한국의 다문화교육 내용 분석 : 중학교 사회과 교육과정과 교과서를 중심으로

채춘매 한중경제문화학회 2014 한중경제문화연구 Vol.2 No.-

이 연구는 '2009 개정 교육과정' 총론과 이에 따른 중학교 사회과 교육과정과 교과서에 나타난 다문화교육을 심층적으로 탐색하기 위한 목적에서 시도되었다. 그 결과, 교육과정에서 '추구하는 인간상'과 '중학교 교육목표', 사회과의 성격과 목표는 모두 다문화적 시민교육을 반영하여 다문화교육의 목표에 부합하였다. 교육과정 총론에서는 다문화가정 자녀, 장애 학생, 귀국 학생에 대한 특별 배려와 지원을 강조하고, 다문화교육을 범교과 학습주제의 하나로 교육활동 전반에 걸쳐 통합적으로 다루도록 명시하였다. 교과서에서는 다문화교육에 대해 주로 문화 단원을 설정하여 추가적으로 소개하였는데, 그 특징은 5가지로 요약된다. 첫째, 다문화는 국가, 지역, 인종·민족, 종교 등 제한적인 다양성으로 사용되고 있다. 둘째, 다문화사회는 규범적인 차원보다 서술적인 차원에서 정의되고 있다. 셋째, 한국의 다문화사회는 인종과 민족 다양성의 증가 현상을 중심으로, 국제결혼, 이주노동, 탈북, 거주 외국인의 증가와 연결되어 설명되고 있다. 넷째, 다문화주의와 다문화교육은 명시적이지만, 제한적으로 지향되고 있다. 다섯째, 다양한 문화를 이해하는 바람직한 태도로 문화 상대주의를 지향하는 것이 다문화주의와 다문화교육에 대한 주장과 다소 모순되는 관점을 나타냈다. 이러한 결과가 시사한 바, 다문화교육의 내용 통합은 특정 단원을 통해서가 아니라 사회과 교육과정과 교과서 전반에 걸쳐 이루어질 필요가 있고, 다문화교육은 문화적 다양성에 대한 보다 폭넓은 관점에서 다루어져야 하며, 다양한 문화를 이해하는 바람직한 태도로서 문화상대주의를 지향하고 있다는 점에 대해서는 다시 논의할 필요가 있겠다. This study attempts to inquire into the multicultural education of Korea focussing on the social education curriculum and textbooks of junior high school. The results are as follows: The vision for the educated person, the educational goal for middle school, the characteristics of social studies and the educational goal for social studies all reflected the multicultural citizenship education and accorded with educational goal for multicultural education. The general framework emphasized special consideration and support for children from multicultural families, handicapped students, returnee students, and specified that multicultural education should be comprehensively dealt with as the general subject learning throughout the whole range of educational activities. The textbooks additionally introduced multicultural education by setting up units of culture. The characteristics of multicultural education are as follows: 1) Multiple cultures are used as restricted diversity of country, region, race, ethnicity, and religion. 2) The multicultural society is defined in the descriptive dimension than the normative dimension. 3) The multicultural society of Korea is explained as multiethnic society, especially focused on international marriage, migrant labor, North Korean defector and foreigners living in Korea. 4) The multiculturalism and multicultural education is oriented to be explicit but limited. 5) Supporting cultural relativism for the correct attitude to understand different cultures showed somewhat contradiction to multiculturalism and multicultural education. It is necessary to integrate multicultural educational content ​​throughout the social studies curriculum and textbooks rather than through a specific unit, to extend the meaning of diversity in multicultural education, and to have a further discussion of the viewpoint of cultural relativism.

