일반고 교육 문제 해결을 위한 하나의 접근: 학교 컨설팅의 사례를 중심으로

강현석 ( Hyeon-suk Kang ),오승욱 ( Seung-uk Oh ),이지은 ( Ji-eun Yi ) 대경교육학회(구 우리교육학회) 2016 교육학논총 Vol.37 No.2

본 연구는 최근에 큰 어려움을 겪고 있는 일반고의 교육문제를 해결하기 위하여 실시한 학교 컨설팅의 과정을 소개하고, 거기에서 얻어진 몇 가지의 결과를 논의하는 데에 초점이 있다. 연구진에서 준비한 몇 가지의 반구조화된 질문지를 가지고 학교의 핵심 인사들을 심층 면담하고 학교 현황을 중심으로 하여 얻어진 결과를 제시하고 있다. 연구대상의 모든 학교들은 학교교육과정 발전과 개선을 위하여 많은 노력을 하고 있지만, 다수의 어려움에도 봉착하고 있는 것으로 나타나고 있다. 이를 위해서 다각적인 노력이 필요하며, 보다 실질적이고 체계적인 단위학교의 지원과 교육과정 운영 안내가 필요하다. This research focuses on introducing the process of school consulting to solve the educational problems of the general high school that have recently suffered a great deal and discussing some results obtained it. We have interviewed the key personnel of the school with some semi-structured questionnaires prepared by the researchers and present the results focused on the school situation. All of the schools in this study have made a lot of effort to develop and improve the school curriculum, but they are also facing many difficulties. This requires diverse efforts and more practical and systematic unit school support and curriculum management guidance are needed.

Bruner 내러티브 이론의 교육학적 의미 탐색

강현석 ( Hyeon-Suk Kang ),조인숙 ( In-Sook Cho ) 한국교육과정학회 2017 교육과정연구 Vol.35 No.4

This article investigates the meaning and the value of Bruner’s educational theory since the theory of the structure of knowledge. Culturalism theory based on a narrative mode of thought is highly acclaimed as a model of new schooling. In this article, the meaning of narrative and the commonplaces of curriculum are analyzed in terms of teaching and learning. Narrative turn, a symbol of epistemological change, is an umbrella concept of Bruner’s theory in educational contexts. Because of the transformation of the structure of knowledge into narrative, our schooling is undergoing an important change. Now the structure of knowledge can be interpreted in the context of narrative meaning. Narrative as “meaning-making” is the pivotal tool of growth in our culture and the narrative construction of the self. The development of a narrative self as an educational aim implies that the existing conception of the development of a psychic ego should be changed into a new mode of psychological education. Following the tenet of narrative self, we may construct a new mode of pedagogy based on folk psychology. From the viewpoint of Bruner’s narrative theory, we can anticipate a new generation of education under narrative schooling

교육과정사 정립을 위한 새로운 이해방식

강현석(Hyeon Suk Kang) 한국교육과정학회 1998 교육과정연구 Vol.16 No.1

The aim of this study is to examine the historical development of knowledge construction and approaches of curriculum history. Curriculum history represents the historical social genre of knowledge construction. This study is organized to provide a specific reference to curriculum history, its historical development, and its major methodological approaches. Curriculum history as social genre is the social spirit of knowledge construction by a specific mode of curriculum-making over time. Historical social genre of knowledge construction pay attention to historical conflict, social system, symbolic value in determining curricular objectives. The idea on the amalgamation of various forces about knowledge, society, and schooling and the historical method of curricular knowledge-making are central to understand the nature of curriculum history as a historical sociology of knowledge construction.

지식 구조론 이후 Bruner 의 교육과정이론 탐구

강현석(Hyeon Suk Kang) 한국교육과정학회 1998 교육과정연구 Vol.16 No.2

The purpose of this study is to understand Bruner`s curriculum theory since the theory of the structure of knowledge in order to enrich its nature and to explore and to interpret an difference between them. The analysis on the theory in this study focuses on the developmental theory, the new epistemology, and the narrative construal of reality. The Bruner`s theory is analysed in the spirit of the nature curriculum theory, the structure of knowledge and narrative interpretation, curriculum content and the spiral curriculum, and a subject construction and pedagogy on the basis of three focuses. This leads me to construct and creat a cruuiculum theory as cultural expression. Bruner`s curriculum theory based on the culturalism includes a new look on cultrue human development and narrative realities. The cultural-psychological approach on curriculum theory provide a interpretive basis of the theory of the structure of knowledge. The difference between the theory of the structure of knowledge and cultural approach should be analysed and interpreted in the context of cultural experssion as a structure for organizing human experience and knowledge.

