콜로이드 양자점의 합성 및 이를 이용한 디스플레이 응용

방지원,Bang, Ji-Won 한국전기전자재료학회 2019 전기전자재료 Vol.32 No.2

광결정을 이용한 광소자 및 광센서

방지원,Bang, Ji-Won 한국전기전자재료학회 2016 전기전자재료 Vol.29 No.4

역사교사양성과 선발의 간극

方智嫄(Bang, Ji-Won) 역사교육연구회 2013 역사교육 Vol.127 No.-

‘Teaching competence of history teacher’ is extremely complex matter, being developed over a long period of time. History teacher-training program should lead students to have power of self-sustained growth in professionalism of history teachers. In this position, professionalism of history teachers is defined as ‘future growth probability’ with qualitative characteristics. The national policy of teacher training and selection has claimed to stand for educational reform through the securing competent teachers. To attain its object, current teacher-selection system has selected new history teachers by competitive examination. But the teacher-selection system has not been successful in appraising of examinee’s potential specialty. Multiple choice type question test(stage1), brief essays test(stage2), and perfunctory performance test(stage3) can evaluate only a small part of professionalism of history teachers. Worse still, there have been increasing bad effects caused by quantitative standard based selection system. It’s almost impossible to assess the level of teaching competence of a preservice teacher by quantitative-based tests. Making perfectly clear what is the conflict between teacher-training program and teacher-selection system, we can expect improvement in teacher-selection system and stable management teacher-training program.

10학년 〈역사〉 교육과정의 ‘비교’ 내용 구성 방향

방지원(Bang Ji-won) 효원사학회 2009 역사와 세계 Vol.- No.35

There has been a conventional notion that comparative history is a field within history in academic institution, and that comparison is a useful method for discovering the historical likeness or differences and explaining the cause of them. In 2007 reformed curriculum, History, newly established subject claimed to stand for ‘connection between world history and korean history' as the important principals in content organization. History has two basic direction : self-reflection in teaching and learning history and self recognition in world History-based context. Especially in ten grade's syllabus, comparison is the main method for connection world history and korean history. So, in history education particularly in textbook development, comparison became a pressing topic of discussion. A history teacher frequently applies comparative methods or comparative approaches to classes, comparison will be more powerful influence on the process of teaching history. The aim of this paper is to establish the basic rules or directions for ‘comparison' in ten grade's history textbook development. The real value of educational comparison lies in learner-centered historical thinking process, not in acquiring new knowledges or informations. I hope that we can have advance in studies about com parison in academic and educational institution.

중·고등학생들의 현대사 인식과 역사교육

方智嫄(Bang, Ji-Won) 역사교육연구회 2014 역사교육 Vol.130 No.-

As the starting point of history educational Researches focusing on learners, the question of the social contexts of student’s historical knowledge is very important. In this survey, I analyzed statistical data about middle and high school students’ understanding and perceptions of the Contemporary History of Korea and history education. The data derived from detailed examinations of learner’s understanding and perceptions of the History and history education, that were carried out by the Institute of History Education in 2010 and 2013. Generally, middle and high school students are interested in learning history, especially, nearly 30 percent of the them think that student should know more Contemporary History of Korea. And they think that learning history will do them good to understand matters now, to learn lessen and wisdom for a better future. At ‘depths interview’, students judge importance of historical events by ‘present tasks and lesson of history’. They feel serious danger reality of national division of North and South, and tend to look for historical lesson for ‘peace settlement’ from the Korean War and the Inter-Korean summit. They are very proud of the ‘development of democracy’ and value highly the ‘Gwangju Democratization Movement’ and the pro-democratic resistance movement in 1987. They hope for harmonious development of democratization and industrialization in the future, place special emphasis upon ‘distribution justice’.

역사교사 양성교육에서 ‘역사교육사’의 필요성과 내용 구성 방향

方智嫄(Bang, Ji-Won) 역사교육연구회 2012 역사교육 Vol.124 No.-

This study focused on the necessity and a development direction of syllabus for history of education in history teacher-training program. I discuss the necessity and educational value of teaching history of ‘history education’, based on data and materials from student’s ‘learning diary’ which submitted as homework for ‘introduction to history education’. And this study is to examine the relation between the confucian educational policies and history education in the late chosun. By so doing, try to reconstruct the distinct feature of History Education in the Late Chosun in the context of Socio-cultural Environment, and hidden political agenda. The history education of chosun was provided as a part of Confucianism education. Confucian ideas were mainly about social order, harmony and the worship of family ancestors. Since 17century, th ruling group promoted the dissemination of Confucian morals aggressively. So-Hak(小學), Dong-Mong-Sun-Seup(童蒙先習), Tong-Gam-Jiel-Yao(統監切要) were held in great esteem for basic textbook on Confucian ideas and history of Sinocentrism. Especially Dong-Mong-Sun-Seup(童蒙先習), as a textbook on Korean history tells that korea is the small Cina(小中華) that has civilized by Confucian culture as good as china.

