敎授-學習理論의 認識論的 意味

박채형(Chae-Hyeong Park) 한국교육사상연구회 2003 한국교육사상연구회 학술논문집 Vol.27 No.-

교수-학습이론은, 그것이 어떤 것이든지 간에, 교사와 학습자와 교과의 관계를 설명하는 것을 핵심적인 관심사로 삼을 수밖에 없다. 주역에 관한 정이의 견해에 바탕을 두고 있는 주희의 종합적 주역관은 교수-학습이론을 구성하는 이들 삼자가 어떻게 연결되어 있는가를 여실하게 보여준다. 주역에 관한 주희의 종합적 견해에 따르면, 교사는, 자신에게 이미 주어져 있는 교과를 학습자에게 전달하는 존재라는 통념과는 달리, 자신의 마음 속에 이미 갖추어져 있는 교과를 표현하는 존재로 파악된다. 교사는 그 과정에서 정서를 수반하지 않을 수 없으며, 거기에 수반되는 교사의 정서는 학습자로 하여금 교과의 원형에 해당하는 형식을 획득하도록 하는 추진력이 된다. 그리하여 교사는 교과와 학습자를 매개하는 존재로 되며, 교사를 매개로 한 교과와 학습자의 연결은 교수-학습이론의 근간이 된다. The purpose of this study is to explicate the nature of instruction and learning theory in the light of the I-Ching's divination. The kinds of instruction and learning theory are varied. But every kind of the theory has the common shape that is constructed with the elements of teacher, learner, and subject matter. And the theory must be focused on revealing the relation of the three elements. Chu Hsi's view of the I-Ching gives the basis for revealing the relation. It is said that transmitting subject matter to student is the primary role of teacher in classroom. A number of teacher also accepts it as his/her role in classroom. But the I-Ching shows us alternative idea for primary role of teacher in classroom. Following the Ch'eng-I's opinion, the language of the I-Ching is the manifestation of ideal state or form of world which contains everything in the world without distinctions, and the I-Ching is the device for people to reach ideal state or form of world through the language. Chu-Hsi suggests that the ideal state of the I-Ching is reached only by divination of the I-Ching. Ch'eng-I's opinion for ideal of the I-Ching and Chu-Hsi's method for realizing it give us alternative idea against the common sense for role of teacher and educational method in classroom. The language in subject matter is the manifestation of it's form which contains all subject matter without distinctions. Teacher possesses form of subject matter in his/her mind, the activity of teacher is the process of manifestation of the form in his/her mind. Although he cannot help using language for making the form in his mind manifest, the linguistic manifestation of the form must go with the emotional manifestation as total bodily activity. The emotional manifestation of teacher serves students as an approximation of the form, which is a primary force for making students strive to possess the form of school subjects. In this respect, the emotional manifestation of teacher must be mediate between student and school subject. Consequentially, teacher's connection between student and school subject is the basis of instruction and learning theory.

교육과정의 선구적 논의와 그 이후

박채형 ( Chaehyeong Park ) 한국통합교육과정학회 2016 통합교육과정연구 Vol.10 No.4

The purpose of this study is to look out the stream and its effects of pioneer`s discourses in curriculum field in the 1800s. There are three important references which represent the discourses: reports on the course of instruction in Yale college(1828), report of the Committee of Ten on secondary school studies(1894), and the article named what knowledge is of most worth by Spencer(1860). The stream implied in the references is based on antagonistic structure between theoretical subjects and practical. Minutely speaking, Yale report defend the value of theoretical subjects in the antagonistic structure, and Spencer`s article on value of knowledge defend the value of practical. Report of committee of ten is the process of shifting from the former to the latter. The pioneer`s discourses is in its nature a kind of theoretical approach on curriculum inquiry. But, early scholar in curriculum inquiry adapted practical approach which aimed at revising the traditional curriculum on the basis of practical subjects. Their efforts originated curriculum as a field of inquiry on contents of education. Consequentially, the pioneer`s discourses are evaluated as valuable activities which gave birth to curriculum inquiry and the approaches of the inquiry with two directions in the antagonistic structure.

2015 개정 교육과정 총론의 교사 친화적 재편 -초등학교를 중심으로-

박채형 ( Chaehyeong Park ) 한국통합교육과정학회 2016 통합교육과정연구 Vol.10 No.3

The Ministry of Education made public the draft of 2015 revised national curriculum in December 2015. The purpose of this study is to modify the form and contents of general guide lines of the curriculum focused on elementary education more teacher-friendly. To achieve the purpose, three elementary school teachers were interviewed who had experience on business of curriculum in elementary school. The results are as following: Chapter Verse Ⅰ The Basic Direction of Curriculum 1. Desirable Human Characters 2. Cardinal Competences Ⅱ The Standard of Curriculum for Elementary School 1. Educational Goal 2. Formation 3. Time Allotment Ⅲ The Way of Organization and Implementation of Curriculum for Elementary School 1. Basic Direction 2. Formation-in Activity 3. Formation-out Activity 4. Evaluation Of course, it is difficult that the form and contents of the curriculum get consent unanimously in elementary schools, because these are based on three teachers only and modified preliminarily. It would rather be improved than received. I expect that the form and contents are refined more teacher-friendly through their attention and endeavor continuously.

