최근 한국과 일본의 대학입학시험 비교 연구

김보림(Kim, Bo Rim) 동아시아일본학회 2014 일본문화연구 Vol.0 No.52

This study compares the Japanese university entrance examination system and the National Center Test for University Admissions (Center Test) with South Korea"s college entrance examination system and the College Scholastic Ability Test (CSAT). In particular, the recent issues of the history between Korea and Japan have provoked interest in reviewing the historical portions of the university exams. The CSAT is method for judging Korean university applicants. In contrast, the Center Test of Japan evaluates “learning achievement.” Each Japanese national university uses its own academic test in addition to the Center Test to choose applicants for admission. The reason is that they feel that World History Course B is too difficult. The situation in Korea is almost the same. Finally, the comparison also shows that there are more questions about various regions of the world, such as Africa and West Asia, on the Center Test than on the CSAT.

일제하 초등 국사 교과서와 교사용 지도서의 전쟁 관련 서술 변화와 특징

김보림 ( Bo-rim Kim ) 역사교육학회 2016 역사교육논집 Vol.59 No.-

The purpose of this article is to review the description about the war in the history teacher``s guide which is used in the element school under the Japanese occupation. There are the forth Chosen Dynasty Educational Ordinance during the Japanese occupation. The first Educational Ordinance is presented in 1911, the second is in 1922, the third is in 1938, the last is in the period of nation school, 1941. Teacher``s guides which is used in that period can show what Japanese imperialism targeted to the student in history education more directly and concretely than the textbooks can do. This article see the five section: the Japanese Invasion of Korea in 1592, Sino-Japanese War, Russo-Japanese War, China-Japan War, the Pacific War. There are different characteristics by each period. There are no history curriculum in the first Ordinance. After 3ㆍ1 Independence Movement, the second Ordinance is promulgated. Japan change the policy from the military colonial rule to the cultural colonial rule. According to this change, there are educational transition; the subject of history is belong to the curriculum. In this period, the teacher``s guide say that the reason of the modern war related to Korea is mainly due to the Korean incompetence. After the China-Japan War, the third Ordinance was presented. In this Ordinance, the object of understanding the war related to Korea is to make Korean the Japanese ``emperor country``s subject(皇國臣民)`` and let our peoples know ``Japan-Korea unity(內鮮一體)``. Most of all, History education was the most aggressive operation that made Korean directly obey Japanese ruling policy and its educational direction. In Japanese militarism, they should mobilize Korean as a military member to conduct the war easily.

유아 조기특기교육의 실태와 어머니 양육신념과의 관계

김보림 ( Bo Rim Kim ),엄정애 ( Jung Ae Ohm ) 대한가정학회 2007 Human Ecology Research(HER) Vol.45 No.8

최근 일본대학입학시험의 한국사 관련 문항 고찰

김보림 ( Bo-rim Kim ) 국민대학교 일본학연구소 2018 일본공간 Vol.24 No.-

Since the arrival of the Abe regime, Japan has envisioned a new university entrance system for high school linked University(高大接續改革). In order to emphasize the need to develop better Korean history questions that open up the horizon of the Korea-Japan relationship in the new examination system, I would like to analize the questions related to Korean history in the university entrance exam during the recent three years of Japan(2016~2018). No Korean history related items were submitted in the subject of World History A in the 2005 University Enterance Examination of Japan(‘Center Test’) by National Center for University Enterance Examinations. However, after analyzing the Center Test at the present time more than 10 years ago, the quantity and quality of Korean history related items have changed a lot. Especially, The subject of World History A have more than 30% of East Asian contents. It is also improving in terms of qualitative aspects such as expanding of items such as dealing with Korean history related matters as the right answer and the independent Korean history items. However, in the modern and contemporary history, it is not possible to present the repressive nature of colonial rule.

기독교 세계관에서 본 한국의 역사교육

김보림 ( Bo Rim Kim ) 기독교학문연구회 2011 신앙과 학문 Vol.16 No.3

There are many cases that christian history teacher have some troubles to teach creationism of the bible in his/her history class in reality. Christian world-view is based on the bible which is written about the Creation of God, Human being`s degradation, Salvation. As a result of the analysis about the history textbooks which are used in Korea recently, these textbooks describe not Creationism but only Evolutionism. The descriptions of the Human being`s origin in those textbooks are ambiguous and changeable because evolutionism is based on only discovery of fossils. Therefore students cannot understand where they came from with epistemological and historical perspective. Moreover, the descriptions of the Australopithecus who is known as the first human being are not in agreement on the year of the appearance: 3 million years ago, 4 million years ago, S million years ago. Calvin`s educational theory can come up with many alternatives about the goal, content, educational method concerning history education in order to solve these problem.

