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- 저자 : 조경준(Cho Kyoung Jun) (검색결과 2 건)
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조찬희(Chan Hee Cho),김인호(In Ho Kim),조경준(Kyoung Jun Cho),정원영(Won Young Jung),정수정(Sue Jung Jung) 한국환경교육학회 2012 環境 敎育 Vol.25 No.3
Recently, several systems for training staffs for the environmental interpretation are introduced and operated actively. The purpose of this study is to suggest improvements for a persistence and an activation of training systems on staffs for the environmental interpretation through the comparative analysis on operational characteristics of those systems. The results are as follows. First, we investigated how to designate, manage, and support training institutions before and after the process of the certification. Before the certification, they considered educational facilities(hardware), educators(humanware), and curriculum(software) all that is required for training staffs for the environmental interpretation. After the certification, aspects of the management and the support were different by the training system, but most of them were unstructured. Second, we analyzed plans for the quality control of staffs for the environmental interpretation by comparing during and after the training course. During the training course, they graded or evaluated trainees by many methods such as a written exam, an interview, a presentation. Also, they operated the intern course for developing a practice skill, or admitted persons with a similar experience. After the training course, retraining and follow-up support were different by training courses. For the continuous improvement in quality, retraining and follow-up support should be strengthened.
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유치원과 초ㆍ중등학교 교과서 내 산림 교육 현황 및 개선 방안
이재영(Lee Jae Young),전정일(Jeon Jeong Il),주형선(Chu Hyung Seon),곽정난(Gwak Jung Nan),조경준(Cho Kyoung Jun),박효인(Park Hyo In),조찬희(Cho Chan Hee),박정순(Park Jung Soon),황은실(Hwang Eun Sil),류미(Ryu Mi) 한국환경교육학회 2010 環境 敎育 Vol.23 No.1
As an effort to realize the results of last two years of study, this study had three distinguished purposes: 1) confirming whether some requests for corrections had been accepted or not 2) making a list of possible errors found in newly written textbooks and asking to fix them, and 3) classifying forest related contents identified in the textbooks according to the 150 topics included in information material, so called Forest IQ 200. Among 94 errors associated trees, forest or forest education, only thirteen of them were found to be fixed according to the request made in previous study of 2008. Especially, most of the fixed errors were identified to be in natural and social science subject textbooks and nothing was found in art and language areas. Total of 1,320 forest related items were found in the textbooks at the level of kindergarten to 10th grade(freshman in highschool). Korean student was expect to have a chance to learn forest related items 1.64 times a week for 10 years(First to 10th grade). Analyzing 1,109 contents in terms of four topic areas of forest education, the forest culture area was found to have most content of 348 including painting and recreation. Some suggestions were made to make school forest education better, and publishing the forest textbook for elementary schools was one of them.
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