학교에서의 인성교육 핵심 역량

주도연 한국교원교육학회 2015 한국교원교육학회 학술대회자료집 Vol.2015 No.11

다면적 수업분석 접근을 통한사회과 교수학습 방법의 개선

주도연 한국교육개발원 2005 한국교육 Vol.32 No.4

This study is to apply the teaching analysis to improve the teaching method on social studies through the improvement of multi-aspects of teaching analysis method directly. The multi-aspects of teaching analysis is the most rational and prescriptive method in consideration of characteristics of social studies as a technique to observe and analyze of teaching through the 20 of teaching analysis by the principle of socal studies and 10 of teaching analysis by teaching process. This study differ from other studies in that it consider characteristics of socal studies beyond the teaching observation and conference(consulting). Also analysis by the teaching principle is applied to quantitative, qualitative method simultaneously and teaching analysis by teaching process is applied to qualitative method.; To introduce a case studies applied a teaching analysis method, teachers observe, analyze a teaching in elementary school and it was utilized sound recording and image. Accordingly the case of teaching analysis introduced this study is achieved teaching technique developed by me. Teaching analysis by teaching principle is introduced with analyzed items vividly through the presentation of sound recording as a case in a few areas. Also teaching analysis by teaching process is explained with a case in each areas only. The quality of teaching will improve more and more on condition that we study and practice on "What is the best teaching method?" on the basis of synthetic comprehension for teaching analysis. 본 연구는 사회과 교수학습방법의 개선을 위해 다면적 수업분석기법을 개발하여 사회과 수업을 분석하는데 있다. 다면적 수업분석기법은 사회과 수업의 원리에 의한 수업분석 20가지와 사회과 수업과정에 의한 수업분석 10가지로 나누어 수업을 관찰하고 분석하는 기법으로서 사회과 교과의 특성을 고려한 합리적이고 처방적인 방법이다. 이는 그동안 단순히 교사의 발문분석이나 필터식의 일반적인 수업관찰과 수업협의회의 범주를 넘어 사회과만이 갖고 있는 교과의 특성을 고려하였다는 점이 그 동안의 여러 연구와 차별화를 갖는다. 또한 수업원리에 의한 분석은 양적 방법과 질적 방법을 동시에 적용하며, 수업과정에 의한 수업분석은 질적 분석 방법을 적용한다.수업분석기법을 적용한 사례를 소개하기 위하여 초등학교 현장에서 이루어진 수업을 참관하고 수업을 분석하였으며, 이를 녹취록과 영상으로서 자료화하였다. 따라서 본 연구에서 소개한 수업분석의 사례는 본 연구자가 개발한 수업분석의 기법에 따라 이루어졌다. 수업원리에 의한 수업분석은 몇 가지 영역에서 사례로 들어 각 분석 항목별로 녹취내용을 제시하여 생동감 있게 소개하였으며, 수업과정에 의한 수업분석은 각 영역별로 한가지씩만 사례로 들었다. 수업분석에 대한 종합적인 이해를 바탕으로 ‘가장 잘 가르치는 방법이 무엇일까?’를 연구하고 실천할 때 교수학습의 질은 한층 더 높아질 것이다.

