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      • KCI등재

        미용종사자들의 식생활태도에 관한 연구

        박순경(Park Sun-Kyung),이연희(Lee Yeon-Hee) 한국인체미용예술학회 2004 한국인체미용예술학회지 Vol.5 No.2

          The advancement of technology of the present society has led to an improvement of the social lifestyle. In relation to the advancement, the general interest in beauty has increased resulting in the desire to look appealing. Therefore, the dietary habit of people following the beauty profession that has direct and indirect influence of the work efficiency is recognized to be important. The data was obtained from 150 people of different beauty industry in Seoul. The different fields are hair care (78), hair(28), nail art(20), make up (18), and other(6). Therefore, the purpose of this study is to provide a basic data which may help to improve the working environment and dietary habit of the beauty industry.

      • KCI등재

        교육과정 연구 패러다임의 다원성 (1) : 주장과 시사점

        박순경(Soon Kyung Park) 한국교육과정학회 1993 교육과정연구 Vol.12 No.-

        The scope of research paradigms in curriculum has been extended more and more recently. This study was attempted to investigate that how curriculuarists have aasserted the plurality of curriculum research paradigms since 1980s and their implications on curriculum research. As the result, it was proved that Reid asserted four paradigms drawing on deliberation theory, Haggerson, like Reid, suggerted four paradigms founded on the ontological orientation to curriculum, and Short suggested seven multidisciplinay or interdisciplinary forms of curriculum inquiry considering the nature of curriculum practice. The ideas of these curricularists implicate that the plurality of currculum reserach paradigms means first, the maturity of ways of thinking in curriculum, second, the plurality of the method to validate curriculum research paradigms, third, the varous kinds of curriculum knowledge, those are, propositional knowledge, practical knowledge and experiential knowledge.

      • KCI등재
      • KCI등재

        교육과정 지역화의 흐름과 자리매김

        박순경 ( Soon Kyung Park ) 한국교육과정학회 2010 교육과정연구 Vol.28 No.3

        This study aimed to explore how to incorporate the right concept of curriculum localization into the school curriculum system. In order to achieve this goal, this study analyzed the current status of curriculum localization and tried to re-establish the meaning of curriculum localization. This study analyzed the differences among the 16 MPEA-developed curriculum guidelines and textbooks, such as `We are the first Graders` for the primary school orientation program and Social Studies Inquiry` which are localized primary social studies subsidiary materials. The results are as follows: First, the results of curriculum localization efforts for the last 20 years can be evaluated as high-cost but low-efficiency. So far, the efforts have been simply focused on the division of curriculum decision-making power, neither strengthening the rational role-distribution and nor reflecting the differences and variety according to the local conditions. The impacts of curriculum localization measures have been small because national curriculum standards are too regulative and over-detailed. Second, the concept of localization should be re-established to provide the right direction of school curriculum autonomy. To do this, the following suggestions are needed : 1) to identify the ultimate meaning of curriculum localization, 2) to guarantee the necessity of role distribution between the cental government and 16 MPEAs and that of reflecting local distinctions, and 3) to extend the scope of localization to implicate the autonomy of school curriculum.

      • KCI등재

        초등 저학년 교육과정에서의 교육 내용 중복과 교과 통합 방식 고찰

        박순경 ( Soon Kyung Park ) 한국교육과정학회 2009 교육과정연구 Vol.27 No.4

        This study aims first, to analyze educational contents overlapping between integrated subjects in lower primary curriculum, second, to reflect the relevance of curriculum integration method since the 6th curriculum. The results of this study are as follows:The efforts of integration since 4th curriculum period have much fluctuated, so it can hardly be evaluated as effective or efficient. The more recent 2007 national curriculum also attempts to sustain the integration approach in primary curriculum. But there can be found much overlapping around the nature and educational objectives, contents especially between the two subjects, Moral life and Social studies part of Wise life. Moreover, the science part of Wise life has been ignored since 6th period. These problems have put limits on curriculum articulation between early childhood curriculum and 1st and 2nd grades curriculum. And that of between 2nd and 3rd grade has continued to be impeded. To fix these problems, this study suggests as follows: First, the purpose and method of curriculum integration should be critically re-examined to provide more relevant and qualified learning opportunities for students, which guarantees more effective and efficient learning experiences in accordance with the national curriculum standards. Second, high-quality standards must be established to play a role of blueprint for primary education. Finally, the policy of textbooks and teaching materials must be opened to maximize the synergy effects of curriculum integration.

      • KCI등재
      • KCI등재

        잠재적 교육과정 논의 (1) ; 잠재적 교육과정은 존립불가능한가 ?

