社會科 指導內容論

趙光濬 한국사회과교육연구회 1989 사회과교육 Vol.- No.22

社會科 地理에서 敎授되는 地誌內容의 構造化

趙光濬 서울 敎育大學校 1977 論文集 Vol.10 No.-

This study is intended ta clarify the contents af instruction about regiont through the constructive process to search for the direction of social studies, which follows as: 1. The region is continually changed in connection with nature or cultural geographical features. So the contents of region should be instructed as always chaning through the passage of time. 2. The contents of region should be understood at the point of regional property), characteristic regional way of life and the expectation of development in region, rather than to be understood through the array of geographical facts. 3. The contents of region should be used as the subject matter to build up the human nature useful for the society and the nation, the ability to use the informational materials, the ability to investigate, and valuable actions. 4. The structure of regional content region for the instruction Ⅰ. The selection of region by the topical approach. ↓ Ⅱ. Understanding of geographical facts about region through the collected materias. ↓ Ⅲ. The inqiry of regional elements which consist the georaphical facts. ↓ Ⅳ. Understanding of characteristic regional way of life. A. Finding out the differences and similarities through the conparison with the other region. B. Understanding of regional interchange or inter-relation. a. Selection of regional problems which reveal the absurdities in modern society. ↓ b. Finding out the solution through the historical geographic method. ↓ c. Inquiry of possibility of development to ideal region that men can hope. ↓ d. Diagnosis of regional development by means of valuation.

國民學校 社會科地理의 敎材構造 : 槪念을 中心으로 敎材內容의 構造化를 위하여

趙光濬 서울 敎育大學校 1970 論文集 Vol.3 No.-

Since J.S. Bruner's learning teory, studies of structure in the selected contents of curricular based on the basic concepts from the academic disipline have become active in the field of subject-matter education. Social Studies education in Korea is also currently inclined to reform according to the new curriculum movement based on the Bruner's theory. To structuralize the contents of geography six basic concepts are induced from the current text books and methodological papers. Those are: 1) global concept 2) man-land concept 3) spatial interaction concept 4) regional concept 5) areal dustribution concept, and 6) the round earch on flat paper concept. The basic concepts are extremely abstractive and so much simplified that each basic concept is subdivied into elements, and also intructional materials for each elements are considered. The basic concepts and elements are to understand and explain the geographical phenomena as well as to develope rational thinkings and attitudes for social development. The contents are arranged in accordance with spiral instructional curriculum taking account of the children's intellectual development. Thorough a structure of geography in social studies, the geographic phenomena with be understood easily, transfer power will be gained to understand in other problems, and the following structure of the basic concepts will be formed. In order to help understanding man-land, spatial interaction, regional and global concepts in geographical phenomena, concepts of areal distribution and the round earth on the flat paper are added in the above four concepts. Also distribution of the geographical phenomena can be analyzed with the four basic concepts. In the analysis of current curriculum and text books man-land, spatial interaction, and regional concepts, are found havily. However, global, distribution and map concepts are not well treated. Also geography concepts are consentrated in middle and upper classes. Therefor through current curriculum and textbooks the concepts of man-land, spatioal interaction, and regional can be understood and will be able to structuralize only in middle and upper classes of elementary school.

人間의 理解와 社會科敎育

趙光濬 서울 敎育大學校 1985 論文集 Vol.18 No.-

社會科 地理敎育의 系統性 : 單元構成을 爲한 地理敎授內容을 中心으로

趙光濬 서울 敎育大學校 1981 論文集 Vol.14 No.-

This study helps to instruct elementry geography the contents, to reform the curriculum, to write the texbook, to select and organize the contents to be instructed and decide the process of instruction, with systemizing the contents of Elementory geogeaphy. The contents of geography were selected into man and land, region, space, landscape, and were charted them the model. Special attention was given to be contents that was able to draw the humanities curriculum. The expansion of geographical mental ability and The concepts of geography presented in this model. All process or some stage of this model will apply to the Elementary geography. At first this study was systemetically made the contents for the unit development in the geographical area, the following study will be detailed them.

