효창공원의 장소성 형성과 변화 해석

김해경 서울시립대학교 서울학연구소 2010 서울학연구 Vol.- No.39

It has been over 100 years since the concept of a park was introduced into Korea. The park meant a historical and cultural property when it was first introduced. Yet, we now plan a park only with present eyes that privilege usage and utility. On the other hand, the spatiality of a park is a concept based on usage and utility and it is changed and reproduced by social contexts. Moreover, the spatiality can be changed and distorted by the demands and claims of diverse constituencies and users. Therefore, one needs a systematic investigation about the changes of spatiality to plan a park with historical significance. This study analyzes the mechanism and accumulated spatialities that had driven the changes and accommodation of the Hyochang Park. The Hyochang-myo has had diverse spatialities. It was a royal burial ground in the Chosun dynasty and became a park during the Japanese colonial period. After the independence, it was recovered to an ancestral burial ground. Yet, since the 1980s, it has been again transformed into a cultural property and an ecological place. The planning and renovation of the Hyochang Park have been conducted mainly by the demands of interest groups or political powers, which usually involved the elimination of the previous legacy to establish a new one. Therefore, the past memories of the Hyochang Park have been constantly demolished. Although the name ‘Hyochang’, attributed to the place in the Chosun period, still remains, the memory of the ‘Hyochang-myo’ of the Chosun period is not there any more. Yet, it would not be right to choose only one spatial identity for the place when we make the future of the Hyochang Park. The preservation of it as a cultural property, a designation for a sanctuary, and the maintenance of a neighborhood park could all be a valid claim for its mixed identity. So, more researches on a variety of techniques and methods and that would fully recover the memories and t\he legacies of the park with a mixed identity should be performed.