중국의 ‘역사와 사회’ 교과서에 나타난 다문화교육 내용 분석 : 글로벌 다문화교육의 관점에서

蔡春梅 한중경제문화학회 2014 한중경제문화연구 Vol.3 No.-

In this study China's “Hitory and Society” textbooks of junior high school were analyzed in order to explore multicultural education suitable for the era of globalization. Analytic scheme of this study on cultural diversity consists of seven categories: country, race (including ethnic), religion, social strata, age, gender, and disability. Both quantitative and qualitative analysis are used. Analytic range is subjects of culture where multicultural education contents are mainly dealt with. The analysis are focussed on types of cultural diversities and the perspective of multicultural education. The results are as follows: Multicultural education in China was not mentioned explicitly. Although it had focused on national and ethnic diversities, but because national culture and ethnic culture had the same meaning, so that multicultural education in China actually only paid attention to the cultural diversities of countries. It was oriented towards the education for international understanding on the basis of the concept of the “garden of world culture”, while not concerned about China's domestic multi-ethnic education and multicultural education. Such Multicultural education in China have tended to the perspective of global multicultural education to some extent. However, it failed to go beyond the dimension of education for international understanding. So the level of multicultural education in China seams to be far behind from the global multicultural education. Based on the results of this study, some suggestions can be made for the future of multicultural education of China: First, multicultural education should reflect cultural diversities covering race, ethnicity, religion, social strata, age, gender, disability in a broad sense. Second, multicultural education should go beyond the education for international understanding, and make progress towards the view of global multicultural education that pursues coexistence, equality and justice on the basis of multicultural understanding. Third, multicultural education should move towards transformation approach and social action approach, rather than contribution approach and additive approach where multicultural education is dealt with in addition to the specific section or subject. Fourth, the reality of multi-ethnic education in both local curriculum and school curriculum is to be reflected, and multicultural education programme for foreign residents in China is also to be provided.

중학교 ‘사회’ 교과서의 다문화교육 내용 분석

蔡春梅 한중경제문화학회 2017 한중경제문화연구 Vol.8 No.-

In this study Korea's “Society” textbooks of junior high school were analyzed in order to explore multicultural education suitable for the era of globalization. Analytic scheme of this study on cultural diversitiy consists of seven categories: country, race (including ethnic), religion, social strata, age, gender, and disability. Both quantitative and qualitative analysis are used. Analytic range is units and subjects of culture where multicultural education contents are mainly dealt with. The analysis are focussed on types of cultural diversities and the perspective of multicultural education. The results are as follows: Multicultural education in Korea has been described around the country and ethnic diversity, and emphasized the worldwide education for international understanding and the education for multicultural understanding within a country. Multicultural education within Korea was explained around a phenomenon of the increase of immigrants that nationality, race, ethnicity, emphasizing care education and understanding education for them. Such multicultural education of Korea is limited to reflect on the perspective of global multicultural education to some extent. However, it failed to go beyond the dimension of education for multicultural understanding, and to get to the dimension of the global multicultural education. Based on the results of this study, some suggestions can be made for the future of multicultural education of Korea: First, multicultural education should reflect cultural diversities covering race, ethnicity, religion, social strata, age, gender, disability in a broad sense. Second, multicultural education should go beyond the education for multicultural understanding, and make progress towards the view of global multicultural education that pursues coexistence, equality and justice on the basis of multicultural understanding. Third, multicultural education should move towards transformation approach and social action approach, rather than contribution approach and additive approach where multicultural education is dealt with in addition to the specific section or subject. Fourth, differences and diversities of immigrant groups should be respected instead of categorizing them as minority groups or the socially weak.

Tensolin-F^® (3,9-diferuloyl-6-oxopterocarpen)의 단회 독성시험 및 4주 반복투여 독성시험

김근수,박성민,이남진,표형배,채희열,정유리,임춘매,김선희,이혜영,강종구,Kim, Keun-Su,Park, Sung-Min,Lee, Nam-Jin,Pyo, Hyeong-Bae,Chai, Hee-Yul,Jung, Yu-Ri,Lin, Chun-Mai,Kim, Sun-Hee,Lee, Hye-Young,Kang, Jong-Koo 한국독성학회 2007 Toxicological Research Vol.23 No.4