社會科地理에서의 假想實演學習 : 國民學校 사회敎科書의 內容을 中心으로

趙光濬 서울敎育大學校 1983 論文集 Vol.16 No.-

As the simulation game is a new teaching and learning method to korean teachers, in this research we aim to find an effective teaching and learning method of the simulation game which can be applicable social subject class of korean primary school. The simulation game is a teaching and learning method that We make the pupils understand social phenomena through simulating procedure of the actual events. We are given in no fixed sequence or special process for the simulation game; but in our research we categorize the game into two processes-the game process and the role process. First of all, situations should be provided for teaching and learning in the two processes of the simulation game. The situations are hypothetical but they should be given to the students to experience the social events as they are. The situation can be given to the students in various ways, but teachers should be careful to provide them so that the students may take part in the games with enough willingness and interest. For the game teachers have to pay attention for the participation of the members in the class and help the students understand human relationship, decision-making through the games. These are the goals which we expect to attain through the simulation game.

社會科 敎材內容과 敎授內容 展開過程

趙光濬 서울 敎育大學校 1976 論文集 Vol.9 No.-

This treatment emphasize on the establishment of models for social teaching process which can largely apply to the social studies. Fifty four models are established on the basic of teaching practice and social study text with more simplification of the present models. Simplification of models are alimed at attribution of teacher's easy understanding to apply to the actual field education. The fulfillment of social studies is possible with the simplified models, for complicated model need smore time, but simple model can develope 40-45 minutes unit more effectively. For the subject materials vary in every hour in our country, the developed usage of teaching model is urgently needed for short hour's presentation. These fifty four models can help variously to develope the social teaching practice for they can increase the children's curiosity to the subject. Models are designed on the emphasis as the process of culturing the ability of problem solving, inquiry meghod, survey report, discussion, social function. This means that social studies must concerns not only the knowledgy instruction but with the development of the potential quality.

敎育大學社會科敎育 深化課程開發에 關한 硏究

趙光濬 서울 敎育大學校 1987 論文集 Vol.20 No.-

This study intends to devenced an advelop an curriculum which is relevant to preservice education for primary school teachers. As is well known, teachers' colleges in Korea offer advanced curricula for their students. To our disappointment however, those curricula fail to be of a great help to their proper goals due to misunderstanding and misinterptation. In this context, this study aims at developing a new advanced curriculum of social studies and devising more effective methods to implement that curriculum. The education of social studies in the advanced curriculum is roughly divided into two parts; contents and teaching methods. And it can be classified into more than 18 subjects in details. We can find too much difficulty in covering so many subject matters within the 22 credits allocated to the curriculum to enhance the speciality of social studies. It might be possible that the curriculum should be taken within the limited credits after the total number of 22 credits is divided by the number of all subject matters in primary schools or that of basic subject matters. But that kind of division seems to be of no significance. Therefore, those 22 credits are duly considered to allocate to one subject matter in order to enhance the speciality, particulary in the advanced curriculum. The curriculum of socil studies is constructed under such considerations. That is to say, the subject matters conceivable into the curriculum are enumerated first and then the syllabus of those subjects are presented. This advanced curriculum of social studies should be offered in the pedagogical view of the subject matter and prior to offering the course it is necessary to equip the students with the fundamental theories of pedagogy through providing them with the basic ideas of the subject education, and the introductory education of social studies. This course can strat with sophomores and with a view to enlarging the qualifications of efficient classroom teachers of social studies more time should be preferably allotted to utility of native or foreign literature, demonstrations, simulations and seminars rather than to lectures. Finally, following suggestions are made so that this curriculum should be settled down in teachers' colleges. 1) Research and deliberation for a better curriculum of social studies should be continued. 2) Infrastructure for demonstrations, simulations and seminars to nurture the qualifications of efficient classroom teachers of social studies should be ensured. In addition to that, the support from the universities and colleges is demanded for the educational research by professors. 3) The affiliated experimental schools should be open as "an arena of empirical research" so that the education of social studies should be developed as the realm of practical science. 4) In order for the education of social studies to develop into a substantial pedagogy of subject matter, it is recommandable to establish more intermural research institutions, special committees and academic societies for subject education so that further research into the education of social studies can be secured in the organic relationships with other fields of subject education. 5) Professors of the education of social studies should participate in more joint-research activities with those of other social sciences. And the research outcome from other fields of social sciences should be accepted into the realm of the education of social studies to enrich its contents.

國民學校 社會科 敎育改善을 爲한 敎授方法과 學習資料의 檢討

趙光濬 서울 敎育大學校 1971 論文集 Vol.4 No.-

日本의 社會科地理的分野의 最近動向把握

趙光濬 서울敎育大學校 1986 論文集 Vol.19 No.-