칠교판(七巧板)의 기하학적 특징을 이용한 교육자료 개발에 대한 연구

심상길,조정길,Shim, Sang-Kil,Jo, Jeong-Gil 한국수학사학회 2008 Journal for history of mathematics Vol.21 No.4

칠교판을 관찰하고 사용하는 경험을 통해 칠교판 조각들 사이의 길이, 각도, 모양, 넓이 등과 같은 기학학적인 특성을 파악하고, 이를 이용하여 칠교판을 활용한 활동에서 조각들을 유의미하게 분류하고, 조각의 사용에 대한 조합 등을 구하여 체계적으로 문제를 해결할 수 있다 이러한 과정을 학생들이 직접 경험할 수 있도록 구체적인 발문 형태의 문제로 제공함으로써 칠교판을 학교수학에서 효율적으로 활용하기 위한 기초 자료로 제시할 수 있다. 이는 수학자가 새로운 정리를 발견하듯이, 소박하고 직관적인 상태에서 도형들의 특징을 파악하고, 학생들 수준에 맞는 활동을 통해 도형과 도형 사이의 관계를 유추하여 주어진 문제의 해답을 시행착오에 의존하는 것이 아니라 논리적으로 추론하여 체계적으로 해답을 찾는 경험을 제공하는 과학적인 지도 방법이다. This study has been searching for reasoning process solving the problem effectively in activities related to meaningful classification of pieces and geometric properties with tangram. In activities using some pieces of tangram, we systematically came up with every solution in classifying properties of pieces and combining selected pieces. It is very difficult for regular students to do this tangram. In order to solve this problem effectively, we need to show that there are activities using the idea acquired in reasoning process. Through this process, we do not simply use tangram to understand he concept and play for interest but to use it more meaningfully. And the best solution an not be found by a process of trial and error but must be given by experience to look or it systematically and methods to reason it logically.

수학교과 교수내용지식(PCK)에 대한 특수교사의 인식

심상길,우지영 한국특수아동학회 2018 특수아동교육연구 Vol.20 No.4

Purpose: This study provided the implications of mathematics subject education of pre-service special education teachers and in-service special education teachers which investigated special education teachers’ perceptions of pedagogical content knowledge of mathematics. Method: To investigate the perception of special education teachers, 45 questionnaires were administered to special education teachers. Results: First, the special education teachers recognized that student understanding was most needed. Second, the special education teachers recognized the necessity of knowledge related to mathematics content knowledge to be lower than other knowledge and did not use it well in actual classes. Third, the special education teachers recognized that classroom experience was most helpful in the formation of PCK in mathematics subjects. Conclusion: Based on the findings of the study, the discussions, implication, and future directions of the improvement special education teachers’ professionalism of mathematics. 연구목적: 본 연구의 목적은 수학교과의 PCK에 대한 특수교사들의 인식을 조사하여 예비특수교사와 특수교사의 수학교과 교육에 대한 시사점을 제공하는 데 있다. 연구방법: 수학교과의 PCK에 대한 영역을 수학 내용 지식, 교수 방법 및 평가, 학생 이해, 수업 상황 및 자원의 4개로 나누고 각 영역 당 4개씩 16개의 문항을 개발하였다. 각 문항에 대한 특수교사의 인식을 알아보기 위하여 특수교사 45명을 대상으로 설문 조사를 실시하였다. 연구결과: 첫째, 특수교사들이 가장 필요하다고 인식하는 수학교과의 PCK 영역은 학생 이해로 나타났다. 둘째, 특수교사들은 수학내용지식에 관련된 지식의 필요성을 다른 지식에 비해 낮게 인식하고, 실제 수업에도 잘 활용하지 못한다고 인식했다. 셋째, 특수교사들은 수학교과의 PCK 형성에 수업경험이 가장 많이 도움이 되었다고 인식했다. 결론: 이러한 연구 결과에 기반하여 논의를 기술하였다.

