지리 분야에 있어서 독도연구의 동향

심정보 영남대학교 독도연구소 2023 독도연구 Vol.- No.35

제2차 세계대전의 종결과 함께 한국은 일본으로부터 독립했다. 아울러 한반도 침탈의 첫 희생물이었던 동해상의 작은 섬 독도를 되찾아 굳건히 지켜왔다. 그러나 일본은 독도 영유권을 지속적으로 주장했으며, 20세기 초반에는 독도 도발을 감행했다. 이 연구의 목적은 지리 분야에서 독도 연구의 동향을 고찰하고, 나아가 연구의 방향을 모색하는 것이다. 연구 결과 지리 분야에서는 1970년대 초반부터 1990년대 후반까지 연구 성과가 빈약했지만, 21세기에 들어와서는 일본의 독도 도발로 자연지리, 인문지리, 지리교육 등의 분야에서 연구가 활발하게 진행되었다. 그렇지만 지리 분야에서 연구 성과는 충분하다고 할 수 없다. 향후 자연지리는 토양, 식생, 기후 등에, 인문지리는 정치, 경제, 사회, 문화, 관광, 주민의 삶 등에 주목할 필요가 있다. 그리고 지리교육은 교육과정과 교과서 중심의 비판적 연구에서 벗어나 글로벌 관점에서 독도 수업 실천의 사례 연구가 요구된다. With the end of World War II, Korea gained independence from Japan. In addition, Dokdo, a small island in the East Sea, which was the first victim of the invasion of the Korean Peninsula, was recovered and firmly defended. However, Japan continued to claim territorial sovereignty over Dokdo, and in the early 20th century, it carried out provocations over Dokdo. The purpose of this study is to examine the trend of Dokdo research in the field of geography and furthermore, to seek the direction of future research. In research results, research was poor from the early 1970s to the late 1990s in the field of geography, but in the 21st century, research in the fields of physical geography, human geography, and geography education was actively conducted due to Japan's provocation of Dokdo. However, research impacts in the field of geography cannot be said to be sufficient. In the future, it is necessary to pay attention to soil, vegetation, climate, etc. in physical geography, and politics, economy, society, culture, tourism, and people's lives in human geography. In addition, geography education requires a case study of Dokdo teaching practice from a global perspective, away from curriculum and textbook-oriented critical research.

지형 및 고도에 따른 토양성 논거미 군집특성

어진우,김명현,김민경,최순군,Eo, Jinu,Kim, Myung-Hyun,Kim, Min-Kyeong,Choi, Soon-Kun 한국환경생물학회 2020 환경생물 : 환경생물학회지 Vol.38 No.4

This study investigated the effect of geography and altitude on epigeic spider communities in rice field levees in Jeollabuk-do. Spider communities in the mountainous and plain areas were compared to determine the effect of geography on the cultivation periods. The effect of altitude was compared between the Jeongeup and Jangsu areas during non-cultivation periods. Analysis using nMDS (non-metric multidimensional scaling), MRPP (multiple response permutation procedure), and ANOSIM (analysis of similarity) revealed differences in spider community structures between the two types of study areas. Lycosidae predominated at the family level, and its abundance was greater in the mountainous area than in the plains area. The total abundance did not differ between the two areas with different altitudes, but the abundance of three Pardosa species was greater at lower altitudes than at higher altitudes. Geography and altitude had a minimal effect on species richness and diversity indices at the community level. However, several Lycosidae species showed species-specific responses to both geography and altitude in the rice fields. 지형과 고도가 논둑에 서식하는 토양성거미의 군집과 다양성에 미치는 영향을 조사하였다. 지형의 영향평가를 위해 벼재배기에 산간지와 평야지에서 비교한 결과 거미의 군집구조가 달랐으며 발생밀도는 산간지보다 평야지에서 높았다. 늑대거미과가 가장 우점하였으며 이사고늑대거미(P. isago)의 발생밀도는 산간지보다 평야지에서 높았다. 거미군집의 발생은 국지(100 km²) 및 지역(1,000 km²) 범위에서 유사하였다. 고도의 영향과 관련하여 휴한기에 지형이 유사한 장수와 정읍 지역을 비교한 결과 발생밀도는 지역 간 차이가 없었으나, 긴마디늑대거미속(Pardosa spp.) 3종의 발생밀도는 정읍에서 높았다. 이러한 결과는 지형과 고도가 군집 수준에서 토양성 논거미의 다양성지수에 미치는 영향은 크지 않으나, 종 수준에서 논에 의존적인 늑대거미과의 우점종에 영향을 줄 수 있다는 것을 보여준다.

