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일본 고등학교 지리역사과 신설과 역사과목 주제학습의 다양화
권오현 ( Kwon Ohhyun ) 경상대학교 교육연구원(구 경상대학교 중등교육연구소) 2020 중등교육연구 Vol.32 No.2
이 글에서는 1989년판과 1999년판 학습지도요령을 대상으로 일본 고등학교 지리역사과가 신설되면서 등장하게 된 역사과목(세계사A·B, 일본사A·B)에서 주제학습이 어떻게 다양한 형태로 변모하였는가를 고찰하였다. ①목적, ②내용 구성, ③학습 방법의 3가지 관점에서 고찰 내용을 정리하면 다음과 같다. 첫째, 1999년판부터 주제학습의 목적이 과목의 성격과 실시 시기 등에 따라 구체화되고 다양해지고 있다. 1989년판의 경우, 종전에 비해 큰 변화가 없다. 1999년판에서는 각 단계별로 주제학습의 목적이 다양해지고, 역사적 사고력의 개념도 구체화되었다. 또한, 각 과목마다 역사적 사고력의 구체적인 정의를 제시하고 있으며, 일본사A·B에서는 역사적인 관점과 사고 방법의 습득을 통해 역사적 사고력을 육성한다는 논리도 처음으로 등장하고 있다. 둘째, 내용구성론의 관점에서 볼 때, 통사적인 구성과 주제사적 구성을 유기적으로 결합하면서 주제학습을 독자적인 내용 요소로 취급하여 구성하고 있다. 1989년판부터 통사적 구성과 주제적 구성을 결합한 과목들이 등장하였다. 1999년판에서는 주제학습이 학습지도요령의 “내용” 항목에 포함되면서 통사적 구성과 주제적 구성의 결합 방식과 유형이 한층 다양하게 되었다. 특히, 과목마다 차이는 있지만 도입과 정리 단계에서 주제학습은 학생의 역사학습을 촉진하고 역사적 사고력을 심화하기 위한 독자적인 내용 요소로 도입되고 있다. 그럼에도 불구하고 전개 단계의 주제학습은 통사학습을 전제로 중간에 적절하게 배치하여 실시한다는 종전의 한계를 극복하지 못하고 있다. 셋째, 학습방법론의 관점에서 볼 때 1989년판에서는 주제학습의 방법 등이 제대로 언급되지 않아 퇴보하는 경향을 보이지만, 1999년판에서는 종전보다 체계를 갖추면서 진일보한 모습을 보이고 있다. 1999년판에서는 “과제를 설정하여 추구하는 학습”을 기본 방법원리로 하면서, 주제 선정의 관점과 함께 학습 목적과 의도, 그에 따른 구체적인 내용과 지도 및 학습 방법 등을 제시하거나, 일부 과목에서는 학생들이 내용을 선택해 주제를 설정하게 하는 등 새로운 시도가 이루어지고 있다. 이와 같은 학습방법론 상의 새로운 시도는 이후의 학습지도요령에서 한층 구체화되면서 주제학습을 매개로 내용 구성과 학습 방법을 유기적으로 결합하는 단초가 되고 있다. This paper examined, with regard to the 1989 and 1999 editions of a course of study, how the theme-based learning has transformed into various forms in the history subjects(World History A and B, Japanese History A and B) that appeared when the Japanese High School Geography and History was newly established. The contents of consideration are summarized in the following three points: ① purpose, ② content structure, and ③ learning method. First, since the 1999 edition, the purpose of theme-based learning has been embodied and diversified depending on the nature of the subject and the timing of implementation. With regard to the 1989 edition, there is no significant change compared to the previous one. In the 1999 edition, the purpose of theme-based learning was diversified at each stage, and the concept of historical thinking was also embodied. In addition, specific definitions of historical thinking ability are presented for each subject, and in Japanese history A and B, the logic of fostering historical thinking ability through the acquisition of historical perspectives and thinking methods has also appeared for the first time. Second, from the point of view of content composition theory, theme-based learning is considered as an independent element while organically combining syntactic and subject-historical composition From the 1989 edition, subjects that combine syntactic and thematic composition have appeared. In the 1999 edition, as theme-based learning was included in the “contents” section of the course of study, coupling methods and types of the syntactic and thematic composition became more diverse. In particular, although there are differences for each subject, theme-based learning is being introduced as an independent content in order to promote students' history learning and deepen historical thinking skills in the stages of introduction and arrangement. Nevertheless, theme-based learning in the development stage has not overcome the previous limitation that it is carried out by appropriately placing in the middle of syntactic learning as a premise. Third, from the point of view of learning methodology, the 1989 edition showed a tendency to regress because the method of theme-based learning was not properly mentioned, but the 1999 edition showed a step forward with a more structured system than before. In the 1999 edition, with the basic principle of “learning to seek by setting a task”, the purpose and intention of learning along with the perspective of selecting a topic, specific contents, guidance, and learning methods were presented. In some subjects, new attempts are being made, where students choose contents and set the subject. Such new attempts on learning methodology are becoming more concrete in later course of study, as a key that organically combines content composition and learning methods through theme-based learning.
