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유치원과 초ㆍ중등학교 교과서 내 산림 교육 현황 및 개선 방안
이재영(Lee Jae Young),전정일(Jeon Jeong Il),주형선(Chu Hyung Seon),곽정난(Gwak Jung Nan),조경준(Cho Kyoung Jun),박효인(Park Hyo In),조찬희(Cho Chan Hee),박정순(Park Jung Soon),황은실(Hwang Eun Sil),류미(Ryu Mi) 한국환경교육학회 2010 環境 敎育 Vol.23 No.1
As an effort to realize the results of last two years of study, this study had three distinguished purposes: 1) confirming whether some requests for corrections had been accepted or not 2) making a list of possible errors found in newly written textbooks and asking to fix them, and 3) classifying forest related contents identified in the textbooks according to the 150 topics included in information material, so called Forest IQ 200. Among 94 errors associated trees, forest or forest education, only thirteen of them were found to be fixed according to the request made in previous study of 2008. Especially, most of the fixed errors were identified to be in natural and social science subject textbooks and nothing was found in art and language areas. Total of 1,320 forest related items were found in the textbooks at the level of kindergarten to 10th grade(freshman in highschool). Korean student was expect to have a chance to learn forest related items 1.64 times a week for 10 years(First to 10th grade). Analyzing 1,109 contents in terms of four topic areas of forest education, the forest culture area was found to have most content of 348 including painting and recreation. Some suggestions were made to make school forest education better, and publishing the forest textbook for elementary schools was one of them.
이재영(Jae-Young Lee),김인호(In-Ho Kim),전정일(Jeong-Il Jeon),정수정(Sue-Jung Jung),곽정난(Jung-Nan Gwak),송성아(Seong-Ah Song),권혜선(Hye-Seon Kwon) 한국환경교육학회 2008 環境 敎育 Vol.21 No.1
This study was aimed at developing and providing textbook writers with information and materials required to introduce forest education ideas and paradigm into primary, middle, and high school students, responding to establishment of the new national curriculum. Research methods included interview with school teachers, literature review on forest education and policy, analysis of writings and drawings of elementary school students. As a primary result, the study produced a framework that can be applied to analyze and understand how people think of and put a value on forest, consisting of 1) Resource-Economic Perspective, 2) Environmental-Ecological Perspective, 3) Cultural-Educational Perspective, and 4) Existential-Ethical Perspective. To test its validity, the developed framework was applied to the processes of reorganizing and interpreting the outcomes of teacher interview and writings and drawings of elementary school students. The results of applications showed that current school education mostly focused on ecological-environmental (about 50%) and cultural-educational (about 30%) perspectives on forest. To improve the quality of current forest education in schools, five main directions including integration, balance, interrelatedness, identity, and systematic approaches were suggested.