외국의 특별활동 교육 운영 동향의 비교 분석 및 그 정책적 함의

이광우(Lee Kowang-Woo),민용성(Min Yong-Seong),정영근(Jeong Young-Keun) 한국비교교육학회 2006 比較敎育硏究 Vol.16 No.3

이 연구의 목적은 외국의 특별활동 교육 운영의 동향을 비교ㆍ분석하여, 그것이 향후 우리나라의 특별화돌 교육과정 편성ㆍ운영에 주는 정책적 시사점을 제안하는데 있다. 이를 위해 외국의 특별활동 교육 운영 동향의 비교 분석을 위한 준거를 설정하고, 이러한 준거에 토대하여 5개국의 특별활동 교육 운영 사례를 분석한 후, 향후 특별활동 교육과정 개선을 위한 정책적 함의를 도출하였다. 정책적 제안 사항은 다음과 같다. 첫째, 우리나라의 특별활동 교육과정이 보다 효율적으로 편성ㆍ운영되기 위해 국가 수준에서는 현행 특별활동의 편성ㆍ운영에 대한 실질적인 권한과 책무성이 단위 학교에 제공되어야 한다. 셋째, 특별활동 운영에 대한 관점으로 전환으로 특별활동과 방과후 교육활동, 그리고 사회 교육과의 연계가 활성화 될 필요가 있다. 넷째, 특별활동 평가에 대한 융통적인 접근이 요구된다. 마지막으로 단위 학교에서는 학습자 중심의 다양한 교과 외 활동을 위한 체제를 마련할 필요가 있다. The purpose of this study is to analyze comparatively on implementation trend of extra curriculum in foreign country and then to propose it"s policy implication. To achieve this aim. first, this study set up criterion of comparative analysis. Second, it analyzed comparatively implementation trend of extra curriculum in foreign country based on it"s criterion. Third, it proposed policy implication for improvement of extra curriculum"s organization and implementation in korea. In conclusion. this study suggested some alternatives to improve extra curriculum"s organization and implementation in korea, those are as follows. First, it is necessary to uplift continually current document frame of extra curriculum in korea. Second, school must posses actual authority and accountability about the organization and implementation of extra curriculum. Third, as open approaches in extra curriculum implementation, it is essential that between the implementation of the extra curriculum and after school activities or social education are connected. Fourth, the elastic approaches are demanded in extra curriculum evaluation. Fifth, school must offer support systems for various extra-curricular activities of student-centered.

전문대학생의 학습스타일 분석

이광우 ( Kowang-woo Lee ),정경옥 ( Gyeong-ok Jung ) 한국고등직업교육학회 2002 한국고등직업교육학회논문집 Vol.3 No.1

The purpose of this study is to analyze learning styles in college students. The results of this study can be utilized as basic ideas of teaching-learning activity. In this study, Learning styles were classified as extrovert, introvert, sensing, intuition, thinking, feeling, judging, and perceiving. Learning style questionnaire has the reliability of Cronbach α .79. In this analysis x², t, ANOVA was used. The conclusion of this study is as follows. In general, college students have the learning styles of sensing, intuition and thinking. There was difference in the learning styles and teaching-learning methods of college students by sex, grade, major, and GPA. College students generally prefer teaching-learning methods of experiment, practice, lecture, and discussion. In conclusion, in order to enhance an effect of teaching-learning activity, instructors have to develop teaching-learning methods consistent with various learning styles.

제3장 영어과 교육과정에 명시된 의사소통기능 학습과제 분석

문승한 ( Sung Han Moon ),이광우 ( Kowang Woo Lee ),임채균 ( Chae Gyoon Lim ) 경상대학교 중등교육연구소 2009 중등교육연구 Vol.21 No.-

제9장 과학교과 「지구와 우주」 영역의 탐구내용과 활동

정찬기오 ( Chan Gi Oh Chung ),이광우 ( Kowang Woo Lee ),최재영 ( Jae Young Choi ) 경상대학교 중등교육연구소 2008 중등교육연구 Vol.20 No.-

제10장 체육 교과 "경쟁 활동" 영역의 내용 체계

정찬기오 ( Chang Gi Oh Chung ),이광우 ( Kowang Woo Lee ),김복연 ( Bok Yeon Kim ) 경상대학교 중등교육연구소 2010 중등교육연구 Vol.22 No.-

