특집 : 농어촌정비사업의 부처별 추진현황 및 전망 4. 어촌 종합개발사업 ( 해양수산부 )

방기혁 한국농촌계획학회 1996 농촌계획 Vol.2 No.1

제7차 교육 과정에서 초등학교 실과교육의 학년별 연계 가능성 탐색

방기혁 韓國實科敎育硏究學會 2000 實科敎育硏究 Vol.6 No.1

The purposes of this study were to analyse controversial point, to explore the articulation possibility of practical arts education in 7th curriculum. Towatd the articulation of practical arts education from 1 grade to 6 grade, we should articulate among integration subject 'A Life of Wiscom'(1, 2 graed), 'descretional activities' and 'co-curricular activities'(3, 4 grade), and 'practical arts subject'(5, 6 grade). The articulation scheme of practical arts education should be divided into a plan, a teaching-learning activity, an evaluation levels. A plan must organize learning groups and learning activities, make the most of learning materials, and set up the objectives of integration instruction. A teaching-learning activity must utilize the various types and methods of teaching-learning such as survey, observation, discussion, breeding, cultivation, and play etc. Because of the complexity, variety of evaluation of practical arts education, the various evaluation methods, scales must apply to elementary studensts.

교육대학교 교육과정 개편에 따른 실과교육과정의 구성 방향에 관한 연구

방기혁 한국실과교육학회 2003 한국실과교육학회지 Vol.16 No.1

The purposes of this study were to compare and analyse practical arts curriculum, to grape for problem of it, and to present the organizing direction of it in educational university.The study was carried out through review of 'University Outline(1997, 2002)' for 11 educational universities. Analysis criteria of practical arts curriculum were the required and optional domain of liberal arts course and subject matter course, deepening course.The credit and time of practical arts subject matter in all course of university curriculum should be secured well enough. The optional domain of liberal arts and subject matter course should enlarge establishment of practical arts subject matters, offer the opportunity of choice to students. The deepening course should variously establish of practical arts subject matters reflected the needs of professors, elementary school teachers, and university students. Practical arts curriculum in university should be articulate elementary practical arts education. And, problems come out revision and application of it should be improved continuously through study and discussion.

초·중학교 2015 개정 교과 교육과정의 문화다양성 교육 내용 분석

방기혁 학습자중심교과교육학회 2019 학습자중심교과교육연구 Vol.19 No.24

The purpose of this study were to analyze the contents of cultural diversity education in the revised curriculum of elementary and middle school 2015 by the core values ​​of cultural diversity education, and to provide basic data for the development of teaching and learning activity materials that can be applied to school sites. For this, 12 core values ​​selected as the criteria for literature research and analysis considering the concept and core values ​​of cultural diversity education were structured by school class and grade group, and the contents analysis of cultural diversity education was conducted. In elementary school, 68 class hours in 11 subjects were related to cultural diversity education. In middle school, 48 class hours in eight subjects were related to cultural diversity education. It included a lot of social justice, democratic citizenship, compliance, democratic decision-making, fairness, human rights, peace, and cultural heritage. The cultural diversity education of elementary and middle schools operates around the 'moral', 'language', and 'society' subjects which contain a lot of related contents, and it is necessary to approach diversely in other related subjects. To this end, it is based on the contents of cultural diversity education analyzed in this study, various teaching and learning activity materials can be developed, and the training and utilization of cultural diversity education for school teachers can be carried out to enhance the utilization of development materials. 이 연구는 초·중학교 2015 개정 교과 교육과정에 나타난 문화다양성 교육 내용을 문화다양성 교육의 핵심가치별로 분석하여 학교 현장 적용이 가능한 교수·학습 활동 자료 개발의 기초 자료를 제공하기 위한 것이다. 이를 위하여 문화다양성 교육의 개념 및 핵심가치 등을 고찰한 문헌 연구와 분석 준거로 선정된 핵심가치 12개를 학교 급 및 학년 군별로 구조화하여 문화다양성 교육 내용을 분석하였다. 초등학교에는 11개 교과에 68차시의 수업 시수가 문화다양성 교육과 관련되어 있었으며, ‘사회’, ‘도덕’, ‘국어’ 교과 순으로 문화다양성 존중, 공감, 공존, 공감, 공익, 친구 및 가족 관계, 준법, 민주 의사 결정, 공정, 인권, 평화, 문화유산 등의 내용이 많이 포함되어 있었다. 중학교에는 8개 교과에 48차시의 수업 시수가 문화다양성 교육과 관련되어 있었으며, ‘국어’, ‘도덕’, ‘사회’ 교과 순으로 공감과 배려, 의사소통, 존중, 공감, 공존, 공정, 사회 정의, 민주 시민 의식 등의 내용이 많이 포함되어 있었다. 초·중학교의 문화다양성 교육은 관련 내용이 많이 포함되어 있는 ‘도덕’, ‘국어’, ‘사회’ 교과 중심으로 운영하고, 기타 관련된 교과에서도 다양하게 접근할 필요가 있다. 이를 위해서는 이 연구에서 분석된 문화다양성 교육 내용을 토대로 교수·학습 활동 자료를 다양하게 개발하고, 개발된 교수·학습 자료의 적극적인 활용을 통해 교육 효과를 증진시킬 수 있도록 학교 교사 대상의 문화다양성 교육 직무 연수 또는 자료 활용 연수 등의 방안을 적극적으로 모색할 필요가 있다.

