국민윤리 교육의 내용

홍웅선 한국국민윤리학회 1976 倫理硏究 Vol.5 No.1

初等學校 環境敎育 敎育課程에 關한 硏究

洪雄善 연세대학교 대학원 1974 延世論叢 Vol.11 No.1

The first attempt and purpose of environmental education should be to allow the pupils to understand the correlation between the bio-physical environment and human society. The second endeavor is to get the pupils to become cognizant of human activities rendered by environmental changes, and the last effort should be to have our school children realize that they are to interact with their environment for the future benefits of mankind. All forms of life within the environmental realms should be understood in terms of what should he the controlling concepts. While utilizing environmental education in primary schools, the investigator has tried to deduce four concepts: variety, interaction, changes, and adaptation. The contents of such education should cover resources such as air, water, plants, animals, earth materials. Besides, forms of pollution such as air pollution, noise pollution, water pollution, pollution by solid waste, and pollution by pestisides, should also be studied. As to the improvement of our environment, conservation of resources, prevention of pollutions, maintenance of natural beauty, population problems should be studied based upon basic concepts of ecology. In order to match the organization of the concepts of environmental education with children's developmental stages, the proper direction and process would be from the concrete to the abstract, from acquisition of knowledge to its application. To accomplish this with our school children, lower grades should be encouraged to enjoy their interaction with nature, to appreciate natural beauty, and value all life. In upper grades, it would be proper to have our children take measures for deriving means to solve environmental problems through analyzing materials they collect, and to apply them to actual problems. In the curriculum for primary schools revised in 1973, is social studies and science to equally emphasize environmental education. In addition to that, in such subjects as moral education, language arts, it is provided that the contents of such subjects should aim to encourage children's love of nature. In vocational courses as well, natural resources are to be emphasized according to one provision of the revised curriculum. In teaching science in primary schools, the central issue in environmental education is to give the basic concepts, especially changes and interactions. Social studies, environment and life, preservation of natural resources, and pollutions, are generally regarded as contents of environmental education, and are primarily taught. For the environmental problem, only general descriptions are given, and such items as air pollution, noise pollution, water pollution, and pollution incurred by the use of pesticides, are not dealt with in concrete terms. Contents of enironmental education are given to particular grades: in 3rd and 4th grades, children are to receive most of the basic contents. This is to be construed that the contents of environmental education bear greater relationship with the contents of subject matters allocated to the 3rd and 4th grades. When considered in a series of stages such as the predisciplinary stage, single disciplinary stage and interdisciplinary stage, environmental education at primary schools should include all three stages. Therefore, in the lower grades (1st, 2nd and 3rd), the predisciplinary stage should be parralel with the single disciplinary stage, while in the upper grades (4th, 5th, and 6th), the single disciplinary stage in environmental education and the interdisciplinary stage, during which learning activities for solving environmental problems are to be synthesized, and are to be conducted at the same time. Methods of teaching environment are complex; thus, environmental education should deserve a fresh investigation to be properly utilized by educators in primary schools. (The investigation has been possible by dint of the United Board Research Grant for the year 1973.)

私學法人 收益財産의 活用方案에 關한 硏究

洪雄善,李亨行 연세대학교 교육대학원 1981 연세교육과학 Vol.19 No.-

初等 社會科 敎育課程의 分析的 硏究

洪雄善 연세대학교 인문과학연구소 1974 人文科學 Vol.32 No.-

It was from September 1646 that the elementary social studies was first introduced in Korea, and the formal recognition of it as a subject matter was established later in 1955. At that time the social studies treated the fundamental questions of the pupils' interests and emphasized the comprehensive treatment of geography, history and civics instead of teaching them separately. The 1963 revision of the curriculum did not differ greatly from its predecessor except the addition of two objectives, anti-communism and unification of Korea. The title of the subject was also changed from the “Social Life” to the “Social Science” From this time on, the American social studies curriculum reform movement exerted a significant influence. In 1973 the social studies curriculum reinforced its general object by emphasizing the importance of development of appropriate personality, systematic thoughts and rational research activities to give pupils competent methods of thinking. When comparing our social studies curriculum with those of foreign countries we note that ours lack in the comprehensive treatment of all the necessary contents, the cause of which might be attributed to the over emphasis of the particular national tasks directly facing us. The original drafters of the curriculum tried to systematically incorporate some 66 basic concepts extracted from geography, history, political science, economics, sociology, anthropology, social psychology and philosophy into the overall elementary social studies. However, the question is that they are not faithfully reflected in the contents of the social studies. The real aims of the social studies will be attained only when the proper guide of the curriculum is established.

