朱子学与实学的知行论比较研究――以朱熹与洪大容的学说为中心

강춘화 한국중국언어문화연구회 2019 한중언어문화연구 Vol.- No.51

“Knowledge and Practice” is one of the important category in Chinese epistemological philosophy. At knowing and doing theory, the famous Neo-Confucianist ZhuXi emphasized that “knowledge goeth before,and practice cometh after(知先行后)” 、“practice is larger than knowledge(行重于知)”and“knowledge advances together with practice(知行并进).” ①And Hong-DaeYong is one of the representative abandoning Neo-Confucianism scholar in the late Joseon Dynasty. On the one hand he has been undoubtedly inherited the idea of “Knowledge and Practice” from Zhuxi ,but on the other hand he has proposed a new abandoning Neo-Confucianism theory —“illuminative thought”. First,by “knowledge”, Zhuxi means the knowledge about the personal moral accomplishment in the “knowledge goeth before and practice cometh after”. And by “knowledge”, Hong-DaeYong means not only the knowledge about the personal moral accomplishment and self-knowledge ,but of the knowledge about the natural world . His thoughts have embodied the importance to practical research and practical knowledge ,which are the main points of abandoning Neo-Confucianism “illuminative thought” at knowing and doing theory. ②)And, secondly, by “practice”,Zhuxi does not mean the objective activities of the transformation of the natural world ,but main means “moral practice” about self-fulfilment and self-actualization in the “practice is larger than knowledge”. And by “practice”, Hong-DaeYong means not only “moral practice” about self-actualization,but of the objective practice about the transformation of the natural world and human society. He thinks that is the theory about “practice larger than knowledge” is more important than that about “knowledge goeth before and practice cometh after”,and particularly puts emphasis on the function of practice,These thoughts show the illuminative scholar have characteristic of emphasizing practical things and practical doing. ③Third, Zhuxi 's the theory about “knowledge advances together with practice”,means “moral knowledge” and “moral practice”need each other, discover each other,and keep moving forward together. However,Hong-DaeYong 's the theory about “knowledge advances together with practice” means not only moral self-knowledge and practice ,but of the knowledge and practice about the natural world and human society. He thinks “knowledge and practice” must be the unity ,must be keep moving forward together,and must be agreed at a higher level. As we can see the differences between Zhuxi ’s and Hong Tae-Yong ’s Theory about “Knowledge and Practice” and have identified the content of Hong Tae-Yong ’s Abandoning Neo-Confucianism from above three aspects content.