[클릭! 통일교육] 학교 현장코치가 떴다! : 통일도서, 읽고 난 이후가 더욱 중요해

김해경 평화문제연구소 2016 통일한국 Vol.395 No.-

문화예술교육사 양성 교육과정 및 인턴십 지원사업 개선 방안 연구

김해경,이주연 한국초등미술교육학회 2021 미술교육연구논총 Vol.64 No.-

The certifications of Arts and Culture Education Instructor have given from 2013. Unlike arts instructors, the working fields of arts and culture instructors are planning, implementation, and administration of arts and culture education as managers, regional experts, and planners. Korea Arts and Culture Education Service has been running a curriculum and various related projects to foster arts and culture instructors. Recently, Korea Arts and Culture Education Service has enforced Arts and Culture Education Instructors' Internship Program with the aim of improving the competency of arts and culture education instructors through practical experience and revitalizing arts and culture education programs, raising awareness of the uses of arts and culture education instructors and qualification systems for cultural institutions. In this study, intern culture and arts educators who participated in the internship support project for culture and arts educators reflected on the curriculum based on their experience in participating in the project. As a result, we tried to find ways to improve the curriculum and support projects, focusing on the relationship between the training curriculum and internship support projects. As a result of analyzing literature studies, interviews with personnel in charge of education at the Culture and Arts Education Promotion Agency, and interviews with culture and arts educators, among the job competencies of culture and arts educators, the curriculum and internship support projects are focused on operational competency and teaching competency. Therefore, it turned out that there is a need to find a way for supplement to improve planning competency, analysis competency, and evaluation competency. The curriculum was pointed out as a problem with the lack of professionalism of instructors, case-oriented lectures, lectures focused on infants and children, and on-site practice filling in time. It was proposed to find training places to reconsider the quality of training and practice and to provide a guideline for practice. The lack of systematic education turned out to be a problem with the internship program. For the intern arts and culture education instructors, the training programs provided by Korea Arts and Culture Education Service should be more robustly operated, as well as securing time and budget for educating the interns provided by cultural institutions participating in the program. In addition, it is necessary for Korea Arts and Culture Education Service to make an effort to settle the system of arts and culture education instructors by providing education about arts and culture education instructors to cultural institutions participating in the internship program. 예술 분야에 국한하여 활동하는 예술 강사와 달리 문화예술교육사는 문화예술교육의 기획, 실행, 행정 등의 분야에서 관리자, 지역 전문가, 기획자로서 폭넓게 활동한다. 문화예술교육사는 문화예술교육사 자격 제도에 의해 2013년부터 배부된 국가 자격증을 지닌 자이다. 문화예술교육사 양성 교육과정과 더불어 관련 사업을 운영하는 한국문화예 술교육진흥원은 문화예술교육사의 역량 강화 및 문화예술교육 프로그램을 활성화하고 문화시설 대상 문화예술교육사의 활용 및 자격 제도에 대한 인식 제고를 위하여 문화예술 교육사 인턴십 지원사업도 주관하고 있다. 문화예술교육사에 대한 사회적 관심과 더불어 이들의 본격적인 활동이 더욱 기대되는 가운데 문화예술교육사 양성 교육과정과 인턴십 프로그램을 재점검할 필요성이 제기됨에 따라, 본 연구는 문화예술교육사 양성 교육과정 과 인턴십에서 보완할 점을 알아보고 개선 방안을 모색하는 데 목적을 두었다. 이를 위하여 한국문화예술교육진흥원 문화예술교육사 교육 담당자와 인턴십 지원사업에 참여 한 인턴 문화예술교육사를 인터뷰하였으며, 양성 교육과정과 인턴십 지원사업에서의 문제점을 도출하였다. 그 결과 양성 교육과정과 인턴십 지원사업 모두 운영 및 교수 역량에 치중되어 있는 것으로 드러나 기획, 분석, 평가 역량의 향상을 위한 보완책이 요구되었다. 양성 교육과정의 경우 교수자 전문성 부족, 사례 위주의 강의, 유·아동에 집중된 강의, 형식적 현장 실습이 문제점으로 지적되었는데, 이의 보안 방법으로 문화예술 교육사 1급 자격과정의 개설을 통한 문화예술교육 전문 교수자 양성과 실습의 질적 재고를 위한 실습처 발굴, 실습을 위한 가이드라인 제공 등을 제안하였다. 문화예술교육사 인턴십 지원사업의 경우 체계적 교육의 부재가 문제점으로 드러났는데, 이를 위해서는 한국문화예술교육진흥원이 인턴 문화예술교육사에게 제공하는 연수가 보다 내실 있게 운영되어야 하며, 지원사업에 참여하는 기관에서 제공하는 인턴 교육 시간 및 예산이 확보되어야 함을 제안하였다. 또한 지원사업에 참여하는 기관들을 대상으로 한국문화예 술교육진흥원 또는 광역 재단에서 문화예술교육사 제도가 정착될 수 있도록 문화예술교육과 문화예술교육사에 대한 지속적인 교육을 실시하도록 노력해야 함을 강조하였다.

