한국사 교과서 발행 제도 운영의 문제점과 개선 방안

양정현(Yang, Jeong-hyun) 한국역사연구회 2014 역사와 현실 Vol.- No.92

The Textbook publication system is important in securing professionalism, independence and political impartiality of education. The current History textbook publication system in Korea is the official certification system. In 2013, Gyohak-sa’s <Korean History> Textbook for High schools was criticized for poor deliberation. many factual fallacies and biased views of history. The minister of education announced improvement plans for the history textbook publication system itself. He suggested the resurrection of the government-designated textbook system, as well as the revival of the editorial officer. Members of the history and historical education circle opposed such suggestion. The Korean history textbook certification system of 2010 and 2013 have been exposing many problems. Members of the deliberation council lacked specialty, and the timetable for examination was extremely short. Both the Government-designated textbook and officially certified textbook could affect professionalism, independence and political impartiality of education. A Free publication system would be ideal for securing political impartiality of education.

歷史敎育에서 평가 논의의 난맥상과 개선 방안

梁正鉉(Yang Jeong-Hyun) 역사교육연구회 2001 역사교육 Vol.80 No.-

There is estrangement between history classroom examination and theory of evaluation. There are many evaluation type in history teaching. The midterm and terminal examination, performance evaluations are imposed on classroom level. The College Scholastic Abilities Test(CSAT) and Criterion-referenced test are planned under the control of nation. These various evaluation types have their own functions. The educational reformers sometimes underestimate midterm and terminal examinations, and overestimate performance evaluations. High school students prepare for entrance examination, midterm and terminal examination that help students to enter the college. Because performance evaluations become fixed at elementary school. but not at high school. There are adverse criticism about CSAT of this year, especially about the level of the test. But this criticisms miss the target. We have not criteria of the level of the test. The function of CSAT must examine high school curriculum performance, except college scholastic abilities. National Curriculum-based assessment standards may presents guidelines of CSAT. Evaluations follows teaching-learning plan. Objectives - Syllabus - Teaching - Evaluations are process of history class. The improvements of Evaluation device must be based on this cycle.

한말 경남 지역 근대 초등교육의 보급과 확산

양정현(Yang Jeong-Hyun) 부산경남사학회 2008 역사와 경계 Vol.67 No.-

This study investigates Establishment and Spread of Modern Primary School in KyungNam Province. In the early years of the 20th century private primary school named Bohung(보흥) was established in KyungNam Chilwon. Private school Bohung was established by some enlightened Confucian scholars. This tendency is general aspect at that time. Enlightened Confucian scholars intended to campaign for enlightenment by modern education. Sometimes these movements was disturbed by conservative Confucianists. There are strifes over hegemony between New and Old Confucianists. Bohung private school was converted into Chilwon(칠원) public primary school in 1914. The conversion of private school into public school means that patriotic educational enlightenment movements on were ended without products. This showed one case about educational enlightenment movements between the end of the 19th century and the beginning of 20th century,