럭셔리 주얼리 시장에서 칠보 주얼리 포지셔닝 가능성 연구

김보림(Kim, Bo Rim),문선영(Moon, Sun Young) 한국기초조형학회 2024 한국기초조형학회 학술발표논문집 Vol.2024 No.11

영아의 스마트 기기 사용에 대한 아버지들의 인식

김보림(Bo-Rim Kim),고준희(Joon-Hee Koh),손호순(Ho-Soon Son) 한국디지털콘텐츠학회 2019 한국디지털콘텐츠학회논문지 Vol.20 No.7

This study explored fathers with toddler perspectives that on their children’s use of smart device. In order to understand, we interviewed 10 fathers with toddlers(from 12mo. to 36mo.) who live in Seoul and Gyeonggi province. The results of this study, most of the participants allowed their toddlers to use smart devices. And their time of using smart devices varied from 10minutes to 2 hours per day. The places where toddlers used smart devices were at homes, restaurants and cars, and the reasons why fathers allowed toddlers to use smart devices were different from place to place. Also the participated fathers had both positive and negative perspectives on toddlers’ use of smart devices. The finding of this study could be utilized as a basis guidelines for the desirable toddlers’ use of smart devices.

최근 일본 교육개혁의 동향: 학습지도요령과 학력저하 논쟁을 중심으로

김보림 ( Bo Rim Kim ) 현대일본학회 2007 일본연구논총 Vol.26 No.-

일제하 중등학교 국민과(國民科)의 도입과 “국사(國史)”(일본사(日本史)) 교육

김보림 ( Bo Rim Kim ) 역사교육학회 2013 역사교육논집 Vol.50 No.-

This dissertation has clarified the nature of the Japanese ``emperor country`s subject policy(皇國臣民化)`` and the assimilation one through the features of ``national history`` education operation in the process of establishing secondary schools and in the educational course for secondary school education toward the end of the Japanese occupation period. History education was the most aggressive aspect that made our peoples directly obey Japan`s ruling policy and its educational direction. First of all, in Japanese militarism, they should mobilize Korean as a military member to conduct the war easily. The establishment of nation course(國民科) in the secondary schools in 1943 was carried out in Japan and Korea at the same time, which was the first under the rule of Japanese imperialism. The objectives of secondary schools in Japan presented the practice on the ``right way of emperor country(皇國の道)`` concretely with a word referred to as ``training(鍊成)``. In addition, the previous ``academical subject`` system had disappeared and an integrated school course was established, thereby bringing a ``course and subject`` system. This was a classification of educational contents seen from the standpoint of the purpose of education, but it wasn`t an academical division. By this classification, nation course(國民科), science-mathematics course(理數科), athletic course(體鍊科), art course(藝能科), and technical course(實業科), foreign language course(外國語科) were created. And training course(修練) were newly added. Especially the nation course(國民科) was occupying a pivotal position among those five courses from the level of practicing ``right way of emperor country(皇國の道).`` The subjects of the course included moral training(修身), national language(Japanese language), national history (Japanese History) and geography(Japanese geography), and these four subjects tried to achieve their purposes by relating each other and becoming unity. The history textbooks imported by itself by the Ministry of Education (文部省) composed their contents centering around the nature of ``emperor development,`` not in the figure-oriented order as in Japan.

메이지(明治) 초기 서양인이 본 일본

김보림 ( Bo Rim Kim ) 현대일본학회 2013 일본연구논총 Vol.37 No.-

Japan opened the door to foreign countries of Western breaking bound of a national long-isolation policy by Edo bakufu after treaty of peace and Amity between the United States of America and Empire of Japan in 1853.People visting in national isolation were most of merchants and doctors of Netherlands coming centered Nagasaki. However after open-the door, Westerners who came to Japan were from foreign countries in the world and those were in diverse occupational cluster such as professional army, diplomats, journalists exporers, writers and etc, It was not easy for Westemers who came to Japan in the early of Meiji to escape from Orientalism, In this article it is examined to focus on the awareness of the technology of Japan, sanitary condition, diligence and probity, women and culture by analyzing the records 12people left about Japan among Westerners. In general, it is showed that they have a high opinion of technology of Japan, in particular, the craftsmanship and sanitary conditions. Moreover, diligence of farmers in Japan is the most excellent in the Orient. However, they criticize sharply as to probity of Japanese. They determine that unlike other orient countries a social position of women in Japan is hospitably treated. Otherwise, it is evaluated of them that the culture of Japan is uncivilized comparing to Western.