대학생을 위한 인성교육 프로그램 개발

팽영일 東西大學校 2001 동서논문집 Vol.7 No.-

This study is for developing the character education program for college students. For this, it is necessary to review the concept and goal of character education and develop its subject. As a result of this study, the character education for college students should consist of programs imposing developmental tasks, which should be accomplished during their college life, according to the lists of moral values requisite to establish a desirable personality. In this study, I proposed that the subjects as the contents of character education program for college students should be 1) for the development of self-identity, 2) for better human relations, 3) for the establishment of desirable moral values, 4) for the development of the ability to understand self and other cultures, 5) for the development of responsibility for community and mankind, 6) for the development of morality in cyberspace and information society, 7) for the development of morality in environments.

비고츠키의 『아동의 상상력과 창조』

팽영일 한국교육사상연구회 2012 한국교육사상연구회 학술논문집 Vol.2012 No.2

라트케(Ratke, W.)와 코메니우스(Comenius, J.A)의 교수학(Didactica)의 특징

팽영일,Paeng. Yeong-Il 한국교육철학회 2014 교육철학 Vol.54 No.-

This study compares the book "Didactica magna" , written by J. A. Comenius who is evaluated as the best scholar of teaching and theorist of modern didactics, with “Didactica oder Lehrkunst” of W. Ratke’. By comparing the two I investigated the didactic characteristics of the 17th century. According to this study, the didactics of W. Ratke and J. A. Comenius is a systematical school education theory for the general people focusing on the systematic management of educational content and teaching material, didactics-learning skills, and school-class-teacher-student. The common areas between the didactics of W. Ratke and J. A. Comenius according to this study is as follows: First, their didactics discussed a new teaching method which had to be introduced. in the prospective of a teacher. Second, they searched for an unforced, certain, fast, and easy way of teaching. Third, they rejected the didactics which focus on memorizing, while insisting on the composition of teaching contents and material according to the age and comprehension ability of the children. Fourth, they emphasized the constant repetition of study. Fifth, they put emphasis in the unity of teaching content and material. Lastly, the discussed teaching-learning and discipline separately.

수호믈린스키의 유아교육론

팽영일 한국교육사상학회 2006 敎育思想硏究 Vol.19 No.-

B. A. Suhomlinsky's Theory of Early Childhood EducationPaeng, Yeong-Il 이 연구는 러시아의 위대한 교육자인 와실리 알렉산드로비치 수호믈린스키의 유아교육론을 고찰하였다. 본 연구에서는 수호믈린스키의 저작 <아이들에게 정성을 바친다>의 제1장 “기쁨의 학교”에 나타난 그의 유아교육론을 유아학교의 창설 경위와 교육 목표, 교육 내용과 교육 방법 등을 중심으로 살펴본 후 비판적 논의를 하였다.수호믈린스키의 유아교육론은 자연에 대한 보기, 듣기의 교육을 통해 발견에 대한 기쁨과 정신세계의 풍부함을 키워갈 수 있고, 이와 연계된 공상을 유아들의 창조적인 능력을 발달시킬 것을 강조하였다. 그러나 이는 유아들과 자연과의 사이에 연결되어 있는 현실적인 제 관계와 구체적인 실천에 대한 고려가 부족하였던 것이라고 하겠다.수호믈린스키의 “기쁨의 학교”는 유아교육의 실험장이었다. 수호믈린스키는 중학교의 초등부 교사들과 협력하여 취학을 위한 준비교육과 학교에서의 학습의 전 과정이 합리적, 효과적으로 이루어지는 조건을 탐구하였다. 그의 유아교육 실천은 유치원과 초등교육의 연계성을 확립할 필요성을 제기하였다.