This study was to investigate single and repeated-dose toxicities of Tensolin-$F^{(R)}$, an anti-wrinkle agent, in Sprague-Dawley (SD) rats or ICR mice. In single-dose oral toxicity study, the test materials were administered once by gavage to male and female SD rats at dose levels of 0 and 2,000 mg/kg. No dead animals and abnormal necropsy findings were found in control and Tensolin-$F^{(R)}$ treated group. Therefore, the approximate lethal dose of Tensolin-$F^{(R)}$ was considered to be higher than 2,000 mg/kg in rats. In the 4-week repeated oral toxicity study, the test material was administered once daily by gavage to male and female ICR mice at dose levels of 0, 25, 50 and 100 mg/kg/day for 4-weeks. In the results, no abnormality was observed in mortality, clinical findings, body weight changes, food and water consumptions, opthalmoscopic findings, necropsy findings, histopathological findings. In hematological analysis, there was a trend of increase in reticulocyte at male 25 mg/kg, although such changes were in normal ranges. On the other hand, there was a trend of decrease in hemoglobin at female 50, 100 mg/kg, such changes were in normal ranges. In addition, serum biochemical parameters including sodium, BUN and chloride increased at 25, 50 and 100 mg/kg. Relative organ weights of right testis, brain, lung and left epididymis were increased in 100 mg/kg groups of male rats in contrast to not change in female groups. However, these changes of relative organ weights, hematological and serum biochemical parameters were not accompanied with related signs such as histopathological changes or clinical findings. In conclusion, 4-week repeated oral dose of Tensolin-$F^{(R)}$ to ICR mice did not cause apparent toxicological change at the dose of 25, 50, 100 mg/kg body weight. Consequently the no-observed-adverse-effect level (NOAEL) for Tensolin-$F^{(R)}$ in ICR mice following gavage for at least 4-week is higher than 100 mg/kg/day.

콩 종자 품질 향상을 위한 콩 유전체 연구

반규정 ( Kyu Jung Van ),김문영 ( Moon Young Kim ),채춘매 ( Chun Mei Cai ),전태환 ( Tae Hwan Jun ),이석하 ( Suk Ha Lee ) 한국콩연구회 2005 韓國콩硏究會誌 Vol.22 No.1

Tensolin-F<SUP>®</SUP> (3,9-diferuloyl-6-oxopterocarpen)의 단회 독성시험 및 4주 반복투여 독성시험

김근수(Keun-Su Kim),박성민(Sung-Min Park),이남진(Nam-Jin Lee),표형배(Hyeong-Bae Pyo),채희열(Hee-Yul Chai),정유리(Yu-Ri Jung),임춘매(Chun-Mai Lin),김선희(Sun-Hee Kim),이혜영(Hye-Young Lee),강종구(Jong-Koo Kang) 한국독성학회 2007 Toxicological Research Vol.23 No.2

This study was to investigate single and repeated-dose toxicities of Tensolin-F<SUP>®</SUP>, an anti-wrinkle agent, in Sprague-Dawley (SD) rats or ICR mice. In single-dose oral toxicity study, the test materials were administered once by gavage to male and female SD rats at dose levels of 0 and 2,000 ㎎/㎏. No dead animals and abnormal necropsy findings were found in control and Tensolin-F<SUP>®</SUP> treated group. Therefore, the approximate lethal dose of Tensolin-F<SUP>®</SUP> was considered to be higher than 2,000 ㎎/㎏ in rats. In the 4-week repeated oral toxicity study, the test material was administered once daily by gavage to male and female ICR mice at dose levels of 0, 25, 50 and 100 ㎎/㎏/day for 4-weeks. In the results, no abnormality was observed in mortality, clinical findings, body weight changes, food and water consumptions, opthalmoscopic findings, necropsy findings, histopathological findings. In hematological analysis, there was a trend of increase in reticulocyte at male 25 ㎎/㎏, although such changes were in normal ranges. On the other hand, there was a trend of decrease in hemoglobin at female 50, 100 ㎎/㎏, such changes were in normal ranges. In addition, serum biochemical parameters including sodium, BUN and chloride increased at 25, 50 and 100 ㎎/㎏. Relative organ weights of right testis, brain, lung and left epididymis were increased in 100 ㎎/㎏ groups of male rats in contrast to not change in female groups. However, these changes of relative organ weights, hematological and serum biochemical parameters were not accompanied with related signs such as histopathological changes or clinical findings. In conclusion, 4-week repeated oral dose of Tensolin-F<SUP>®</SUP> to ICR mice did not cause apparent toxicological change at the dose of 25, 50, 100 ㎎/㎏ body weight. Consequently the no-observed-adverse-effect level (NOAEL) for Tensolin-F<SUP>®</SUP> in ICR mice following gavage for at least 4-week is higher than 100 ㎎/㎏/day.