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단보 : 외국의 해외지명 결정 관련 조직 현황에 대한 연구 -영토교육을 위한 기초 연구-
김종연 ( Jong Yeon Kim ) 한국지리환경교육학회 2008 한국지리환경교육학회지 Vol.16 No.4
Education on territory is the important issue in geography education, however most of study materials for territory education has been biased on historic document rather than geographic facts, even in the geography curriculum of school. It is partly caused by the lack of information on the territory and international context of the issue. Geographical name or toponym is the cultural heritage of specific cultural group and has been an important part of geographical research. However, Korean government`s activities on territorial dispute has been focused on the aspect of international law rather than holistic approach to the issue. There is strong need to review Korean government`s policies on geographical name after the conflict between U.S and Korea caused by the USBGN`s decision on display of the sovereignty and toponym over Dokdo island in the East Sea on their geographical name search service through internet. In this paper, the history, organizational structure and role of the US and UK governmental bodies on foreign geographical names were examined to provide information for territory education. The role and activities of UNGEGN also investigated. In addition, cooperation between the USBGN and PCGN of UK also be examined.
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초․중등 교사의 ‘해양지명과 해양교육 연수’ 경험에 대한 연구
김태형,윤옥경 청주교육대학교 교육연구원 2020 학교와 수업 연구 Vol.5 No.1
The purpose of this training is to establish maritime territorial sovereignty through understanding of ocean and marine names, and to understand marine resources and importance, understanding of marine resources and marine environment, and acquisition of marine information for teacher professional development. This course covers topics such as utilization, maritime safety, the meaning of marine names, and the establishment of maritime territorial sovereignty. Participation Teachers applied for this training based on their interest and curiosity about the ocean in a situation where mandatory training was required. For the contents of marine education at the school site, the maritime safety of social studies and science and comparative education The center was attracting attention as a content of experiences and safety education. Teachers who participated in the training were generally satisfied with the training program and responded that their awareness of maritime education and maritime nomination was improved. However, they preferred to experiment, practice, and experience-based training rather than lecture-type training. Rather, it was hoped that the content that could be used for the field education (class) would be covered. In the future, follow-up support and monitoring should be continued through the provision of customized training and post-training education materials, textbooks, and digital contents using the curriculum and network.
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윤옥경 한국지도학회 2007 한국지도학회지 Vol.7 No.1
국제적으로 해양의 중요성이 부각되는 가운데 삼면이 바다인 우리나라의 위치적 특성을 고려할 때 해양에 대한 새로운 인식이 제기되고 있다. 이에 해양교육은 해양에 대한 관심과 국민적 소양을 넓히는 것에서 출발하여, 해양에 대한 기본 지식 교육을 바탕으로 인성교육, 영역(영토)교육, 경제교육, 자원 및 환경교육 측면을 고려하여 해양교육의 틀이 구성될 수 있다. 해양지명의 학습은 지명학습, 지도학습의 차원에서 지리교육과의 접점을 찾을 수 있으며 특히 영역(영토)교육의 차원에서 접근하여 지리 교육에서 다루어 질 수 있는 소재이다. 현행 교육과정 체제에서 해양지명의 학습은 교육내용 및 교과서의 구성단계에서 활용될 수 있다. 현실적으로 지리교육 내용 중 해양관련 단원을 학습할 때 탐구활동, 읽기자료의 형식으로 소개할 수 있다. Together with increasing of international importance on the sea, new recognition of the sea surrounding around the Korea territory is rising to get attention from major academic circle. In fact, a basic education on the marine affairs is widely covered with many subjects like character, territory, education, resources and environmental education as well as the promotion of general knowledge and concerns on the sea. Particularly, instruction on the marine geographical names is closely related to geography teaching in terms of toponymy and cartography teaching including territory education. At the same time, under the current school curriculum, it is possible for practical instruction of the marine names to formulate an important contents of teaching in the school text. Also, it can be introduced its marine aspects as a part of reading materials and class research activities.
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사회과 지리 영역에서 지명교육의 현상과 필수지명의 선정
심정보 ( Jeong Bo Shim ) 한국지리환경교육학회 2007 한국지리환경교육학회지 Vol.15 No.2
This study examines the current status and problems of geographical names education and seeks ways to improve geographical names education in middle school social studies geography field. In South Korea, most geographical names are taught in the first year of middle school. However, according to the result of a questionnaire survey which asked third year middle school students about fundamental geographical names in Korea and the world, the score turned out to be surprisingly low. In order to solve this problem of geographical illiteracy, it is necessary to select minimum essential geographical names in geography education because it is basic and useful to know minimum essential geographical names in geography field and in this age of globalization and life-long learning. This paper suggests an example of minimum essential geographical names, based on their frequency of appearance in textbooks, social use and regional balance. However, the issue of selection and determination of minimum essential geographical names requires more discussion and further research from various perspectives.
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지리교과서의 내용 구성 방식에 따른 지명 사용의 비교 분석
전보애 ( Bo Ae Chun ),윤옥경 ( Ok Kyong Yoon ) 한국지리환경교육학회 2014 한국지리환경교육학회지 Vol.22 No.2
The purpose of this study is to propose a possible solution to overcome the criticisms levelled at the learning of geographical names, which has long been stigmatized as conveying simple knowledge or practicing rote memory. In this study, a comparative method is used to analyze the description of place name ‘Jeju’ in the actual textbooks that were published accordingly by each national curriculum amendment, where the thematic approach has been substituted for regional approach recently. We explored the difference of the way of describing place names in the junior high school geography textbooks. In particular, three sections of the text, maps, and course activities were analyzed in consideration of the context. Results show that in the regional approach textbook geographical names are much more used than other types of place names and described to emphasize ‘difference’ and ‘specialty’. On the other hand, administrative place names are more often used and place names are much more exposed in maps and activity materials than text in thematic approach textbook. The findings and implications of this study suggest that the need for overcoming the dichotomy of regional approach and thematic approach in relation to geographical names and utilizing place names as media of contextual thinking arise.
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