학교교육과정(學校敎育課程) 편성운영(編成運營)에 있어서의 학교장(學校長)의 의사결정(意思決定)에 관한 연구(硏究)

손민호 ( Shon Min-ho ),황익중 ( Hwang Ik-jung ) 인하대학교 교육연구소 2004 교육문화연구 Vol.10 No.-

The 7th Curriculum of Korea is introduced to expand school autonomy in organizing and managing their own curriculum and level-appropriate education that takes into account individual differences among students. An attempt to diversify school curriculum which gives local autonomy at Metropolitan and Provincial level to some extent was tried in the 6th Curriculum. This trend is more strengthened in the 7th Curriculum to school level. The 7th Curriculum opens up the era of school-based curriculum management, and here after the school effectiveness greatly depends on the managerial ability of the school principals in curriculum practice. This study, which focuses on the principals decision making related to curriculum development and management, consists of a theoretical discussion, a survey and an interview constructed on the discussion. The purpose of this study is to suggest an appropriate decision making in curriculum development and management which enhances the school effectiveness. For this purpose, the analysis of logics and surrounding factors were done to find out which factors have real influence on the principals' decision making.

역량중심교육과정의 가능성과 한계 : 역량 개념을 중심으로

손민호(Shon Min Ho) 한국교육포럼(아시아태평양교육학회) 2011 韓國敎育論壇 Vol.10 No.1

연구는 역량중심 교육과정의 담론이 기존의 학교교육에 대해 제시하는 시사점이 무엇인지 따져봄으로써 그 실현 가능성과 한계가 무엇인지 타진해 보는 데 목적이 있다. 이를 위해 우선 역량중심 교육과정의 담론이 제기되는 배경에 관해 정리해보고 오늘날 학교교육을 둘러싼 다차원적인 사회적 요구가 무엇인지 살펴보았다. 특히 오늘날 역량을 바라보는 관점이 어떻게 달라졌는지 이해하기 위해 전통적인 교육 내용으로서의 지식을 생산하고 공유하는 사회적 조건은 어떻게 달라졌으며 그에 따라 지식을 바라보는 관점에 어떤 변화가 요구되고 있는지 논의하였다. 나아가 역량을 이해하는 보다 총체적인 관점에 관해 논의함으로써 학교교육에서 역량중심 교육과정을 어떻게 구현할 수 있는지 탐색해 보고자 하였다. In recent time in the Western world and our country, there has been much emphasis on competence in education, while the complexity of the nature of competence raises a number of issues that call for further elaboration and clarification. So called, the transformation into the post-industrial society emphasizes the significance of knowledge as one of main resources of skilled labour and increasement of interest, and has activated the discourse of competence in educational spheres. Much debate and controversy have been generated by the introduction of competence-based qualifications with a consequent proliferation of literature to draw on. This study demonstrates how the discourses of competence based curriculum would be diverse, and repostulate a holistic view of competence in order to comprehend the performicity of knowledge required in the modern society. This study, in order to appropriately understand the complex and performative nature of competence, suggests that we need to consider the rational nature of experience and practice, the practical nature of competence and its inseparability from context. It leads us not to fall in the functionalism of rationality, reduction to individualistic virtue which is deprived of its social characteristics. In conclusion, this study discusses the implications in reconsidering performicity of knowledge in school curriculum, and the possibilities and limits of competence discourse, in design of school curriculum.

실천적 지식의 일상적 속성에 비추어 본 역량(competence)의 의미: 지식기반사회? 사회기반지식!

손민호 ( Min Ho Shon ) 한국교육과정학회 2006 교육과정연구 Vol.24 No.4

학교수준 교육과정 개발 운영의 실천적 논리에 대한 재검토

손민호(Shon Min Ho),박제윤(Park Je Yun) 한국교육실천연구학회(한국교육포럼) 2009 韓國敎育論壇 Vol.8 No.1

본 연구에서는 교육과정 개발과 관련된 지배적인 담론이라고 할 수 있는 기술 합리주의적 논리에 대비되는 현장적 관점을 통해 학교 교육과정의 개발 및 운영에 관련된 실천적 논리에 관해 살펴보았다. 학교수준 교육과정 계획의 과정에서 실천적 논리가 어떻게 작동하는지 그리고 이를 이해하기 위해서 교육과정에 대한 개념을 어떻게 새롭게 정립할 필요가 있는지를 정리해보고, 이러한 관점에 터하여 학교 교육과정의 계획과 운영에서 나타나는 몇 가지 특징에 관해 논의하였다. 이를 위해 본 연구에서는 몇 학교 사례를 조사하였으며, 이를 통해 학교현장의 입장에서는 국가기준은 학교 교육과정 운영에 대한 여러 요구중 하나일 뿐이며, 학교는 학교 나름의 실천적 논리와 교육과정 운영방식의 관행에 의해 학교 교육과정을 편성ㆍ운영하고 있음을 재확인할 수 있었다. 본 연구에서 다루고자 하는 내용은 학교 교육과정의 자율성이 우리 현실에서 보다 확고하게 정착되도록 하기 위해서 필요한 객관적 조건들이 무엇인지를 검토하는 데 있지 않고, 기존의 조건을 전제로 하고 이러한 조건 안에서 현행 학교 교육과정 개발과 관련된 담론들에 내포되어 있는 제약들을 검토하는 데 있다. This study observed the existing conditions and restrictions in connection with the school-based curriculum autonomy on a point of view from school scenes. The nation level expects that schools are administered as it needs to. However, the national standards are one of the diverse needs on school curriculum operation when searched through the basis of data analysis, and it could be confirmed that schools have organized and operated the school curriculum by the practical logic on their own way. In other words schools would manage the practice operated from the past, rather than accommodating the strictly compulsory cases suggested by the nation, metropolitan and province level. In their way, schools would develop strategies and good organizational reasons to deal with instructions on curriculum standards. Through those analyses what kinds of effort are needed for the practical logic to be operate properly in the administering the school-based curriculum is presented.