「전습록논변」으로 본 퇴계 지행론의 의의

이치억 부산대학교 한국민족문화연구소 2020 한국민족문화 Vol.75 No.-

In this paper, I would like to examine the meaning and significance of Toegye's theory of knowledge and conduct through the analysis of “Interpretation on Chuanxilu.” Toegye, who is proud to succeed Zhu Xi, seems to have used it as it is without having to set up a special theory on the knowledge and conduct. However, Toegye was able to re-criticize Yangming's criticism of Zhu Xi. By developing his theory of knowledge and conduct in detail, he was able to present his theory in a more elaborate way. Toegye's theory of knowledge and practice could be further refined by developing his theory of the passage in detail through this “Interpretation on Chuanxilu.” To sum up the characteristics of Toegye's theory of knowledge and practice, it is as follows. First, regardless of the order of the passage, Toegye also agrees with the view of Yangming, who values the conduct. This, of course, is common to all scholars of this school, and they, too, have the same opinion of a common practice as Yangming. Toegye, in particular, agrees that the unity of knowledge and practice can be an effective way of teaching for the students who neglect to practice and only concentrate on studying theory. Second, Toegye divides the issue of knowledge and practice into three stages: recognition → (good and bad) judgment and practice, not two stages of recognition and practice. True unity of knowledge and practice must be consistent in all three steps. At the body level, recognition and judgment are integrated, and sometimes even practice can be included as one. If the likes and dislikes are clear at this body level, such as a good sight or odor, its perception (exposed to external stimuli) and judgment (likes and dislikes), and efforts to avoid or sustain, it may immediately appear. Third, Toegye divides the issue of the knowledge and practice into the level of ethic at the level of the body terms and shifts the issue to the level of ethic. Unlike the level of body, the above three steps do not necessarily coincide or immediately appear at the level of ethic, resulting in a clear distinction in order. This point is where the worth of learning shines. The “Interpretation on Chuanxilu” seems to have been an opportunity for Toegye to present the three stages of agreement, beyond the existing two levels of the “knowledge-likes and dislikes-practice” line, although it may not have been intended. Of course, the existing Confucian scholars would not have claimed or condoned a course of action that was not consistent with the knowledge and practice of the likes and dislikes. The reason why the words and deeds of the mind go against each other is because they are not the fortress of trustworthy. However, it can be seen that in discussing the issue of the practice, the specific content that relates the likes and dislike with the issue of the knowledge and practice could be presented through the criticism on Yangming’s theory of knowledge and practice. 본고는 「전습록논변」의 분석이라는 방식으로, 퇴계의 지행론의 의미와 의의를 고찰한 논문이다. 주자학의 적통을 잇고 있다고 자부한 퇴계는 지행에 관한 특별한 이론을 따로 세울 필요 없이 주자학의 그것을 계승한 것으로 보인다. 다만 퇴계는 주자에게서는 불가능했던, 양명학의 주자 비판에 대한 재비판이 가능했고, 「전습록논변」을 통해 그의 지행론을 상세히 전개함으로써 지행에 대한 이론을 더욱 정교하게 제시할 수 있었다. 퇴계의 지행론의 특징을 요약하면 다음과 같다. 첫째, 지행의 선후 문제와 관계없이, 행을 중시하는 양명의 견해만큼은 퇴계 역시 동의하고 있다. 물론 이는 퇴계뿐만 아니라, 모든 정주학 계열의 학자들에게도 공통되는 사항으로서 그들 역시 양명과 같은 지행합일의 견해를 가지고 있다. 특히 퇴계는 양명의 지행합일이 실천을 소홀히 하고 이론 공부에만 빠진 서생들에게는 효과적인 가르침이 될 수 있다는 점에는 동의한다. 둘째, 퇴계는 지행의 문제를 인식과 실천의 두 단계가 아닌, 인식→(선악ㆍ호오의) 판단→실천의 세 단계로 구분하고 있다. 진정한 지행일치는 이 세 단계가 모두 일치해야 한다. 형기의 차원에서는 인식과 판단이 일체화되어 있고, 때로는 실천까지도 하나로 포함될 수 있다. 좋은 광경이나 악취처럼 형기의 차원에서 호오가 명확한 경우, 그것의 인식(외부자극에 노출됨)과 판단(호오), 그리고 그것을 피하거나 지속하고자 하는 노력이 즉각적으로 나타날 수 있다. 셋째, 퇴계는 지행의 문제를 형기의 차원에서는 의리의 차원으로 나누고 지행의 문제를 의리에 차원에 옮겨놓는다. 형기의 차원과는 달리, 의리의 차원에서는 위의 세 단계가 반드시 일치하거나 즉각적으로 나타나지 않으므로, 지행은 명확히 선후의 구분이 생겨난다. 이 점이 바로 배움의 효용이 빛을 발하는 지점이다. 「전습록논변」은, 아마 의도하지는 않았을 것으로 보이지만, 퇴계에게 있어서 지행의 문제를, 기존의 지-행 두 단계를 넘어, 지-호오판단-행의 세 단계의 일치를 제시하는 계기가 되었던 것으로 보인다. 물론 기존의 유학자들이라고 해서 마음의 호오와 일치되지 않은 지행을 주장하거나 묵인했을 리는 없다. 마음의 호오와 행이 어긋나는 것은 진실무망의 성(誠)이 아니기 때문이다. 그러나 실질적으로 행의 문제를 논함에 있어서, 마음의 호오를 지행의 문제와 결부시키는 구체적 내용이 제시될 수 있었던 것은 양명의 지행합일론의 비판을 통해서 가능했던 것이라 볼 수 있다.

