인성교육진흥법의 시행과 학교 도덕,인성교육의 실천 방향

유병열 한국초등도덕교육학회 2015 한국초등도덕교육학회 학술대회 Vol.2015 No.-

초등 도덕과 개정 교과서의 내용과 교실 수업의 방향

유병열 한국초등도덕교육학회 2009 한국초등도덕교육학회 학술대회 Vol.2009 No.-

한체대생의 여가실태와 향후지도방안

유병열,허재홍 한국체육대학교 학생생활연구소 2000 學生生活硏究 Vol.- No.6

인성교육 공고화를 위한 제도적 방안

유병열,윤영돈 한국윤리학회 2014 倫理硏究 Vol.99 No.1

한국은 20세기에 산업화와 민주화를 모두 성공시킨 거의 유일한 나라로 평가받고 있다. 그러나 한국의 압축적 성장 이면에 정신적 가치와 도덕성 쇠퇴라는 그림자가 드리워져 있다. 본 연구는 우리 사회의 도덕성 쇠퇴의 원인을 시장 이데올로기와 공리주의적 윤리관의 부정적 측면에서 기인한 윤리의식의 미흡과 그릇된 가치관에서 찾았다. 우리 시대 도덕성 회복은 다양한 층위의 인성교육에서 그 해법을 찾을 필요가 있다. 본 연구에서는 무엇보다 인성교육의 내실화와 체계화의 필수조건을 제도적 차원에서 해명하고자 했다. 인성교육의 공고화를 위해서 인성교육진흥법으로 대표되는 국가적 인성교육 제도 구축과 운영, 성인대상의 인성교육, 학교와 가정․지역사회를 연계한 청소년 인성교육, 학교 도덕과교육을 통한 인성교육, 현직 교원연수 및 교원양성대학의 인성교육에 대해 논구하였다. In the 20th century South Korea has been looked upon as nearly unique country to achieve success in both industrialization and democratization. But shadow as declination of value & morality was cast down inner compressed growth of South Korea. This study found out the cause of moral decay from market ideology and utilitarian side effectWith a view to restoring of morality in our time, it is necessary to scrutinize problem & solution in various aspects. This study intended to seek institutional level which plays a fundamental role to develop and systematize character education. In order to consolidate character education, institutional discussion what we delved into run as follow : Character Education Support Act, adult-oriented character education, adolescent character education based upon connection between school, family & community, training programs of in-service training & teachers’ education institute for character education.

俗離山 國立公園의 觀光客 屬性의 變化와 開發方案의 摸索

兪丙烈 청주대학교 사회(지리)교육학과 2000 淸州地理 Vol.15 No.-

도덕과 협동학습에 관한 연구

유병열 서울교육대학교 2001 한국초등교육 Vol.13 No.1

Nowadays we ar living in a liberal-individualistic society. That society has its own various merits, but, at the same time, many people have to live with more pains because, in such society, the severe competitions dominate·human relations and everyday life. This is why we urgently need the cooperative learning in the process of human development and especially in moral education. But, when we look around our moral education field, we unfortunately realize that there are little researches related to cooperative moral learning. This was why I got down on this study and set up the purpose of the study to inquire the theory of cooperative learning in moral education. I discussed three topics in this study. Firstly, I suggested that cooperative learning has some theoretical rationale, which can be composed of ethical bases, psychological foundations, and moral educational usefullness. Not only the cooperative learning has such rationale as Korean traditional ethics, Social Ethics, Communitarianism but also it is based on Behaviorism, Social Cohesiveness Theory, Cognitive Development Theory, and Cognitive Elaboration Theory. In addition, it can contribute to our hope to bring up moral children if we rightly use it in moral education. Secondly, I analyzed several modes of cooperative learning that can be used in moral education. Especially in the process of this examination, I could verified the useful eight modes such as Peer Tutoring, Learning Together, Jigsaw I and II, Group Investigation, Co-op Co-op, Student Teams-Achievement Division, and Teams-Games-Tournaments. Actually, these modes of cooperative learning have many good educational utilities that were proved by several strict scientific experiments. So, we can use these modes in moral education safely and with confidince. Thirdly, I discussed some pratical conditions and using principles of cooperative learning in moral education. As the result of those arguments, it was become obious thing that If we appropriately use the cooperative learning in order to develop childrens morality, it is nevessary for teachers to have enough knowledge about the theories of cooperative learning and to acquire in advance the skills that are indispensible for operating those special teaching-learning activities. Of course, As some specialists argued, we fully know that cooperative learning has some its own defects. For example, when we consider our educational situations, there can be more overloads on the side of the teachers and, if we practice the cooperative learning in short periods, it may be impossible to attain the expectant achievements. So, we need to have wisdom and reflective thinking when we use the cooperative learning method in moral education. But anyway, in spite of those weakness, it is obious that the cooperative learning has many characteristics and good advantages. Generally speaking, the cooperative learning in moral education can be defined as the very highly structured learning mechanism that contributes to the development of children's morality through the cooprative teaching-learning activities. It firmly rejects the competition centered- and the individual centered learning structure. On the other hand, it insists the consideration and reponsibility for others and collaboration with colleagues on the basis of interdependence. In addition, cooperative learning accords with the educational paradigm that pursues the harmony between person and community. And it has the merits to give people the good socialization experiences in modern society and to prepare us the power to adjust ourselves to the social-economic changes in high tech-information society. Therefore, if we use cooperative learning appropriately and effectively, it can be very useful and valuable teaching method. So, it is necessary for us to acquire the theoretical knowledge and practice skills about cooperative learning and to actively apply it to moral education.