호주의 교육과정 개정정책에 대한 일 고찰-뉴사우스웨일즈주의 교육과정 개정방식을 중심으로-

손민호(Shon Min-ho) 한국비교교육학회 2004 比較敎育硏究 Vol.14 No.1

The purpose of this study is to examine the characteristics of the curriculum revision policy in the state of NSW, Australia. It reformulates the future directions with which attempts to change the current policy of curriculum revision procedure should be oriented. It seeks for answers to the needs of the change of the current system of curriculum development in Korea, in which curriculum experts and schoolteachers have problematized the current policy of the curriculum development that redesigns all over subject areas in a simultaneous way. The specific questions that this study has treated for the purpose at hand, are as follows: firstly, the nature of the institute which is charge of the policy of the curriculum revision; secondly, the main procedure of curriculum revision; thirdly, the cycle and extent of curriculum revision. This study discusses about such topics, with taking the extent of subject matter contents that each development procedure produces into consideration. This study has examined the case of curriculum revisions conducted in the state of NSW, Australia. Through a comparative analysis of the foreign case, this study suggests implications with which the current policy of curriculum revision needs to be reconsidered, as follows. First, it is desirable to set aside a way of a 'periodical revision' of the national curriculum in which the national curriculum tracks a regular cycle for its revision. Second, it should be desirable to set aside a way of an 'overall revision' of the national curriculum in which the curriculum revision is implemented in all the school, levels, and subject matters. Third, it is necessary to constitute an institutional system in which the whole procedure of curriculum development could be open to the public. 한 국가나 지방 정부의 교육과정 개정방식을 둘러싼 제반 정책은 국가나 지방정부 수준의 교육과정이 해당 공동체 내에서 갖는 기능이나 역할뿐만 아니라 그 교육과정과 관련된 총체적인 문화적 풍토를 반영한다. 최근 들어 우리나라에서는 현행 국가수준의 교육과정의 개정방식이 비판적 담론의 대상으로 떠오르기 시작하였다. 이는 우리나라 문화적 풍토 안에서 자연스럽게 정착화된 국가수준 교육과정 개정의 역사를 가지고 있는 우리나라에서 독특하게 찾아볼 수 있는 현상이기도 하다. 이에 국가나 주수준의 교육과정 개정방식 관련 외국의 사례를 살펴보고 비교해 봄으로써 향후 그러한 비판적 담론에서 핵심적으로 혹은 본질적으로 다루어 나가야 할 과제가 무엇인지 확인해 볼 수 있을 것이다. 본 연구에서는 그러한 의도의 일환으로 호주 뉴사우스웨일즈주의 교육과정 개정방식에 관해 살펴보고자 한다. 본 연구에서는 교육과정 개정방식의 특징을 교육과정 개정의 일정, 각각의 개정과정의 절차와 그에 따른 개정내용의 범위, 그리고 개정담당기관의 성격과 역할을 중심으로 살펴보기로 한다.

연구 전통별로 살펴본 수업에서의 질적 연구의 동향 및 과제

손민호 ( Min Ho Shon ) 한국교육과정학회 2004 교육과정연구 Vol.22 No.3

구성원들의 실천지에 관한 이해로서의 민속방법론 활용 탐색

손민호 ( Min Ho Shon ),문성숙 ( Sung Sook Moon ) 한국교육과정학회 2011 교육과정연구 Vol.29 No.2

This study introduces ethnomethodology(EM studies) as analytic programmes of memers` knowledge-in-use(method), and seeks to investigate members methods and competencies involved in the production of complex activities. EM studies are an approach that observing what is going on in the social world is something anyone can do, and indeed it is something that members do as a matter of course, and then it seeks to explain how this is possible. This study explains how indexicality and reflextivity as the essential nature of members` method are taken as an important strategy of analysis. EM Studies view the conception of social activities as methodically accomplished, and meanings as achieved in the methods. This study explores a possibility of EM studies that understand and describe the situated nature of educational setting and learning experiences, by understanding occasioned characters of our activities and experiences, re-specifying interaction as co-ordination of each other`s actions. It leads to clarify the practical dimension of our knowledge-in-use. In conclusion, this study discusses about a possibility in how qualitative inquiry of members` methods leads the educational studies to bring interests of practical knowledge in education into view.

