地理授業 運營實態와 敎科認識 分析 : 지리수업 운영실태와 교과인식 분석

류재명 釜山大學校 사범대학 지리교육과 1993 釜山地理 Vol.2 No.1

질문법을 활용한 개념학습 프로그램 개발에 관한 연구 : 산업입지개념을 중심으로

류재명 서울대학교 지리교육과 1993 地理敎育論集 Vol.29 No.1

The purpose of this article is to develop a program for teachers' questioning about the concept of industrial location, and to elaborate the procedure for questioning to guide students' reasoning processes. Questioning is probably the key technique in most teaching. It can be used for so many purposes that it is hard to see how a teacher can persevere unless he uses good questioning strategies. Socrates, an ancient Greek philosopher, used questioning strategies to try to get the learner to think. Socrates' idea was that one should never tell the learner what to think but that by means of questioning one should act as a midwife assisting at the birth of the learner's ideas. The basic idea of this article is that a teacher must motivate pupils by asking specific questions that will lead the learner to go beyond the information given; to think for himself the answers. By dividing the process of problem solving into separate, sufficiently elementary operations, and then asking the questions in a logical sequence, a teacher will make it possible to raise the efficiency of instruction. The specific questions in the program developed in this article are presented in small steps with the first step beginning at a level appropriate to the students' intellectual level. The method of step by step questioning and the hypothetical mode of instruction allow students to obtain knowledge for themselves by using their own minds, and to learn by thinking. The purpose of the problematic questioning program developed here in a systematic and step-by-step manner is to make each student as autonomous and self-propelled a thinker as we can. This article can be a powerful tool for geography teachers who are going to develop other instructional programs.

探究授業의 論理와 探究活動의 解析

柳在明 釜山大學校 師範大學 1993 교사교육연구 Vol.26 No.-

The purpose of this article is to clarify the philosophical background of the discovery method, and to interpret problem-solving activities. In the learning by discovery, the scientific method is the model of students' problem-solving, and students are to be conceived of as miniscientists. By the way there is a tendency to brand all 'scientific' epistemology as 'positivism'. This tendency clearly fails to recognize the wide variety of views held in scientific epistemology. General thinking about the discovery method results from this tendency and Bruner's idea. Generally, most of teachers think that the discovery method is an alternative method which could improve the teaching in the class, however, it is difficult to apply to school, because of class size and other educational infrastructure. Bruner shared with the positivist, and .his discovery method came from the positivistic conception of scientific method. It emphasizes obtaining knowledge for oneself by using one's own mind, and learning by doing. Its purpose is to make the student as autonomous and self-propelled a thinker as possible. But dissatisfaction has been expressed against the emphasis placed upon the positivistic mode of inquiry as the method of problem solving in classrooms. The notion about discovery method restricted to simple positivistic approaches seem to abort other types of thinking that have at least as strong as a claim to instruction worthwileness. And it is not. efficient or possible for the students to find out everything for themselves. Because it would be far too time-consuming for everything to be found out in this way. Besides students are not expected to discover worthwile scientific problems on their own. Therefore, if we adopt the problem-solving approaches of the hard scientists, then teaching and learning will be difficult. We have to get free then teachers and students out of the dictates of authoritarianism. According to the Kuhn's conventionalism, paradigmatic knowledge is essential in education. Students were to master these paradigmatic knowledge and modes of thinking in order to do future intellectual work. Thus, rigorous and progressive undertakings were essential for the students. A scientific discovery might be made by accident, but the point to notice is that these accidents only happen to people with a certain kind of training and with certain things preoccupying them. A person who does not possess the knowledge could not be a discoverer. Accordingly, teachers have to encourage students to attack certain problems with rigour and paradigmatic logic. By the way, according to the realistic conception of scientific method, Problem can be solved by dialectic thinking between the abstract and the concrete. If we adopt the realistic epistemology and methodology of science in the organization of the learning activities, it would be valuable to provide concrete examples or models of real world. and oppotunities need to be given for exercising judgment in applying the concepts, principles and criteria in a suitable forms of cases. From the analysis of current debates in scientific methodology, we can say that there are many sorts of the methods and methodology of inquiry, and there are plural problematics. And choosing a particular problematic tends to insulate inquiry and problem solving against other problematics. Therefore, scientific method must not be restricted by the positivist notions of science. What method to adopt in teaching or what kind of approach to use, depends on the specific sorts of thing we wish to teach and the various psycholosical and other conditions which bear upon being effective in teaching. Consequently from this analysis, author can suggest that many of the models of problem-solving program of school have to be developed. Then it could provide teachers with a powerful arsenal which may be used to assist students in exploring possible solutions to the problems.