        박순경(Soon Kyung Park) 한국교육과정학회 1996 교육과정연구 Vol.14 No.1

        Hidden curriculum, which has been discussed for 25 years or so since Jackson, still leaves a room for questioning its existence as a part of curriculum. This research is attempted in order to first, analyze the ideas of rationalistic curricularists and Lakomski asserting that hidden curriculum can not be subsumed into curriculum, and second, investigate into their significance and limits in understanding the phenomena of school curriculum and schooling. As results, it was founded that rationalistic curricularists, emphasizing the necessity of searching the proper boundary of curriculum. insisits that hidden curriculum can not exist as a part of curriculum by the criteria of the normative `intention` of schooling and curriculum. And Lakomski insists that hidden curriculum is no more than `fictional concept` in considering that it can not have been suppotred by any empirical and positivisitc evidence. It will be recognizable that their ideas and logic have some significance on their own. Nevertheless, it can be concluded that the level and focus of their discourses have some limits to find out the educational potentialities of hidden curriculum in understanding the phenomena of schooling. Thus, this research suggests curriculum in understanding the phenomena of schooling. Thus, this research suggests that the present focus of hidden curriculum discourses be shifted. That is, from the possibility of existence as a domain of curriculum to that of `being reconceptualized`.

      • KCI등재

        교육과정 분권화의 출발점과 방향 타진을 위한 시론(始論)

        박순경 ( Soon Kyung Park ) 한국교육과정학회 2008 교육과정연구 Vol.26 No.2

        This study aims first, to retrospect the curriculum decentralization efforts since the 6th curriculum in Korea, second, to prospect its new starting point and directions. The results of this study are as follows: The early efforts on decentralization have had a tendency to allow the 16 MPOE (Metropolitan and Provincial Offices of Education)s` roles and responsibilities in national curriculum implementation and to let each MPOE develop localized textbooks and materials. But these approaches can hardly be evaluated as cost-effective or efficient. The recent 2007 national curriculum attempts to enlarge the schools` autonomy in curriculum implementation. Some issues are dealt in this study as follow: First, the two decentralization-related concepts, localization and autonomy, are defined and their relations among them are identified. Second, the purpose of curriculum localization is “to provide students more relevant and qualified learning opportunities which reflect the localities and autonomy of school curriculum implementation in accordance with the national curriculum standards”. Third, the national curriculum as a blueprint for school education must guarantee powerful leadership and design-mindedness in recent decentralization mood. Finally, in spite of decentralization move, the long-lasting assets found in curriculum centralization tradition in Korea should be admitted, and moreover the central government have to play essential roles for leading schools at national level.

      • KCI등재

        교육과정 이론화의 새로운 가능태로서의 후기 구조주의적 논의 - Cherryholmes 를 중심으로 -

        박순경(Soon Kyung Park) 한국교육과정학회 1997 교육과정연구 Vol.15 No.2

        This study has been attempted to search the meanings of poststructural discourses in curriculum theorizing. To do this, this study is focused on the following themes. First, the identification of the structuralist attributes of curriculum theories, those are, Tyler`s rationale, Bloom`s taxonomy of educational objectives and Bruner`s the structure of knowledge, second, how these theories could be deconstructed by poststructural perspectives, and third, the implications of those deconstruction in forward curriculum theorizing. As results, the three well-established curriculum theories can be regarded as having been played a powerful role like transcendental signified of structuralist linguistics in the field of curriculum studies. And it is suggested that they should be obliged to be deconstructed because of their own contradictory rhetoric and limitations. Poststructural deconstructive criticisms of this study are oriented to the Cherryholmes` interpretations and applications of Foucauldian and Derridan ideas on the basic assumptions of structuralism. Those criticisms have significance in curriculum theory and practice, in that they can critically examine the legitimacy of those theoretical positions, and in that they can make a room for the new horizon for generating an alternative mode of curriculum theorizing.

      • KCI등재

        학습자주도적 학습 활동으로서의 프로젝트법 ( project method ) 에 대한 고찰

        박순경(Soon Kyung Park) 한국교육과정학회 1999 교육과정연구 Vol.17 No.2

        Project method, as a synonym of student-centered learning activity, is expected to be revitalized in schooling hereafter. But its basic idea and practices have been evaluated from the beginning. The evaluative discourses have centered on the social context of learning, major concept of students` `wholeheartedness` in learning process and the logic of subject matter. Theses evaluative perspectives should be considered to be meaningful in present schooling situation, in order to supplement the limits of current understanding of project method and to consolidate the ground for introducing project approach into the existing school curriculum. Above all, in thinking about the school curriculum, it is the potential of project method to reemphasize the importance of psychological dimension of learners. It can facilitate to transform our basic assumptions on learning experience and school curriculum.

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