일부 고등학생의 손씻기 지식, 태도 및 실천

박대권,이무식,나백주,배석환,김철웅,김은영,김건엽 한국모자보건학회 2008 한국모자보건학회지 Vol.12 No.1

Objectives: This study was performed to find the relationship among handwashing knowledge, attitude and practice of high school students and to provide the basic data for handwashing training and health education in the students. Methods: 750 students were conveniently sampled from high schools in metropolitan cities (400 students from four schools situated in center of the city, 350 from 3 in a suburban district). Data was collected by a standardized self-administered questionnaire between Sep. 15 to Sep. 30, 2006, and analyzed by SPSS WIN 12.0, employing chi- square test, t-test, ANOVA analysis, Scheffe test (post hoc test), and regression analysis. Results: First, in the attitude of handwashing, "type of school (technical school)", "co- education" were the highest among male student and "resident of rural community" was the highest among female student. Second, the practice of handwashing was active with "technical school", "high level of economic status", "co-education school" among male student and "grade of school", "low level of economic status", "resident of rural community" among female student. Third, in the experience of teaching handwashing, "Yes" was 13.3% which was statistically significant with handwashing knowledge, practice (p<0.05), and attitude (p<0.01). Forth, based on the result for regression analysis with handwashing knowledge, attitude and practice as dependent variables, handwashing knowledge showed statistical significancy with grade and experience of handwashing education among female students (p<0.05). The handwashing attitude showed statistical significancy with type of school, experience of handwashing education and the knowledge among male students, the knowledge among female students (p< 0.05). The handwashing practice showed statistical significancy with the knowledge and attitude among male students, the attitude among female students (p<0.05). Conclusions: There are a relevance among handwashing education, knowledge, attitude and practice. If they had better knowledge, their attitude were more positive and if they had better knowledge and more positive attitude, their practice were active. To enhance handwashing habit of middle school students, the handwashing environment should be maintained. The training plan should also be made according to the type of school, grade and residential area. The practice training is required to enhance students knowledge in handwashing and remove the obstacles to handwashing practice.

일부 중학생의 손씻기 지식, 태도 및 실천에 관한 연구

장윤정(Yun-Jeong Jang),이무식(Moo-Sik Lee),나백주(Bak Ju Na),김건엽(Keon-Yeop Kim),배석환(Seok-Hwan Bae),김철웅(Chul-Woung Kim),김은영(Eun-Young Kim) 한국보건교육건강증진학회 2007 보건교육건강증진학회지 Vol.24 No.4

Objectives: This study attempted to understand the relationship between handwashing knowledge, attitude and practice of middle school students and to provide the basic information for handwashing training of the students and help them to form a healthy habit. Methods: Data was collected by a standardized self-administered questionnaire between Sep. 20 to Oct. 6 2006 with a total of 710 students in 1, 2, 3 grades at 6 middle schools in metropolitan cities(490 students from four schools situated in an urban center, 220 from 2 in a suburban district). The data was then analyzed using the SPSS WIN 12.0 program, employing many statistical techniques such as chi-square(x²) test, t-test, ANOVA analysis with post hoc test, correlations analysis, and regression analysis. Results: The results of the study were as follows. First, total number of handwashing times of middle school students is 6.69 per day. 66.1% of the students used soap and most of the students washed hands for 6~10 seconds(44.7%). Second, in the knowledge of handwashing, both of the parents(p<0.01), catholic, city(p<0.05) were the highest and the practice of handwashing was active with city, high economic level(p<0.05) and both of the parents(p<0.01). In the experience of teaching handwashing, Yes was 24.3% which was statistically significant with handwashing knowledge(p<0.05), attitude and practice(p<0.01). Third, in the correlation of handwashing knowledge, attitude and practice, there was statistical significancy between handwashing attitude and knowledge(p<0.01) and showed positive correlation with the knowledge(.534). The practice of handwashing has meaningful difference from the knowledge and the attitude and the coefficient of correlation shows positive co-relation in knowledge(.335) and attitude(0525). Fourth, based on the result for regression analysis with handwashing knowledge, attitude and practice as dependent variables, handwashing knowledge showed statistical significancy with sex, type of school(p<0.05) and residential area(p<0.01). There were also statistical significancy between handwashing attitude and knowledge(p<0.01) and between handwashing practice and religion, knowledge(p<0.05) and economic level, attitude(p<0.01). Conclusion: There were consistent results with handwashing knowledge, attitude and practice. If they had better knowledge, their attitude was more positive and if they had better knowledge and more positive attitude, their practice was active. The knowledge, attitude and practice of the students who learned about handwashing were higher than those of the students who had no experience of learning handwashing. To enhance handwashing habit of middle school students, the handwashing environment should be maintained. The training plans should also be made according to sex, type of school, economic level, residential area, and the consistent study on handwashing training is required.