중학교 이차방정식 단원에서 조선시대(朝鮮時代) 수학사(數學史)의 활용에 대한 연구

심상길,Shim, Sang-Kil 한국수학사학회 2009 Journal for history of mathematics Vol.22 No.2

본 연구는 중학교 이차방정식 단원에서 조선시대(朝鮮時代) 수학사(數學史)를 효과적으로 활용하기 위해 먼저, 수학교육에서 수학사의 활용과 중학교 수학 교과서에서 다루고 있는 수 학사의 유형 및 그 내용을 살펴보고, 조선시대의 수학자인 경선징(慶善徵), 홍정하 (洪正夏), 이상혁(李尙赫) 등이 제시하는 이차방정식의 구성과 해법에 대해 조사하여 중학교 수학에서 활용할 수 있는 방법에 대해 알아보았다. 이와 같은 조선시대 수학사는 이차방정식에 대한 이해를 높이고 풀이에 대한 흥미와 동기를 유지시키기 위한 자료, 활용 단계에서 개념적 사고와 반성적 사고를 고취시키기 위한 자료로 활용할 수 있다. This study shows how to use effectively construction and solution of the quadratic equation developed by mathematicians such as Gyung Sun-jing, Hong Jung-ha, Hong Dae-yong, Lee Sang-hyuk, and Nam Byung-gil through mathematics history of Chosun Dynasty. Mathematics history of Chosun Dynasty can be used in order to enhance comprehension and increase interest in an introduction to the quadratic equation. It also can be used to help motivate middle school students to solve the quadratic equation with much interest during the development phase, and develope conceptual thinking and reflective thinking in the practical phase.

마이크로티칭에서 수학 예비교사들의 반성에 대한 연구

심상길,윤혜순,Shim, Sang-Kil,Yun, Hye-Soon 한국수학사학회 2012 Journal for history of mathematics Vol.25 No.1

본 연구는 마이크로티칭에서 수학 예비교사들의 반성에 대해 알아보기 위하여 예비교사들이 작성한 수업 분석 보고서 및 설문지를 분석하였다. 예비교사들은 마이크로티칭에서 중요한 내용의 반복과 요점 정리는 잘 시도되고 있으나 학습자의 다양한 반응을 요구하는 질문에서는 미흡하다고 반성하고 있다. 따라서 예비교사를 지도하는 교수자들은 예비교사들에게 열린 반응을 유도하는 수업 방법과 시간을 효율적으로 활용하는 방법에 대한 수업 모형과 예시를 제시하고, 예비교사들이 마이크로티칭을 통해 이를 경험할 수 있도록 기회를 제공해야 한다. 또한, 마이크로티칭을 처음 경험하는 예비교사들도 마이크로티칭을 통해 생각보다 많은 반성적 요소와 미래의 수업 개선에 대한 의지를 찾아볼 수 있었다. 따라서 수업에 대한 전문성을 향상시키기 위해 예비교사들에게 마이크로티칭과 이에 대한 반성의 기회를 가능한 많이 제공해야 한다. This study analyzed the lesson analysis reports and survey of pre-service teachers who have practiced the microteaching in order to identify the reflection of mathematics pre-service teachers. The professors who are teaching pre-service teachers need to propose the examples of an instructional model that can induce the opened reaction and the effective usage of time through interesting topics. In addition, pre-service teachers who have practiced the first microteaching have shown a lot of reflection more than expected. Therefore, to improve the quality of lectures, it is important for pre-service teachers to have experiences of microteaching and reflection.

