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黃載璣 서울대학교 교육대학원 학술연구회 1967 論文集 - 서울대학교 교육대학원 Vol.4 No.-
槪要 '중학교 사회 1' 敎科書의 內容을 分析하여 各 敎科書가 內包하고 있는 問題點들을 發見하고, 나아가서 敎科書 敍述에 必要하다고 생각되는 內容選定의 限界點에 對하여 論議해 보자는 것이 本 硏究의 目的이다. 內容分析에 앞서 敎科書 自體에 對한 一般的인 論議를 하였고, 內容分析에 들어가서는 敎科書의 內容構成·地域區分·揷畵·圖表·地圖 등의 順으로 分析 카아드와 分析表를 作成하고 이에 解釋을 加하였다. 分析의 結果에 나타난 問題點은 題目·揷畵·圖表·地圖 등이 차지하는 Space가 過重하여 意圖的인 敎育目標 達成을 爲한 Space가 過小하여, 著者로서의 主觀이나 哲學이 缺如되었고, 地域區分을 等閒하였다. 여기에서 內容選定의 限界 問題가 提起되는 것이며, 이는 發達心理學的인 立場에서 이루어질 地理的 意識의 測定과 더불어 硏究·檢討되어야 할 것이다. 1. The Aim of Study and Scope According to the new curriculum which was proclaimed in 1966, I investigated the contents of eight kinds of 'Junior High School Social Study Ⅰ' books used in the first grade of middle school in 1966. (1) To find out the problems of limintig the content of each textbook (2) To compare and examine the characteristics which contain each textbook (3) To attempt the establishment of necessary limits in the choice of content for the above texts 2. Methed of Study There are no certain method in the content analysis of the text, so I dealt with the method of analysis generalizing the opinion of the scholars who are interested in these fields. In view of analysis, I made the card in detail, according to its aim of eight kinds of each textbooks, and tried to make the graph and the comparative graph. 3. Conclusion I, first of all, have discussed the meaning and the function of the text before the content analysis of it. The text can be defined as the learning book which realizes flexibly the aim and content of curriculum. The function of the textbook is: (1) the material of the learning activities (2) the existence of intermediation which is connected with the aim of education, learners and teachers. (3) the inductive method of learning, motivation to the students, the key to solving the problem, and the arrangement of the result of the study. To investigate the effectiveness of the general principle in this textbook, I tried to make the interpretation by this analytical graph. There is no constant rule for the interpretation of this analytical graph. So that I cannot decide the definite conclusion without allowing for errors in my subjective view. To sum up the problems prevailing in the content analysis of each textbook, (1) In view of content construction......It does not fully reflect the intention of the aim of education. (2) In view of regional section......Most of the textbooks neglect the importance of the regional section. (3) In the analysis of a geographical name......There are a lot of geographical names. (4) In the analysis of illustration, graph, and map......In comparison to total pages they are rather in abundance. The above results show us that units, geographical names, illustrations, graphs, and maps will occupy much space in the content construction of the text. And the result is that the space of the purposeful description is less in the construction of the text. Lastly, the writer of the textbook makes out the index and the analytical graph, estimates the choice of the content, and tries not condemn the reduction of the professional books.