학교현장의 컨설팅 장학에 대한 요구 분석

주도연 한국교원교육학회 2011 한국교원교육연구 Vol.28 No.4

본 연구는 교원 및 교육전문가 집단의 컨설팅 장학에 대한 요구분석을 통하여 효율적인 컨설팅 장학의 방안을 제시하는데 있다. 컨설팅 장학은 교사의 수업전문성과 학교장의 학교경영 전문성을 지원하는 장학 시스템의 변화이다. 컨설팅 장학을 저해하는 요인으로 컨설팅 장학에 대한 교원들의 의지 부족, 컨설팅 장학에 대한 홍보 부족, 교원들의 무관심 등을 들고 있다. 즉 자발성을 강조하는 컨설팅 장학에서 교사들이 자발적으로 참여하게 할 수 있는 인식이 부족한 것이다. 따라서 컨설팅을 활성화할 수 있도록 교원들에 대한 연수강화와 홍보 등의 인식개선 프로그램이 필요한 것이다. 아울러 전문적인 컨설턴트를 양성하고, 컨설팅 장학에 대한 기준을 분명히 하며, 컨설팅 장학 결과에 대한 보상 체계가 필요하다. 컨설팅 장학의 활성화를 위하여 교사들이 컨설팅 장학 결과로 전문성이 더욱 신장될 수 있어야 하며, 이를 위하여 교원들의 자발적인 참여 분위기 조성이 필요하다. 컨설팅 장학은 수업 개선 및 학교․학급경영 등의 교육전반에 대한 교원들의 열정과 전문성 개발을 위한 컨설턴트들의 노력에 따라 그 성패가 결정되기 때문이다. The aim of this study is to propose the plan of consulting supervision through the demand analysis on consulting supervision of teachers and education expert group. Consulting supervision is a change of the supervision system which supports principals to improve expertises on school management and teacher's skills to enhance the satisfaction about education customer and improve the teacher's professionalism. Consulting supervision which proposed a new paradigm was the key point of the functional rearrangement of the District Office of Education which promoted by the Ministry of Education, Science, and Technology in September 2010. Teachers thought that the obstructions of development of consulting supervision are insufficiency of the professional consultants and compensation mechanism, lack of an objective standard, and too many works of teachers. It means that the inducements are not enough which make teachers participate voluntarily in consulting supervision that stresses spontaneity. That is the reason why classification of consulting standard, less-work, and professional consultants are required. Consulting should be done by professional co-teachers for improvement of consulting supervision, and the consultants who have professional knowledge and technology should be fostered. Finally, teachers should participate in consulting supervision more. Especially, for the activation of consulting supervision, teacher's expertise should be improved with the result of consulting supervision. And for that, teachers need to participate in consulting supervision voluntarily. Success or failure of consulting supervision depends on the efforts for developing expertise and teachers' passion about better class.

학교에서의 인성교육 핵심 역량

주도연 한국교원교육학회 2015 한국교원교육학회 학술대회자료집 Vol.2016 No.11

□ 미래인재 육성을 위한 새로운 패러다임으로 인성교육의 중요성 부각 ? 인성교육은 현재 우리사회가 처한 문제와 위기를 해결하기 위한 수단일 뿐 아니라, 성공적 미래사회로의 진입을 위한 필요조건 □ 인성에 기반한 따뜻한 사회 구현을 위한 범사회적 노력 필요 ? 바른 인성을 기반으로 한 사회적 변화를 위해 학교?가정?사회 모두가 인성회복 을 위해 노력하고, 국가는 이를 지원하는 체제 구축

고등학교 <사회>과 논쟁수업에 관한 연구 : Focusing on the unit "The Development of Democratic Society and Democratic Citizen" from the text of 1st grade students

