 교실 수업 적용 등과 같은 검토를 거쳤다. 검토결과 『한국지리, 세계지리, 여행지리』는 성취기준과 교과역량에 대한 분명한 안내를 토대로 활동 중심의 수업 실천, 과정 중심의 평가 등을 가능케 하여 궁극적으로는 교실 수업의 발전적 변화에 기여할 가능성을 가지는 교수·학습자료라고 평가받았다. 이와 더불어 활동량이나 수업 시수 조정, 지리 현상과 관련된 다양한 인문지리적·자연지리적 요인들 간의 관련성에 대한 고찰의 필요성 등과 같은 지적사항도 확인할 수 있었다. 이 같은 결과는 교육과정 교수·학습자료 개발 및 활용과 관련된 의미있는 시사점을 제공한다. 첫째, 교수·학습자료는 교수활동이나 학습활동에 활용되는 자료 뿐만 아니라 평가를 위한 자료까지도 아울러야 한다는 인식을 분명하게 할 필요가 있다. 둘째, 교육과정 교수·학습자료상에는 자료 자체는 물론 그것을 어떻게 활용할 것인가에 대한 안내도 충분히 제시되어야 한다. 셋째, 역량중심 교육과정 교수·학습자료가 적절히 개발 및 활용되려면 교과역량 및 기능에 대한 충분한 분석과 검토가 선행되어야 한다. 넷째, 지리 교수·학습자료는 복잡다양한 인문지리적·자연지리적 요인과 맥락에 대한 충분한 검토를 바탕으로 개발되어야 한다. 마지막으로 『한국지리, 세계지리, 여행지리』는 예시적인 자료집의 성격을 갖는만큼, 2015 개정 지리 교육과정의 보다 효과적인 학교 현장 안착 및 개선을 위해서 교육과정 교수·학습자료의 개발 및 활용에 관한 후속연구가 지속적으로 이루어질 필요성을 제안해 본다. This study analyzed the development, revision, and supplemental processes involved in the creation of curriculum materials for the high school social studies of the 2015 National Revised Curriculum, Korea Geography, World Geography, and Travel Geography. Korea Geography, World Geography, and Travel Geography was created to provide the examples of curriculum materials necessary for the successful practice of the 2015 National Revised Curriculum. Therefore the results of this study possibly provide meaningful discussions about the development and use of geography curriculum materials as well as the potential of Korea Geography, World Geography, and Travel Geography. The characteristics of the 2015 National Revised Curriculum, including the adoption of the concept of competence, student-centered learning, teaching and learning methods and assessment improvements, were emphasized in the development process. Several revisions and supplemental processes were followed to refine and enhance the quality of educational materials. These processes suggested that Korea Geography, World Geography, and Travel Geography has meaningful possibilities for contribution to the effective enhancement of South Korean geography education. Further ideas, such as considerations for optimizing the volume of contents/ activities and diverse geographic contexts, were also proposed. These results show several meaningful discussions toward the development and use of curriculum materials as follows: First, curriculum developers and teachers should recognize that the concept of curriculum and educational materials are not limited to teaching and learning activities but encompass assessment processes. Second, curriculum materials ought to provide guidance as to their use in class. Third, the meaning and characteristics of the competencies should be deeply analyzed and understood before the development and use of competencybased curriculum materials. Fourth, consideration of diverse geographic factors and contexts are essential for creating geography educational materials. Additionally, Korea Geography, World Geography, and Travel Geography is a collection of geography curriculum materials for the 2015 National Revised Curriculum. Follow-up researches on the development and use of geography curriculum materials can meaningfully contribute to the successful development of the 2015 National Revised Curriculum.

교사들의 반성적 글쓰기를 통해 본 배움중심수업의 특징과 의미

남미자 ( Mi Ja Nam ),길현주 ( Hyun Joo Ghil ),오춘옥 ( Chun Ock Oh ),노시구 ( Si Ku Roh ) 한국사회과교육학회 2014 시민교육연구 Vol.46 No.1

The purpose of this study is to understand the feature and meaning of Learning Oriented Class through teachers` reflective writing. Gyeonggi Provincial Office of Education push forward to reform class for school reform and the key point of reforming class is the Learning Oriented Class. But Teachers have difficulties in practicing Learning Oriented Class because it is not the method of teaching or manual. This study conducts a qualitative study, adopting reflective writing, on 39 teachers at primary schools, middle schools and high schools. As a result of these analyses, following have appeared as key findings. First, the teacher recognized classroom as dynamic space of unpredictability. Second, teachers pay attention to the relationship between teachers and students. The confidential relationship between teachers and students, students and students must be preceded to students` learning. The such confidential relationship between teachers and students is based on the relationship of the outside class. Third, teachers recognized learning not activities in a classroom but activities in students` daily life. Therefore learning is not tied up knowledge of school subject, but newly borned as connecting students` life. Also teachers are growing by introspecting their life. Through this study teachers can find the clue to improve their class and we expect that teachers, parents, and students can understand the Learning Oriented Class.