건강도시로 지정된 창원시 일부 초등학교 고학년 학생의 구강보건 지식과 실천

윤현서 ( Hyun Seo Yoon ),김진범 ( Jin Bom Kim ),전진호 ( Jin Ho Chun ) 한국치위생학회 2010 한국치위생학회지 Vol.10 No.1

Obiectives: The purpose of this study was to examine the oral health knowledge and practice of elementary school children in the upper grades in a WHO healthy city for the development of oral health education programs gearing toward improving oral health care habits and oral health. The subjects in this study were 379 sixth-grade children in an elementary school in a WHO healthy city, Changwon. Methods: The questionnaire used in the study covered general characteristics with five items, oral health knowledge with 35 items and oral health care practices with 24 items. The oral health knowledge category consisted of general oral health knowledge with 13 items, knowledge on oral hygiene management with 11 items, knowledge on fluoride use with 8 items and healthy diet knowledge with 3 items. The oral health care practice category consisted of general oral health care practice with six items, practice on oral hygiene management with 11 items, practice related to fluoride use with four items, and healthy diet practice with 3 items. Results: The surveyed school children got a mean of 46.1 and 40.8 on oral health knowledge and oral health care practices, respectively out of 100 points. In the knowledge category, they scored the lowest on healthy diet knowledge with 12.6, and in the practice category, they scores the lowest on the practices related to fluoride use with 21.4. According to the regression analysis, gender had a significant impact on their oral health knowledge. The boys lagged behind the girls in that regard. Their oral health care practices were under the significant influence of knowledge level. Conclusions: Systematic education programs should be provided to prevent dental caries and promote oral health of school children, and the type of programs that stress actual oral health care is especially important.

중소규모 사업장 근로자의 산업보건의 관한 지식·태도·실천에 미치는 요인분석

박정일,이강숙,이원철,이세훈 大韓産業醫學會 1994 대한직업환경의학회지 Vol.6 No.1

This study was carried out to determine the knowledge(K), attitude(A) and practice(P) on major occupational health problems among small and medium scale industry workers in Kimpo area. We used self-administered questionnairs regarding the emergency treatment on accident, the management of hazardous materials, the work place hygiene, the health risk of young workers and female works, the use of protective device, prevention of occupational disease, the periodic physical examination and the occupational health administration. The results obtained were as follows: 1. There were significant differences among age groups on the KAP. The teenage group had the lowest scores. As the age increased, total mean socres of KAP were increased concurrently, and this trend was statistically significant. 2. There was significant differences between male and female subjects on total mean score of knowledge. But on that of the attitude and practice, there was no significant difference between male and female subjects. 3. As the size of enterprise increased, the mean scores of knowledge, attitude and practice were increased, but this trend was not statistically significant. 4. As the work duration increased, the mean scores of the attitude and the practice were increased. But the mean scores of the knowledge did not show this trend. 5. The white collar workers had significant higher scores than blue collar workers on knowledge, but there were not significant differences on attitude and practice. 6. The significantly associated variables on knowledge were work status and sex. On attitude and practice, age and work duration were significantly associated variables, but the degree of association was low. 7. when stepwise multiple regression analysis was done, work status, sex, age were significantly attributed to knowledge, age and sex were attributed to attitude, and age was attributed to practice, but the coefficient of determination were very low. In conclusion in small and medium scale industry workers, there were weak or no effects of age, sex, size of enterprise, work duration and work status on knowledge, attitude and practice regarding occuparional health. So it is suggested that all the members of the workers should be included in health education program for the workers.

