교육 현장에서의 KICE-TLC

고황경 한국교육과정평가원 2006 교육광장 Vol.24 No.-

중학교 미술과 논술평가 자료 개발 및 적용 연구

고황경 한국조형교육학회 2013 造形敎育 Vol.0 No.47

The objective of this study is to find the right path of evaluating middle school art and essay writing, therefore have developed this assessment data. A Written essay is expressing a personal opinion regarding a topic given, so this should be measured in a qualitative evaluation system and the process itself can be regarded as the center of the assessment. Rating student regarding essay writing requires education focused by school education. It is composed of teaching and studying researching discussion. It helps students upgrade their comprehensive thinking and understandings based on knowledge from school lecture and textbooks. This research gives student evaluation materials derived from revised arts course in 2009 and following 10 types of middle school arts textbook which includes essay writing. It also suggests direction to develop questions on essay writing and guides procedure about how to execute them. In addition, a new type of evaluation method known as “Achievement Assessment” was develop to measure student writing based on student achievements. Through the development of art and essay writing evaluation, a new way of learning and teaching skill was developed and applied onto 3rdyear of middle school students. A survey was conducted and analyzed based on teacher and student written testimony with the result of finalizing the written essay evaluation. Through this research new essay writing related teaching and learning was developed. In this <Art Appreciation-Art Restoration and Conservation> based class students are able to carry discussion among peers and express their own taught. After this new method of teaching and learning class a questionnaires was conducted and analyzed which showed a high level of satisfaction and engagement from students. Also throughout the class students showed positive and continuous engagement during discussion as well has - 35 -evaluation. Since during art and essay writing evaluation class the floor was open to students for discussion students were able to freely express their idea and opinion. Through this type of learning it is expected to improve student interest of evaluating arts. In order to settle art and essay writing in the educational field educator must be trained in various type of field, develop hands on learning experience, continuous updates on learning and more. Through this research it is expected to deliver proper ways of teaching method of art and essay writing.

여성지도자와 대학교육

고황경,Go, Hwang-Gyeong 한국대학교육협의회 1985 大學敎育 Vol.13 No.-

서울여자대학의 교육이념과 특성

고황경,Go, Hwang-Gyeong 한국대학교육협의회 1984 大學敎育 Vol.8 No.-

뜻을 넓힌다

고황경 생명샘 1983 생명샘 Vol.- No.3

중학교 미술과와 수학과의 융합인재교육(STEAM) 교수·학습방법 개발 및 적용 연구

고황경,김재원 한국조형교육학회 2013 造形敎育 Vol.0 No.46

In current modern knowledge-based pluralistic society, an educational system to develop students in possible potential and talents is strongly being demanded. Acknowledging the diversity of students, a new educational system(STEAM) was develop to help students improve their knowledge on various field and to develop their creativity. STEAM a framework for teaching across the discipline is to cultivate students’ ability to equip by integrating their thinking skills in science and technology interpreted through engineering and the arts, all based in mathematical elements. This paper is based on STEAM educational system,developed through unionizing middle school arts and mathematics education. In this research middle school arts and mathematic teachers integrated their subjects to one class and named that class <Creating my own card>. In developing STEAM educational system, both arts and mathematic teachers have gone through numerous discussions on their subject materials before coming to a mutual agreement. Students were given the circumstance to express both their card design as well as their way of problem solving. A new educational method was developed and applied to help student learn their emotion of success. It is expected that this study will help teachers operate STEAM system of education in their class based on negotiation among subjects in terms of characteristic or learning contents.