실과 생활의 자원과 환경의 관리 영역 수행평가 방안 탐색

방기혁 韓國實科敎育硏究學會 1999 實科敎育硏究 Vol.5 No.3

The purpose of this study was to explore the performance assessment of living resources and environment management domains in 7th practical arts curriculum. This performance assessment involves eight steps : 1) framing of assessment plan, 2) analysis of achievement standards, 3) analysis of assessment tasks, 4) statement of assessment standards, 5) selection of assessment methods, 6) development of assessment instrument, 7) assessment and scoring execution, 8) interpretation and use of assessment results. Toward an assessment of students' performance, practical arts teachers should understand the theory and methods of performance assessment, apply them to practical arts instrument. And, government should support positively for practice environment, develop and spread the materials of performance assessment for practical arts education.

초등학교 실내 식물 가꾸기 활동이 학생들의 인성에 미치는 영향

방기혁 光州敎育大學校 初等敎育硏究所 2011 初等敎育硏究 Vol.26 No.1

1.1.1. The Impact of Indoor Planting Activity 1.1.2. to the Students Personality 1.1.3. in Elementary Schools 1.1.3.1. Lee, Yun-Jeong․Bang, Gi-Hyeog The Objective of this study stood to examine the effect of planting program by implementing various programs providing. In order to achieve the objective of this research, the primary homogeneity examination for the 30 students among the 10 classes of 5th grade as experiment group and comparison group, and the planting activity had initiated for the experiment group, which was not undertaken for the comparison group. After the experiment, the same examination as the primary test had been undertaken and the result is as following. First, there was statistically different results between the experimental group and control group including the responsibility factor, accomplishment factor, superiority factor, overwhelming factor and emotional factors and average value of the experiment group had higher than the control group. Second, as the analysis result of the experiment and control group for the pre and post experiment, the experiment group had statistically different outcomes from the liberalism factor, accomplishment factor, and superiority factor, and all other factors had increased average value. The control group had lower average value although the responsibility factor and the overwhelming factors there was not statistical value for the rest of the variables, as all other factors had decreased value for the control group. Third, the research sought for the result of different outcomes of different genders of the experiment and control groups through various experiments. This experiment had more influence on the male students than female students. Key Words: Indoor planting, Personality, Elementary school

통합교육을 지향한 실과교육과정의 구성 및운영 방안에 관한 연구

방기혁,박행모,김용익,이성숙,방교연 한국실과교육학회 2005 한국실과교육학회지 Vol.18 No.3

The purposes of this study were to inquire into the 7th practical arts curriculum, integrated education, and the relation of practical arts education and integrated education, to analyse the related research for investigating into actual conditions and problems of practical arts education, to organize the contents of practical arts curriculun, and to present the management of practical arts curriculum for integrated education.For this, the contents of practical arts curriculum divided into 9 integrated units on the 5th grade and 8 integrated units the 6th grade. These units considered the articulation between 5 and 6 grades. Also, the effective management of practical arts curriculum for integrated education will have to consider the articulation of each domains, a seasonal feathre, memorial days, and the relation of other subjects in elementary school etc.

교육대학교 실과 교육과정의 운영에 관한 연구

방기혁 韓國實科敎育硏究學會 1999 實科敎育硏究 Vol.5 No.2

The purpose of this study were to identify the actual condition and the needs of practical arts professors and teachers for effective management of practical arts curriculum in university of education, and to improve the management of practical arts curriculum in university of education. The major findings of the study were as follows; 1) The required and optional subject matter of liberal arts course, the optional subject matter of subject matter education were not fitted. Therefore, educational universities should open many practical arts subject matters, offer the opportunity of choice to students. 2) Practical arts educational contents related to experiment and practice should be selected. And toward experiment and practice, the credit and time of practical arts subject matter should be secured well enough. 3) Practical arts educational contents should be reflected the needs of elementary school teachers, university students, considered the possibility of application in elementary education. 4) Professors should evaluate your instruction from students, reflect the result of instruction evaluation in the next practical arts instruction. 5) Practical arts professors should have application to performance, practice evaluation in practical arts education.