마카렌코의 훈육론

팽영일 韓國敎育思想硏究會 2000 敎育思想硏究 Vol.9 No.-

해방 후 부산지역에서의 유치원의 발전 과정

팽영일 한국교육사학회 2003 한국교육사학 Vol.25 No.2

This paper takes a look at development of kindergartens in the region of Busan in the 1950s and 1960s. After Korea became independent from Japanese rule, the directions of Korean kindergarten education were provided as education law was legislated and provisions regarding the kindergarten were ordained. Nevertheless, specific rules and regulations, such as those concerning the establishment and curriculum of kindergartens, were not provided. In 1951 there was one public and thirteen private kindergartens in the region of Busan. Until 1957 there was no change in the number of kindergartens, although the number of pupils increased year after year. In 1958, however, seven kindergartens opened. Kindergarten facilities and equipment at that time were very poor, including only a nursery of twelve pyungs (39.6m²), a recreation room, restrooms, a piano or an organ, some musical instruments in the classrooms, and slides, swings, and seesaws in the playground. This fact given, those were said to be good kindergartens which had as many desks and chairs as the number of children, a blackboard and a piano in the classroom, swings, slides, and seesaws in the playground. Kindergartens of the 1960s were almost the same as those of the '50s in rules and regulations, facilities, and equipment. Kindergartens in the region of Busan after Korea's independence from Japan employed almost the same rules and regulations as those of Japanese kindergartens. And the content of education was not much different from that taught under Japanese rule as well. But the rules and regulations were more detailed than those under Japanese rule, specifying requirements for completion and graduation, and providing rules and regulations regarding transfer, leave of absence, expulsion, awards, and punishments. After Korea's independence from Japan kindergarten education in the region of Busan was led by Kyungsangnam-do Province Nursery Association founded under the leadership of Miss Dong-Hee Lee. The Association was reorganized into the Busan Association of Kindergarten Education as Busan became a city under the direct supervision of the Korean government. Miss Dong-Hee Lee contributed to the progress of Busan Association of Kindergarten Education for about thirty years, leading the Association until he passed away on October 15, 1978. He also organized the Busan Research Group for Kindergarten Education within the Association as a means of training kindergarten teachers and propagating knowledge of early childhood education, contributing to the improvement in the quality of kindergarten education and research in early childhood education.

제1차 조선교육령기『普通学校国語読本』과 일본어 교육

팽영일,이은숙 동북아시아문화학회 2010 동북아 문화연구 Vol.1 No.25

This study investigates the publishing policy, context, and teaching methods of the Japanese language in The elementary school Japanese reading books(普通学校国語読本), which was published during the Japanese colonial rule. Through this investigation we analyzed the characteristics of the proliferation of Japanese language conducted by the Japanese Government General of Korea. According to this study, The elementary school Japanese reading books, which differed from the textbooks originally used in Japan, was published for children whose native language was non-Japanese. The differences in the text books reveal that the Japanese were conducting an education policy to assimilate Koreans at the stage of elementary school using language education: the proliferation of Japanese. Especially, if you organize the composition and characteristics of The elementary school Japanese reading books according to a linguistic aspect: first, the most important matter to the Japanese Government General of Korea in the publishing of The elementary school Japanese reading books was the ways of writing kana, or Japanese alphabets(仮名遣い) of their native language. In detail, the usage of phonetic notation of kana(表音仮名遣) in lower grades of elementary school was a unique action of the Japanese Government General of Korea, educating the colonists, whose native tongue is not Japanese, to use Japanese in daily communication. Second, the Japanese Government General of Korea introduced direct teaching methods instead of translating teaching methods in order to proliferate and assimilate Koreans more efficiently. Third, the composition of the style of writing in the textbook focused on the progress in daily communication instead of interpretation of culture or high class knowledge. Fourth, considering the text book users speak a different native language, the text book emphasizes repetition in order to help them master the foreign language.

해방 전 부산 지역에서의 유치원의 발전 과정

팽영일 한국교육사학회 2002 한국교육사학 Vol.24 No.2

발표-창의성교육의 개념과 과제

팽영일 한국교육사상연구회 2011 한국교육사상연구회 학술논문집 Vol.53 No.-

서평 : 심리학사 -사상과 맥락

팽영일,임성택,안범희 한국교육사학회 2010 한국교육사학 Vol.32 No.1