사회과 지리 영역에서 지명교육의 현상과 필수지명의 선정

심정보 ( Jeong Bo Shim ) 한국지리환경교육학회 2007 한국지리환경교육학회지 Vol.15 No.2

본 연구는 사회과 지리 영역에서 지명교육의 현상과 문제점을 파악하고, 그 개선 방안을 모색하는데 목적이 있다. 중학교『사회』 교과서에는 1학년 지리 영역에서 가장 많은 지명이 취급되고 있다. 그러나 중학교 3학년을 대상으로 한국과 세계의 기초 지명에 대한 기억과 위치를 묻는 설문조사에서는 매우 낮은 결과가 나왔다. 이 사실은 국제화와 지구촌화 시대에 충격이 아닐 수 없다. 이러한 지리적 문맹을 근본적으로 해결하기 위한 과제의 하나로 국가 수준의 사회과 지리교육과정에「필수지명」을 선정해야 한다. 그것은 사회과 지리교육 및 생애학습 시대의 기초·기본이 되는 유용한 지식이기 때문이다. 본 연구에서는 그 기초 작업의 일환으로서 교과서 빈출 지명, 사회적 실용성, 지역적 균등성에 근거하여 한국과 세계의 지역상을 형성하기에 필요한 좌표축으로서 필수지명을 각각 사례로 제시했다. 이와 관련하여 더 다양한 논의와 연구가 필요하다. 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.

지역관광 활성화를 위한 참여형 현장체험여행 모바일 서비스 개발 -제주 여행지리를 사례로-

박종관 ( Jongkwan Park ),윤종선 ( Jongsun Yun ),전재용 ( Jae Yong Jeon ) 한국지형학회 2015 한국지형학회지 Vol.22 No.3

This study was conducted to make App service system for creative experiential learning with social subjects of the elementary and middle school. The Jeju Island was selected as from study area and new 103 experiential learning contents were collected in the island. Before the fieldwork, the geographical, historical and social contexts in social studies of the elementary and middle school were classified and the details of these important contents were checked in the field. To provide selected contents through mobile application, mobile platform system was developed. Users can make their travel plans and also allow creating, uploading and sharing their contents within their own experiences in the field. Keyword suggested by social study curriculum was taken into account for making the outdoor experiential learning model. The process has been divided into three steps; preparation, activity and organization. The service will help users to record what they have experienced through the field trip, and create their own portfolio. In this way, it is expected that users originated contents for service can be produced without any special difficulties. To obtain the sustainability of the service, it is designed to be capable of continuous updates. The output of this study will be shown as a very useful tool to enjoy creative experiential learning activities.

일제강점기 한국 농민 이주의 문학적 형상화 : 이민촌의 풍경을 중심으로

윤영옥(Yun Young-ok) 韓國批評文學會 2009 批評文學 Vol.- No.33

The aim of this writing is the searching into the aspects and its’ transition of literary representations about Korean peasants’ migration under the Japan’s colonial reign. This research have done focusing on the scenery of colonial migrant’s villages. This writing was intended to investigating about what were the scenery of colonial migrants’ villages and it’s the social discourses. Because the colonial migrants’ villages had made by Japan’s colonial government, it had showed the typical essences of colonial reign. The objects of this research are The Son of the Earth (Taejieui Adeul 대지의 아들 of Lee Ki-young, ?Peasants(Nonggun 농군)? of Lee Taejun, North Gando (Bukgando 북간도) of Ahn Soo-gil, Foreshore Fields (Gaetdeul 갯들) of Lim Young-chun, Arirang (아리랑) of Jo Jeong-rae etc. Social contexts of these texts ranged from colonial reign system to free diversified society. The changes of the social contexts had effected on the representative aspects of texts. During Japanese colonial reign, Korean peasants had been represented in utopian farmland by the imaginary geography. But since 1945, the scenery of colonial migrants’ villages were space that implied the coloniality and modernity and intervened the standpoint of colonizer and peasants settler. Korean migrant peasants have been changed in the literary texts following to social contexts. It had shown that they have possessed not ethnic identity but changed national identity. That have been represented from national to variety viewpoints.

