새 역사과 국가교육과정 구성 방향 모색을 위한 비판적 성찰

孫晳永(Son, Seok Young) 역사교육연구회 2021 역사교육 Vol.157 No.-

Before 2022 national curriculum revision, this article is intended to reflect on the concept of ‘teacher as curriculum’ and ‘history education for Being a democratic civic’ and reflect on issues such as ‘competence’, ‘integration’ and ‘volume of modern history’ in the history teacher’s perspective. After considering the different meanings of competence and capability, this study suggested that the historical competency can be made by searching History teacher’s struggle to empower students’ competency in history class and questioning “What is a desirable life and what role can history education play in forming a desirable life?” In addition, regarding the ‘integration’ problem, it was argued that ‘integration’ is not a form of multiple subjects in a single subject, but rather an intergrated movement towards life with each subject as a lens of life, and that the practice of integrated class based on history should be noted in this point of view. Regarding the “volume of modern history,” it raised the need for a national history curriculum that begins with the present and lives of students through a historical approach from the perspective of “present history” rather than increasing the volume of modern history. Above all, in view of history teachers as a curriculum, it was emphasized that national history curriculum should be formed to help history teachers consider national curriculum documents as curriculum materials and make their own curriculum.

‘논쟁적 역사수업’의 개념화와 구성 방안에 대한 제언 -‘애국적 무관심’과 ‘논쟁적 발문’을 중심으로-

손석영 ( Son Seok-young ) 역사교육학회 2019 역사교육논집 Vol.70 No.-

In this article, "controversial history class" refers to the practical movement in pursuit of the controversy, one of the nature of historio graphy, which was excluded by nationalistic historical narrative and education, with the above concept rather than the class method such as debate history class. To overcome the "patriotic indifference" formed by the history education for the formation of national identity, "controversial inquiry" is a key component of "controversial history class" that challenges the superiority of the nation, the historical viewpoint of heroism, the "hardship-struggle-development" historical narratives, and the descrip tions of history based on the rulers and political history. The history teacher needs to provide a reconstruction of various learning texts that stimulate the advancement of historical literacy so that students can better participate in the controversial history class, which began with a “controversial inquiry”. In addition, a variety of teaching methods should be devised depending on the nature of the controversy covered by the controversial history class, but their essence should be to create an environment for reading, writing, inquiry and communication. Through the controversial history class, students can think critically about the concepts of "community" and "do acts of patriotism" and reinterpret historical facts and figures that have been described on the basis of nation-state discourse. In the process, students can have a critical and reflective view of the world they live in, and dream a desirable future. I hope this article will help the controversial history class become an academic concept.