미술과 주도 융합인재교육 교수 학습 계획안 개발 연구

김해경 한국초등미술교육학회 2013 미술교육연구논총 Vol.35 No.-

STEAM is the acronym for Science, Technology, Engineering, Arts, and Mathematics. STEAM education is started from the reflection of the sense of crisis about science education. While the moderns science has developed very fast and needs more creative human resources, students lose their interest in science. Many students feel science is difficult and has not related with their ordinary life. Also, the contents of science textbook has hardly changed although modern science is developed every minutes. So, a big gab between what students learn in science class and modern science is made. STEAM education pursuits to cultivate creative human being who can converge knowledge from diverse disciplines to create new knowledge or to solve problems. Ministry of Education, Science and Technology announced STEAM education as one of the major policies at 2011 report on operation plan. Since then, Ministry of Education, Science and Technology, Korea Foundation for the Advancement of Science & Creativity, city and provincial education offices have endeavoring to study and disseminate STEAM education to schools. Since STEAM education is relatively in the initial stage, it is necessary to study STEAM education from theoretical aspect to strengthen its base. However, the practical way to apply STEAM education to school should not be neglected. If it is not accepted by schools where at actually education is conducted, it will be ended up as a theory. The goal of this research is to suggest the way to apply STEAM education to elementary schools by connecting current curriculum and STEAM education. Therefore, I researched diverse types of STEAM education, analyzed the revised elementary school fine arts curriculum in 2011, and developed sample lesson plan for STEAM education based on current art textbook. 교육과학기술부는 2011년 추진 업무보고에서 과학, 기술, 공학, 수학에 예술을 포함한 과학기술-예술융합 교육을 주요 정책으로 발표하였다. 그 후 교육과학기술부 및한국과학창의재단, 여러 시도 교육청에서 융합인재교육에 대한 연구와 보급을 위해 노력하고 있다. 융합인재교육이 보급된 지 비교적 초기인 만큼 이론에 대한 연구가 주로이루어지고 있는 것은 당연하나 실제 적용 방안에 대한 연구도 함께 병행되어야 할 필요가 있다. 아무리 훌륭한 이론이라 할지라도 실제로 교육이 이루어지는 학교에서 받아들여지지 않는다면 그것은 공허한 이론에 그치고 말기 때문이다. 본 연구의 목적은여러 분야를 융합하여 인재를 육성하고자 하는 융합인재교육을 현행 교육과정과 연계하여 지도할 수 있는 방안을 검토하여 교육현장에 적용할 수 있도록 하기 위함이다. 따라서 융합인재교육의 여러 유형에 대해 조사하고, 융합인재교육적 측면에서 2009개정 교육과정에 따른 미술과 교육과정을 분석하였으며, 현행 미술과 교과서를 기반으로 융합인재교육을 하기 위한 수업안의 예시를 개발하여 제시하였다.

미술과 지도에 대한 예비 초등교사들의 어려움에 대한 연구 - 3․4학년 교과서를 중심으로 -

김해경 한국초등미술교육학회 2011 미술교육연구논총 Vol.29 No.-

As domestic and global environment change, Korean National Curriculum has been revised several times. In 2007, Korean National Curriculum was revised once more to meet learners' needs and interests. According to the Revised Korean National Curriculum, new textbooks were published and disseminated from 2009. While I have taught art education methods to pre-service elementary school teachers, I found there are certain chapters in art textbooks that many pre-service teachers try to avoid using for their simulation teaching. It is hard to expect that pre-service teachers will provide high quality lessons of the tall chapters which are equally important to promote children's artistic development if they are unwilling to teach certain chapters. To research on which chapters of the new art textbook pre-service teachers are unwilling to teach and the reason that they avoid teaching certain chapters will become a useful data to understand pre-service teachers' difficulty, fear, and awkwardness to teach art. Based on the analysis of pre-service teachers' reaction to the new art textbook, the curriculum of National Universities of Education can be examined. To study pre-service teachers’ readiness to teach the new art textbook, three questions were asked; 1) which chapter are you unwilling to teach in the new art textbook? 2) why are you unwilling to teach the chapter? 3) Is there an art class that you think the university has to offer for someone like you? According to the analysis of pre-service teachers’answers, appreciation and Korean traditional art are big load to teach the new art textbook. In order to help pre-service teachers to have confidence to teach appreciation and Korean traditional art, National Universities of Education can adjust studio classes and theoretical classes to the curriculum and textbooks for elementary school. Also, an art education methods class needs to cover how to appreciate art and how to teach appreciation. 2007 개정 교육과정에 근거해 개발된 새 교과서들은 2009년부터 적용되기 시작해 2011년 올해 초등학교 전 학년에 걸쳐 사용되고 있다. 현재 교육대학교에 재학 중인 예비 초등교사들이 발령을 받게 되면 새로 개발된 교과서로 학생들을 지도하게 될 것이다. 새 미술교과서에 대한 예비 초등교사들의 반응에 대해 연구하여 교육대학교 미술과 관련 교육과정에 반영한다면 예비 초등교사들이 질 높은 미술교육을 제공하는데 도움이 될 것이다. 이를 위해, 예비 초등교사들에게 새 미술교과서에서 가장 가르치고 싶지 않은 단원과 그 이유를 물었다. 또 그 단원을 잘 가르치기 위해 교육대학교 교육과정에 포함시켜야 한다고 생각되는 미술과 관련 수업에 대해 조사하였다. 그 결과 예비 초등교사들은 감상 방법과 감상 지도방법, 미술 관련 지식 부족 등의 이유로 감상 단원을 가르치고 싶어 하지 않는 것으로 드러났다. 또한 전통미술에 대한 지식과 기능의 부족, 정의적 영역에 해당하는 단원 목표 달성의 어려움 때문에 전통미술 관련 단원 지도를 꺼려하는 것으로 밝혀졌다.