번스타인,영,브로디외,애플의 교육과정 사회학에 나타난 지식과 교육과 마음의 관계

박채형 ( Chae Hyeong Park ) 한국통합교육과정학회 2016 통합교육과정연구 Vol.10 No.1

The purpose of this study is to explicate the relationship between knowledge and education implied in the theories of sociology of school curriculum by Berestein, Young, Bourdieu, and Apple. The sociology of school curriculum is a field of science which focus on critical analysis into school curriculum with sociological perspective. It is a common argument of the field that school curriculum is not the given as neutral one but the made with political intension. There are several cardinal concepts for the argument: linguistic codes and knowledge codes made by Bernstein, stratification of knowledge by Young, cultural capital and habitus by Bourdieu, and hegemony by Apple. There is a tendency that their opinions based on these concepts have been discussed separately from this to that. But, according to this study, their opinions are connected with the common argument. That is to say, Bernstein explained his sociological opinion about curriculum with linguistic codes and knowledge codes, and Young developed knowledge codes to stratification of knowledge. As contrast with the opinions of these scholars, viewpoints of Bourdieu and Apple moved from knowledge to mind. Concretely speaking, Bourdieu`s habitus is a personal mind internalized by education, and Apple`s hegemony is a social mind spreading in society. However, sociology of curriculum is faced with criticism that it reach at emptiness finally, because they have no room for reflecting their abilities which are used to construct sociology of curriculum. To reflect the abilities must be their business in the future.

초등학교 통합교과 수업모형에 대한 비판적 고찰 -즐거운 생활을 중심으로-

박채형 ( Chaehyeong Park ),정광순 ( Kwangsoon Jeong ) 한국통합교육과정학회 2017 통합교육과정연구 Vol.11 No.3

There are two kinds of model of instruction which are called `topic centered model` and `representation-play model` in the guidebooks for elementary of integrated school subjects of school teacher following 2015 revised national curriculum. The former is for developing unit of the school subjects and the latter is for teaching the contents of `Pleasure Life` in the process of the development. The purpose of this study is to modify the models of instruction more teacher-friendly. In the topic centered model modified by the study, the stages and cardinal elements of the model is not different from the original. That is to say, the model contains `encounter topic`, `learning topic`, and `finishing the learning` as stages, and `discussion`, `modification`, and `reflection` as cardinal elements. But, the detailed activities of it are modified practically based on the opinions of two teachers who attained the interview of this study. The representation-play model was modified completely by this study. First of all, the model was divided into `representation centered model` and `play centered model`, because representation and play are cardinal activities of Pleasure Life. The stages of the models are also modified as introduction, development, and finish. Of course, the detailed activities of each stages were modified totally with their opinions. As the result of this study, I suggested complex model combined topic centered model, representation centered model, and play centered model.

호이징아와 카이와의 놀이이론에 함의된 즐거운 생활의 성격과 영역

박채형 ( Chaehyeong Park ),정광순 ( Kwangsoon Jeong ) 한국통합교육과정학회 2015 통합교육과정연구 Vol.9 No.3

The purpose of this study is to explicate the nature and realms of ‘Pleasure Life’ as integrated school subjects for elementary school based on theory of play by J. Huizinga & R. Caillois. Huizinga defined that play is a voluntary activity executed within certain fixed limits of time and place having its aim in itself and accompanied by a feeling of tension, joy and the consciousness which is different from ordinary life. If play might be a basic activity of Pleasure Life, it would defined as school subject that help 1-2 grade students enjoy auditory, visual, and enactive fun through participating on several kinds of play prepared by teachers. The theory of play by Caillois pave the way for selecting the realms of Pleasure Life. He proposed a division into four main rubric of play depending upon the role of competition, chance, simulation, or vertigo is dominant. He called these agon, alea, mimicry, ilinx respectively. To associate the theory with three kinds of fun above, we would have 12 cells of play. Of course, all of these cells can’t be selected as the realms of Pleasure Life, and some kind play excluded from the cells could be added. That is to say, these has to be revised and complemented in the process of developing curriculum and compiling textbooks. I hope the realms of Pleasure Life will get better.

