진학계 고교를 위한 과학-예술융합 교육과정기준 개발 연구

변자정 ( Byun Ja-jung ),홍후조 ( Hong Hoo-jo ) 한국예술교육학회 2016 예술교육연구 Vol.14 No.3

This study is about complementary arts education for non art students in academic high schools, which has not been researched sufficiently, and it covered particularly science/technology arts convergence education that is recently spotlighted from the perspective of development of curriculum standards. The purpose of this study was to develop curriculum standards that present the goals, contents, methods, and curriculum operation standards of science arts convergence education required by learner groups in need of complementary arts education for their learning of science and technology among those majoring in science and technology in academic high schools. From this research for developing science arts convergence curriculum standards, the researcher drew conclusions and implications as follows. First, for the effective execution of science arts convergence education, the meanings and concepts of convergence education should be settled diversely and widely within the school curriculum. Second, for the effective execution of convergence education, it is necessary to define core and complementary domains of curricular education to be converged. Third, we need mini curriculum standards for various interdisciplinary themes that play articulating and complementary roles between generals and particulars for convergence education. Fourth, non art students in academic high schools are also in need of complementary and articulating science arts convergence education, and the circle of education needs to respond to the need through the curriculum. Fifth, the curriculum standards developed in this study are not for a new independent curricular education of science arts convergence but applicable for interdisciplinary learning or integrated programs in various domains.

일본의 중고 및 초중 일관교육에 관한 연구

홍후조(洪厚祚),변자정(卞慈晶) 서울대학교 교육연구소 2012 아시아교육연구 Vol.13 No.2

이 연구는 일본의 초중, 중고 일관교육의 도입 배경, 교육적 특징, 교원 운용, 시설 활용, 교육적 장단점 등을 사례 연구한 것이다. 본 연구는 우리나라의 초중등 통합운영학교 나아가 현재 학제-교육과정제-교사양성 및 운용의 불합치(mismatch) 현상이 지닌 문제점과 과제에 대한 일정한 시사를 얻을 수 있을 것으로 기대하였다. 일본 일관교육 도입의 기본 목적은 기존에 단절되고 분리된 학제와 교육과정에 유연성을 부여하여 일관되고 체계적인 교육과정을 통해서 학습자의 계속적인 발달과 개개인의 적성 및 능력을 고려한 특성화된 교육을 제공하는데 있다. 일본의 일관교육 실시 학교 사례를 보면 초중 일관교육이 도입의 목적 구현을 어느 정도 달성하는데 반해, 중고 일관교육은 사립학교를 중심으로 교육계층화의 위험과 함께 6년을 대학입시를 위한 충분한 시간 확보로 오용하는 면이 많다는 점이다. 이는 의무교육을 일관되게 충실히 할 수 있으며, 이를 통해 학습자 발달단계에 더 부응하면서 기초 기본을 튼튼히 할 수 있고, 지역사회와 가정, 학교의 연대의식을 강화시키는 초중 일관교육의 형태가 더 채택할만한 것임을 시사해준다. 통합운영학교 문제를 해소하되 중고보다 초중 통합운영학교를 우선 추진하기 위해서나, 나아가 초중학교 의무교육의 명실상부한 달성과 튼실한 기초 기본 교육을 위해서도, 우리나라에서는 학제-교육과정제-교사양성 및 운용제-의무교육제와 같은 기본적인 교육제도간 일치나 정비가 필요하다는 것을 제언하였다. This study aims to examine the current stage of the Japanese seamless school system, known to be flexible in development of the curriculum, in order not only to diagnose the present circumstance in which school transition, curriculum, and training and management of teachers are not orchestrated, but also to provide the key to solve the problems immanent in the elementary and secondary integrated management schools in Korea. The objectives of seamless education are first, to assign more flexibility to the existing separation between school transition and curriculum, and second, to design a specialized education considering a learner’s development and competence through a consistent and systematic curriculum under the idea of life-long learning. To achieve these objectives, seamless junior and senior high school attempts to diversify and specialize its curriculum which suits a learner’s aptitude rather than converges on career-oriented education. Seamless education for elementary and middle schools should emphasize a basic education that provides a fundamental platform for a learner’s development supported by a reduction of competition for entrance test. After considering the current state of Korean integrated management school based upon the concept, case studies, and assessment of seamless schools of Japan, is revealed one substantial concern that seamless junior and senior high school education may intensify the risk of an educational stratification by unequal distribution of benefit as well as of standardization that overemphasizes major subjects required for university entrance examination. Consequently, this study suggests in order to improve the Korean integrated management school that it is necessary to study as well as to reflect the Japanese seamless elementary and middle school education which meets a learner’s developmental stage, reinforces a foundation to enrich his/her future capability, and enhances a strong bond between community, family, and school.