특이한 췌관 조영술 소견을 보인 췌장 편평상피 선암 (Adenosquamous carcinoma) 1예

김해경,박진희,김명환,이성구,서동완,민영일,최재원,명승재,김연석,신은석 대한소화기내시경학회 1998 Clinical Endoscopy Vol.18 No.1

Adenosquamous carcinoma of the pancreas is a rare form of pancreatic cancer. Its biological behavior and clinical features are known to be similar to the much more common ductal adenocarcinoma or to pure squamous cell carcinoma, another rare form of pancreatic malignancy. However, the unusual manifestations of cancer, including cystic degeneration and extravasation of contrast to the mass, have also been reported. A 64-year-old man was admitted complaining of abdominal pain. An abdomial CT scan demonstrated an ovoid and cyst-like lesion in the pancreatic head and endoscopic retrograde balloon pancreatography showed segmental narrowing of the main pancreatic duct associated with extravasation of contrast into the cyst-like lesion. Under the impression of pancreatic pseudocyst with chronic pancreatitis, medical therapy including pancreatic stent insertion was given to the patient for four weeks. Finally, a laparotomy was performed due to persistent abdominal pain and a poorly demarcated mass with cystic cavity was resected. Histologic findings were consistent with adenosquamous carcinoma of the pancreas. The unusual features of this rare malignancy which led us to an errorneous initial diagnosis were emphasized.

여러 나라 1, 2학년 미술과 교육과정과 통합 교과 B의 비교 연구여러 나라 1, 2학년 미술과 교육과정과 통합 교과 B의 비교 연구

김해경 한국초등미술교육학회 2010 미술교육연구논총 Vol.27 No.-

A study to revise ‘Jeulgaeun Saengwhal’ was conducted to prepare 2009 curriculum revision. Jeulgaeun Saengwhal is an integrated subject of music, art, and physical education. The major purpose of the study is to extract elements of physical education from Jeulgaeun Saengwhal and to include the extracted elements in the newly-established subject, Physical Education. Since the new name to replace Jeulgaeun Saengwhal is under search, it is named temporarily as Integrated Subject B. The result of study was not reflected on 2009 curriculum revision. However, as there has been criticism against the revision of curriculum without profound study and discussion, to study the proposal of Integrated Subject B will be helpful to prepare the next curriculum revision in advance. In this study, curricula of art related subjects in the United States, Japan, England, France, Germany, Finland are analyzed to compare with the proposal of Integrated Subject B. By comparing the curricula of the other countries with the proposal of Integrated Subject B, the problems and the way to improve of Integrated Subject B are discussed. Generally, the proposal of Integrated Subject B is presented in detail, specially Contents, Teaching Methods, and Evaluation, comparing with the curricula of the other countries. Because a detailed curriculum may limit the autonomy of school curriculum, it is needed to be studied about the optimum level of particulars. And, there is a question about the necessity to maintain the integrated curriculum. By extracting physical education from Jeulgaeun Saengwhal, Integrated Subject B does not have the characteristics of Jeulgaeun Saengwhal, such as play-centered and active. Also, the possibility of integration is more limited than Jeulgaeun Saengwhal. Rather than keeping the superficial format of integrated curriculum, Integrated Subject B can be separated into art and music to provide the solid foundation of the subjects for later learning. 2009 개정 교육과정을 위해 즐거운 생활과 개정 관련 연구가 이루어졌다. 즐거운 생활과는 통상적으로 음악, 미술, 체육과의 통합 교과로 여겨져 왔는데 이 중 체육과적 요소들을 분리해 내는 것이 개정 시안의 주요 내용이었으며 교과명이 미정이므로 통합 교과 B라고 부르게 되었다. 통합 교과 B는 2009 교육과정 개정에 반영되지는 않았으나 교육과정 개정이 심도 깊은 연구와 논의 없이 이루어진다는 우려의 목소리가 높았던 만큼 다음 교육과정 개정을 미리 대비한다는 의미에서 통합 교과 B의 시안을 분석해 보았다. 이를 위해 미술과에 해당하는 여러 나라의 1, 2학년 교육과정과 비교함으로써 통합 교과 B 개정 시안이 가지고 있는 문제점과 개선점을 알아보고자 하였다.