백워드 교육과정 설계 2.0 버전의 적용 가능성 탐색

강현석 ( Hyeon Suk Kang ),이지은 ( Ji Eun Yi ) 한국교육과정학회 2013 교육과정연구 Vol.31 No.3

Wiggins and McTighe have suggested Backward Design version 2.0 with new ideas drawn from the process of studying Backward Design. Backward Design, which has an emphasis on learners` enduring understanding, was introduced in the USA and has led studies related to it. This study aims at the analysis of the recent Backward Design 2.0 version and the exploration of its applicability. To achieve these objectives, characteristics of Backward Design version 2.0 and UbD template version 2.0 were analysed. An elementary school second-grade Korean language lesson was developed based on the analysis and improvement points were drawn with the exploration of its applicability. According to the results of this study, applicability of Backward Design version 2.0 is proposed in terms of usability of UbD template version 2.0, change of teachers` understanding, and formation of their community culture. In addition, when Backward Design version 2.0 is applied to an elementary school, not only will learners foster their transferable ability and formation of meaning through the acquisition of knowledge and skills but teachers will gain expertise as curriculum designers and performers.

' 지식기반사회 ' 가 추구하는 지식 개념의 비판적 검토

강현석(Hyeon Suk Kang) 한국교육과정학회 2000 교육과정연구 Vol.18 No.1

The purpose of this study is to critically review the concept of knowledge in knowledge-based society. Knowledge-Based Society focuses so-called New Knowledge Worker who invents a economical added-value through the reforming a procedure and know-how of the work and the utilizing a knowledge with a new idea. Recently there are many arguments and discussions about knowledge-based society and new knowledge worker. This study focuses a critical review on the meaning and the nature of knowledge built in knowledge-based society in Korea. The meaning and the nature of knowledge has been historically studied in view of the epistemology and the pedagogy. To critically review the partiality of knowledge of knowledge-based society, the guide of review concerns the intrinsic nature of knowledge, the variety of knowledge, and the importance of education and the curriculum. The meaning and the nature of knowledge built in the society has the partiality and one-way value of human interests and knowledge. Knowledge-based society implies the three tendencies towards a nature of a society. There are the knowledge management approach, the lifelong learning approach, and knowledge information society approach in arguing the new knowledge. The concept of knowledge built in the three approach is partial and narrow because of exclusive economical value. The narrow exclusiveness of the knowledge should be criticized by the various terrain of knowledge and education. There are many modes of understanding about knowledge and education in the history of education. I think the concept of knowledge needs to be complemented in view of epistemological stance and pedagogical posture. The tradition of liberal education and the Brunerian perspectives can explain the advantages and disadvantages of knowledge in the society.

교육과정 연구에서 질적 접근의 반성적 조절

강현석(Hyeon Suk Kang) 한국교육과정학회 2001 교육과정연구 Vol.19 No.2

The primary purpose of this study is to reflectively investigate the meaning and subject of the qualitative research in curriculum. Qualitative research has been explored in pursuit of overcoming the weakness and shortcoming of quantitative research. Recently research on curriculum has a tendency to deal with life in classroom, teacher`s life, hidden curriculum, etc., qualitatively in micro approach. It gives a variety of advantages in framing a curriculum theory and practice through a deep description, qualitative interpretation, and intersubjective understanding about curricular themes. In a wave of application of qualitative research to curriculum, demerits as well as merits of the research arise from various aspects. There are many reflective aspects of the research in studying educational practice. We think of it as the dependence of research on philosophy, need of educational perspectives, and poorness about curricular commonplaces. Qualitative research on curriculum have a variety of forms of inquiry. The various forms of inquiry are as follows; Eisner`s aesthetic reconceptualization, Bruner`s narrative mode of thought, Goodson`s social historical construction of subjects, Popkewitz`s social epistemology on educational research, Cherryholmes`s poststructural deconstruction. We need to critically review the concept and nature of qualitative research on the basis of forms of curriculum inquiry. The narrowly one side use of the research in inquiring education should be criticized by the true value of curricular knowledge and the qualitative consideration of the demerits. We should reflectively accomodate qualitative research on the basis of various forms of inquiry.