EDT대체의학 기법이 이완/각성 뇌활성에 미치는 영향

양정현(Yang Jeong Hyun) 대체의학회 2014 대체의학회논문지 Vol.3 No.4

본 연구는 EDT(Emotional Development Therapy)기법을 이용하여 뇌파를 측정함으로써 뇌활성과 이완/각성에 미치는 영향을 알아보기 위해 시도 되었다. 연구대상은 30-40대의 성인 남녀 10명을 대상으로 하였으며, EDT대체의학 기법을 5회 20분씩 실시하였다. 본 연구의 분석은 유의수준 p<.05에서 검증 하였고, 통계처리를 위하여 PASW Statistics 18.0 통계 프로그램을 활용하여 다음과 같이 분석 처리 하였다. 뇌활성이 높은 집단과 낮은 집단, 이완/각성이 높은 집단과 낮은 집단을 분석한 결과 높은 집단에 비하여 낮은 집단이 안정되어 있는 상태로 나타났으며 결과는 다음과 같다. 1. EDT대체의학 기법은 뇌활성을 향상시키는데 유의한 효과가 있었다(p<.01). 2. EDT대체의학 기법은 이완/각성 증가에 유의한 효과가 있었다(p<.001). 3. EDT대체의학 기법은 스트레스 감소변화에 유의한 효과가 있었다(p<.01). The purpose of this study is to verify effects of EDT(Emotional Development Therapy) Technique for brain activity and relaxation/stimulation. The experiments groups 10 person of 30-40 aged adults(male/female) with EDT Alternative Medicine Technics for 20minutes which was total 5 times. The research analysis was statistically significant(p<.05), the test result was analyzed by using PASW Statistics18.0 program. The results as follows. It was results like this, It showed statistic sign comparison with high brain activity groups than low groups, and high relaxation/stimulation and low groups same as too. The results as follows. 1. It showed EDT Alternative Medicine Technique to improve for brain activity with statiscally significant(p<.01) 2. It showed EDT Alternative Medicine Technique to improve for brain relaxation/stimulation with statiscally significant(p<.01) 3. It showed EDT Alternative Medicine Technique to reduce for brain stress with statiscally significant(p<.01)

역사 교수-학습에서 `주체`의 문제

양정현(Yang, Jeong-Hyun) 효원사학회 2014 역사와 세계 Vol.- No.45

This study analyzed the viewpoint of history teacher and history textbook, especially focused on democratization and industrialization of Korea. The viewpoint of history textbook is in other words that of author’s. In history teaching, viewpoint of the ‘subject’ is very important. Historical interpretation, description and historical thinking are based on the viewpoint of the ‘subject’. E. H Carr said, ‘History is a continuous process of interaction between the historian and his facts, an unending dialogue between the historian and the past.’ There need two subjects in Interaction or communication. Also in classroom, dialogue goes on between teacher and student, author and student, historical person and student. In history textbook, author concealed himself behind facts, The viewpoint of author is not exposed. Historical persons don’t’ have their voice in the body of history textbook. But reading materials, historical sources included the voice of historical person. In history classroom, interaction and dialogue take place between teacher, student, author of textbook and historical person. So history teachers should be aware the ‘subject’ of dialogue. If history textbook expose the voice of historical person, it promote the interaction between historical person and student.

2015 역사과 교육과정의 논리와 구성

양정현(Yang, Jeong-Hyun) 역사비평사 2015 역사비평 Vol.- No.113

The 2015 national history curriculum has been developed in accordance with the policy direction of the government of Park Kun-Hyee. ‘Creative convergence’ talent and ‘core competence’ are its key points. The 2015 national history curriculum involves the development of a competency-based core curriculum to prepare for the future society. The core competencies-centered national history curriculum focuses on the adequacy workload. It is trying a ‘thematic approach’ as a way to reduce content. However, textbook adequacy issues will change the paradigm of history education. Another problem with 2015 national history curriculum is that political and cultural history is repeated in elementary and middle schools. This means that social and economic history will be reduced or even eliminated. In elementary schools, the history of everyday life has been discarded and regressed to the level of learning in the 1970’s about heroes and historical figures.

초등 역사에서 논쟁형 토론 학습의 난관과 가능성

양정현 ( Yang Jeong-hyun ) 역사교육학회 2018 역사교육논집 Vol.68 No.-

Discussions or debates in history classroom are presented as alternatives to knowledge injection and memorization lesson. Also debate is emphasized in in history teaching. History education deals with various perspectives. Thus, debate in learning is an approach that reflects the characteristics of history education. Debate is actively conducted in elementary social studies recently. In elementary history classroom, however, there are not many examples of debate in history classroom. It is because history in school deals with different time space, and it is about adults, and the value judgment is involved. However, if students have a sense of accomplishment through the process of forming new knowledge by using prior knowledge or information, and if they perform challenging tasks at their own level, discussion or debate in elementary history classroom will be active. In order for debate learning to be active in elementary history class rooms, it is necessary to identify topics that interest students. In order for the discussion to be actively conducted in the elementary history classroom, it is necessary to design the teacher's dense class and to play a role as smooth discussion facilitator.