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테이핑의 종류가 만성 발목 불안정성을 가진 성인의 정적 및 동적 균형에 미치는 효과 비교
권오현 ( Kwon Ohhyun ),김호 ( Kim Ho ),신원섭 ( Shin Wonseob ) 대한통합의학회 2020 대한통합의학회지 Vol.8 No.1
Purpose : The purpose of this study is to apply kinesiology taping and dynamic taping to subjects with ankle instability and to find out the change of static balance and dynamic balance ability and to use it more usefully in daily life. Methods : The subjects were based on 30 Cumberland Ankle Instability Tool questionnaire scores of 24 or less, and were randomly assigned to the kinesiology taping group (n=15) and the dynamic taping group (n=15) to change the static balance and dynamic balance before and after taping Measured. The eyes were closed for 30 seconds and the average balance was measured three times through the Wii balance board in static balance, and the balance ability was evaluated by measuring functional reach test and star excursion balance test in dynamic balance. Results : As a result, the static balance showed significant results in the dynamic speed and the moving distance in the dynamic taping group (p<.05). However, there was no significant difference in the shaking area and the difference in the kinesiology taping group (p<.05) However, both groups showed significant differences in dynamic balance (p<.05). Conclusion : It was confirmed that the application of taping was effective for static and dynamic balance in subjects with ankle instability, and the application of dynamic taping was more effective than kinesiology taping.
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권오현 ( Kwon Ohhyun ) 경상대학교 교육연구원 2023 현대교육연구 Vol.35 No.1
This paper is aimed at clarifying the characteristics of elementary school history lesson and teaching methodology that the Japanese Government General of Korea tried to spread during the 2<sup>nd</sup> period of the Chosen Education Ordinance. For this purpose, the original draft of the council presented at 「the 2<sup>nd</sup> Elementary and Secondary Education National History Teaching Method Society」held from February 18 to 19, 1928, history lessons, and criticism meeting were analyzed. Its characteristics are presented as follows; First, it is characterized by a purpose-oriented teaching theory of national history. Based on the perception that national history is a subject to achieve educational goals, the purpose and significance of the curriculum, which is to make persons to recognize and develop the uniqueness of Japan’s national polity, is clarified, before presenting what content and how to teach to accomplish it. It is revealed that the intention is to disseminate a unified teaching methodology by promoting formalization of the content composition and method principles. Second, different teaching materials selection standards and composition principles are applied to Japanese and Korean history teaching materials. Two criteria for selecting Japanese history teaching materials are presented: the ideal of the national foundation and its realization, the change of times, and the development history of the ideal of the national foundation. Korean history, however, is mainly attempting to introduce cultural teaching materials without political overtones. In addition, the composition principles of textbooks are different between primary school and regular school. Third, emphasis is placed on materialization of teaching materials. For this purpose, the following methods are being used; considering the developmental stage of students’ mental and psychological actions, using various materials such as teaching aids, and introducing a lot of local history data. Regular schools, in particular, are treating Korean history as local history. Fourth, National history’s teaching materials are largely divided into emotional teaching materials and intellectual teaching materials. The former utilizes teacher's anecdotes and the latter utilizes students' independent learning. In actual lessons, emotional cultivation by teacher's anecdotes is more valued than intellectual cultivation. Independent learning was not to solve or explore a problem by students themselves, but to just search the contents corresponding to the learning items provided by teachers. Fifth, according to the National history teaching methodology presented by Society, three types of lessons can be logically introduced; (1) lessons centered on intellectual teaching materials, (2) lessons centered on emotional teaching materials, and (3) lessons combining (1) and (2). In reality, however, the most common type of lesson is one that combines intellectual teaching materials centering around emotional teaching materials. Intellectual teaching materials were conceived as a means to deal with emotional teaching materials.
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