회원사 소개 : 혜동브릿지(주) < SBarch합성거더 공법 >

원용석 ( Yong Seok Won ) 한국복합신소재구조학회 2013 복합신소재학회논문집 Vol.4 No.4

한문과 교육과정 내용체계 고찰

원용석 ( Yong Seok Won ) 한국한문교육학회 2004 한문교육논집 Vol.22 No.-

The education of Chinese literature means all the educational activities to be taught, learned and evaluated to complete the curriculum of the formal school education. But it is thought that character, objective and content organization in the present 7th national curriculum do not reflect the particularities of Chinese literature as a subject. Especially the content organization is continued as it was even though there has been much criticism on large-scaled domains of Chinese characters, words in Chinese characters and Chinese writing since the 5th national curriculum. The first thing to be done for the inquiry into the content organization is to establish the aim in the education of Chinese literature. There is much need for the content organization to understand the linguistic structure of Chinese literature and achieve the desirable education of Chinese literature. This should involve the reconstruction of curriculum corresponding with the subject of Chinese literature based on the general principle of pedagogy. Educators of Chinese literature should be in charge of the reconstruction. Thus its basic studies should be all sorts of Chinese literature and pedagogy. To constitute desirable content organization is to consider carefully how to present the content of Chinese literature to the secondary education. To do so there should be thoughtful consideration on clear and effective teaching and learning method which needs to look into the characteristics of the subject and needs to deliberate hierarchy and connection on the pedagogical basis. At this point we reflect on the stubbornness that we just insist on teaching Chinese literature at school with the lack of deep research into the characteristics of Chinese literature as a subject. We also reflect on being negligent in drawing the consequences produced by research and its accumulation of experts of Chinese literature education in terms of educational approach. It can be said that in the present large-scaled domain of Chinese characters, words in Chinese characters and Chinese writing the contents to be dealt with in teaching and learning methods are not located in proper positions. Although alternative proposals begin to appear on the stage, it can be hardly said that they contain the content organization which takes into consideration the recognition of `Knowledge·Function·Value`. So far the three studies laid before the academic world are not in their right places but they are just regarded as a tentative plan for the real progress. The terminology of large-scaled domains requires more discussion to ensure its validity. Therefore we should refrain from just applying Chinese literature to school education without pedagogically proper reconstruction. When we search for the real Chinese literature based on education from all viewpoints, the curriculum of Chinese literature could solidify the foundation.

제(第)7차(次) 한문과(漢文科) 개정(改定) 교육과정(敎育課程) 평가(評價) 연구(硏究) 시론(試論)

