원발성 비결핵의 1례

홍기대,김영명 대한이비인후과학회 1973 대한이비인후과학회지 두경부외과학 Vol.16 No.-

지구촌 시대의 자연환경 지도를 통한 국제 이해 교육

홍기대 光州敎育大學校 初等敎育硏究所 2010 初等敎育硏究 Vol.25 No.1

The goal of this research is to describe theoretical aspects of the education of international understanding through teaching natural environments in the global era. Natural environments can be considered various areas such as humanity, culture or nature, but this paper concentrates on the area of natural environments to describe the education of international understanding. Because natural environments include plenty of elements ranging from plants and animals to pesticide pollution and space environment, it will organize relevant environmental elements, and choose and explain natural environment elements related with humans and natural environments in the global era. The education of international understanding from environmental perspectives is concerned with preventing the environmental ruining that economically and culturally developed countries have confronted, and with stopping the same mistakes in developing countries that other countries already made, by examining what ideologies and what ways they have made their effort for protecting environments. It will help to give them meaningful insights in terms of deciding on the ideologies, policies and directions of protecting nature, by means of how they can endeavor to prevent environmental ruining under restricted circumstances that the developing countries have in common. It will also be able to seek how the developing countries can cooperate with each other. Understanding the relationship between environmental destruction and human survival is concerned with teaching what should be cared in accordance with international as well as intranational efforts in order to protect environments, through understanding examples in which natural ruining, seawater and fresh water pollution, air pollution, pesticide pollution and soil pollution can happen with a series of their reactions. Examples of many kinds of environmental pollution can be seen from conflicts between economic development and environmental problems. The process of developing natural resources has resulted in a great deal of pollution. Fertilizer overuse in fields, water polluted by waste water from plants and air polluted by waste gas from cars can be more likely to be seen in Korea than other developed countries. We should understand how developed countries went through and coped with them, and seek how we can take care of our environmental problems. Given international cooperating organizations working for protecting environments and preventing environmental destruction, every country has competitively tried to achieve industrialization and modernization, which has caused every kind of pollution and environmental ruining. This is considered the crisis of humans, and so needs for international cooperation have been emphasized in order to protect environments. Therefore this research is interested in understanding organizations, functions, roles and prospects on the international scale that have been created and might be able to be created in the future through those efforts.

초등사회과 수업에서 브레인스토밍 기법을 통한 창의적 사고력 신장의 방안

홍기대 光州敎育大學校 初等敎育硏究所 2010 初等敎育硏究 Vol.24 No.2

The concept of creativity is to make existence from zero, and vice versa. The function of creative thinking contains fluency, flexibility, originality, elaboration and so on. The technique of student's thinking ability is divergent thinking, convergent thinking, and associative thinking. The brainstorming technique is a technique which is used to solve the concept of the idea of "problem" from groups, that is to create ideas about some specific problems or subject. In the class of social affairs division, when the brainstorming technique is applied, students' creative thinking ability improves. In brainstorming, teachers' questions affect students' thinking ability so greatly that it can help to create a permissive atmosphere and bring about equivocal questions and inquiries which improve thinking ability. It has an ordering which is this: confirmation of the discussion subject→discussion activities→master's question method →combination of the idea→examination and composition of the idea. The model of brainstorming learning guidance process applies 6 stages, which are as follows: planning→diagnostication→preparation→inquiring→advancement→evaluation. Brainstorming suggests mind opening, problem searching, idea conception, development application, and also evaluation method to the stage of teaching plan studies. Key words : brainstorming, creativity, creative thinking, questions.

공간인식을 높이는 지도 정보학습기법의 모색

홍기대 光州敎育大學校 初等敎育硏究所 2012 初等敎育硏究 Vol.27 No.1

A map is a basic instrument that shows geographical phenomena and space relations by indicating various information with signs and pictures on the indicators and it gives us necessary information. The purpose of this study is seeking learning method of the map information to heighten the technique of the gained information use having a critical mind about geographical phenomena and space relations. Map is an information instrument to bring up geographical thought as an informer from the situation of the ground which is the base of human lives and media of the space cognition that gives various information about human, time and society. So this study is based on investigating theoretically its importance. Taking a look at the curriculum related to current map, the regional characteristics of nature and humanities environment has been caught throughout the map. That's why I created topic as a map learning. There hasn't been a lesson about map information learning in current social studies. Hence I chose topic related to map learning in social studies and composed map information curriculum making concrete learning contents I discuss space recognition through map information learning.

