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장화선 한국복음주의신학회 1999 성경과신학 Vol.25 No.-
본 글은 유화자 교수의 논문인 "이스라엘의 교육방법에 관한 고찰"에 대한 논평이다. 이 논평에서는 먼저 연구자의 논문을 개괄적으로 요약하되 한국 교육과의 상이성을 중심으로 연구자가 논의한 이스라엘의 교육방법을 도표로 정리하고자 한다. 그리고 연구자가 제시한 이스라엘의 교육방법을 교육방법의 개념에 따라 세 영역으로 나누어 보고자 한다. 다음으로 연구자의 논문이 교육분야에 공헌한 바를 서술한 후 이스라엘의 교육방법에 포함될 수 있는 대표적인 유대인의 교육방법을 보완점으로 제시하고자 한다.
장화선 한국기독교교육학회 2007 기독교교육논총 Vol.16 No.-
This article explores a study on the Christian Schooling Movement in Korea through a discussion of Calvinist Day Schools in North America. The Calvinistic Day Schools were the cradle of God’s church and the origin of Christian Schools in America. This paper describes the roots of Calvinist Day Schools, their biblical foundations, and the distinctiveness of the Calvinistic Day Schools Movements. It also offers some reflections for Christian schooling in Korea. The first chapter explains the two roots of Calvinist Day Schools which are discussed in this paper: the cultural and ecclesiastical roots. The second chapter describes the biblical foundations of Calvinist Day Schools. Sovereignty of God and social spheres, covenant, revelation, and cultural mandate are all important aspects regarding biblical foundations. The third chapter relates the distinctiveness of the Calvinist Day Schools which focus on the locus of educational authority, the aim of education, curriculum integration, and concerns about Christian community. Finally, the fourth chapter of this paper attempts to reflect on the implications of Christian Day Schools in Korea: parent’s education, teacher education, developing textbooks, and supporting parents and Christian schools. In conclusion, this paper suggests that the Christian schooling Movements in Korea should be based upon biblical foundations and parents must learn theological foundations for Christian schooling in order to be successful. The Korean church needs to encourage Christian schools and support parents to have a mission of Christian schooling.
Religion Teacher Training in Christian Education
장화선 한국기독교교육학회 2012 기독교교육논총 Vol.31 No.-
This article attempts to explore the issue of religion teacher training in Christian education of Korea. In order to delineate the issue of religion teacher training, this writing firstly searches Christian institutes which offer the religion teacher certificate of secondary schools. Five departments of Christian education and four graduate schools of education among 25Christian universities in Korea manage the teacher education program. They offer religion teacher certificate to all students majoring in Christian education. The institutes which are offering the religion teacher certificate in Christian education are expected to follow the guideline given by the Ministry of Education, Science, and Technology. The system requires students to take courses in liberal arts, major subjects related to religion and teaching profession curriculum. Students who are enrolled in the department of Christian education are required to take above 50 credits in major. Pre-teacher should take at least 7 courses among religion courses. In this article, I shall discuss the curriculum of department of Christian education, A University as a case of religion teacher training. This article discusses three core directions of religion teacher teaching: improving religion teacher qualifications, clarifying the definition of teaching religion, and continuing religion teacher training. This study is concluded with ideas of inter-relationship college or university with Christian mission schools, the Bible class or Christianity class in Christian mission schools, teaching Christian faith and lives, and authentic and power teaching religion in Christian mission schools.