변화 속 ‘나’의 역사 수업은 무엇을 지향하였는가? : 등교·원격 혼합 수업 하의 중학교 역사 교수 체험에 대한 현상학적 자기 연구

손석영(Son Seok Young) 한국역사교육학회 2021 역사교육연구 Vol.- No.39

본 연구는 코로나-19 대유행으로 인한 원격수업의 일상화라는 변화 속에서 역사교사인 ‘나’가 유지하고자 한 수업의 지향성은 무엇인지를 성찰하기 위해 현상학적 자기 연구 방법으로 2020학년도 1학기 중학교 3학년을 대상으로 이루어진 세계사 영역 수업 실천을 살핀 결과이다. 연구 결과, ‘나’는 코로나-19로 인한 원격수업의 일상화로 인해 평소에 해왔던 방식의 수업이 불가능해질 것에 대한 두려움을 가지고 있었음에도 다음과 같은 지향을 잃지 않기 위해 노력하였다. 첫째, 학생들이 자신의 세계에 대한 비판적인 성찰을 하도록 하기 위해 소외된 역사를 제공하고 고정관념들을 드러내는 질문을 던지려 노력하였다. 둘째, 수업 내용을 학생들이 살아가는 다양한 삶의 맥락과 연결시켜, 현재 우리의 삶 속 문제가 어디서 비롯되었는지 탐구를 유도하고자 하였다. 셋째, 역사 지식은 구성된 것이며, 권력과 이데올로기가 포함될 수밖에 없다는 사실을 드러내고자 하였다. 넷째, 역사 수업을 통해 세계를 살아가는 우리들은 서로 눈에 보이지 않더라도 긴밀하게 연결되어 있음을 학생들에게 보여주고자 하였다. 다섯째, ‘나’와 학생, 학생과 학생 간 소통을 이끌어내고 수업 취지에 대한 공감을 형성하고자 하였다. 연구 결과에 드러난 ‘나’의 역사 수업의 지향성은 비판적 교육학, 특히 파울로 프레이리의 저서에 많은 영향을 받고 있었다. 그러나 프레이리는 교육을 받을 사람들의 언어와 삶에 대해 편견 없이 다가가 그것을 삶과 교육의 렌즈로 활용하고 있었던 반면, ‘나’는 학생들이 향유하고 있는 역사와 이로부터 형성된 역사인식을 고정관념과 같이 부정적으로 여기고 학생들을 깨우치려 했던 계몽적인 태도를 지니고 있었다는 사실을 인지하게 되었다. 이를 통해 학생들이 지닌 내적 사료에 대해 편견 없이 있는 그대로 바라보고, 학생들의 입장에서 고려하는 판단중지와 태도변경의 자세로부터 역사 수업이 시작되어야 한다는 실천적 지식과 함께 교화와 교육의 경계선과 그 어딘가에 위치할 역사교사의 역할에 대한 끊임없는 고민을 얻었다. 본 연구는 역사 수업의 본질은 각 교사가 이해하는 역사의 모습과 실제 수업에서 추구하고자 하는 신념, 그 신념의 구현 방식을 교사 스스로가 탐구하고 그리는 과정 그 자체에서 발견될 수 있으리라 생각하고 ‘나’의 성찰 과정을 하나의 사례로 드러내고자 한 것이다. 원격수업의 일상화와 함께 원격수업 자체를 교육의 ‘변화’와 ‘미래’로 바라보고자 하는 담론들이 형성되고 있다. 그러나 수업을 위한 온라인 플랫폼은 교사가 자신이 가진 수업관과 이를 위한 학생과의 소통을 증진할 수 있는 하나의 창구일 뿐이다. 온라인 플랫폼이라는 새로운 수업 도구가 일상화 될 수밖에 없는 상황은 일선의 교사들이 평소 추구해왔던 신념들이 어떻게 온라인 플랫폼을 통해 구현될 수 있을지에 대한 질문을 필요로 한다. 즉, 교육의 변화와 미래를 위해 교사들에게 필요한 것은 기술의 강요가 아니라 자신의 수업을 성찰할 수 있는 방법과 사례의 공유일 것이다. This study is the result of phenomenological self-study to reflect on the orientation of my history classes that I struggled to maintain despite it is changed face-to-face classes to online classes due to the Covid-19 pandemic. According to this study, the routinization of online classes due to Covid-19, but nevertheless, I tried to maintain the following orientation: First, I tried to ask questions that provide omitted history and reveal stereotypes to encourage students to reflect critically on their world. Second, by linking the contents of the class to the various contexts of life in which students’ everyday life, we tried to induce the exploration of where the problems in our lives now originate. Third, I wanted to show that historical knowledge was constructed and that power and ideology were bound to be included. Fourth, we wanted to show our students that we, who are living in the world through history classes, are closely connected even if not visible to each other. Fifth, I tried to create a sense of empathy for the purpose of the class by drawing communication between ‘I’ and students, students and students. The purpose of the orientation of my history classes revealed in the research results was greatly influenced by critical pedagogy, especially Paulo Freire s praxis. However, I realized that I wanted students to be enlightened. I treated historical images in students heads as stereotypes and wanted to eliminate them. While Freire treated the language and life of students as a lens of life and education. Through this realization, I get worried about the boundaries of edification and education, and I realized practical knowledge that history classes should begin from an unbiased attitude. This study is not to suggest that my orientation of history class is right. this is just an example of a history teacher s reflection on huge changes. The use of the online platform itself cannot be a positive change in future education. Rather, the advent of a new tool called an online platform is bound to become routine requires the question of how the beliefs that teachers have usually pursued can be practiced through online platforms. In other words, what teachers need for changes in education is not the coercion of technology, but the sharing of methods and examples to reflect on their classes.

역사교사가 되어간다는 것은 무엇인가? - ‘역사교사 되어가기’ 체험에 관한 현상학적 사례 연구 -

손석영 ( Son¸ Seok-young ) 역사교육학회 2021 역사교육논집 Vol.78 No.-

This article is the result of researching a 34-year veteran teacher's educational life by using phenomenological case study methods to find answers to the question of "What is it like to be a history teacher and what is the meaning of it?" As a result of the Kim YoHan teacher's story, becoming a history teacher was a process of continuous change in teaching, learning, and behavior, a process of growing up together in a network of past and present agent. It was also a process of becoming a researcher on his own educational practice while creating his identity as a researcher. The story of becoming a history teacher derived from the Kim YoHan teacher's educational life story reminds us that we need to think about what professionalism is in a fluid process of personal and collective reflective practice, away from fixed concepts such as pedagogical content knowledge. In particular, history teacher Kim YoHan demonstrated the possibility that applying an educational policy to suit one’s history class through the sense-making process, which is an active interpretative practice, could be an important professionality for a history teacher. The findings also indicated that exploring the common and distinct parts of historical researchers, historical education researchers, and historical teachers' professionality would be an important task. because History teacher are good learners and researchers of their own teaching practice Based on this study, I suggested that Preservice history teacher training courses, history teacher certification tests, and history teacher retraining courses should all be considered as History Teacher’s "Bildung" courses to Facilitate reflect and design history teachers' own curriculum. I hope that this study can help the history teacher to reflect on his or her educational life, or that the history education researchers inquiry the history teacher's life itself.

