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김인전(In Jeon Kim) 한국초등교육학회 1998 초등교육연구 Vol.12 No.1
The purpose of this study is to analyse of North Korean people`s primary school textbook as a preparation for the development of unified curriculum after the re-unification of Korea. The present using North-Korean Pedple`s primary Textbooks ; language arts, mathematics and natural science(Educational publishing company, 1990)from 1st to 4th grade, are chosen as the subject of study. The results of study are as follow. 1. The subject goal of language arts reflected politic-ideological need. When content areas divided into three areas, that is language function, knowledge for language and literature, it was given much more weight on literature area. In the unit organization, it was not discriminated large and small unit. Each unit was developed without introduction part. The language policy in language arts textbook are throughly centralized in Kim Il-seong. The grammar rules and punctuation are wide different from South Korean language rule. The terms in Language Arts textbook were unfamiliar with South Korean, which are for the names on Father & Son Kim, the terms of political system, military system, the terms for revolution exaltation. The words of foreign origin are mostly from Japanese, Japanese expression or Russian pronunciation. The literary materials in language arts, are poems, stories, biographies, diaries, letters, travel sketches and descriptions of one`s impressions. The theme materials are given more weights on loyalty inspiration and admiration for Father & Son Kim, value of communism. 2. The subject goal of mathematics reflected politic-ideological need in company with subject knowledge. When content areas divided into five areas, that is number, operation, figure, measurement and relations, 45% of contents were on operation. Each unit was developed without introduction part alike language arts. The terms in maths are wide different from South Korean as the heterogeneity process, distinctive feature was that the most of terms were Hangulized. The learning materials in math are related to communism and laborism. 3. The subject goal of natural sciences reflected politic-ideological need in company with subject knowledge. It was presented that affective goal of area differently from other subject areas. When content areas divided into four areas, that is materials, movement and energy, life and earth, 87% of contents were about life and earth area.. The unit organization style were large and small unit, but the object or learning content were not presented. The terms in natural sciences were not wide different from South Korea excepting foreign originated words and Hangulized. The learning materials are related to malicious propagated on South Korea and idolizing Kim Il-seong.
교사-학생간 상호작용 분석을 통한 인성교육의 현황 및 가능성 탐색
조연순,김아영,허미화,김인전 한국교육학회 2001 敎育學硏究 Vol.39 No.3
본 연구에서는 학교 현장에서의 인성 및 인성교육과 관련된 문제점과 현황을 파악하기 위해 문헌분석 및 수업 관찰, 각급 학교 교장과의 세미나 그리고 교사․학생과의 면담을 통하여 추출된 결과를 바탕으로 심층 면담을 위한 짊누지를 개발하고 초․중․고 학생 및 교사들과의 인터뷰를 실시하여 이에 대한 분석을 실시하였다. 그 결과 초등학교보다는 중․고등학교로 갈수록 교사들의 개입행위가 학생들에게는 부정적으로 지각된다는 점과 학생들은 타당성 있고 공정한 개입이라고 인정할 경우에만 교사의 언행을 긍정적으로 지각한다는 점을 발견하였다. 또한 각 상황 속에서 어떠한 덕목들이 현재 지도되고 있으며, 또 지도 가능성이 있는지에 대해 토의하였다.
초등학교에서의 교사 - 학생간 상호작용을 통한 인성교육 가능성 탐색
허미화(Mi Hwa Huh),김인전(In Jeon Kim) 한국초등교육학회 2001 초등교육연구 Vol.14 No.3
This study was based on the results of the first year study that humanities education should take the form of informal student-teacher interactions in every day school life. To explore how the component factors of desirable humanities education were included and exercised in school we examined how various conflict between students and teachers were handled, and how the student-teacher interactions were taking place in the conflict situations. To deepen our understanding of the student-teacher interactions, we adopted both quantitative and qualitative methods in our investigation. We conducted in-depth interviews with 34 teachers and 151 students from 3 elementary schools in the Seoul area. Eight interview questions were constructed which represented conflict between students and teachers inside and outside classroom settings. The data from the in-depth interviews were analyzed in three major categories which identified general characteristics in three aspects, that is, relations between the domain of humanities education and instruction, students` reponses to teachers` actions. The results of the present investigation can be summarized as follows : (1) The three component factors of humanities education can be dealt within the context of student-teacher interactions in class and out of class at school. (2) Students perceived verbal persuasion of teachers as the most positive way of handling conflict situations. (4) Students perceived teachers` intervention in conflict situations positively, but only when the intervention was fair and appropriate.