초등교사 양성대학의 교육과정 분석

박채형 ( Chae Hyeong Park ) 한국통합교육과정학회 2015 통합교육과정연구 Vol.9 No.1

There are 13 universities or colleges for elementary school teacher in Korea today. The curricula organized in these institutions consist of four kinds of course: general education course, teacher training course, major course, and specialization course. The curricula are developed with several laws and policies legalized by Ministry of Education. Least of all, the areas, the names, and credits of three courses except of general education course are regulated by the laws severely. In this paper, I tried to seek out current problems and tentative solutions for the curricula organized in the institutions and the laws and policies on the curricula against one another. The results are as following:First, there is no problem in the credits of the curricula implemented in the universities or colleges legally. Second, the areas and the names of teacher training course and major course are not matched with the laws and policies. The gap between the curricula and the laws and policies could be bridged in two ways. One is to revised the curricula in view of the laws and policies, another is to reformed the laws and policies in light of the situations of the universities or colleges and elementary schools. To achieve the desired outcomes, the gap have to be closed in two way like this. I expect interactive endeavors on this way in the future.

창의,인성 모델학교의 프로그램에 관한 사례 연구 -바다초등학교를 중심으로-

박채형 ( Chae Hyeong Park ),이원희 ( Wooon Hee Lee ) 한국통합교육과정학회 2014 통합교육과정연구 Vol.8 No.3

In this paper, I tried to seek out current problems and tentative solutions for that which may occur in the process of the curriculum reconstruction in elementary schools. To accomplish this purpose, I have analyzed on the programs of Bada-elementary school as model school for developing creativity and humanity. In the school, special reconstructed curriculum had been run from April, 2013 to March, 2014 named “Creativity and Humanity Up through Creativity·Story·Identity Program” which consisted of math activity with teaching tools, club activity based on experience, and career activity connected with local society. In the front parts of chap.Ⅲ-Ⅳ, I summarized the blueprint and report on the program of the school up-loaded on edunet4you.net. After that I analyzed it based on the opinions gathered from the interview with experts about the program. As result of the process, I constructed chap.Ⅲ-Ⅳ titled ‘frame of the program’ and ‘contents of the program’. These chapters show that the program is short of consistency and may impose a heavy burden on teachers. In last chapter, I discussed on the outcome of the program. Especially, the research team of the school had better improvise the methods of evaluation and the frames of presentation about the outcome, and then add some detailed interpretation on it. Following the discussion, I made some suggestions about implementation of the program in model school.

한글학교의 실태와 과제 -미국 플로리다 지역을 중심으로-

박채형 ( Chae Hyeong Park ) 한국통합교육과정학회 2014 통합교육과정연구 Vol.8 No.2

The purpose of this research is to look for the solutions to the problems in the curriculum and environment of Korean language schools based on the given condition of the state of Florida. In this research, two kind of methods were used to fulfill the purpose: questionnaire and interview. These methods showed us the real picture of curriculum of the schools as follow: ?The aims: A reasonable command of Korean and establishing a Korean Identity?Curriculum fields: Korean language including the history and culture of Korea?Text books: Selecting Korean for Korean language schools?Levels for stage: Basic, beginner, intermediate, and advanced level?Time allotment standards: Average 86 hours per year?Evaluation: Using diagnostic, formative, and program evaluation According to the opinions of teachers of the schools, Korea government has to revise the text books and develop the tools for the evaluation for the schools. To implement the curriculum properly, the government has to solve other problems with these tasks, for example preparing incentives for teacher and planning for teacher training, supporting the equipments and finance, and being made public the information about the schools. These problems are expected to be solved shortly.

초등학교 통합교과 교육과정의 변천

박채형 ( Chae Hyeong Park ) 한국통합교육과정학회 2012 통합교육과정연구 Vol.6 No.1

The purpose of this study is to review the history of integrated curriculum for elementary school in Korea critically. It is in the 4th national curriculum to be used integrated subject matters for the first time in Korean elementary schools. But, in that time, the integrated subject matters were not compiled in the basis of integrated curriculum. Because the 4th national curriculum was developed by departmental viewpoint. We can see integrated curriculum in the 5th national curriculum for the first time. After that time, integrated curriculum has been undergone revisions four times. They say that among the revised curriculums, the 7th national curriculum has the most serious changes. Exactly speaking, former curriculums were governed by departmental school subjects, and endeavors to escape from the subjects started from the period of the 7th national curriculum. Those endeavors have continued to 2009 revised national curriculum by the way of 2007 revised national curriculum. As matter of fact, to follow the spirit of the 7th national curriculum, 2007 revised national curriculum adopted ``activity theme centered integration`` as idea of integrated curriculum. But, 2007 revised national curriculum had three kind of integrated school subjects: Good Life, Wisdom Life, and Pleasure Life. In 2009 revised national curriculum, these three integrated school subjects are integrated as one. Consequently, the history of integrated curriculum become to define as one of struggle for winning independent status of integrated school subjects against to the departmental.