학생의 생월과 학업성취의 관계

홍후조,김대석,변자정 한국유아교육학회 2010 한국유아교육학회 학술대회자료집 Vol.2010 No.-

학생의 생월과 학업성취의 관계: 제도적 학습부진아의 발견과 ‘월령효과’의 대응 방안 모색

홍후조,김대석,변자정 한국교육학회 2010 敎育學硏究 Vol.48 No.3

The purpose of the research is to understand the “Monthly age effect” concerning schooling. The relationships among the school curriculum, academic achievement, and birth month were clarified using PISA 2006 and TIMSS 2007 in the Korean elementary and secondary schools. It appears that the difference in scholastic achievement manifests throughout elementary and secondary school education. However, this trend is not observed in Finland due to the appropriate entrance age of students and the adequate support for students struggling academically. It is important to identify and minimize differences in scholastic attainments between children of early and late birth months in the first stage of entering school. For example, in order to prevent the Monthly age effect, it is necessary to determine appropriately school entrance age through school readiness test and to provide early intervention tools such as Head Start Program or Affirmative Action in USA 본 연구는 앳된 아동의 무분별한 조기입학이나 입학후 차이시정조치의 미흡 등으로 학습부진아가 제도적으로 발생할 수 있다는 문제의식을 바탕으로, 학생의 생월의 빠르고 늦음이 학업성취도를 비롯한 각종 교육 결과에 미치는 효과를 ‘월령효과’로 명명하고, 그 효과를 확인하고자한 것이다. 월령효과의 존재 여부를 PISA 2006, TIMSS 2007, 지역과 개별 학교의 학습 부진아/우수아 집단자료 등을 중심으로 생월분포, 월령별 학업성취도를 분석하였다. 연구결과 핀란드와 같은 교육선진국에서는 나타나지 않았으나, 우리나라에서는 중학교와 고교에서조차 월령에 따른 학업성취격차가 나타났다. 이 자료에서 월령은 전체학업성취의 5% 정도를 설명하였다. 또한 A교육청 초중고 학업성취도평가 결과를 기초학력미달자의 월령분포를 보면 월령에 따른 학업성취격차가 나타났고, 특목고의 경우 월령별 재학생 분포에서도 차이가 나타났다. 본 연구가 시사하는 바는 우리나라도 월령에 따른 학업성취 격차를 축소할 수 있는 방안을 강구해야 한다는 것이다. 취학전에 차이시정조치 교육 프로그램을 도입하고, 앳된 아동이 초등학교에 취학하려는 경우 ‘학교생활과 학습준비도’를 엄정하게 평정하여 입학시켜야 하며, 교과별 학습이 본격 도입되는 초등학교 3학년 진급 전에 기초 문해력과 수리력을 완전학습하도록 할 필요가 있다.

초등학교 교과서 연구의 특성과 과제

홍미화 ( Hong Mi-hwa ),변자정 ( Byun Ja-jung ),윤요순 ( Yun Yo-sun ),차보은 ( Cha Bo-eun ) 한국초등교육학회 2021 초등교육연구 Vol.34 No.2

This study is to propose the direction of future elementary textbook research by analyzing the types and characteristics of existing textbook research by looking into elementary textbook research and Korean textbook research. The findings are as follows. First, elementary school textbook research requires textbook research focusing on the experience and utilization of elementary school students, who are actual users. Second, research on content of textbooks needs to be carried out to combine character and value as elementary textbooks, and to study the possibility of integrating content among elementary textbooks. Third, the characteristics of elementary school textbooks should be identified and specifically tried to reflect the textbook components and composition system. Fourth, textbook development and institutional research require long-term and practical research based on the application and effectiveness of school sites. Fourth, research on the contents of Korean textbooks should be conducted in an integrated manner in connection with the curriculum and the relationship between school application, and qualitative studies need to be expanded to examine the perception and use of Korean textbooks. Sixth, it is necessary to expand to various textbook studies that reflect future educational changes, such as digital textbooks and media literacy research.

학부모교육과정기준 개발 연구

홍후조 ( Hoo Jo Hong ),백혜조 ( Hei Jo Baik ),민부자 ( Bu Ja Min ),변자정 ( Ja Jung Byun ),조호제 ( Ho Je Cho ),하화주 ( Hwa Ju Ha ),장소영 ( So Young Jang ),이혜정 ( Hye Jung Lee ) 한국교육과정학회 2013 교육과정연구 Vol.31 No.2

The research for this report was conducted to establish curriculum standards for educational programs for students` parents. This report addresses the entire process of “who” (R&D committee, consulting group, lay group, approval council) and “how” the curriculum standards should developed adequately (draft-proposal version-approval version), based on reflective notes. We presided over the principal development of curriculum standards by educational researchers, a consulting group and a lay group for curriculum development, and a curriculum standards approval council. The researchers gathered preliminary opinions from the consulting and lay groups. These standards were then compiled a written draft, which was then revised as a proposal version and finally as an approval version. The finalization, through deliberation and examination, of the approval version referred to the approval council concretized the final curriculum standards for students` parents. The curriculum standards were composed of three designated parts: platforms for purposes and characteristics of the curriculum, content frameworks for achieving the stated purposes, and practical guidelines for carrying out the first two parts.