교과교육에서 내러티브의 의미와 가치

강현석 ( Hyeon Suk Kang ) 역사교육학회 2011 역사교육논집 Vol.46 No.-

The discussion of the meaning and the value of narrative can be approached in various ways. At a educational perspectives, we may find various possibilities of narrative in many academic genres. Therefore we would better pay attention to meaning and new value of narrative and search the nature of narrative in educational settings. The purpose of this study is to search the meaning and the value of narrative in subject matter education. Nowadays there are many concerns about the meaning and nature of narrative in discourse of human science. The narrative ways of knowing in discourse of various discipline are very effective and meaningful to search human mind and society. We may approach the various meanings of narrative: story and storytelling, mode of thought for making meaning, cognitive scheme, and forms of world making. The value of narrative in education focuses on the value of integrative narrative. In line with this perspectives, we propose various values of narrative: to remember, to parallel life, to make meaning, to learn in a meaningful context, to accommodate individual difference, to join a community etc. Also narrative contributes to make a educational imagination through the sense of self identity and mode of representation. In the line of narrative thinking, we should explore the key roles of narrative in developing a curriculum, teacher participatory narrative inquiry, and curriculum reconstruction.

내러티브를 활용한 교과서 진술 방식의 탐구

강현석 ( Hyeon Suk Kang ),이순옥 ( Soon Ok Lee ) 한국초등교육학회 2007 초등교육연구 Vol.20 No.3

The discussion of text and text writing can be approached in various ways. With changing conception of knowledge, current status of schooling is rapidly changing in the commonplaces. we may find the problem of text writing and learning style because of expository mode of content expression. Now there are much consensus of orientation about mode of text writing and presentation in study of subject and curriculum. The purpose of this study is to search the mode of text writing with narrative. There are many critics about the mode of text writing in curriculum development. The issue about text writing is very important because the ways of expression of text content affect the ways of student learning. So, the biased conception of text expression and presentation often brings about many problems in curriculum development and text construction. We criticize the mode of text writing in terms of the nature of knowledge, motivation of learning, mode of thought, and learning process and style. In line of this context. we use narrative in developing text writing. Narrative involves human experience and interprets its meaning. Narrative as mode of thought influences the ways of learning and acquisition of subject content. New modes of text writing with narrative are type of narrative thought, currere, thematic unit through story, learning cartoon and learning novel, subject-specific fairy tale, digital text, and story-based web book. In this paper we argue new conception of text writing is constructed on the basis of narrative thinking story making. In the line of narrative thinking, teacher plays the key role of text developer by curriculum potential.

새 대입제도가 추구하는 우수 학생 개념에 대한 교육과정적 검토

강현석(Hyeon Suk Kang) 한국교육과정학회 2001 교육과정연구 Vol.19 No.1

The primary purpose of this study is to critically investigate the concept of good student built in 2002 college admission policy(CAP). Ministry of Education announces the plan of college admission system in the pursuit of creation of new culture of school. CAP influences the system of secondary and higher education about the mode of learning and the evaluation. Especially the conception of good learner and the selection system depend on CAP in accordance with the types and criteria of college admission. MOE presents the various types of good student through the establishment of the different kinds of special selection in oder to overcome many evils resulted from the uniform criteria on learning evaluation. The various types of good student are as follows; general type of ordinary learner, special talent, the active engaged in the social service, learner of high academic achievement, student benefited from social care etc. According to the conception of good student in CAP, these students are the same good student that we recognized as high learner of academic ability. CAP replaces good student by the talent, the active engaged in the social service, student benefited from social care etc. It emphasizes the alternative conception of good student as opposed to high learner of academic achievement. But we need to critically review the concept and nature of these students. Secondary and higher education should base on knowledge education focusing on `understanding` and `cognitive perspective`. Furthermore we should criticize the concept of good student in CAP by the reconstructed tools on the achievement, the diversity, and the creativity. The meaning and the nature of knowledge education and good student built in CAP has the partiality and one-way value of human interests and knowledge. The alternative notion of good student presented in CAP is partial and narrow because of exclusive economical value and omnibus fallacy about the talent and aptitude. The narrow concept of the good student formed under a operative opposition stance should be criticized by the true value of knowledge education and the curricular consideration of diversity and creativity. I think the concept of good student needs to be reconstructed in view of educative reason for the valid secondary and higher education.