본 연구의 목적은 체육교과 ``경쟁 활동`` 영역의 내용체계를 구체적으로 분석하여 제시하는 것이다. 연구의 결과를 요약하면, 피하기형 경쟁 활동의 대표적인 예는 태그형과 피구형 등이다. 태그형 게임의 대표적인 예는 ``악어를 피하라``, ``이어달리는 술래잡기`` 등이다. 피구형 게임의 대표적인 예는 ``방패 피구``, ``간이 피구`` 등이다. 영역형 경쟁 활동의 대표적인 예는 럭비형, 농구형, 축구형, 하키형 등이다. 럭비형 게임 활동 과정에서 유의할 사항은 페어플레이와 협동을 강조하며 이를 실천하도록 하기, 고무공을 사용하여 다칠 염려를 최소화하기, 지나친 경쟁으로 사고가 발생하지 않도록 하기 등이다. 필드형 경쟁 활동의 대표적인 예는 주먹야구, 간이 발야구, 간이 야구 등이다. 주먹야구 활동 과정에서 유의할 사항은 게임의 방법과 규칙 스스로 정하기, 어느 공간으로 공을 칠 것인가를 생각하며 참여하기 등이다. 네트형 경쟁 활동의 대표적인 예는 간이 족구, 간이 배드민턴, 간이 테니스, 간이 배구 등이다. 간이 족구 게임 활동 과정에서 유의할 사항은 득점에 집착하여 지나치게 과격한 행동을 보이지 않기, 같은 모둠끼리 패스하며 득점할 수 있는 상황을 만들기 등이다. 본 연구결과에 근거하여 결론을 제시하여 보면, 체육교육에서 ``경쟁 활동``은 피하기형·영역형·필드형·네트형 경쟁으로 구분할 수 있다. 경쟁 활동의 유형별 이해하기는 의미와 특성을 이해하는데 초점이 맞추어 진다. 경쟁 활동의 유형별 적용하기는 기본기능의 습득과 게임전략의 습득, 그리고 적용에 초점이 맞추어 진다. 이와 같은 경쟁 활동의 유형별 게임 참여는 다음과 같은 교육적 효과가 있다. 피구형, 태그 게임 등과 같은 피하기형 게임의 참여 경험은 타인이해를 실천하는 교육적 효과가 있다. 축구, 농구, 핸드볼, 하키, 럭비, 풋살 등과 같은 영역형 게임과 스포츠 경기의 참여 경험은 팀워크와 페어플레이, 그리고 리더십과 팔로십을 실천하는 교육적 효과가 있다. 소프트볼, 야구, 발야구, 티볼 등과 같은 필드형 게임과 스포츠 경기의 참여 경험은 자기 책임감과 사회적 책임감 개념을 실천하는 교육적 효과가 있다. 배구, 배드민턴, 탁구, 테니스, 족구 등과 같은 네트형 게임과 스포츠 경기의 참여 경험은 운동예절 개념과 경기예절 개념을 실천하는 교육적 효과가 있다. The purpose of this study was to present a concrete analysis of the contents of 「competition activities」 in physical education. In this context, the research questions were posed to achieve the objectives of this study. First, how are the contents of dodge competition activities in physical education organized? Second, how are the contents of territory competition activities in physical education organized? Third, what are the contents of field competition activities in physical education organized? Fourth, how are the contents of net competition activities in physical education organized? The major findings of the study were as follows: the main examples of dodge competition activities included tag and dodge ball. The main examples of tag were "avoiding crocodiles" and "relay tag", and the main examples of dodge ball were "shield dodge ball" and "simple dodge ball". In tag, it is important to consider using detection for an advantageous position, being cautious of injury by collision. It is also important to ensure that students of lower athletic ability can participate. In dodge ball, it is important to consider not throwing balls toward faces and establishing the rules of the game by mutual agreement in advance. The main examples of territory competition activities included rugby, basketball, soccer, and hockey. In rugby, it is important to consider emphasizing and practicing fair play and cooperation, minimizing the possibility of injury by using rubber balls, and preventing accidents from excessive competitiveness. In basketball, it is important to consider using a soft volleyball or basketball suitable for the students` level and helping students realize the strategies and tactics by presenting the game and the rules. In soccer, it is important to consider not emphasizing high-level functions and encouraging fair play. In hockey, it is important to consider being cautious by not brandishing hockey sticks excessively and not hitting defenseman. It is necessary introduce the importance of teamwork. The main examples of territory competition sports were soccer, basketball, handball, hockey, rugby, and futsal. The study recommends introducing modified rules for established sports is territory competition sports: futsal which uses principles of soccer, netball which uses principles of basketball, choukball which uses principles of handball, and floorball which uses principles of hockey. The main examples of field competition activities included fist baseball, simplicity kickball, and simplicity baseball. In fist baseball, it is important to consider for the students to establish the methods and rules of the game by themselves, and to participate in the game while thinking about where they should kick the ball. In simplicity kickball, it is important to consider removing fear of the ball, thinking about the relations between the position of one`s foot and the direction of the ball. In simplicity baseball, it is important to consider controlling the methods and rules of the game to make them suited to the level of the students and to ensure that they enjoy participating in the game. The main examples of field competitive sports included softball, baseball, and kickball. The new main examples of field competitive sports included teeball in which principles of baseball are applied. The main examples of net competition activities included simplicity foot volleyball, simplicity badminton, simplicity tennis, and simplicity volleyball. In simplicity foot volleyball, it is important to consider not showing excessive behaviors upon scoring and making situations in which the same group consistently scores. In simplicity badminton, it is important to consider re-constructing activity contents by level and phase while considering the shape of the playground and the number of participants. In simplicity tennis, it is important to consider participating in the game by using tools suitable for situations when rackets are too heavy or big. It is also necessary to ensure that groups are well-balanced and do not consist of only students with superior functions. In simplicity volleyball, it is important to consider evenly arranging students with superior functions while making groups and helping students to fulfil the roles required by their positions. The main examples of net competition sports included volleyball, badminton, table tennis, tennis, and foot volleyball. The new main examples of net competition sports included volleyball, indiaca in which badminton is applied, and free tennis in which tennis and table tennis are applied. In conclusion, competition activities in physical education can be divided into dodge, territory, field, and net competition. The applied competition activities were focused on mastering basic functions and game strategies and the application of them to a field game. Competition activities are focused on mastering basic functions and game strategies and the application of them to a field game. Competition activities had the following educational effects. The experience of participating in dodge games such as dodge ball and tag had educational effects of practicing understanding of others. The experience of participating in territory games and sports such as soccer, basketball, handball, hockey, rugby, and futsal had educational effects in terms of practicing teamwork, fair play, leadership, and following instructions. The experience of participating in field games and sports such as softball, baseball, kickball, and teeball had educational effects in terms of practicing self- and social responsibility. The experience of participating in net games and sports such as volleyball, badminton, table tennis, and foot volleyball had educational effects in terms of practicing sport etiquette and playing etiquette.