교육실습과정에서 예비유아교사의 실천적 지식의 통합 관련 요소 탐색

진명희 한국육아지원학회 2018 육아지원연구 Vol.13 No.3

This study aimed to explore the integrated elements of practical knowledge based on pre-service teachers’ reflective thinking on their practical experience during a practicum. 24 student teachers have participated in a practicum for six weeks and were asked to write a reflective journal once a week and to participate in small group interviews in order to identify what constitutes pre-service teachers’ practical knowledge in practical experience. The results of this study were as follows. During the practicum, the pre-service teachers integrated the conceptual knowledge that they had learned in classes into their practical knowledge for teaching practice. They also integrated mentor teachers’ practical knowledge regarding how to teach children in a developmentally appropriate way and how to interact with them from a child-centered perspective in practice. In addition, they believed that shared reflective thinking with other student teachers or mentor teachers contributed to their integration of practical knowledge into their teaching practice. On the other hand, pre-service teachers perceived the limitations of simulated lessons and theme-based curriculum planning, and the lack of the pedagogical content knowledge in pre-service teacher education program as the elements that limited the integration of practical knowledge into their teaching practice. These results imply that pre-service teachers’ practical knowledge can be fostered when pre-service teacher education is supported in a social level based on the collaboration between university and professionals in the field beyond personal reflective thinking on practical experience. 본 연구의 목적은 교육실습과정에서의 실천적 경험에 대한 예비교사의 반성적 사고에 나타난 실천적 지식의 통합과 관련된 요소를 탐색하기 위한 것이다. 연구 참여자는 교육실습에 참여한 예비유아교사 24명이며, 자료 수집은 실습 기간 6주 동안 매주 1회 반성적 저널을 쓰게 하였고, 소집단 면담을 시행하 였다. 연구결과, 예비유아교사들은 대학에서 배운 개념적 지식을 실천적 지식의 통합을 위한 기본적인 원천으로 삼았으며, 실습지도교사의 실천적 지식 역시 예비유아교사들이 유아의 발달수준에 적합한 지도방법과 유아 중심적 상호작용에 대한 실천적 지식을 배우는데 중요한 자원으로 통합된 것으로 나타났 다. 또한 실천적 경험과정에서 동료 실습생이나 교사와의 반성적 사고의 공유가 예비유아교사의 실천적 지식 통합에 기여한 것으로 나타났다. 반면, 예비유아교사들은 대학의 교사양성과정에서 수행한 모의수 업의 한계와 생활주제중심의 교육과정 지식, 교과교육학 지식의 부족을 자신의 실천적 지식의 통합을 제한하는 요소로 인식하였다. 본 연구를 통해 예비유아교사의 실천적 지식은 개인적 반성적 사고수준을 넘어 대학과 현장 유아교육자 간 협력을 통한 사회적 수준의 지원이 함께 이루어질 때 더욱 효과적으로 길러질 것으로 예측된다.

초등교사의 수업관련 실천적 지식의 작동 및 형성 과정에 대한 사례 연구

소경희,김종훈 한국교육학회 2010 敎育學硏究 Vol.48 No.1

The teaching situation in classroom is often uncertain and difficult to predict in advance. Under these circumstances, teachers bring practical knowledge that has been acquired by a practical experience to lead the lesson, in addition to theoretical knowledge. However, it is not easy to explicitly reveal the practical knowledge that works in teachers’ teaching. The reason is that teachers, who have taught students for many years, tend to rely on more automated and intuitive knowledge. Thus, research on teachers’ practical knowledge has not received significant attention compared to the theoretical knowledge. However, if it is possible to explicitly describe what is happening in the classroom of teachers who have rich teaching experiences, and how teachers actually make decisions in the unpredictable classroom situation, it will be able to contribute in helping understanding and implementing of classroom teaching of pre-service and beginner teachers. This study is to explore teachers’ teaching-related practical knowledge, especially relating to the working and formation process of teachers’ practical knowledge. To this end, through a case study on two experienced elementary school teachers, the study tries to reveal in depth how teachers’ practical knowledge works in teaching contexts, and how that knowledge is formed. This study will be able to contribute to more systemize teachers’ practical knowledge and to search the proper direction for teacher education. 교실에서 이루어지는 수업 상황은 흔히 불확실하고 미리 예측하기 어렵다. 이러한 상황 속에서 교사들은 이론적 지식과 더불어 실천적인 경험에 의해 터득한 지식, 즉 실천적 지식을 동원하여 수업을 이끌어 간다. 그러나 교사들의 수업에서 작동하는 실천적인 지식은 명시적으로 드러내기가 쉽지 않다. 교사들이 수업에서 하는 행위는 경력이 많을수록 그들에게 자동화되고 체화된 직관적인 지식에 의존하는 경향을 보이기 때문이다. 그리하여 교사들의 수업관련 실천적 지식에 대한 체계적인 관심이나 연구는 이론적 지식에 비해 크게 주목받지 못해 왔다. 그러나 풍부한 교수경험을 가지고 있는 교사들의 교실에서 무엇이 일어나고 있는지, 그리고 그 교사들이 예측 불가능한 교실상황에서 실제로 어떻게 의사결정을 하고 있는지를 명시적으로 드러내고 설명할 수 있게 된다면, 이는 예비교사들이나 초임교사들의 교실수업에 대한 이해와 실천을 돕는데 크게 기여할 수 있을 것이다. 이 연구는 교사의 실천적 지식에 주목하되, 특히 수업과 관련한 교사의 실천적 지식의 작동과 형성 과정을 탐색하는데 그 목적을 두었다. 이를 위해 이 연구에서는 두 명의 초등 경력 교사들의 수업에 대한 사례연구를 통해 교사들의 실천적 지식이 수업 맥락에서 어떻게 작동하는지, 그리고 그러한 지식은 어디에서 어떻게 형성된 것인지를 심층적으로 탐색하였다. 연구결과에 의하면, 교사들의 수업관련 실천적 지식은 교사들이 자신들의 교실에 맞게 수업을 구안하는 과정에서, 그리고 수업 중에 직면하는 예측하지 못한 상황적 맥락에 적응하는 과정에서 작동되고 있는 것으로 나타났다. 한편, 교사들의 수업관련 실천적 지식 형성에 가장 큰 영향을 준 것으로는 교육실습, 수업행위와 그에 대한 반성, 그리고 수업연구인 것으로 나타났다.