원용석 ( Yong Seok Won ) 韓國漢字漢文敎育學會 2009 漢字 漢文敎育 Vol.22 No.-

이미 改定 第7次 敎育課程이 發表되었다. 한문과 개정 교육과정은 總論에 立脚하여 改定이 이루어졌므로 敎育課程 評價가 제대로 이루어지지 않았다. 현재 漢文科 敎育의 位相은 국민공통기본교육과정에 포함되지 못하여 中學校는 敎科 裁量 活動으로, 高等學校는 敎養 科目群에 編成되어 있다. 개정의 과정은 學生/學父母 討論會와 敎科 專門家의 協議會와 討論會를 거쳤으며 교사들에게는 設問調査와 協議會 및 討論會를 가져 이 결과를 연구 개발진에서 수용하였다는 것이다. 특히 중·고등학교 교사들은 `漢字, 漢字語, 漢文을 익혀 日常生活에 活用하는 側面을 强化하는 側面으로`라고 응답하였다. 그러나 개정 제7차 교육과정은 제7차 교육과정의 `한자·한자어·한문`이었던 內容 體系 大領域을 `漢文·漢文知識`으로 교체하였다. 이러한 제7차 개정 한문과 교육과정에 대한 學者들의 論議를 要約하면 다음과 같다. 첫째, 개정안은 한문과를 `言語에 관한 敎科`로 認識하였다는 측면에서 바람직하다. 둘째, 內容 體系의 大領域은 `言語 習得`과 `言語 習得에 관한 知識`으로 나눈 것이므로 긍정적이다. 셋째, 한문과 교육과정을 `한문`에 중점을 두었으므로 `漢字語`는 새로운 視覺에서 接近해야 한다. 넷째, `한문`영역의 `읽기·이해`는 國語科의 `읽기`에 대한 差異를 糾明해야 한다. 다섯째, `漢文 知識`의 語彙가 `漢字`와 `文章`의 中間子的인 役割을 擔當할 수 있는 지에 대하여 검토하여야 한다. 여섯째, 漢文을 익히는 과정에 대한 硏究를 追加하여 그 硏究 結果를 考慮하여야 할 것이다. 일곱째, 제7차 교육과정 改正案이 施行된 敎室 수업은 무엇이 어떻게 달라질 것인가에 대하여 연구되어야 한다. 漢文科 敎育課程 開發은 국가·사회 혹은 학부모·학생의 要求 事情에 대한 수렴과 言語學과 認知心理學의 硏究에 의한 교과 內容의 選定과 方法의 改善 그리고 한문과 교육이 시행되는 學齡에 관한 問題를 고려하여야 한다. 또한 한문 교과 교육과정의 평가는 開發 評價뿐만 아니라 運營 評價와 成果 評價도 함께 이루어져야 하며 그것들은 다시 피드백하여 새로운 敎育課程에 適用되어야 한다. 종합하면 한문과 교육과정은 理論과 實行의 모든 한문 교과 교육학 關聯의 硏究에 의한 結果物이어야 한다. The revised seventh national curriculum has already been introduced. Since the revised national curriculum for Sino Korean subject has been revised based on the general summary, the evaluation of the curriculum has been properly conducted. Currently, the status of Sino Korean education is that it is conducted as discretionary activity subject in middle school and formed in the cultural subject group in high school, as it is not included in the national common basic curriculum. The process of revision is said to have undergone student/parent debates and the council and debates of subject experts and teacher survey research, council and debates to incorporate the results by the developers. Especially, the middle school and high school teachers responded with `the aspect of strengthening the aspect of everyday life purpose by learning Chinese characters, Chinese words and Chinese writings`. However, the revised seventh curriculum substituted the major area of content organization of `Chinese characters, Chinese words and Chinese writings` of the seventh curriculum with `Chinese writing, Chinese writing information`. To summarize the arguments of the scholars for such revised seventh Sino Korean subject are as follow. First, the revision is desirable in the aspect of recognizing Sino Korean subjects as a `language related subject`. Second, the major area of content organization is positive in the sense that it divided into `language learning` and `language learning information.` Third, `Chinese words` should be approached from a new perspective as the focus of the Sino Korean subject is on `Chinese writing.` Fourth, `reading & comprehension` for `Chinese writing` area should look into the difference with the `reading` of Korean language subject. Fifth, can the vocabularies of `Chinese writing information` play the intermediating role between `Chinese characters` and `writing?` Sixth, the study result should be considered by adding the study for Chinese writing learning process. Seventh, how will the class lessons that implement the revision of the seventh curriculum become different? The development of Sino Korean curriculum must consider the reflection of the requirements of the nation, society or parents/students, selection of the curriculum based on the study of linguistics and cognitive psychology and method improvement and the issue of the school age for which Chinese writing and education are implemented. In addition, the evaluation of Sino Korean curriculum must include not only development evaluation but also administration and performance evaluations which should be applied to new curriculum through feedbacks. To summarize, Sino Korean curriculum must be the result of the study related to Sino Korean pedagogy for every theory and practice.

혜동브릿지(주)

원용석(Yong Seok Won) 한국강구조학회 2009 韓國鋼構造學會誌 Vol.21 No.4

일반계 고등학교 한문교육의 실태와 대학 교육의 소통방안

원용석 ( Yong Seok Won ) 한국한문교육학회 2008 한문교육논집 Vol.30 No.-

회원사 소개 : ㈜혜동브릿지

원용석 ( Yong Seok Won ) 한국복합신소재구조학회 2015 복합신소재학회논문집 Vol.6 No.4

차기 한문과 교육과정 내용 체계 연구

원용석 ( Yong Seok Won ) 청람어문교육학회 2011 청람어문교육 Vol.43 No.-

The curriculum of subjects not only includes contents learners should learn in order to achieve the goals of subject teaching, but also covers all the contents ranging from teaching and learning process and evaluation to the feedback. Also, the system of contents comes to include detailed contents based on the axis of areas and contents, and makes students easily understand the overall scope and height of the subject teaching and makes them perceive the subject teaching metaphysically. Therefore, it can be said that it is a blueprint of subject teaching. The contents system of the revised curriculum was basically different from that of the 7th curriculum. Although it is maintained that the revision was newly made focused on linguistic contents of the subject of Sino-Korean, there are still many problems in it. Now it began to be applied to the actual school environment and accordingly, situations taking place newly in the school settings will be reported constantly. New curriculum is being discussed already at the very right time now, and the need to address and solve the revised curriculum has been emphasized. As a result, in order to solve problems of the contents system of the revised curriculum which has been criticized until now, the contents system of curriculum of the Sino-Korean subject organized newly in the paper set up the large area ``Sino-Korean`` as ``Sino-Korean reading`` and proposed the middle area as ``interpretation``, ``application``, and ``attitude``, and proposed the middle area as ``words`` and ``sentences`` keeping the name of the existing ``Sino-Korean knowledge.``