주도연 이화여자대학교 교육대학원 2003 이화교육논총 Vol.13 No.-

We are living in the society with rapid changes, significant increase in information and innate respect for democracy. Since the members of this society are exposed to various kinds of conflicts resulting from those rapid changes, they are required to have the ability to unravel social conflicts in a rational manner. They are also expected to be able to gather wide range of information and choose suitable information for themselves. In addition, they have to be endowed with the virtues that every member of democratic society should have: conversation and discussion and concession and compromise. Therefore every member of democratic society should be able to sort out necessary knowledge and information, make one's position clear based on rational value system, and mediate interests between oneself and others with willingness to settle problems and will to put one's thought into practice for the purpose of solving problems. That's the very democratic citizenship required by modem society and, if we go further, cultivating those democratic citizen is the direction for as well as objective of the education. Therefore this study is designed to verify the hypothesis that issue-oriented class is more efficient method of teaching to achieve the goals of social study than conventional one by using it for the class as a means of cultivating democratic citizenship according to the consideration that the democratic citizenship is main body for one's will to solve social problems more actively, to define one's position clearly, and to make decision rationally. In the first place, modem society and its issues has been studied. Then the existing theory, conception and theoretical characteristics of issue-oriented class have been examined based on the previous study. Second the groundwork for issue-oriented class has been made after understanding the applicable issues according to each unit of social studies within the context of 7-step curriculum for high school students. Third, 16 areas of controversial issues were presented to the students in order to choose the educational contents based on students' perception with relation to controversial issue class, and their interest, importance, and seriousness have been surveyed. Fourth, for empirical study, the teaching model applying issue-oriented class was given to the first grade students of high school, which means that they are also 10th grade within the context of 7-step curriculum, using the most applicable unit to practice the issue-oriented class, VI. The Development of Democratic Society and Democratic Citizen. However the controversial issue should be selected on the basis of the findings having obtained from previously conducted survey. Fifth, the subjects are the first grade students attending C Girls' High School in Jungang-dong, Gwacheon, which is also the school that the researcher has been working for and 4 of 10 classes were sampled by the researcher randomly. The experiment was performed from October, 2 to October 25, and the issue-oriented class applying PROTON model by Johnson & Johnson and pro-con negotiation model based on Johnson & Johnson's by Ju, Eunok has been given to those 4 classes throughout 5 times. Finally, in order to verify the effect of issue-oriented class, the survey questionnaire was given to all students having participated the experiment before and after the experiment respectively, and the result has been examined thoroughly. As a result it was verified that the issue-oriented class had been more efficient to accomplish the goals of social studies and enhance the academic achievement than conventional one. The analysis methods used here are Paired t test for investigating the degree of democratic citizenship improvement and One-Way MANOVA for examining the correlation among educational effects according to variable factors. SPSS WINDOWS 10.0 has been used for all statistical analyses and the test has been done using 96% confidence level. The results are as follows; First when the comparison was made after the class, all 118 students given the issue-oriented class model have shown significant increase not only in perception of social studies(importance, interest and participation) but also in perception of controversial issues, ability to search for alternatives, procedural principle of rational decision-making procedure and participation in social activities. Second frequency of access to news or newspaper in daily lives, school record, economic status and parents' academic background of a student were compared in order to examine variable factors affecting issue-oriented class. As a result the most influential factors were 'frequency of access to news or newspaper in daily lives' and 'school record of a student'. The educational effect of issue-oriented class had much effect on the students with high marks and those with low grades. The students with little frequency of access to newspapers also have shown much educational effect. Lastly after finishing the issue-oriented class, almost all students showed positive attitude toward the survey questionnaire asking how the students had felt about the class different from previous one, what they could have obtained from the class and what they had wanted from teacher about these kind of class. However this study still has a long way to go. The research period is comparatively short and many other variable factors such as the relation between learning atmosphere and students and interaction with teacher aren't controlled completely. Therefore it is difficult to generalize the results. Consequently the research on more concrete controversial issue-centered education considering Korean classroom situation should be activated, and this would be possible only when supporting policies are made and the teachers have active interest and participation in it. In addition, these research achievements should be reflected in teacher-training course and currently working teacher-training program so that they could help teachers-to-be and currently-working-teachers have a lot of experiences.

환경대기 중 환원 황 성분의 분석을 위한 측정기관간 내부정도관리 비교연구

송기봉,한진석,이민도,주도원,임문순,김태현,송희일,이명진,곽완순,윤재성,문서연,조성렬 한국냄새환경학회 2007 실내환경 및 냄새 학회지 Vol.6 No.1

In this study, QA/QC (quality control/quality assurance) data of reduced sulfur compounds from several institutes were obtained and compared based on the Korean standard method for off-odor. From the results, attempts were made to optimize the analytical conditions and improve the measurement reliability of reduced sulfur compounds analyses from detailed CF/TD and GC/PFPD information. Analysis results (minimum detection limit, precision, recovery rate) of reduced sulfur compounds based on the each analytical condition corresponded with the Korean standard methods for off-odor. Therefore, we expect that we could execute the exact analysis if we use the analytical condition of CF/TD and GC/PFPD in this study