초등학교 사회과에서 시뮬레이션 게임 학습을 통한 지구촌 문제해결 능력 신장방안

홍기대 光州敎育大學校 初等敎育硏究所 2014 初等敎育硏究 Vol.28 No.2

최근 사회과 지리 학습에서는 시뮬레이션 게임 학습 등 학생들의 활동을 중심으로 한 교수·학습방법이 강조되고 있다. 2009 개정 교육과정에서도 시뮬레이션 게임 학습이 강조되고 있다. 본 연구는 사회과 지리 학습에서 시뮬레이션 게임 학습의 교수 기법에 대하여 이론적으로 분석 고찰해 보고, 시뮬레이션 게임 학습의 사례를 중심으로 교수 학습 전개 방법을 제시해 보았다. 시뮬레이션 게임 학습에 대한 시사점을 요약해 보면 다음과 같다. 첫째, 교사들은 역할놀이, 게임 그리고 시뮬레이션의 용어를 혼돈하거나 명확히 이해하지 못 한 채 사용하고 있다. 즉, 독립된 용어이지만 이들 용어는 서로 관계 되어 학습의 기능을 발휘함을 알아야 한다. 둘째, 시뮬레이션 게임 학습은 학생들을 실제 생활과 유사한 상황으로 안내할 수 있기 때문에 교수 학습에 효과적인 방법이다. 셋째, 시뮬레이션 게임 학습은 학생들로 하여금 경험 → 확인 → 일반화의 절차를 거치면서 학습과 사고 능력을 기를 수 있는 기회를 제공한다.

초등 사회과 지리영역에서 수행평가 방안 : 포트폴리오를 중심으로

홍기대 광주교육대학교 초등교육연구소 2001 初等敎育硏究 Vol.15 No.2

This study is aimed to introduce portfolio performance assessment that discussed recently in the geographic section of elementary social studies, to investigate theoretically and to find performance assessment method. Portfolio performance assessment evaluates inner-change and development process through individuals products that are collected themselves, and it's objectives are related to social studies objectives. Social studies objectives is compose to the understanding and application of concept, ability, attitude and conviction. For the direction of portfolio performance assessment, Social studies objectives is investigated. With them, the meaning and value of portfolio performance assessment is built in the geographic section, Portfolio assessment become interdependence studying through self-assessment, peer-assessment and teacher support-assessment. The method of portfolio performance assessment is suggested. And portfolio performance assessment instrument is developed into five section in according to geographic studying situation.

초등 사회과 지리영역에서 수행평가 방안 - 포트폴리오를 중심으로

홍기대 전북초등사회과교육학회 2001 초등사회과교육논총 Vol.3 No.-

This study is aimed to introduce portfolio performance assessment that discussed recently in the geographic section of elementary social studies, to investigate theoretically and to find performance assessment method. Portfolio performance assessment evaluates inner-change and development process through individuals products that are collected themselves, and it's objectives are related to social studies objectives. Social studies objectives is compose to the understanding and application of concept, ability, attitude and conviction. For the direction of portfolio performance assessment, Social studies objectives is investigated. With them, the meaning and value of portfolio performance assessment is built in the geographic section, Portfolio assessment become interdependence studying through self- assessment, peer-assessment and teacher support-assessment. The method of portfolio performance assessment is suggested. And portfolio performance assessment instrument is developed into five section in according to geographic studying situation.

초등 사회과 3학년 지역화 교수·학습자료개발 연구

홍기대,손정선,김언식,김용조,이광성,김경운 光州敎育大學校 初等敎育硏究所 2002 初等敎育硏究 Vol.17 No.-

The purpose of this study is in developing locally-oriented teaching-learning materials to motivate students to effectively take part in activities using map and in improving the field work of social studies to plan a map learning and to give them the ability of practice. It represents the right order involved in teaching the activities using map after doing preceding learning : classroom, playground, and the environs of the school including to some learning methods such as a puzzle map, a correlative of learning. Field trip study planning and lesson-plan are designed in case of Sewage disposal plant, Duknam filtration plant, Bonchon industrial complex relating to field trip study. There are some effects expected which follow through this study. First, teachers are able to draw learner's interest in finding learning sources directly through the community where they live. Second, learners have active participation in class, motivation, drawing their interests through map learning by doing preceding study of learner-centered. Third, teachers can make use of it as useful tools to get high achievement goal with self-direct learning.