어느역사교사의‘가르치기 위한지식’연구 -내용교수지식(PCK)과교수학적 전환(DT), 그리고실천지식-

천은수 한국역사교육학회 2009 역사교육연구 Vol.- No.10

The objective of this research is to shed light on what pedagogical knowledge is and its theory and practice are. Pedagogical knowledge of history teacher can be defined as the one used to transform the key points of each theme of history to help students understand them well, which is combined with content knowledge, knowledge of learners, curricular knowledge, knowledge of educational contexts, knowledge of educational method, and so on. Teachers with highly developed pedagogical knowledge can link historical contents with daily experience of students and reconstruct them through appropriate comparisons and examples and guide students to the intended direction by easily catching which part students have difficulty understanding. To teach effectively, teachers should accumulate their own teaching experiences and share the practical knowledge with other history teachers. The text provided a brief insight into“ Pedagogical Content Knowledge”and “Didactic Transposition”as well as some pedagogical knowledge I’ve given a lot of thoughts on and tried. Although my practical knowledge is individual and hard to bridge with the theory, I tried to introduce some pedagogical knowledge and examine them not only to narrow the gap between theory and practice but promote this Action Research. Every history teacher has their practical“ pedagogical history knowledge”in real classes, which makes teachers give quite different lecture even with the same content. Limited to teachers’individual experiences and studies, pedagogical knowledge drawn from them is neither being accumulated nor shared effectively among teachers. It is desperate to open history teachers’ personalized pedagogical knowledge and share them to offer more alive and concrete history class to students. It is recommended that by keeping monitoring their own class, teachers try to find out what kind of questions motivated students, what kind of themes were too simplified or distorted and what kind of contents could be easily explained though comparison, metaphor and examples. Through this process, teachers should share what they have found reasonable and effective. It is also necessary to compile these individual history teachers’ “practical pedagogical knowledge”and theorize it. 본 연구의 목적은 역사교사의‘가르치기 위한 지식’이 무엇인지 그 이론과 실제를 살펴 보는데 있다. 역사교사의 가르치기 위한 지식이란 역사 주제별 핵심 내용을 학습자에게 잘 이해시키도록 변환하는데 동원하는 지식으로, 그것은 역사내용지식· 학생이해지식· 교육 과정지식· 교실상황지식· 교육방법지식 등의 혼합물이다. 가르치기 위한 지식이 발달된 역사교사는 역사내용을 학생들의 일상적인 경험과 연결시키거나 적절한 비유나 예시를 통 해 학생에게 이해하기 쉬운 형태로 자유롭게 변환시키고, 본인이 설명한 내용 중 학생들이 무엇을 어려워하고 이해하지 못하는지를 알고 이를 지도할 수 있다. 잘 가르치기 위해 교사 는 경험을 축적하고, 동료교사와 실천 지식을 공유할 필요가 있다. 본문에서는 먼저 가르치기 위한 지식과 관련되는 이론이라 할 수 있는“내용교수지식 (PCK)”과“교수학적 전환(DT)”에 대해 살펴보았다. 그리고 필자가 고민하고 실천해 보았던 가르치기 위한 지식을 소개하였다. 실천 지식은 구체적이고 개별적이기 때문에 이론과 바로 연결하기 힘든 점도 있지만‘가르치기 위한 지식’의 이론과 실제의 간극을 줄이고 실천 연 구를 활성화시키기 위해서, 이를 함께 살펴보는 형식을 취하였다. 모든 역사교사는 교실수업을 통해 자신만의‘가르치기 위한 지식’을 가지고 있다. 그래 서 같은 교과내용이라도 교사마다 다른 수업을 펼치게 된다. 가르치기 위한 지식은 현재, 교사 혼자만의 고민과 실천으로 그쳐 축적되지 못하고 있다. 실제 교실에서 실천해 본 개별 사례를 공개하여 구체성과 현장성을 가진 역사교사의 가르치기 위한 지식을 함께 나누는 것이 절실하다. 교사는 자신의 수업을 끊임없이 반성하며 호응이 좋았던 발문이나 은유·비 유 예시로 이해 가능하도록 조직한 내용, 지나치게 단편화하거나 왜곡해서 가르친 주제 등 을 기록· 발굴하여 동료교사와 공유할 필요가 있다. 이러한 교사들의 실천 지식을 귀납적 으로 수렴하여 교수학습 이론으로 정리하는 것, 또한 필요하다.