역사교사의 교수·학습 설계에서 미래에 대한 상상력과 참여의식: 4.19를 통해서 본 민주주의 담론과 참여의식

양정현 ( Yang Jeong-hyun ) 부산대학교 과학교육연구소 2016 교사교육연구 Vol.55 No.4

역사교육의 방향에 대한 제언 중 오래 전부터 지속적으로 제기되었던 것 중의 하나는 실천 혹은 참여이다. 역사학습을 통해서 자신이 역사적인 존재임을 자각하고, 역사 전개에 적극적으로 참여하는 태도를 갖게하는 것이 궁극적으로 역사교육에서 추구해야 할 방향으로 제시되어 왔다. 역사교육은 오늘과는 다른 내일을 상상한다. 현재는 변화 가능하며, 오늘을 사는 사람들이 어떠한 미래를 상상하고 행동하느냐에 따라 미래가 결정된다. 역사교육은 학생들로 하여금 이러한 역사 발전 과정에 참여하는 생각을 가질 수 있는 계기를 제공할 필요가 있다. 4.19 혁명은 참여의식 혹은 실천을 구체적인 역사 상황에서 숙고해 보도록 하는데 있어서도 유효하고 적절한 사례라고 할 수 있다. 4.19 구체적인 역사 상황과 그 때 사람들과 대화를 나누는 것을 통해서 학생들은 삼여, 실천에 대한 생각을 좀더 분명하게 할 수 있다. Introducing practice or participation as a new direction in history education has be suggested for a long time. Historical education teachers awareness to the fact that we are historical beings and actively participate in the development of history. For this reason, historical education should encourage students to imagine a different tomorrow by emphasizing the ability democratic citizens have to change present conditions, and to think about a future based on the imagination of the people today. The 4.19 Revolution can be considered a valid and appropriate example in promoting participation consciousness or practice in specific historical contexts. Using concrete historical 4.19 contexts and conversations with people at that time, students can decide for themselves about how to make practice and participation more clear and relevant to their present situation.