지리수업에서의 소크라테스 대화법의 활용

류재명 釜山大學校 敎育硏究所 1993 敎育硏究 Vol.3 No.1

The purpose of this article is to analyze the main idea of the Socratic questioning, and to apply it in developing the simple insructional model which could clarify the procedure for questioning to guide the students' reasoning processes. Geography teachers are used to teach the archaic method that can be done by memorization. Their major activity is to interpret, explain, and swnmarize the content of text1xx>k. Therefore, many students have the difficulty in understanding teacher's explanation, and they tend to lose an interest in geography education. Most of students do not know how they should think as they solve, and how, and sometimes, in what order they should act and operate with the conditions of the problem Generally, most of teachers think that the discovery method is an alternative method which could improve the teaching in the class; however, it is difficult to apply at school, because of class size and other educational infrastructure. So, the author analyzed the basic idea of the Socrates' discovery method. Socrates used the questioning strategies to try to get the learner to think. He think every man is an autonomous and self-propelled thinker. His main idea is that the teacher should never tell the learner what to think but that by means of questioning the teacher should assist the student's obtaining knowledge for oneself by using one's own mind The teacher have to lead the students to his predetermined goal, concept, or belief, and his questions should be clear. Teachers should attempt to use questions both to expand pupils' understandings and to lift them to higher cognitive levels. And the teacher should always try to use the type of question best suited to his purpose. Socratic questioning is important tools in discovery teaching, so the auther develop the simple model of teachers / questioning about the concept of fan by applying the Socrates / idea. The model developed here is based on the notion that the poor academic performance of many students is the result of ineffective classroom management, than the student' s inability to learn the assigned material. In this model, teacher' s questions appropriate for subject and classes are formulated in a logical sequence to develop students / own idea as a result of questioning. The specipic questions in the model is presented in small steps with the fIrst step beginning at the level appropriate for the students' intellectual level. The method of the step by step questioning render students obtain knowledge for oneself by using one/sown mind, and learn by thinking. This method promotes learners to understand the content of subject matter more easily than the conventional teaching type. So, this model will make it possible to raise the efficiency of instruction, and contribute to developing the school geography teaching method.

高等學校 地理科 授業活動의 組機模型開發에 관한 硏究

柳在明 한국 지리·환경 교육학회 1993 한국지리환경교육학회지 Vol.1 No.1

This study is to develop the model of instructional activities organization in geography education, and to analyze its effect on learning. The question of how to teach student so that they not only get knowledge, but also learn to think is the major concern of this study. This study is to elaborate the methods for the control of intellectual processes, especially to guide the students' reasoning processes. The basic idea to develop the model of instructional activities organization is that teacher must break down intellectual activity into the components that are sufficiently elementary in a specific sense. The reduction of the process of problem solving into seperate, sufficiently elementary operations and instructing students in them will make it possible to raise sharply the efficiency of instruction. The teacher's task is initially to motivate students with the provision of basic information about hypothetical situation and its condition to make simple theoretical model, which is not meant to be ends in themselves but a means of understanding and memorizing generalities about the reality that they represent. This theoretical model needs to be related to observations of reality. Therefore, students need to be given information upon which they might build theoretical model, and in which they might transform it to the realities. The learners who have had a learning experience through the instructional activities organization model evaluates it as a fruitful model for developing the logical thinking. Also, learners evaluate it as one easy to understand and good to make concentration on learning. According to the comparision of achievement in learning, the class that has experienced the learning though the instructional activities organization model is much higher than those of the class that has experienced through conventional teaching type. This means that the model developed in this study promotes learners to understand the content of subject matter more easily than the conventional teaching type.