이론과 실행의 관계를 고려한 과학교사의 내용 지식과 교수 내용 지식 개념에 대한 논의

박종원,윤혜경,이인선 한국교원대학교 교육연구원 2021 敎員敎育 Vol.37 No.3

교육이론과 실행 간 격차는 오래전부터 논의되어 왔으나, 본 연구에서는 이론과 실행 간 관계 속에서 이론의 역할에 대한 논의가 충분하지 않다고 판단하였다. 이에 이론의 영역을 과학교사의 내용 지식(SMK:Subject Matter Knowledge)과 교수내용지식(PCK: Pedagogical Content Knowledge)에 한정하여, 이와 관련된 기본 개념을 재구조화하고자 하였다. 이를 위해 문헌연구를 기반으로 연구문제와 관련된 내용을 정리하고, 가설적 제안과 가설 검증을 위해 필요한 실증적 연구도 함께 제안하였다. 첫째, 교과 내용 지식을학생이 알아야 할 지식과 상위지식으로서 교사가 알아야 할 지식으로 나누고, 교사가 알아야 할 상위지식의 유형을 제시하면서, 이러한 상위지식이 교사의 수업 실행과 연결되기 위해서는 상위지식도 학생지도를위해 직, 간접적으로 역할을 할 수 있어야 한다는 점을 강조하였다. 둘째, 심리학의 체화된 인지(embodiedcognition) 이론에 기초하여, 교사의 지식이 상황에 맞추어 적절하게 변형되면서 즉각적으로 실행되려면체화된 PCK (embodied PCK) 개념이 필요하다는 점을 제안하고, 체화된 PCK의 특징과 과학교사의 수업실행에서 이것이 어떠한 역할을 하는지 논의하였다. 마지막으로 PCK와 체화된 PCK를 포함하여 이론과실행 간 관계를 강조하는 새로운 PCK 모델을 제안하고, 그 특징을 논의하였다. 본 연구에서 제시한 논의와가설적 제안 및 실증적 연구의 제안은 이론과 실행 간 관계 속에서 이론의 역할과 기능에 대한 보다 깊은이해에 도움을 줄 것으로 기대되며, 나아가 이론과 실행 간 조화를 위한 기반을 제공할 것으로 기대한다. The gap between educational theory and practice has long been discussed, but this study acknowledges that there has not been enough discussion about the role of theory in the relationship between theory and practice. Therefore, this study focused on content knowledge (SMK: Subject Matter Knowledge) and pedagogical content knowledge (PCK) of science teachers and reconstructs these concepts. To do this, based on the literature review, hypothetical proposals were discussed. First, regarding teachers' content knowledge, we divided content knowledge into content knowledge that students should know and higher level knowledge that teachers should know. To link such high knowledge to teaching in a teacher’s classroom teaching, we suggested that such high knowledge should play a direct or indirect role in teaching students. Second, based on the concept of embodied cognition in psychology, embodied-PCK has been proposed so that PCK can beimplemented immediately with appropriate modifications in the real teaching context, and the characteristics and roles of embodied-PCK have been discussed. Finally, we proposed a new PCK model that emphasizes the relationship between theory and practice, including PCK and embodied PCK, and discussed its characteristics. The discussions presented in this study, hypothetical proposals and empirical research proposals are expected to aid in a deeper understanding of the role and function of theory in the relationship between theory and practice, further providing a basis for the coordination between theory and practice.