계시록의 출애굽 모티브에 관한 연구

심상길 그리스도신학대학교 출판부 2018 교수논문집 Vol.18 No.-

계시록의 출애굽 모티브에 관한 연구

바울의 목회관 : 내게 더 좋은 것과 교회에 더 유익한 것

심상길 그리스도신학대학교 출판부 2010 교수논문집 Vol.10 No.-

Paul’s View on the Ministry: The better thing for Paul or the more necessary one for your sake In Galatians 1:13-17 Paul outlines his conversion experience. His conversion was initiated by God, rather than by any human agent. God had set him apart, even while in his mother’s womb, for the express purpose of preaching Christ to the Gentiles (1:15- 16). God revealed His Son in Paul, not just “to”him (1:16). What meanings does this conversion experience give to Paul? The Damascus experience gave two special meanings to Paul: revelation event and calling event. Paul’s imprisonment led to “the greater progress of the gospel”(Phil. 1:12). The noun “progress”means “cut before”and speaks of the cutting of a path by pioneers to open the way for an army to advance into new territory. Even though Paul’s imprisonment may have seemed like a setback, it actually served to advance the gospel among those in Rome. In Philippians 1:15-17 he writes: “Some, to be sure, are preaching Christ even from envy and strife, but some also from good will; the latter do it out of love, knowing that I am appointed for the defense of the gospel; the former proclaim Christ out of selfish ambition rather than from pure motives, thinking to cause me distress in my imprisonment.”So how does Paul respond to these two types of preachers? In 1:18a, he closes with some astonishing words: “What then? Only that in every way, whether in pretense or in truth, Christ is proclaimed; and in this I rejoice.” Paul can exude this attitude because he is consumed with the gospel. Ultimately, he is not concerned with his own reputation, ministry, or happiness. Rather, Paul wants the success of the gospel he longs for it to advance. Philippians 1:21 is Paul’s life motto. It’s his abbreviated Personal Missions Statement. Paul continues his life/death motif in 1:22-24. For Paul, the two alternatives are whether he should continue his work in time or see Jesus in eternity. If Paul continues to live in the flesh he writes that it will mean “fruitful labor.”Notice that in Paul’s mind there is only one reason to live in the flesh and that is for further ministry. In spite of Paul’s godly lust for his heavenly home, he states in 1:24 that “to remain on in the flesh is more necessary for your sake.”The word “necessary”speaks of Paul’s need to be alive so that he can minister to others. God still has more work for Paul to accomplish in the lives of the Philippian believers. They need Paul more than he needs to go to heaven at this time in his life. Paul is willing to temporarily forestall his desire to go home to be with Christ in order to fulfill their need. The principle here is that as long as you are alive on earth God has a purpose for your being here. Therefore, you must ask, “Why does God have me here on earth?”The only reason Paul longed to stay behind is for the purpose of ministry. In 2 Corinthians 10-12, Paul has just distinguished himself and his colleagues from those who are so bold as to compare themselves with themselves. Paul reluctantly plays the fool by comparing himself ) with the false apostles. The basis for Paul’s comparison in this third leg of the contest is that of servanthood and suffering. Paul gives his readers a most impressive list of his sufferings for the sake of the gospel. The sufferings and sacrifices Paul enumerates in 2 Corinthians 11 encompasses the whole spectrum of suffering and hardship. Paul includes hard work (labors), at least two forms of beating, imprisonments, dangerous situations, exposure to the elements, and deprivations (of food, shelter, sleep). In addition to these afflictions of the body, there are the mental and spiritual burdens he bears for the saints. He personally identifies with the weaknesses and sins of the saints who are in all the churches. The sufferings Paul enumerates are those every Christian should expect, although we may experience them to a lesser degree. Paul tells those to whom he preaches the gospel that suffering is a part of the Christian life, and that they should expect it. Suffering is not an nomaly; it is something every Christian should expect.

첫째 아담과 마지막 아담

심상길 그리스도신학대학교 출판부 1998 福音과 敎會 Vol.10 No.-

요한계시록 11:3-13의 두 증인은 누구인가?

심상길 한국복음주의신약학회 2012 신약연구 Vol.11 No.4

The account of the two witnesses in Rev 11:3-13 is one of the most problematic passages in the Apocalypse, and the identity and mission of these two prophets are issues that remain unresolved. In this article the main contemporary interpretations are presented and evaluated in three groups: literal, symbolical and eclectic. Serious objections are raised to each of these approaches. On the one hand, to understand the identity of two witnesses in Rev 11:3-13, this article has observed the characteristics of the two witnesses: two olive trees, two lampstands, and comparision of Moses and Elijah. On the other hand this study has considered the unity and coherence of the enlargement as a whole in determining the connections between chapter 11 and adjacent chapters. The result of the investigations is that the symbolic interpretation is proper rather than the other two approaches. That menas the two witness refer to neither paradigmatic Christians such as Moses or Elijah nor law and Gospel. The two witnesses stand for the whole church as witnessing to the world.