민족의 자주화와 단기연호의 사용 : 민족주체성회복을 위하여

류재명 중앙승가대학교 1990 僧伽 Vol.7 No.-

우리 불교는 항상 1,600년의 역사와 민족자주문화의 창조자로서의 사명을 자랑하고 있다. 그리고 이 땅의 다른 집단에 비하여 민족자주의식과 분단 조국의 통일에 대한 잠재적인 욕구가 강한 것도 사실이다. 그러나 심정적으로 그러한 가능성을 가지고 있다고 하여, 지금 당장 민족자주화의 주역이 되는 것은 아니다. 오히려 친미사대세력으로 비판받는 타종교인들이 분단국조국의 통일을 위한 고난의 길에 앞장설 때 그것을 바라보기만 하고 심지어 욕설까지 해 댄 불교는 어쩌면 민족사의 흐름에서 더욱 멀어져가고 있는지도 모른다. 더구나 세계와 자기운명의 주인으로 살아가라는 부처님의 위대한 가르침이 무색하게 친미사대권력에 예속되어 있고, 일반 국민대중이 불교에 대하여 실망만 갖도록 하는 부패와 분쟁의 모습을 보이고 있는 현실은 우리 불교의 가능성에도 불구하고 미래에 대해서는 어둡게 할 수 도 있다. 그러나 다행히도 최근에 이르러서 청년승려와 제가자들 내부에서 과거의 불교를 냉철하게 참회하고 새로운 불교-민족과 민중의 귀의처로서의 불교를 구현하려는 노력이 하나의 흐름으로 정착되었다. 이는 비단 우리 불교의 앞날뿐만 아니라 민족의 자주화와 통일을 위한 민족사의 앞날에 커다란 힘이 되고 있다. 우리 불교는 이 흐름을 소중하게 여기고 더욱 크게 확대시켜 우리 사회의 모든 분야에서 자주․통일의 선봉이 되어야 한다. 이것은 우리 불교의 지난날의 과오에 대한 참회이자 우리가 꼭 해내야 할 사명이며, 부처님의 가르침을 이 땅에 구현하는 길이다. 뿐만 아니라 우리 불교가 앞으로 이 땅에 서서 발전해 나가기 위해서도 이 길을 가지 않으면 안된다. 그 일환으로 단기연호 되찾기 운동이 될 수도 있다. 심정적으로만 지니고 있는 민족자주화와 통일에 대한 요구를 부처님의 가르침인 자주사상에 근거하여 단기연호 되찾기 운동을 통하여 실천으로 외화시켜 낼 때 우리 불교는 민족의 자주화와 통일을 위한 선봉에 떳떳하게 나설 수 있다. 이제 우리 불교는 부처님의 자주사상을 바탕으로 사회와 역사에 대한 과학적이고 객관적인 인식을 통하여 심정적 동의가 아닌 현실적으로 실천으로 한국불교를 만들어 나가자. 2,500년 전 부처님께서 우리들에게 하신 말씀을 다시 한번 기억하면서 글을 마치고자 한다. “남에게 예속되는 것은 모두가 고통이니라. 스스로 자기의 주인이 되는 것은 즐거우니라.” “내가 능히 중생들의 고통을 구할 수 있다면 지옥의 고통이라도 기꺼이 받으리니, 이런 까닭에 나는 항상 지옥 가운데 주하여 세상 사람들과 함께 하느니라.”