고등학교 세계사 교과서의 "종교개혁" 내용 구성의 관점

방지원(Bang, Ji-Won) 부산경남사학회 2017 역사와 경계 Vol.105 No.-

지금까지 세계사 교육과정은 ‘종교개혁’을 ‘서양 근대 사회 발전 ‘ 대단원 안에서 ’서양 근대 의식의 성장‘이라는 맥락과 관점에서 제시해 왔다. 그러나 실제 세계사 교과서 내용상으로 그러한 문제의식이 잘 구현되어 왔다고 보기 어렵다. 칼뱅의 종교개혁을 근대 자본주의 정신과 연계지은 구성 외에는 종교개혁과 근대 의식을 연결하는 지점이 잘 드러나지 않는다. 이 글에서는 세계사 교과서들의 구성 방식을 검토하면서, 루터와 칼뱅의 종교개혁이 사회개혁의 이념으로 전유되면서 발생했던 역사적 사건들, 종교개혁이 당시 유럽인들의 종교적 일상과 문화에 가져왔던 점진적이지만 혁명적이었던 변화 양상들에 주목할 것을 제안하였다. 민주주의 역사교육의 견지에서, 종교개혁과 종교전쟁의 과정에서 ‘관용’이나 ‘양심의 자유와 평등’이라는 아이디어가 싹트고, 확산‧공유되고, 갈등이 폭발하고, 마침내 제도화되는 과정을 탐구할 수 있도록 교과서 내용을 구성할 수 있는 방안을 모색할 필요가 있다. ‘근대 지향의’ 여러 아이디어들이 사람들의 의식 속에 자리 잡고, 공유되고, 보편적인 상식이 되어가는 과정을 이해하고 탐구하는 것 자체가 근대 서구문명을 민주주의 관점에서 탐색하는 핵심이 될 수 있을 것이다. Until now, the curriculum of world history has presented "the Reformation" in the context of "Western modern consciousness growth" in the chapter "Development of Western Modern Society".However, it is hard to say that such consciousness has been well embodied in the contents of actual world history textbooks. This article examines the way in which world history textbooks have been structured, and focuses on the historical events that took place in the process of being appropriated as the ideology of social reform as part of the Reformation of Luther and Calvin and of the gradual but revolutionary changes that the Reformation brought to European religious life and culture at the time. In history education, it is necessary to understand that the idea of modern personal, religious freedom, and social equality has been gradually emerging during the turbulent period of religious reform. From the standpoint of democratic history education, it is necessary to understand the process in which many "modern-oriented" ideas are embedded in people"s consciousness, shared, and become common sense.This could be the key to exploring modern Western civilization from a democratic point of view.

〈국사〉 서술형 평가 답안에 나타난 고등학생의 역사 이해 양상 : 조선 후기 신분 상승에 대한 서술형 답안 분석

方智嫄(Bang Ji-Won) 歷史敎育硏究會 2007 역사교육 Vol.102 No.-

In this study, I tried to investigate the distinctive aspects of the high school student’s historical understanding, focussed on the power, putting historical knowledge to practical use, to write history essay. For this, 342 highschool students were asked to wrote out their own historical essay as a important part of a term examination, about the upheaval of status system in the latter term of the Joseon Dynasty. The question reads as follows. “At the end of 18th century, a male servant Childuk had lived in chung cheong-do. Yeuckgap was a ordinary peasant lived in jeon ra-do, contemporary of Childuk. Yeuckgap and Childuk were a servant and a peasant in their early days, but when old aged, they acted like a noble blood, Yang-Ban. What ever had happened to them? Write your idea about this.” 286 students handed in meaningful answer paper, 26 students guessed, but far off the mark and 30 failed completely. Then I analyzed and essays in detail, under some criterion ; student’s knowledge, clear grip of the kernel of the question, power of thinking collectively in the historical context. This research has found that not a few students have a difficulty in chronological thinking. They mixed up the times of ImJin Waeran with the 18th century in making out essay. A quarter of all student, could write essay in recognition of the examiner’s intention. Then, about one third of them, that is to say, only 10% of all examinee, could reached the satisfactory writing, Which contained accurate knowledge, historical context or proper situation to 18th century, flowing and elegant style.

기억의 정치와 역사부정, 역사교육은 어떻게 대처할까?