초등사회과 지역조사 활동을 통한 현장 체험학습 지도

홍기대 한국사회과교육연구회 1999 사회과교육 Vol.- No.32

현행 교육과정은 단편적인 지식만을 가르치는 획일적인 수업 방법을 지양하고 학습자가 학습사태에 직면했을 때 자기 주도적으로 새로운 문제를 해결하기 위해서는 실제 체험을 통한 학습으로 전환하고 있다. 본 연구가 추구하는 체험학습은 학습자가 직접 일상적인 학습공간인 교실을 떠나 자연현상이나 사회적인 사실이 구체적으로 나타나고 있는 현장에서 답사, 견학, 면접, 관찰 등의 폭넓은 학습활동을 통하여 새로운 지식과 기능을 기르는 데 있다. 그 내용을 종합해 보면 ① 현장 체험학습은 사회적 사실과 현상을 현장에서 직접 체험함으로써 사회적 상황을 바르게 판단하고 문제해결력이 길러진다. ② 현장 체험학습의 활성화 방안으로는 재량 활동 교육과정을 구체화하여 운영 추진한다. ③ 사회과 교육과정에서는 사회적 사실과 현상이 구체적으로 나타난 지역을 대상으로 지역화하여 현장 체험학습을 한다. ④ 현장 체험학습방법으로는 소집단을 이질적 특성을 가진 학생으로 구성하면 다양한 정보를 획득하는 등 이점이 있다. ⑤ 사회과에서 공간 및 시간의 범위를 학년 발달단계의 정도에 따라 사회과 교육과정을 구성하였다. ⑥ '재량활동' 교육과정은 자기 주도적 현장 체험학습으로 조직하고 구성하였다. ⑦ 현장 체험학습을 체계적으로 추진하기 위해 체험학습 과정안을 구안하였다. ⑧ 현장 체험학습 프로그램 및 교수·학습안을 상세화하였다. Processing current curriculum emphasize on turning field study for escaping closed education that teaching fragmentary knowledge and solve his new problem with self-directed learning. This research, field study seek to cultivate new knowledge and skills in field express natural phenomena and social facts through wide studying activities; exploration, inspection, interview, observation etc. In this educational context, this study deals with the following: ① Learners extend his ability to solve a problem and judge social situation through directly experiencing social facts and social phenomena in field ② Active method of plan for field study, operate and promote discretionary activities curriculum concretely. ③ In social studies curriculum enforce field study in region that express social facts and social phenomena concretely. ④ Method of field study, heterogeneity small groups have advantage that acquire variety information. ⑤ In social studies, organize scope of space and time is organized in accordance with grade development degree ⑥ Discretionary activities curriculum is composed in self-directed activities. ⑦ Field study process plan is built systematically ⑧ Field study program and teaching-learning plan is detailed

초등 사회과 지리 분야에서의 창의적 사고력 신장

홍기대 한국사회과교육연구회 1996 사회과교육 Vol.- No.29

I have studied a teaching method which emphasizes the ability of students to consider facts. This is based in the theory defending basic background. the theory of thinking and inquiry into increasing the creative thinking ability of students in geography. ①The fact that the social studies textbook is divided into two section---"social studies" and Thoughtful Living"---and the fact that the textbook is designed to increase the thinking ability of students, make all other teaching methods useless. ②We know that geographical inquiry teaching method becomes generalized by reflective thinking. Therefore, teachers should develop this teaching method and apply it to classroom situations. ③We should use maps in consulting geographical facts. Field investigation should supplement illustrations, television, photographs and other reference materials in order to increase the efficiency of teaching. ④Three areas of geographical thought structure seem to be useful in classroom situation: Distributional thought. i.e. considering geographical facts by distribution: Relations thought. or considering the relation between natural and social conditions: Regional thought. where one compares common and specific characteristics: and General thought, i, e, these various elements integrate to become one whole thought. ⑤Inquiry class improves students' thinking ability through the teacher's questions and the students' answers. The purpose of the teacher's questions, however, should not be a simplistic transfer of Knowledge, nor should they be put so as to require simplistic answers, The questions should force students to consider various factors in formulating their answers. ⑥The purpose of evaluation in education is to set a goal, to diagnose, to guide, to develop and to evaluate the level of success in achieving that goal. We should include evaluation in our educational procedure. ⑦On examinations, multiple choice questions should be replaced with long-answer or essay questions, in order to reflect the procedure of study rather than just its outcome. The test at the end of every unit must evaluate how well the students have grasped the purpose of the unit. Written and practical tests should be related. ⑧Improving the process of training in the evaluation of student's thinking ability means improving their informative thinking, intuitional thinking, analytical thinking and general thinking through feed back. Students'analytical ability should be combined with their reckoning ability in order greatly to increase the generalization of information. Student' thinking ability should be greatly increased in the areas of analysis, organization, reckoning, incorporation, and application by means of systematic information. ⑨I recommend an evaluation process incorporating thinking structures, including deductive,syllogistic, successive and contrast thinking. Such an evaluation process will greatly increase students' thinking ability.