세계시민교육(Global citizenship education)에서 ‘여행’의 교육적 의미 탐색

김다원 한국국제이해교육학회 2015 국제이해교육연구 Vol.10 No.2

Entering the 21st century, the need for global citizenship education has increased according to changes in the global environment. For the better world, the global citizenship education is recognized as an education fostering both attitudes and abilities of living together through the respect for other’s life and culture. So, the global citizenship education should be an education with regard to various geographic environments, the culture of a variety of lives within the environments, and social phenomena. This Study purposes to evaluate the educational significance of ‘travel’ that makes you experience various geographical environments, social phenomena and cultures of people. ‘Travel’ can lead to the significant educational effectiveness including geographical awareness about place as well as sympathetic communication with other people and the ethical behavior in the fields. The travel can be one activity to look for the inner diversity and lead to positive effect on ‘Think’, ‘Communicate’, ‘Act’ by making specific place-based, issue-based special experience. To make the travel more effective so that we can acquire geographical knowledge, sympathy on society or a cue to solve various problems, the pre-planning for detailed observations, delicate interviews, in-depth research, etc should be prepared in advance 21세기 접어들면서 국제사회의 변화로 세계시민교육의 필요성이 증가하였다. 세계시민교육은 세계의 다양한 사람들의 삶의 문화를 인정하고 존중하면서 공생하며, 더나은 세계를 만들어갈 수 있는 태도와 능력 함양에 목적을 둔다. 그러한 면에서 볼때, 세계시민교육은 세계에 내재한 다양한 지리적 환경과 다양한 삶의 문화, 그리고사회적 현상들에 대한 인식과 이러한 문화와 현상들에 대한 이해, 그리고 궁극적으로더 나은 세계 만들기에의 적극적 참여를 이끌어낼 수 있는 태도를 함양하는 교육이어야 한다. 이에 본 연구에서는 오늘날 시공간을 넘나들면서 다양한 지리적 환경과사회적 현상, 삶의 문화를 접하고 체험할 수 있는 ‘여행’의 세계시민교육적 의의를 찾아보고자 하였다. 여행은 여행지에 대한 지리적 인식 뿐 아니라 현지인들과의 의사소통과 교류, 현지 문화에의 감정이입, 그리고 윤리적 행동에 이르기까지 다양한 영역에서 교육적 효과를 이끌어낼 수 있다. 그리고 여행은 외현적 그리고 일반화된 특성이외에 내적 다양성을 찾아보게 하는 활동일 수 있으며, 특정 장소 기반, 특정 사안기반 특별한 경험을 하게 함으로써 ‘생각하기’, ‘소통하기’, ‘실행하기’를 이끌어내는데 긍정적 효과를 지닌다. 이러한 효과를 얻기 위해서는 여행지에 대한 탐색을 통해지역에 대한 지식, 사회와의 공감, 문제해결을 위한 실마리를 얻을 수 있는 여행이되도록 미리 여행계획하기, 여행지에서 세부적인 관찰하기와 같은 활동이 포함되도록해야 한다.

『세종실록』 지리지 황해도 전결 수에 대한 분석: 양전 방식의 변화와 전결 수 변동을 중심으로

소순규 서울대학교 규장각한국학연구원 2020 한국문화 Vol.0 No.92

The Geography Section of 『the Annals of King Sejong』 has been utilized as an important material to understand society of the 15th century in the Joseon Dynasty as its geographical and humanistic information was included in it. Especially, information on 8 provinces, the number of reclamation (墾田) by county and prefecture, the number of households (戶口) can be crucial materials to grasp the current state of the economy of the Joseon Dynasty in the early and middle 15th century. In addition, checking the Geography Section of 『the Annals of King Sejong』 through other materials and crossing checking, the contents have also found to be very accurate. However, there is the statistics with differentials in the contents of the Geography Section of 『the Annals of King Sejong』, which is the number of reclamation in Hwanghae-do. Summary discussion of each province and separate contents by county and prefecture were included in the Geography Section of 『the Annals of King Sejong』. In case of Hwanghae-do, there are big differences in reclamation (墾田) as that in summary discussion of provinces is about 100,000 and the sum of that done in each county and prefecture is about 220,000. The existing studies assumed that 100,000 of summary discussion of provinces has more credibility based on the number of reclamation after the war of the Hwanghae-do area. However, the author tried argumentation of 220,000 of land presented in the total of each town by regarding it as according with the real state. In addition, the background of a violent change in the number of reclamation was found from change of land survey methods in the 15th century by comparing it with the postwar period of the Hwanghae-do area. The number of reclamation of 220,000 in Hwanghae-do revealed in the Geography Section of 『the Annals of King Sejong』 results from the method of grasping land that showed extreme differences from the reigns from Taejong of Joseon to Sejong the Great. .