師範大學 敎育課程 改革의 動向

洪雄善 서원대학교 교육연구소 1979 敎育發展 Vol.1 No.1

初等 數學의 幾何의 指導

洪雄善 연세대학교 교육대학원 1971 교육논집 Vol.4 No.1

This study is a part of an attempt to introduce the new math program into Korean schools. This report deals a program of contents of learning and methods of teaching with elementary geometry. The early introduction of geometric concepts into the elementary mathematics program is one of the major content modifications in recent curriculum development. The geometric concepts currently being introduced into the elementary school level are not based upon ideas of measurement and thus are not arithmetically oriented. The geometry in contemporary elementary programs is dirrected toward the intuitive development of ideas of geometry and is concerned with the properties and spatial relationships of such geometric entities as points, lines, angles, figures, and solids. Contents of teaching elementary geometry included in this study are as follows: points, space, lines, planes, properties, of lines and planes, separation of space, rays angles, triangles, simple closed curves, polygons, congruence, congruent angles, circles, congruent triangles, classification of triangles, classification of quadrilaterals, solid figures, similarity, and symmetry. The anthor is indebted to Dr. Kim, Chi Yong, professor of mathematics, Yonsei University, for the completion of the study.

새로운 數學(New Math)의 導入을 위한 一硏究

洪雄善 연세대학교 대학원 1971 延世論叢 Vol.8 No.1

Our life today has been facing with mathematical needs quite different from that of yesterday. The trend in our modern culture, numerically oriented, has of necessity brought about the reform in the education of mathematics. What to teach, and how to teach, mathematics in elementary school have underdone a great change. This is due to the idea that the foundation of successful learning of math should be cultivated in elementary schools. In the new mathematics program in elementary schools, we find the following points emphasized: one, that the teacher should help children understand the structure of mathematics ; two, that important mathematical concepts should be introduced to children at the earliest period possible. Bruner, emphasizing the importance of structure in curriculum, maintains that "to learn structure is to learn how things are related." His claim is based on the assumption that "understanding fundamentals makes a subject more comprehensive." The idea of early introduction of important mathematical concepts has been also proposed by Bruner, and the gist of his proposal is that the foundations of any subject may be taught to anybody at any age in some form. The reason for this proposal is that the basic ideas of mathematics are as simple as they are powerful. The objective of a new mathematics program is to help children understand the why as well as the what and how of mathematics. Therefore, in teaching math to children, we should help them, through the process of discovers, to grasp carious principles including the meaning of numbers and computation. The most essential condition of the discovery learning is not to understand teachers' explanations, but to aid children to find out themselves through the process of intuitive insight and thinking. To the improvement of teaching elementary math, Jean Piaget has contributed a great deal by his study concerning children's activities and systems of logic and growth of logical concepts. Rappaport's research findings on children's mathematical levels of learning, which bear some resemblance to Piaget's developmental stages, has suggested a method capable of developing learning according to individual differences and of helping to understand the basic meanings and concepts, through the discovery learning. The study is an attempt to clarify the characteristics of new math for the introduction into Korea and simultaneously, to prepare a program of contents of learning and methods of teaching with addition as an example. The limitation of this research is that the researcher, being a curriculum specialist, had to rely on the judgment of Dr. Kim Chi Yong, Professor of Mathematics, Yonsei University.

初等數學의 集合論과 數槪念의 指導

洪雄善 연세대학교 교육대학원 1970 교육논집 Vol.3 No.1

美軍政下 社會生活科 出現의 經緯

洪雄善 한국교육학회 1992 敎育學硏究 Vol.30 No.1

산업사회와 인본주의 교육

洪雄善 연세대학교 교육대학원 1979 연세교육과학 Vol.15 No.-

오늘날의 학교는 종래의 학교 교육에서 내세우던 것보다는 매우 광범한 목적을 추구하고 있는데,그것은 학생들의 정서적,사회적인 문제가 그들이 바르게 자라는데 커다란 장애가 되고 있기 때문인 것이다.그리하여 1960년대의 교육과정 운동에서 지적인 학습이 크게 강조되던 데 대하여 오늘날의 교육에서는 높은 수준의 지적 학습을 유지하면서 학생의 인정이 건전하고 원만하게 성장하고 발전할 수 있도록 하는것을 바람직하게 생각하고 있다.그러한 정신은 앞서 인용한 인본주의 교육의 목표와 통하는 것이므로,인본적인 학교가 높은 수준의 지력을 기르고 창조성을 개발하며 자율성을 함양하고 인격을 형성하는 동시에 도덕적으로 바람직한 환경을 유지하는데 목적을 두고 있음을 다시금 강조하고 이글을 맺는다.