2009년(年) 추계(秋季) 학술대회(學術大會) : 기획주제(企劃主題) ; 2007 한문과(漢文科) 개정(改定) 교육과정(敎育課程)의 현장(現場) 적용(適用) : 개정(改定) 교육과정(敎育課程) "한문(漢文)"의 현장(現場) 적용(適用) 방안(方案) 연구(硏究)

원용석 ( Yong Seok Won ) 한국한자한문교육학회 2010 漢字 漢文敎育 Vol.24 No.-

기획주제(企劃主題) : 기조발표(基調發表) ; 한문과서술형평가(漢文科敍述形評價)의 이론(理論)과 실제(實際) -"한문" 영역을 중심으로-

원용석 ( Yong Seok Won ) 한국한자한문교육학회 2011 漢字 漢文敎育 Vol.27 No.-

2010년부터 주로 客觀式 五指 選多型의 紙筆評價와 遂行評價로 이루어지던 학교 평가에 敍述形 評價가 學校 現場에 適用되면서 다양한 문제가 드러나고 있다. 아직 한문과에는 적용되지 않고 있지만 向後 適用을 對備하고, 評價의 多樣性을 確保한다는 側面에서 機敏한 意味가 있다. 한문과 서술형 평가는 公正性과 客觀性을 確保하면서 敎育課程이 意圖한 評價目標를 達成할 뿐만 아니라 明瞭한 答案 作成과 採點도 容易하게 하는 방안에 중점을 두어야 한다. 그러므로 본고에서는 고등학교 ``한문``을 대상으로, 紙筆 評價 중에서 總括評價의 방법을 검토하였다. 또한 서술형 평가에 대한 範圍를 알아보고, 漢文科 敎育課程 內容의 詳細化를 통하여 評價 目標를 抽出하였으며, 평가 목표를 대상으로 例示 問項을 開發하고 採點 基準案을 마련하여 보았다. 서술형 평가에 대한 연구는 이제 시작단계이다. 더 많은 評價道具의 開發과 評價에 대한 多樣한 接近이 이루어져야 할 것이다. From 2010, a variety of problems emerged as descriptive assessment was applied to school assessment, which was mainly comprised of (five) multiple choice method of paper-and-pencil assessment and performance assessment. The application of descriptive assessment, although not yet practiced in Sino-Korean curriculum, has prompt significance with respect to planning future application and securing the diversity of assessment methods. Descriptive assessment in Sino-Korean curriculum should focus on securing fairness and objectivity while achieving intended goals of assessment as well as finding ways to make the answering and grading uncomplicated. Therefore, the study investigated the method of summative evaluation, among paper-and pencil assessment, with respect to High School Sino-Korean curriculum. Also, the study included research on the scope of descriptive assessment, sampling of goals of assessment through detailing the content of Sino-Korean curriculum, and development of sample questions and grading criteria based on goals of assessment. Research on descriptive assessment is at its beginning stage. Future efforts should include the development of assessment tools and other varied approaches to assessment.