지리과 야외 학습 모델 개발 및 적용

임은진 ( Eun Jin Lim ) 한국사진지리학회 2011 한국사진지리학회지 Vol.21 No.4

This study analyzed the cases applied geography filed work model after developed it to be appropriate for current school system in Korea. The model developed by separating the activities of teacher and student in each phase of main activities after divided into the four-step procedure such as filed work plans, pre-activities of filed work, main activities of filed work, and post-activities of filed work, in consideration that the teacher`s careful to proceed was important to the overall plan to be successful filed work. Then this model was applied to the OO high school students on the subject of ``a Confucian cultural experience in Andong and Youngju area`` by conducting field work of two-night three-day. And assigned students to ``the writing for the reason after selecting one of the most significant places or activities in filed work with attaching two pictures``, then analyzed the assignments divided types by learning aspects, recreational aspects, social aspects, and traditions & cultural aspects. In the result of analysis, the most common were the cases of emphasis on learning aspects related to interesting of geography or understanding of geographic facts, concepts, theories and so forth. The next were recreational aspects for the beauty of nature, for general things like eating, drinking or seeing, and for a value for experiential activities, then finally followed by the cases of emphasis on social aspects, such as the formation of peer relationships and intimacy between teachers and students, and the cases of giving meaning to fire preservation or the succession of traditional culture associated with local characteristics. Likewise, the field work has the significance by various aspects so that we should put forth a multilateral effort to be enabled it to be active in school.

자연지리 답사를 통한 지역화 교육 프로그램의 개발과 운영 -미호천 유역 하천지형을 사례로-

이민부 ( Min Boo Lee ),김정혁 ( Jeong Hyuk Kim ),최훈 ( Hun Choi ) 한국지형학회 2014 한국지형학회지 Vol.21 No.4

This study aims to develop and operate education program for the region-focused field study on the physical geography for the students to understand their community places in the geography classes of elementary and, secondary schools and college. The theme of the program is understanding the geomorphic structures and processes including river channel, wetland, levee, terrace, sand and gravel bar and alluvial island, floodplain and irrigation system in Miho river basin, Chuncheong Province of Central Korea. For the study of regional geography as their community, the field education is focused on relations of landform to everyday life, though different levels in learning achievement according to each school classes. But, the purpose of the field education is, same at all classes, for student to analyze and understand the geomorphic effects on the place of everyday life in geography education.

지리 탐구적 답사를 위한 연수 과정의 구성 -지리교사를 대상으로-

송언근 ( Un Gun Song ) 한국지리환경교육학회 2015 한국지리환경교육학회지 Vol.23 No.3

지리 탐구적 답사를 위한 지리교사답사연수과정 구성을 목적으로 하는 본 연구의 주요 결과는 다음과 같다. 탐구적 답사 연수에서의 가장 큰 문제점은 예비과정 구성의 어려움이다. 이것은 1차적으로는 문제인식의 어려움에서 비롯되었으며, 2차적으로는 연수 일정에 의한 예비조사의 미실시이다. 이로 인해 본조사가 올바르게 이루어지지 않았다. 따라서 성공적인 지리교사 답사연수과정의 핵심은 정확한 문제인식에 토대한 예비과정 구성과 예비조사의 실행이다. 재구성한 연수 과정은 3단계로 이루어진다. 그것은 원격연수, 1차 집합연수, 2차 집합연수이다. 원격연수에서는 문제인식해보기, 탐구적 답사 과정의 선 이해와 이에 토대한 예비과정 구성해 보기를 한다. 1차 집합연수에서는 탐구적 답사 과정 이해 심화하기와 원격연수의 경험을 토대로 예비과정 구성과 예비조사를 한다. 2차 집합연수에서는 본조사와 조사 결과의 정리 발표와 반성적 평가를 한다. 이 같은 연수 과정은 연수 장소가 답사 지역에 있고, 모둠별로 이동하는 교통 수단을 활용할 때 가능해진다. Outlined below is an in-service training program for inquiry-oriented geography field trip. A major obstacle encountered in the training was absence of the preliminary stage, including identification of problems to investigate and preliminary expedition by trainee teachers, resulting in an unsatisfactory eventual field trip. What is needed for successful field trip may, therefore, be preliminary drawing-up of an expedition procedure based on concrete problems to investigate, and a prior trip based on it. A reorganized program may have three stages: distance learning, group session 1 & group session 2. First, in the distance learning, a tentative trip schedule is drafted, individually, based on the identification of investigation problems and expedition procedure. Second, in the group session 1, after collective elaboration of investigation problems and trip schedule of the first stage, a preview expedition ensues. And finally, in the group session 2, the program ends with a full-blown expedition and the presentation of learning experience thereof. Recommended are the location of the training venue within a radius of the field trip site, and the provision of group transportation.