방지원(Bang, Ji-won) 효원사학회 2020 역사와 세계 Vol.- No.58

역사부정은 전쟁과 독재에 의한 피해를 부정하고, 가해 사실을 은폐하고 조작하려던 폭력 당사자들의 시선으로 피해자들에게 또 다른 가해를 저지르는 일이고, 학술적 견해라기보다는 주체와 흐름, 논리와 목적, 전략을 가진 사회적 현상이다. 국제적인 네트워크를 형성하며 전개되고 있는 역사부정과 부인 행위의 목적은 대체로 기억 정치의 일환이라는 데서 찾을 수 있으며 공통된 전략을 구사한다. 역사가들은 홀로코스트 수정(부정)주의자들의 주장이 학문적 절차와 방법론에 충실한 ‘역사’가 아니라, 제2차 세계대전의 책임, 유대인 학살의 책임, 나치 이데올로기에 의한 문명 파괴의 책임 등 역사적 부담으로부터 벗어나고픈 욕망을 학술적 계몽으로 치장한 정치적 프로파간다라는 데 동의한다. 홀로코스트 부정론자들의 전략은 일본군‘위안부’ 부정에도 그대로 겹쳐 들어맞는다. 역사교실에서 역사부정과 부인의 문제에 대처한다는 것은 부담스러운 과거(사)를 교실에서 어떻게 다룰 것인지 고민하는 것과 본질적으로 같다. 인간의 도덕성이 추락한 사건들을 기억하고, 그 기억 안에서 ‘나는 어디에 위치해 있는지’를 깊이 숙고함으로써 똑같은 비극의 재발을 막을 수 있어야 한다. 그런 점에서 역사부정과 부인에 대처해 갈 수 있는 역사교실을 위한 출발점을 정리할 수 있다. 첫째, 역사교실에서는 역사부정과 부인의 명분과 빌미를 준 과거 청산의 한계가 무엇인가를 물어야 한다. 둘째, 부정의 실증주의에 의해 부정당하는 역사적 진실을 학생들 스스로 찾아 탐구할 수 있는 기회를 주어야 한다. 셋째, 역사부정에 대한 대처 방법으로 토론과 논쟁의 유용성을 세밀하게 검토해야 한다. 넷째, 학생 각자의 주장과 근거를 따져보는 것, 지식 생산의 공공성과 윤리성 문제를 염두에 두어야 한다. 다섯째, 공공의 기억을 유지 전승하고, 기념하는 주체와 방법을 성찰적으로 검토해야 한다. A social phenomenon, denial of history, is an act of denying the damage to civilians caused by state power in the past war and concealing or organizing the fact that they committed the crime. And while protecting the interests of the violent parties, it is another act of harm to the victims. The acts of historical denying unfold in an international network and use a common strategy, revealing the common property of being part of politics of memory. Dealing with historical denying in the history class is essentially the same as thinking about how to deal with the "burdened history of tragedy" in the classroom. In this regard, we can summarize the basic direction for dealing with historical denying in the history class. First, we should deal with the limitations of clearing the past, which has become the cause of denial. Second, students should be given the opportunity to find and explore historical truths that are denied by negative positivism. Third, the usefulness of discussion and debate should be examined in detail as a way to deal with historical irregularities. Fourth, we should keep in mind the public and ethical issues of knowledge production by examining the arguments and grounds of each student. Fifth, we should reflect on the subjects and methods of maintaining and celebrating public memories.

학습내용구성 관점에서 본 최근 역사교육의 민주시민교육논의 : 대안적 구성 방향의 모색

방지원 ( Bang Ji-won ) 역사교육학회 2018 역사교육논집 Vol.69 No.-

Through the conflict of the 'national history textbook' around 2015, Many historians, researchers who study history education, and history teachers have reached a basic agreement on the main role that history education should play in civic education. Furthermore, for the practical and continuous change of history education there is a need to search for syllabus in various types of history subjects. These attempts can only succeed if they are based on collaborative efforts in the fields of history and history education. Since liberation in 1945, democratic civic education has been the primary purpose of Korean education, but recently, the voice of criticism and reflection about the achievements of democratic civic education has increased. And there are proposals that students everyday life should be the central theme and starting point of democratic civic education for the future. As a principle that constitutes contents of history education for civic education, A famous researcher major in history education, Kim Hanjong proposed a pluralistic view of history, democratic universal values. Kim Yookhoon, a leading teacher researcher, emphasized the value of the democratic republic pursued by the Constitution of the Republic of Korea and the controversial nature of the history lesson as the principle of composition of history education contents. History teachers have created a democratic class culture and tried to reconstruct the curriculum centered on controversy. There are differences in each of these, but nonetheless there is a decisive commonality that focuses on turning the interpretive nature of history into an educational controversy. Newly attempted historical narrative methods in the history academy can support constructing contents of contents centered on controversy. Examples of historical narratives that help students to reflect on their lives while responding to mainstream narratives in history, such as women's history. The role of reflection in history class is to connect past and present and prepare for the desirable future. Next, history books that help to expand the controversy of history lessons to the premodern history can be given. It deals with historical issues of each pre-modern era and stimulates students' historical imagination and controversy. Especially, it should pay attention to the narrative that overturns the hegemonic historical narrative in the viewpoint of the social weak in modern history. It is also a good example of history books that trace the origins and development of democracy in Korean modern history. A Korean history researcher explored the development of democracy in Korean modern history by organizing historical events and facts focusing on the concepts of people, religion, justice, rights, and cities. Concepts that encompass historical events or themes are motifs that link the past, the present, and the future in their own imagination and reflection.