http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
양정은(Yang Jeong Eun) 제주대학교 초등교육연구소 2012 초등교육연구 Vol.- No.16
근대 교육 속 우리 아이들은 지식의 홍수 속에서 살고 있다고 비유할 수 있다. 학교 현장과 사회는 쉼 없이 밀려오는 지식을 어떻게 하면 효과적으로 가르치고, 배울 수 있는지에 초점이 맞추어져 있다. 이러한 현상은 성적만을 중요시 여기고, 주변을 돌아볼 여유조차 없는 사회 분위기를 만들었다. 그러나 진정한 학문은 다양한 배움과 함께 자신을 연마하는 과정을 따로 떼어 설명할 수 없다. 그래서 자신을 연마하는 방법으로 성리학에서는 몸공부의 <소학>과 마음공부의 <대학>을 제시하고 있다. 여기에서 말하는 몸공부는 바른 자세를 기르는 것을 말한다. 그렇게 함으로써 바른 자세는 바른 마음을 형성하도록 도우며 또한 바른 마음을 유지할 수 있는 하나의 장치로 활용된다. 따라서 이 연구는 초등학생의 몸공부를 위하여 율곡의 구용법(九容法)을 교실 현장에 적용하였을 때 나타나는 아동들의 행동 변화와 교육적 효과를 알아보는 것에 목적을 둔다. 구용법은 아이들이 바른 자세와 마음을 형성하도록 돕는 역할을 하였다. 그러나 아이들의 습관은 한 번 형성되었다고 계속 유지되는 것은 아니었다. 그러므로 구용법을 효과적으로 활용하기 위해서는 교사가 스스로 끊임없는 성찰을 하여야 하며, 학생의 발달 수준과 행동 변화에 맞는 학생과의 끊임없는 상호작용이 이루어져야 할 것이다. Mom Gongbu is to grow precepts of self-discipline. Thus, self-discipline helps form propriety and is used as a device to maintain propriety. This paper is about Guyongbeop which is one of the methods from Mom Gongbu. The aim of this study is to figure out the educational effects when it is applied in classroom. 1. Through Guyongbeop, can children behave themselves? 2. Through Guyongbeop, what is their improved behavior? 3. What positive effects are resulted in when it is applied in classroom? The analysis results are as follows: Children try to reflect on themselves and behave themselves learning Guyongbeop. That is, through the nine movements, which include movements of one’s feet, hands, eyes, mouth, head, and standing, sounds from their throat, and nose and the facial expression, children have learned self-discipline. Children realize their improved behavior. Their improved behavior such as proper bowing and standing, would make their behavior a habit. Observing friends who control their impulsive acts and wear brighter facial expression, children would upgrade their relationship. The habit which is derived from Guyongbeop makes it possible for children to have positive thinking toward other people and it eventually leads to positive atmosphere in classroom. Guyongbeop plays a role as a classroom rule which helps keep the positive atmosphere in classroom. Guyongbeop helps children form self-discipline. However, children have not fully acquired the habit yet. Thus, to make Guyongbeop effective, teachers need to interact with the students constantly.
양정은 ( Jeong Eun Yang ) 한국무용연구학회 2013 한국무용연구회 국제학술발표논문집 Vol.2013 No.-
본 연구는 한국춤 동작이 수행될 때 호흡에 따른 상체의 기(氣) 체계가 어떻게 운용되는지를 살펴봄으로써 일정한 춤의 순서를 단순히 답습하는(정경희, 2009, p.91) 한국춤 교육방법의 문제점을 바로잡고, 한국춤의 본질에 대한 회고와 몸체에 대한 탐구 및 이해를 도모하기 위한 것이다. 특히 한국춤 중에서도 조갑녀류 민살풀이춤은 정형화되어있지 않은 자유로운 춤이며 시나위 장단에 몸을 실어 그대로 우러나오는(임유경, 2011, p.27) 한국춤 본원의 모습을 잘 담고 있다고 판단되는 바, 본 연구의 대상으로 삼았다. This study examines how energy is operated within upper body while performing Korean dance. In many cases, performance focus on external appearance (Jung, Kyung-Hee, 2009) without fully understanding the essence of Korean dance. This study aims to deepen the understanding of the core nature of Korean dance through examination of the body. Jo Gap-Nyeo style Min-sal-pul-yi dance was selected as the objective of the study, because it, among many different Korean dances, especially well embeds the essence of Korean dance with its non-standardized style of dancing (Lim, Yoo-Kyung, 2011).
과학과 관련된 사회,윤리적 문제(SSI)의 도입을 통한 창의,인성 교육 가능성에 대한 과학교사들의 인식
양정은 ( Jung Eun Yang ),김현정 ( Hyun Jeong Kim ),( Lei Gao ),김은진 ( Eun Jin Kim ),김성원 ( Sung Won Kim ),이현주 ( Hyun Ju Lee ) 한국과학교육학회 2012 한국과학교육학회지 Vol.32 No.1
This study explored to what extent Korean science teachers perceived socioscientific issues (SSI) as an effective instructional tool for creativity and character (CreActer) education; which was recently announced as a main goal for the Korean National Science Curriculum 2009. The guiding research questions were as follows. (1)How do science teachers conceptualize the relationship between creativity and character in the context of science classes? (2) What do science teachers think about the possibility of CreActer education through SSI in science classrooms? Thirty science teachers participated in individual interviews (each lasted 20-90 minutes). In the results, the teachers` perceptions on CreActer education and SSI for CreActer education were categorized into four profiles. Eleven teachers in Profile A thought that creativity was positively correlated with character education because their understanding of creativity and character embraced a very broad range of elements. They mentioned that addressing SSI in the science classes would be satisfactory to cover those elements of CreActer education. Six teachers in Profile B mentioned similar elements of creativity and character of Profile A, but reported that, in their experience, creativity was often inversely correlated with character. However, they responded that addressing SSI would be a good way to integrate creativity and character in the science classes. Ten teachers in Profile C believed there was no relationship between creativity and character, but took a positive stance on CreActer education through SSI. Unlike Profile A and Profile B, they tended to regard character as only an interpersonal virtue. And three teachers in Profile D had narrow perspective on CreActer education. Not only did they think creativity had no relationship with character, but also disagreed that CreActer education would be activated by addressing SSI in science classrooms. The results imply that SSI could be used as an effective instructional tool for CreActer education, but this can be possible when science teachers expand their view on CreActer education.