初等學校 實科敎科 가꾸기領域의 效率的 指導를 위한 敎師들의 要究에 관한 硏究

房箕赫 韓國實科敎育硏究學會 1997 實科敎育硏究 Vol.3 No.1

The objectives of the study were to diagnose a teachers' needs of teaching of cultivation domain, to grope for direction of effective teaching method of practical arts in elementary school. And, the study was carried out through review of literature, survey of 115 elementary school teachers. The major findings of the study were as follows; (1) Learning content of cultivation domain of practical arts was excessively many and difficult. (2) Because of practice time, place, tool, and material insufficiency, practice of cultivation domain of practical arts was not achieved well. (3) Cultivation domain of practical arts should be changed in the direction of the security of proper learning quantity and practical time. And practical arts should fill up management of special activity. (4) What was most important in evaluation of cultivation domain of practical arts was skill, attitude, and process centered.

초⋅중등학교 교양농업교육의 운영 체계 및 내용 분석

방기혁 한국실과교육학회 2017 한국실과교육학회지 Vol.30 No.1

This research was focused on the operating system and content analysis of general agricultural education in elementary·secondary schools using related literature, research reports, original elementary·secondary curriculum materials, Ministry of Agriculture, Food and Rural Affairs(MAFRA) press releases etc.. General agricultural education by curriculum was divided into national level, regional level, and school level including subject and non-subject curriculum. That is, Elementary·secondary schools in operation organized general agricultural education by setting‘Practical arts’, ‘Technology·Home economics' and ‘Agricultural life science’as subject curriculum as well as‘Discretionary activity’, ‘Extracurricular activities’and‘Creative experience activity’curriculum in elementary·secondary schools. General agricultural education through non-curriculum that were in operation included ‘Farm school’, ‘School gardening’, and ‘Career experience in agricultural jobs’projects in conjunction with the Ministry of Education(MOE), Rural Development Administration(RDA), Korea Rural Community Corporation(KRCC) etc. by MAFRA. Therefore, general agricultural education in elementary·secondary schools should newly reconstruct the operating system between MOE-oriented general agricultural education by curriculum and MAFRA-oriented general agricultural education by non-curriculum, emphasize general agricultural education in national level, organize and manage educational contents systematically, develop a new model of general agricultural education, establish a ‘Center for General Agricultural Education(tentative name)’under MAFRA, and activate special city·province and regional networks. 이 연구는 초⋅중등학교 교양농업교육의 운영 체계와 내용을 분석하기 위한 것으로써, 관련 문헌 및 연구 보고서, 교육과정 원문 자료, 농림축산식품부 보도자료 등을 교육과정과 교육과정 외에 의한 교양농업교육으로 구분하여 분석하였다. 교육과정에 의한 교양농업교육은 국가 수준 교육과정, 지역 수준의 교육과정 편성⋅운영 지침, 학교 수준의 교육과정으로 위계화 되어 있는 교육과정을 교과 교육과정과 교과 외 교육과정으로 구분하여 운영되고 있다. 즉 초⋅중등학교에서는 ‘실과’, ‘기술⋅가정’, ‘농업 생명 과학’교과와 ‘재량활동’, ‘특별활동’또는 ‘창의적 체험 활동’등을 학년별로 편제하고, 이수 시간을 배정하여 운영하고 있다. 또한 교육과정 외에 의한 교양농업교육은 농림축산식품부에 의해 교육부 및 산하 관련 기관인 농촌진흥청, 농림수산식품교육문화정보원, 한국농어촌공사, 산림청 등과 연계하여 ‘팜 스쿨(farm school)’사업, ‘학교 텃밭 가꾸기’ 사업, 그리고 ‘농업 직업 진로 체험을 통한 자유학기제 운영’사업 등이 운영되고 있다. 이러한 초⋅중등학교 교양농업교육은 교육부 중심의 교육과정에 의한 교양농업교육과 농림축산식품부 중심의 교육과정 외에 의한 교양농업교육 운영을 체계화하고, 국가 수준 교육과정에서의 교양농업교육 강조, 관련 교육 내용의 체계적 조직과 운영, 새로운 교양농업교육 모형 개발, 농림축산식품부 산하의 ‘교양농업교육센터(가칭)’신설, 시⋅도 및 지역과의 네트워크화 등을 통하여 활성화될 수 있도록 할 필요가 있다.