[클릭! 통일교육] 학교 현장코치가 떴다! : 방정식과 부등식 속 통일을 찾아라!

김해경 평화문제연구소 2018 통일한국 Vol.418 No.-

위에서 발생한 과립세포종 1예

김해경,홍성수,강경훈,홍원선,민영일,정훈용,박의련,김해련,양석균,심기남,고진규 대한소화기내시경학회 1999 Clinical Endoscopy Vol.19 No.5

Granular cell tumors of the gastrointestinal tract are uncommon, and the esophagus is the gastrointestinal site most frequently affected. Such tumors are rarely seen in the stomach, colon, or rectum. Azzopardi first described a granular cell tumor of the stomach in 1956. Since then a few gastric granular cell tumors have been reported in corresponding literature. It is believed that there have been no reported case of a granular cell tumor of the stomach in Korea. Subsequently one case of a granular cell tumor of the stomach in 38 year-old female who complained epigastric soreness is herein reported, and was successfully managed by endoscopic resection.

초․중․고 정신지체 학생들의 성지식 수준 비교

김해경,김혜원 한국심리학회산하학교심리학회 2009 한국심리학회지 학교 Vol.6 No.2

본 연구는 정신지체 초, 중, 고등학생들의 성지식 수준을 파악하고 이들의 학교급, 성별, 정 신지체 정도에 따라 성지식이 어떻게 다른지를 비교분석하기 위해 실시되었다. 이를 위해 정 신지체 특수학교에 재학하는 초(4, 5, 6학년), 중, 고등학생 137명을 연구대상으로, 세 개 영역 (신체심리발달, 인간관계이해, 성문화/ 성윤리)과 하위 13 개 세부내용에 대한 성지식을 측정하 였다. 결과에 따르면, 세 개 영역에서 전반적으로 초등학생보다는 중학생이, 중학생보다는 고 등학생이 더 많은 성지식을 갖고 있었고, 학교급 별로 이들이 많이 혹은 적게 알고 있는 세 부 성지식 내용에 다소 차이가 있었다. 성별에 따라서는 남녀 학생들 간의 성지식 차이가 크 게 나타나지 않았고, 다만 여학생들이 남학생들에 비해 ‘생리현상’에 대해 더 많은 성지식을 갖고 있었다. 정신지체의 수준에 따라서는 경도 정신지체학생들이 중등도 정신지체학생들에 비해 성지식을 더 많이 갖고 있으나, 성문화와 성윤리에 대한 내용에서는 지체에 따른 집단 간 차이가 두드러지지 않았다. 본 연구에서 밝혀진 결과들을 토대로 정신지체 학생들을 위한 성교육의 필요성이 제기되었고, 성교육의 내용과 방법은 이들이 갖고 있는 성지식의 구체적 인 측면에 대한 이해를 바탕으로 구성되어야 함이 논의되었다. The present study tried to explore the knowledge of sex among mentally retarded students, and to compare their knowledge of sex according to school level, gender, and extent of mental retardation. Total one hundred thirty seven mentally retarded elementary, middle, and high school students were examined on their knowledge of sex, specifically on three areas and thirteen sub-areas. Results showed that according to the school level, knowledge of sex were different, such that the higher-level-school students had more knowledge of sex. According to gender, however, knowledge of sex was similar between male and female groups. Last, students also showed different extent of knowledge of sex according to their extent of mental retardation. Specifically, mild-retarded group had more knowledge of sex than severe-retarded group, except on the area of culture and ethics on sex. Necessity of sex education for mentally retarded students and specific contents and methods of the education were discussed.