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교과 통합적 ‘한 학기 한 권 읽기’를 위한 제반 여건 탐색
김영란 ( Youngran Kim ),송승훈 ( Seunghun Song ),하고운 ( Gowoon Ha ),김영희 ( Younghee Kim ),이정요 ( Jeongyo Lee ),이동일 ( Dongil Lee ),류은수 ( Eunsoo Ryu ),신수경 ( Sukyung Shin ),진현 ( Hyun Chin ),이유진 ( Yujin Lee ) 한국독서학회 2018 독서연구 Vol.0 No.49
‘2015 개정 교육과정’은 교과 간 융·복합적 교육과 교실 수업 혁신을 지향하는데, 국어과 교육과정은 이러한 취지에 맞는 ‘한 학기 한 권 읽기’를 강조하고 있다. ‘한 학기 한 권 읽기’를 통해 교과 간 교육과정 통합 운영이 가능한데, 이 연구는 그러한 통합 노력을 뒷받침할 수 있는 교육현장의 여러 여건을 다음과 같이 제안하였다. 우선 교과 교사들 간에는 ①복수의 교과에서 책을 함께 읽어서 학생과 교사의 부담 줄이기, ②의미 있는 학습을 위한 각 교과의 학습목표 확인하기, ③학생의 특성을 고려해서 도서 추천을 세심하게 하기 등을 고려하여 협력할 필요가 있다. 학교 차원에서는 ①학교 교육과정 운영 시 ‘한 학기 한 권 읽기’ 포함하기, ②학기당 지필평가 1회 및 과정 중심 수행평가로 평가 체제 혁신하기, ③교원의 전문적 학습공동체 활성화하기 등으로 학교 전체 구성원들이 협력할 필요가 있다. 학교 밖 기관들은(교육부, 시도교육청, 교·사대) ①학교 구성원의 이해 제고를 위해 교사 연수에 ‘한 학기 한 권 읽기’를 포함하기, ②예비교원의 교육 혁신 역량 강화를 위한 교·사대 교육과정 개편, ③정책의 일관성 유지·홍보 및 지속성 있는 전담인력 배치를 통해 지원해야 함을 제안하였다. The newly revised national curriculum, called the ‘Curriculum Revised in 2015’ focuses on interdisciplinary education and innovation of instruction. In the curriculum of ‘Language Art’ emphasizes 'Reading One Book in A Semester' - this means a way of instruction with reading, discussion, & writing- to meet this purpose. It is possible to integrate curriculum between subjects through 'Reading one book in A Semester.' This study suggests that the various aspects of schooling to support such integrating efforts are as follows: Teachers of subjects need to work together collaboratively in order 1) to reduce the burden on students and teachers by reading a same book in different subjects classes, 2) to identify the learning objectives from each subject so as to provide meaningful learning experiences, and 3) to recommend books according to the characteristics of each student. Members in schools need to cooperate 1) to include 'Reading One Book in A Semester' in the design and enaction of the school curriculum, 2) to transform evaluation system into a new system of one summative-evaluation & frequent authentic assessments within one semester, and 3) to provide practical assistances for the professional learning community of teachers. Finally, organizations like the Ministry of Education, local educational authorities, and colleges of education need to provide support by 1) including 'Reading One Book in A Semester' in teacher training programs in order to raise teachers’ understanding of it, 2) reforming the curriculum of colleges of education to improving the competency of pre-service teachers, 3) maintaining consistency of a policy and informing school members about the policy as well as allocating personnel for the policy over a period of time.
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박성열(Park, Sung Yul),이은정(Lee, Eun Jeong),이정요(Lee, Jung Yo),한지만(Han, Jee Man) 고려대학교세종캠퍼스 공공정책연구소 2021 Journal of North Korea Studies Vol.7 No.1
This study analyzes previous researches from 1990 to 2020 to assess achievements and limitations and provide a direction for future research due to research on North Korean cities research is valuable for understanding North Korea. Achievements include: firstly, contributing to a three-dimensional understanding of North Korea by identifying urban space structures that are changing according to the markets, power relations in cities, social relations networks, and the lives of residents; secondly, strengthening the academic identity of North Korean Studies by using concepts of urban history, urban politics, etc, and utilizing various research methods such as deep interview surveys, GIS and SNS; thirdly, understanding in detail, through the use of central power-oriented studies, how central power is projected in cities that were marginalized in the past. However, limitations were also revealed. Firstly, in order to improve understanding of North Korean cities, knowledge of the North Korean system and other academic knowledge must be combined synergistically, but North Korean Studies has often not been combined with general academic knowledge in this way. Secondly, it is desirable to study North Korean cities consistently and continuously, but the research was somewhat sporadic in nature due to a lack of assistance by government authorities. Thirdly, in terms of content, it is difficult to find comparative research studies between North Korean cities or with cities in countries that have undergone system change. In addition, only 11 out of 28 North Korean cities have been studied. This can be attributed to the accessibility of the research data and the path-dependence of the research, but it undermines the research objectives and precludes a comprehensive understanding of North Korean cities. This study draws several conclusions based on the results of the analysis. Firstly, recognizing that changes in North Korea have various aspects and causes, studies regarding cities and residents should be done more consistently. Secondly, it would be desirable to see more collaborative research with public institutions such as the National Research Institute and LH, which have collated the results of research on North Korean cities, as well as joint research between North Korean Studies majors and other departmental majors. Thirdly, in terms of research methodology, Western urban theory should not be used exclusively, but an analytical system should be developed that reflects the unique context of Korea as a divided country. Finally, research on cities that have not yet been studied is desirable, such as inland urban areas, in order to properly examine North Korea, as is comparative research not only between North Korean cities but also with other cities in a changed-system context
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