Difference in Macrobenthic Community Structures at Thermal Effluent Discharge Areas of Two Nuclear Power Plants in Korea

Jun-Ho Maeng(맹준호),Keun-Yong Kim(김근용),Young Ryun Kim(김영윤),Myung Baek Shon(손명백),Jin Hee Kim(김진희),Min Ho Son(손민호) 한국해양환경·에너지학회 2015 한국해양환경·에너지학회지 Vol.18 No.3

시뮬레이션 문제해결 프로그램에서 경험의 동일성과 차이: 의학교육 임상수행평가 사례 탐구

조현영 ( Hyun Young Cho ),손민호 ( Min Ho Shon ) 한국교육과정학회 2015 교육과정연구 Vol.33 No.1

This study considers how students explicitly attend to matters of realism in the course of demonstrating sequences. To explore these issues and concerns, this study draws on the analysis of audio-visual data that were chosen in a medical school, in which clinical performance examination (CPX) was planned and performed. Students in the medical school participated in the simulation of diagnosis on patients`` bodies, which was proceeded to perform a test on their medical knowledge and competence. These all episodes involved problem solving in somehow. This study finds its way of inquiring situational properties, in ethno methodological study(EM), in which our actions and inferences are indexical and methodic, rather than cognitively mediated, interwining with settings in embodied horizon. In taking into a consideration of context, problem solving in real work place and also in simulation learning setting shows really a different mode, from each other, of experience for participants. Owing to the managed nature of simulation settings, everyday problem solving have given a rise to a question on authenticity of learning, which can be seen as chronically insufficient renderings of the practice for which the student is training. Nonetheless, situated inference and actions that are ongoingly structured turn by turn could be resources in demonstrating instructions for the user, in which the instructor and students alike do significant interactional work to make the simulation work. The study outcomes from the analysis and discussions will provide substantial implications to develop learning programs, including situated program development paradigm, which subsume authentic problem solving.

경험은 어떻게 맥락적으로 학습되는가

조현영 ( Cho Hyun-young ),손민호 ( Shon Min-ho ) 한국교육인류학회 2017 교육인류학연구 Vol.20 No.1

맥락이 우리가 무엇을 어떻게 경험하고 학습하는가에 내재적으로 관여되어 있다는 점은 상황학습론을 통해 꾸준히 이야기되어 왔다. 교육학에서 상황주의 패러다임으로의 전환은 교육인류학적인 문제의식에서 촉발되어 새로운 학습과학을 비롯한 학습환경의 디자인 등에 이르기까지 적지 않은 영향을 미치고 있다. 본고에서는 교육에서 맥락성의 회복은 경험의 상황에 대한 미시적인 이해가 뒷받침되어야 한다는 점을 짚어보고자 하였다. 즉, 발달과 학습이 일상적으로 편재한 생성적인 경험이라면 여기에는 실제 경험에 대한 미시적이고 디테일한 분석이 요구된다. 이를 위한 한 가지 방법으로 본고에서는 경험의 과정을 사회적 실천 행위로 관찰, 해석하고자 하였다. 본고에서는 두 가지 전제, 즉 도구가 어떻게 상황으로 분산되어 우리의 참여적 전유에 의해 비가시화되는지, 그리고 상황은 시간의 흐름에 따라 어떻게 다음 상황을 구조화하여 우리의 실천행위를 이끄는지 살펴보았다. 그리고 이에 터하여 경험 또는 암묵지가 어떻게 맥락적 실천의 일환으로 학습되는지 타자와의 상호작용, 개인의 연습 그리고 시각자료의 활용 등의 사례를 통해 이해해 보고자 하였다. 경험의 학습 특히 암묵지에 관한 질적인 관찰과 분석을 어떻게 할 것인가 라는 문제의식의 일환으로 정리하였다. The objective of this study is to outline the situated approach to learning, and to explain how it contributes to our understanding of learning, and propose and exemplify how this understanding informs the design of learning environments. Analysis of how cognition makes use of phenomena distributed in everyday settings and what theories it has contributed to situated learning. This article investigates the discursive and material practices used by members of a profession to shape events in the domain of professional scrutiny they focus their attention to. The shaping process creates the objects of knowledge that become the masterfulness of a professional work: knowledge, artifacts and bodies of expertise that are competency in the communities of practice. Analysis of the methods used by members of a community to build the work that structure their lifeworld contributes to the development of a practice-based theory of learning. Demonstration of how cognition is not located in the mind of a single individual, but instead embedded within distributed systems including socially differentiated actors, and external representations embodied in tools. We argue that all cognition is grounded in bodily experience. Specifically, we demonstrated case analyses that experience, including conceptual understandings, are grounded in bodily experience. And if so, learning environments can be made more effective if they are designed to attune to bodily know-how. Accordingly, instructional design is committed to the hypothesis that the temporal sequence of situation could be organized in terms of minimalism.