제6장 사회과 일반사회 영역의 교육내용 체계

정찬기오 ( Chan Gi Oh Chung ),이광우 ( Kowang Woo Lee ),임형재 ( Hyeong Jae Lim ) 경상대학교 중등교육연구소 2009 현대교육연구 Vol.21 No.-

통합교육과정이론의 현장적용 방향

이광우 경상대학교 1997 學生生活硏究所報 Vol.23 No.-

The objectives of this study are to search the possibility of classroom practice of Integrated Curriculum Theory. The concrete problems in this study are as following : 1) to find out the theoretical basis of Integrated Curriculum Theory. 2) to examine the direction developing the integrated unit. The method of this study is literature review. To develop the integrated unit, curriculum planners and teachers in classroom should consider that the integrated unit be developed around theme-center based on curriculum map. They must attend the identification of its conceptual relation, reference of general principles, and selection of key understanding concept in theme choice. They must select the integrative outcomes that considered the content, skill, and affect, make also a plan of action offering learner's various activities, make a time line of adaptability, and decide assessment based various evaluation criteria.

열린교육의 현장 정착을 위한 아이디어 탐색

정찬기오,이광우 경상대학교 1997 學生生活硏究所報 Vol.23 No.-

The objectives of this study are to examine the ideas for adoptation of open education in classroom, and then provide teachers desirable views of open education. The concrete problems in this study are as following : 1) to examine a historical development and practical program of open education. 2) to examine a ideas and views of open education. The method of this study is literature review. To adopt open education in classroom, following should be considered that the relationship of teaching and learning paradigm elements for opening education should keep logical relation, and which should be child-centered objectives, cotents, and method. The relation among teacher-content-learner should keep itself empirical, the learning tasks, contents and learning activities should also be learner-center direct empirical learning. The classroom environment should be decorated to accomplish open education's aims. It is desirable that the effect of interaction among these elements should be maximum. In addition, a crossing met logical relation connected with learning objectives-contents-method and empirical relation connected with teacher-content-learner, is more transfered learners compare to traditional instruction for an open education. as it were, the paradigm should be as centered for learning activities, contents, and teaching method as possible.