The relationship between mRNA expression level and metabolites production profile in Eschscholtzia californica after elicitation

Ho Seung Chung(정호승),Sung-Yong H. Yoon(윤성용),Seok-Young Son(손석영),Hong Soon Rhee(이홍순),Yoon-hi Choi(최윤희),Jong Moon Park(박종문) 한국생물공학회 2004 한국생물공학회 학술대회 Vol.2004 No.4

Eschscholtzia californica의 현탁 세포배양에서 질소원 조절에 의한 세포 성장 및 Benzo[c]phenanthridine Alkaloids 생산량 향상

이송은(Song-Eun Lee),이홍순(Hong Soon Rhee),손석영(Seok-Young SON),박종문(Jong Moon Park) 한국생물공학회 2009 KSBB Journal Vol.24 No.2

본 연구에서는 Eschscholtzia californica의 이차 대사산물인 benzo[c]phenanthridine alkaloids의 생산량을 향상시키기 위해 주요 영양성분인 질소원 농도를 조절하여 배지의 조성을 최적화하였다. 그 결과, 질산과 암모늄 이온의 초기 농도 비율은 세포 성장과 alkaloids 생산량 증대에 중요한 영향을 미치는 인자로서 작용함을 볼 수 있었다. 총 질소 농도를 standard MS배지의 총 질소원 농도와 동일하게 유지하고 (60 mM), 농도 비율 다양하게 조절했을 때, 세포 성장과 alkaloids 생산량은 질산과 암모늄 이온을 각각 단독으로 이용할 때 보다 효율적으로 증대함을 볼 수 있었다. 최대 성장 (9.84 g DCW/L)과 alkaloids 생산량 (60.72 mg/L)은 50:10의 비율에서 나타났으며, 농도 비율의 감소는 세포 성장을 억제하고 alkaloids 생산량을 감소 시켰다. 또한, 질산과 암모늄 이온이 세포 성장과 alkaloids 생산량에 미치는 영향력을 보다 명확히 확인하기 위해 질산 이온과 암모늄 이온 농도를 각각 조절한 결과, 암모늄 이온이 증가할수록 alkaloids 생산량은 비슷하나, 세포 성장은 감소하였으며, 또한, 질산 이온의 농도를 증가시킬수록 세포 성장은 비슷한 값을 나타내었지만, alkaloids 생산량은 다양한 차이를 나타내었다. 본 실험에서 세포성장과 alkaloids 생산량에 적합한 농도는 50:25 (mol/mol) 비율 에서 나타났으며, 본 실험을 통해 Eschscholtzia californica의 현탁 세포배양에서 질소원 농도의 조절을 통한 외부 환경 조절은 세포 성장과 alkaloids 향상에 매우 효과적이며, 소량의 암모늄 이온의 첨가 시 질산 이온 농도조절은 세포 성장을 억제하지 않으면서 alkaloids 생산량을 유도하는데 적합한 이온임을 확인하였다. The effect of nitrogen source on cell growth and benzo[c]phenanthridine alkaloids production by modifying NO₃-:NH₄+ ratio in cell suspension culture of Eschscholtzia californica was investigated. When total nitrogen concentration is maintained (60 mM), maximum benzo[c]phenanthridine alkaloids production is about 60.72 mg/L at 50:10 (mol/mol). This productivity was 3.8 times higher than that obtained when cells were grown instandard MS medium. The decrease of NO₃-:NH₄+ ratio at 60 mM of total nitrogen caused the decline of both growth and benzo[c]phenanthridine alkaloids production. Under the same concentration of NO₃- (50 mM), higher concentration of NH₄+ inhibited cell growth strongly but induced alkaloids production slightly. Also, under the same concentration of NH₄+ (25 mM), higher concentration of NO₃- induced alkaloids production strongly but high concentration of NO₃- (≥100 mM) interfered alkaloids instead. Maximum benzo[c]phenanthridine alkaloids production is about 62.71 mg/L at 50:25 (mol/mol). These results suggest that higher biomass and higher alkaloids production could be obtained by optimizing each nitrogen concentration as well as NO₃-:NH₄+ ratio in the culture medium. Nitrate and ammonium in culture medium have distinct role in the regulation of growth and alkaloids production; ammonium had a strong influence on growth while nitrate had an influence on alkaloids production.

The relationship between mRNA expression level and metabolites production profile in Eschscholtzia californica after elicitation

Ho Seung Chung(정호승),Sung-Yong H. Yoon(윤성용),Seok-Young Son(손석영),Hong Soon Rhee(이홍순),Yoon-hi Choi(최윤희),Jong Moon Park(박종문) 한국생물공학회 2004 한국생물공학회 학술대회 Vol.2004 No.10