고등교육 환경 변화에 따른 대학 교양수학 개선 방안

심상길,고애영 한국교양교육학회 2019 교양교육연구 Vol.13 No.4

The objective of this study was to investigate mathematics curriculum, changes in college scholastic ability test(CSAT), general mathematics related courses in the university in order to find ways to improve college general mathematics by changes of higher education environment. Here are the suggestions for the improvement of college general mathematics as follows: First, it is required to provide chances for students to have additional learning opportunities on the subjects changed and reduced due to the changes of curriculum. Second, the operation of basic mathematics program and the level based operation are required in order to prevent students’ failure in mathematics in response to changes in mathematics curriculum and CSAT. Third, the introduction of diverse learning and teaching methods including flipped learning based PBL classes, cooperative learning, and provision of level based materials as replacement of lecture based classes is required to improve students’ performance and interests in mathematics. Fourth, the opening of diverse courses in pure general mathematics is required to raise core competencies required by the future society and to increase the educational value of mathematics through a combination of real life, diverse fields, and mathematics. For this, diverse studies are required in the fields of mathematics curriculum in pure general mathematics, and teaching and learning, evaluation methods and so on. Lastly, for the realization of the aforementioned points, it is necessary to make efforts to solve problems related to college general mathematics through sharing information related to college general mathematics, forming associations related to college general mathematics for the development of general mathematics curriculum, studying on diverse teaching and learning methods, and having discussions on issues caused by changes in higher education environment. 본 연구에서는 고등교육 환경의 변화에 따른 대학 교양수학의 개선 방안을 찾기 위해 수학과 교육과정 및 대학수학능력시험의 변화, 대학에서 개설하고 있는 교양수학 관련 교과목을 조사하였다. 대학 교양수학의 개선방안을 정리하면, 첫째, 교육과정 변화를 통해 축소되거나 삭제된 내용에 대해 학생들이 추가로 학습할 수 있는 기회를 제공하고, 학생들이 어려움을 느끼는 내용에 대해서는 기본적인 개념부터 단계적으로 도입할 필요가 있다. 둘째, 수학과 교육과정 및 대학수학능력시험 변화에 따라 대학에 입학하는 학생들의 수학 기초능력 저하를 해결하기 위해 기초수학 교과목 운영과 기초교양수학의 수준별 운영이 필요하다. 셋째, 수학에 대한 흥미도와 성취도를 향상시키기 위해 강의식수업의 대안으로 플립 PBL 수업, 협동학습, 수준별 학습자료 제공 등 다양한 교수-학습 방법의 도입이 필요하다. 넷째, 순수교양수학에서는 실생활 및 다양한 분야와 수학의 융합을 통해 미래사회에서 요구하는 핵심역량을 키우고 수학의 교육적 가치를 높일 수 있는 다양한 교과목 개설이 필요하며, 이에 따른 순수교양수학에 대한 교육과정, 교수-학습 및 평가 방법 등 다양한 연구가 필요하다. 마지막으로, 이러한 사항을 실현하기 위해 대학의 교양수학에 대한 다양한 정보를 많은 대학이 공유하고, 대학들이 교양수학 관련 협의체를 결성하여 교양수학 교육과정 및 교과목 개발, 다양한 교수-학습 방법에 대한 연구 및 적용, 고등교육 환경의 변화에 따른 현안 등의 논의를 통해 대학의 교양수학에 관련된 문제를 해결해 가는 노력이 필요하다

하나님과 맘몬 : 가서 너도 이와 같이 하라

심상길 한국문화신학회 2009 한국문화신학회 논문집 Vol.14 No.-

According to Jesus, God and Mammon are two mastε, rs. You can’t serve both. But, Jesus praises the shrewd money manager, and lauds those who grow their wealth in his parables(for example, Lk 16:21; 16: 19-31). MAMMON is a biblical term, Aramaic in origin, that refers to all material wealth or corporeal substance. Its reference is to one’s possessions, one’s property and equity, and, most importantly, one’s spiritual attitude toward all things owned. An important measure of any individual is the way in which that person views the matεrial world around him. The array of personal possessions which enhance and crowd our lives is boundless. People define themselves by what they own and consider wea1th and valuable possessions to be a blessing. Success is also often defined in material terms. In contrast, the teaching of the Jesus Christ in the synoptic Gospels were dedicated to freeing mankind from the slavish pursuits of material mammon. Of all Jesus' parables, none has worked its way deeper into the Christian consciousness as the Parable of the Good Samaritan(Lk 10: 25 - 3 7). The phrase “Good Samaritan" is used to describe any person who goes out of his way to help another. It’ s a theme that newspaper reporters love to feature because it captures readers' attention and fires the imagination. In this parable “ Jesus told every Christian, ‘Go and do likewise" ’ (10:37b). Jesus isn’t content just to define what “ neighbor" means. He commands us to do as the Samaritan does, to show mercy to our fellow man who is in need. I must ask myself, what we, as disciples of Jesus, are supposed to leam from this story. And for me the answer is to examine my own heart. What motivates me? For me, Jesus' command, “Go and do likewise," means that I must value acts of mercy over personal productivity. What does it mean for you?