2015 개정 교육과정에 따른 미술과 과정중심평가 적용 방안 연구

고황경 한국초등미술교육학회 2020 미술교육연구논총 Vol.60 No.-

Process-Fortified Assessment is a type of assessment that identifies student development and improvement, providing feedback for each learning stage to develop student learning competencies. Recently, there have been many teaching and learning strategies and assessments that implement various types of evaluations to improve student thinking skills and develop creative problem-solving skills. Process-fortified assessment is a part of the trend in the qualitative change of teaching and learning strategies and assessments, and it has been suggested as one of the major assessments for the 2015 revised national art curriculum. In addition, this type of assessment has been chosen as a major approach to innovating teaching and learning strategies and assessment in schools. Therefore, it is necessary to implement ways to realize process-fortified assessment in art, such as student-focused teaching and learning. Hence, the purpose of this study is to develop an assessment scale, indicating methods and steps in evaluating process-fortified assessment in art. First, the study suggests the directions of development and steps of a process-fortified assessment scale considering the 2015 revised national art curriculum. Second, it analyzes the achievement standards of the 2015 revised national art curriculum based on the findings ‘Art within the World’ was selected for middle school third graders as a material for teaching and learning methods to comprehensively develop an assessment scale in line with teaching, learning, and assessment. The results of the study can be meaningfully used in the implementation of process-fortified assessment in the art curriculum. 최근 학교 현장에서는 학생의 흥미를 유발하고 사고력을 촉진하며 창의적인 문제 해결 능력을 기를 수 있는 다양한 교수·학습 및 평가가 적용되고 있다. 교수·학습 및 평가 방법의 질적인 변화의 흐름 중 하나가 과정중심평가이고, 2015 개정 교육과정에서도 주요한 평가로 서술되어 있다. 과정중심평가는 학생의 다양한 평가 자료를 확인하여 학습 단계별 수시로 피드백을 제공하여 학생의 학습 능력 향상에 도움을 주는 평가라고 할 수 있다. 이에 본 연구의 목적은 과정중심평가의 의미를 구현하고, 미술과의 특성을 반영한 미술과 과정중심평가 방법 및 절차를 제시하여, 2015 개정 교육과정에 따른 미술과 과정중심평가 적용 방안을 제안하는 것이다. 따라서 이 연구의 내용은 첫째, 선행 연구를 분석하여 미술과 과정중심평가의 개념과 중요성, 절차 등을 서술하였다. 둘째, 선행 연구를 바탕으로 2015 개정 교육과정에 따른 미술과 과정중심평가의 개발 방향, 방법 및 절차를 제안하였다. 셋째, 미술과 과정중심평가의 방법 및 절차에 따라 ‘함께 하는 세상 속 미술’을 교수·학습 제재로, 교수·학습 과정과 평가 과정을 연계한 과정중심 평가도구를 제시하였다.

社會 發展을 위한 敎育的 戰略

高凰京 연세대학교 교육대학원 1977 연세교육과학 Vol.11 No.-

「남긴다」

고황경 새가정사 1972 새가정 Vol.- No.-

학교미술교육에서 정의적 영역의 평가 적용 방안 연구

고황경 한국초등미술교육학회 2020 미술교육연구논총 Vol.62 No.-

In school education, education to nurture creative talent required by future information society, education to pursue the happy lives of students and achieve universal growth is required in school education. To this end, educational efforts will be needed to cultivate students' cognitive and emotional areas as well as elements of just aspects such as self-confidence, interest, value, cooperation and attitude. The current curriculum, the 2015 Revised Curriculum, also presents a balanced evaluation of cognitive, emotional, and defining abilities in the direction of a major assessment. In response, this study described the concept and necessity of the assessment of the affective ability through prior research analysis, and analyzed the assessment contents of the affective ability related to the art textbooks developed in accordance with the 2015 revised art curriculum, and curriculum and currently applied to the school. Based on this, the contents of teaching learning and evaluation were proposed in the art curriculum to develop the affective ability, and the application of the art and affective ability assessment according to the 2015 revised curriculum was presented through the middle school art department's teaching, learning and assessment courses under the theme of “Design for a Better Life (Appropriate Technical Design)”. This study is a study on the assessment method of art and affective ability in school education, which is expected to be of concrete help in conducting teaching learning and assessment for the development of art and affective domain in schools. 미래 정보화 사회에 요구되는 역량을 갖춘 창의적인 인재를 기르는 교육, 학생들의 행복한 삶을 위해 전인적인 성장을 돕는 교육이 학교 교육을 통해서 이루어져야 할 것이다. 이를 위해 인지적 영역, 심동적 영역 뿐 아니라 자신감, 흥미, 가치, 협력, 태도 등 정의적 영역을 고루 다루어 학생들에게 균형적인 능력이 길러질 수 있도록 학교에서 교육적인 노력이 필요할 것이다. 현행 교육과정인 2015 개정 교육과정에서도 인지적, 심동적, 정의적 능력의 균형적인 평가를 주요한 평가의 방향으로 제시하고 있다. 이에 본 연구는 선행연구 분석을 통해 정의적 영역 평가의 개념 및 필요성 등을 서술하고, 2015 개정 교육과정, 교육과정에 따라 개발되어 현재 학교에 적용되고 있는 미술 교과서를 대상으로 정의적 영역 관련 평가 내용을 분석하였고, 이를 바탕으로 미술과에서 정의적 영역 교수·학습 및 평가 내용을 제안하였다. 또한 2015 개정 교육과정에 따른 미술과 정의적 평가의 적용 방안에 대해 ‘더 나은 삶을 위한 디자인(적정기술 디자인)을 주제로 중학교 미술과 교수·학습 및 평가 과정(안)을 통해 제시하였다. 본 연구는 학교 교육에서 미술과 정의적 영역에 대한 평가 적용 방안 연구로서 학교에서 미술과 정의적 능력 신장을 위한 교수·학습 및 평가를 실시할 때 구체적인 도움이 되기를 기대한다.