대칭성 공차를 갖는 교환렌즈용 줌 렌즈의 핀트 조정법과 통계적 해석

류재명,조재흥,강건모,이해진,요네야마 슈지,Ryu, J.M.,Jo, J.H.,Kang, G.M.,Lee, H.J.,Yoneyama, Suji 한국광학회 2011 한국광학회지 Vol.22 No.5

디지털 일안 반사식 카메라 또는 콤팩트 시스템 카메라용의 교환렌즈용 줌 광학계는 화각과 제품 사양에 따라 여러 가지 형태 가 있으므로, 하나의 AF(auto-focus)군으로만 줌 렌즈의 광각단과 망원단 2곳에서 상면이동의 보정(즉, 핀트 조정)이 불가능한 경우가 발생한다. 또한 줌 광학계의 광각단과 망원단 2곳에서의 후초점거리(back focal length, BFL)가 설정된 BFL 설계값과 일치하도록 조정하기 위해서는 적어도 2곳에서 핀트 조정을 해야 한다. 본 논문에서는 이러한 광학계에 대한 종민감도의 개념을 사용한 핀트 조정의 계산 방법에 대해 제안하고, 이 광학계에 대해 핀트 조정의 조정량 한계를 통계적 분석을 통하여 계산했다. There are many types of interchangeable zoom lens in the digital single lens reflex camera and the compact digital still camera system in order to meet various specifications such as the field angle. Thus special cases for which the focus adjustment using only an auto-focus group is not available in the focal point correction (that is, the focus adjustment) of both wide and tele-zoom positions are sometimes generated. In order to make each BFL(back focal length, BFL) coincide at wide and tele-zoom positions with each designed BFL, focus adjustment processes must be performed at least in these two points within the zoom lens system. In this paper, we propose a method of focus adjustment by using the concept of focus sensitivity, and we calculate a limit on focus adjustment distance by means of statistical analysis.

지리수업에서의 소크라테스 대화법의 활용

柳在明 대한지리학회 1992 대한지리학회보 Vol.- No.35

地理授業의 展開方法에 관한 模型開發 硏究

柳在明,李熙悅 한국 지리·환경 교육학회 1994 한국지리환경교육학회지 Vol.2 No.1

The purpose of this study is to develop the instructional program which could clarify the procedure of instruction to guide the students' reasoning processes, and to analyze its effect on learning about the concept of industrial location. The major concern of this study is how to teach student so that they not only get knowledge, but also learn to think. Most of teachers are considerably less concerned with giving the student the means of operating on or with the content of what is studied and how to think, reason, reflect as he assimilates the specific content and applies his knowledge about it. And this study is based on the notion that the poor academic performance of many students is the result of ineffective classroom management, than the student's inability to learn the assigned material. The instructional program is developed to encourage thinking, problem solving, and abilities for learning, and to give geography teachers the knowledge about the kinds of methods that will make learning easier and more fun for student; methods that are more effective, efficient, and appealing. The basic idea to develop the instructional program is that a teacher must break down the content of subject matter into separate, sufficiently elementary statements, and then ask the specific questions in a logical sequence attempting to aid students to develop their own idea as a result of his questioning. By providing students the data and questions designed to start pupils thinking, a teacher can broaden the scope of the learning situation and stimulate students' participation. The specific questions in the program developed in this study is presented in small steps to be matched with the cognitive processing capabilities of students in terms of maintaining appropriate student task involvement and utilizing cues to stimulate the cognitive processes deemed necessary for learning. The learners who have had a learning experience through the instructional program developed in this study evaluates it as a efficient one for developing the logical thinking. Also, learners evaluate it as one easy to understand and good to make learning more interesting, So, they want to take more chances to have a learning experience through such a teaching type as one practiced in this study. According to the comparision of achievement in learning, the class that has experienced the learning though this program is much higher than those of the class that has experienced through conventional teaching type. This means that the program developed in this study promotes learners to understand the content of subject matter more easily than the conventional teaching type. In view of the results so far achieved, this program will make it possible to raise the efficiency of instruction, and contribute to developing the geography teacher's instuctional strategies by a well-designed plan that he can successfully execute. Furthermore the basic ideas of the program can be applied to developing other instuctional programs.

에코-셀러브리티(Eco-celebrity)의 환경운동이 학생들의 환경실천의지에 미치는 영향

류재명,이화진 한국환경교육학회 2016 한국환경교육학회 학술대회 자료집 Vol.2016 No.11