한문과 교육과정 내용 체계의 변화와 한문과 교육의 변화의 상관성 검토 -교과 내용 상의 변화가 학교 수업에 미친 영향을 중심으로-

원용석 ( Yong Seok Won ) 한국한문교육학회 2015 한문교육논집 Vol.44 No.-

한문과 2007 개정 교육과정은 제7차 교육과정의 내용의 근본적으로 바꾼 혁신적인 시도였다. 그러한 과정을 거쳐 현재 시행되고 있는 한문과 2009 개정 교육과정이 학교 현장에서는 어떠한 양상으로 실행되고 있는가에 대한 확인이 필요한 시점이다. 한문과 교육의 목표는 ‘능력’과 ‘태도’라는 두 개의 큰 축으로 이루어져 있다. 이 두 축을 구현하기 위하여 한문과 교육의 내용을 구조화되고 범주화한 것이 내용 체계이다. 제5차 교육과정에서는 ‘한자·한자어·한문’이 ‘내용’으로 제시되었고, 제6차 교육과정에서는 제5차 교육과정 내용을 정교화하여 ‘내용 체계’라는 용어로 제시되었다. 제7차 교육과정의 내용 체계는 제6차 교육과정의 내용 체계를 상세화한 것이다. 제7차 개정 교육과정 내용 체계는 한문과교육의 내용을 ‘한문·한문 지식’으로 제시하여 이전의 틀을 혁신하였다. 각 시기별 내용 체계의 대영역, 중영역, 내용을 비교·대조한 결과는 다음과 같다. 첫째 제7차 교육과정의 내용 체계가 ‘한자·한자어·한문’이라는 학습의 과정과 같은 것이었다면, 2007·2009 개정 교육과정은 언어의 읽기 과정을 거쳐 바람직한 태도를 가지는 구조로 이해할 수 있다. 둘째 제7차 교육과정까지는 언어생활 활용의 측면에서 ‘한자어’의 문제가 꾸준히 한자, 한문과 같은 층위의 개념이었다면, 2007 개정 교육과정에서부터는 ‘문장’이 중심이 되면서 ‘한자어’가 상대적으로 매우 약화되어 학교 현장은 중학교부터 문장 중심이 되는 상황이 발생하였다. 그러나 2009 개정 교육과정에서는 그 위상이 일부 신원되어 ‘언어생활과 한자문화’가 ‘문화’의 중영역으로 설정되면서 ‘한자어’가 다시 수면 위로 부상하였다. 이는 국어와 언어생활에서 한자어가 주로 쓰인다는 엄연하고 현실적인 문제를 직시한 것이며, 이것이 바로 학생, 학부모, 교사, 사회가 한문과 교육에 요구하는 중요한 부분의 하나이다. 다음으로 ‘읽기’라는 용어가 국어에서 사용하는 의미와 다르게 쓰이는 문제를 지적하였다. 또한 ‘소리내어 읽기’와 ‘끊어 읽기’는 학생이 문장을 번역할 수 있는 능력이 전제되는 문제가 있으며, ‘이해’의 과정을 ‘풀이하기’, ‘이해하기’, ‘감상하기’의 과정을 갖는 것으로 체계를 세웠지만 이러한 인지적 과정은 순차적으로 일어나지 않으며 동시에 일어난다는 것이 정설이다. 더욱이 학교 현장을 위한 학교 문법의 제정은 전문가들의 관심과 노력이 절실한 상황이다. The 2007 revision of Sino-Korean subject curriculum was a radically innovative attempt which essentially changed the contents of the 7th curriculum. Now it is necessary to verify the practice pattern of the 2009 revision of Sino-Korean subject curriculum, which is being implemented now after the revision process. The goal of Sino-Korean subject education consists of the two large axes of ``ability`` and ``attitude.`` The content system is the structuralization and categorization of the Sino-Korean subject content to realize the two axes. The ‘content’ of the 5th curriculum was ‘Chinese characters, Chinese character words and Sino-Korean.`` The content of the 6th curriculum used the term of ‘content system’, which was a more elaborated version of the 5th curriculum content. The content system of the 7th curriculum was a more detailed version of the 6th curriculum content system. The content system of the 7th curriculum reformed the previous framework by having the content of Sino-Korean subject education as ‘Sino-Korean and Sino-Korean knowledge.’ The result of comparison and examination on the major area, intermediate area and the content in the content system of each time is as following. First, while the content system of the 7th curriculum is same with the learning process of ‘Chinese characters, Chinese character words and Sino-Korean’, the 2007 revision and 2009 revision curriculums can be understood as having the structure which enables a desirable attitude by way of language reading process. Second, while the issue of ‘Chinese character words’ has continuously been the concept on the same level with Chinese characters and Sino-Korean from the aspect of language life utilization until the 7th curriculum, ‘sentence’ became the center of the curriculum from the 2007 revision curriculum, ‘Chinese character words’ became relatively weaker and the classes in schools focused on sentences from junior high school. However, the status has been partially recovered in the 2009 revision curriculum by the emerging of Chinese character words when the ‘language life and Chinese character culture’ was set up as an intermediate area. This is a square facing of an undeniable and realistic issue that the Chinese character words are mainly used in the national language and the language life of people; while this is also an important part which the students, parents, teachers and society expect to the Sino-Korean subject education. Next, the issue that the term ‘reading’ is being used in different meaning from the meaning being used in national language has been pointed out. There is an issue that the sentence-translating ability of a student is a prerequisite to the ‘reading aloud’ and ‘reading with punctuating.`` The system is that the process of ‘understanding’ consists of ‘interpretation’, ‘understanding’ and ‘appreciation’; however, the widely-accepted theory is that such cognitive process does not occur in sequence but occur simultaneously. Furthermore, the circumstance urgently requires the interest and effort of the specialists on the establishment of school grammar at the classes in schools.