국내 대학 인문사회계 분야 교수와 연구윤리

유병열,Yu, Byeong-Yeol 한국대학교육협의회 2006 大學敎育 Vol.144 No.-

인문사회계 분야 교수의 연구 부정행위 발생을 방지하기 위해서는 사회적·개인적인 차원에서 다각도적인 접근을 해야 한다. 연구윤리에 관한 논의를 활성화 함으로써 환경적 분위기를 형성해 가는 노력이 필요하고, 그에 필요한 구조와 제도를 확립해 나가야 한다. 해당 기관 등이 자체적으로 연구윤리와 관련된 기구와 규정을 마련하고 엄격히 실행해 가도록 하는 방안도 추진할 필요가 있다. 무엇보다도 인문사회계 분야 교수들 스스로가 학자로서 본연의 자세를 회복하고자 노력하는 일이 시급히 요구되며, 연구윤리와 관련된 교육을 제대로 실행해 가야 한다.

초등 정보윤리교육 프로그램과지도 모형 및 교수자료 개발에 관한 연구

유병열,홍은영 서울敎育大學校 初等敎育硏究所 2005 한국초등교육 Vol.15 No.1

옥상 인공습지 조성에 적합한 배지 선발

유병열 한국화훼학회 2014 화훼연구 Vol.22 No.4

This study aims to find a proper condition forgrowth and development of plants which is used as anartificial wetland on roof garden. To create an efficientplanting place providing natural habitats, the median ofplants are controlled so that the high ornamental value ofplants are selected. The result of this study is as follows:Loosestrife plants were found to grow and flower better inthe medium mixed with peat moss 1 : clay sand 1 (v/v) andmedium treated with peat moss 5 + clay sand 5 (cm) thanin the peat moss medium. Bluet plants were found to growbetter in peat moss than in clay sand and grow generallywell in the medium mixed with peat moss 1 : clay sand 1 (v/v)and medium treated with peat moss 5 + clay sand 5 (cm). Based on the above results, the medium mixed with peatmoss 1 : clay sand 1 (v/v) and medium treated with peatmoss 5 + clay sand 5 (cm) turned out to be media suitablefor the creation of rooftop wetlands. 본 연구에서는 옥상 인공습지 조성에 적합한 식물들을 이용하여 옥상 내 인공 생태습지를 조성하고자 관상가치가 있는 습지식물 종으로, 효율적인 식생공간 조성에 적합한 생육조건을 찾고자 실험한 결과는 다음과 같다. 부처꽃은 피트모스 배지에 식재한 것보다 피트모스 1 :마사토 1를 혼합한 배지와 피트모스 5 + 마사토 5(cm)로 처리한 배지가 생장과 개화에 좋은 것으로 나타났다. 삼백초에 있어서는 피트모스에 식재한 것이 마사토에 식재한것보다는 생육이 좋은 것으로 나타났으며, 피트모스 1 :마사토 1를 혼합한 배지와 피트모스 5 + 마사토 5(cm)로 처리한 배지도 전반적으로 좋은 것으로 나타났다. 이상의결과를 종합하여 보면 옥상습지 조성에 적합한 배지는 피트모스와 마사토 1 : 1로 혼합한 배지와 피트모스 5 +마사토 5(cm)로 처리한 배지가 적합한 것으로 나타났다.

대학생들의 레크리에이션 전문화와 인간관계기술 그리고 행복의 구조모형 분석

유병열 한국체육정책학회 2013 한국체육정책학회지 Vol.11 No.2

The purpose of this study was to analyze of mediation effect of interpersonal relationship skill in the relationship between recreation specialization and happiness. For the subjects fo this study, 345 rowing players(male: 211, female: 134) were selected, For the measurement instruments of this study, 3 questionnaires were used, composed recreation specialization questionnaire, interpersonal relationship skill questionnaire, and happiness questionnaire. The collected data were analyzed by descriptive statistics, correlation analysis, and covariance structure analysis SPSS 18.0 and AMOS 7.0 program. The following conclusions were drawn: Frist, recreation specialization has an effect on interpersonal relationship skill. Second, interpersonal relationship skill has an effect on happiness. Third, recreation specialization has an effect on happiness.