무용수업에서의 학습동기 영향요인에 관한 조사연구

양정현 ( Jeong Hyun Yang ),문영 ( Young Moon ) 한국무용교육학회 2011 韓國舞踊敎育學會誌 Vol.22 No.2

This study aims to investigate the factors which affect dance learning motivation during class. The research has been conducted based on the factor theory according to learning circumstances by Dornyei(1994, 1998, 2001) and influence factors in english learning motivation by kim Eun-joo(2004). The pilot-test was conducted for credibility and experiential validity. And the survey was based on the 306 survey participants of 106 middle school students, 113 high school students and 87 college students with the score range of 5 for each 48 questionnaire. The influence factor in dance learning motivation is classified into reinforcing factor, demotivation factor, and maintaining factor and the low rank category includes learner, learning content, class method, teacher, study group and class atmosphere. The reinforcing factor in dance learning motivation appeared as learning achievement which a learner section. In the difference between genders, male students showed the interest rate in content which is a learning content section, and female students showed learning performance, which is a learner section. In the difference between belonging group, middle school students, high school students, and college students all showed learning achievement, which is a learner section. In the difference of genre, korean dance and ballet showed learning achievement, which is a learner section, and modern dance showed the attitude of instructor, which is a teacher section. In the difference of experience, all those having the experience of one year to less than three years, more than three years to less than six years, more than six years to nine years, and more than nine years showed learning performance, which is a learner section. The demotivation factor in dance learning motivation appeared as interest, which is a learning content section. In the difference by gender, male students shows the closeness with instructor, which is an instructor section, and female students show the interest, which is a learning content section. In the difference by belonging group, middle school students shows instructor`s attitude, which is an instructor section, high school students shows the interest, a learning content section, and college students shows the closeness with instructors, an instructor section. In the difference by genre, korean dance shows the interest, the learning content section, Ballet showed the closeness with instructors, an instructor section and modern dance shows the unilateral class method, a class method section. In the difference by experience, those with experience of one year to less than three years, more than three years to less than six years shows the closeness with instructor, the instructor section and six years to less than nine years shows the interest, the learning content section. The maintaining factor in dance learning motivation appeared as learning achievement, a learner section. In the difference by gender, male students showed learning achievement, a learner section and interest, a learning content section. And female students showed learning performance, a learner section. In the difference by belonging group, all showed learning performance, a learner section. In the difference by genre, korean dance and ballet showed learning achievement, a learning content section, and modern dance showed learning achievement, a learner section and the closeness with instructor, an instructor section. In the difference by experience, those with experience of one year to less than three years showed the closeness instructor, an instructor section and three years to less than six years, and six years to less than nine years showed the interest, a learning content section. This research aims to provide learners with practical basic information on learning behavior by empirically identifying the factors in dance learning motivation that influences the dance learning, also providing instructors and learners the effective class method by grasping what are the factors that intensify, decrease or continue learning motivation in dance class circumstances. Based on this research findings, establishing a class method is highly suggested. according to influence factors, and learning motivation by background and as a following research, the research and development of practice dance program at the dance education situations is also highly recommendable.

국사 교과서 고대사 서술에서 민족ㆍ국가 인식의 변천

양정현(Yang Jeong-hyun) 한국고대사학회 2008 韓國古代史硏究 Vol.0 No.52

본고는 교과서 고대사 서술에서 민족, 국가 관련 서술의 변천 과정을 살폈다. 고대사에서 민족과 국가에 대한 인식은 민족의 기원, 민족의 활동 영역에 대한 해당 시기의 인식을 반영하고 있다. 특히 근대 교육이 ‘국민’ 양성의 역할을 담당한다는 점에서 자국사 교육이 혈통, 강역에 주목한 것은 세계사적으로 보편적인 추세였다. 근대 개혁기 국사 교과서에서 종족 혹은 민족에 대한 인식은 1906년 통감부기의 교과서 이전까지는 두드러지게 강조되지 않고 있다. 국가를 민족보다 우위로 인식하는 시기라고 할 수 있다. 1906년 교육구국운동기 이후의 교과서에서부터 민족 혹은 국민 등의 개념이 보이기 시작한다. 이러한 민족 인식은 일제 강점하에서 철저하게 억압, 왜곡의 과정을 걷는다. 해방 이후 민족 관념은 국사 교과서의 전면에 등장하면서 국가보다 우위의 개념으로 설정된다. 단군조선-기자조선-위만조선과 관련하여서는 광무개혁기까지는 단군조선-기자조선의 정통론이 유지되다가 을사늑약 이후부터 정통론을 탈피하면서 기자조선의 서술 비중이 현저히 낮아지고, 한국사 주류로부터 배제되는 경향을 보인다. 반면 일제시대에 접어들면 단군조선은 철저하게 소거되며, 기자조선이 다시 부각된다. 해방 이후에는 단군 조선에 대해서 상당수의 교과서가 환인-환웅-단군의 신대사 계보를 사실에 가깝게 서술하고 있다. 신라의 삼국통일과 발해에 관해서도 일정한 경향성을 보이는 것을 확인할 수 있다. 갑오개혁기에는 발해사가 거의 한국사에 포함되지 않고 있다. 광무 개혁기 김택영의 역사집략 에서 한국사의 중심으로 서술되고 있다. 일제시대에는 발해사는 거의 언급되지 않다가 해방 이후에는 많은 교과서들이 남북국으로 서술하고 있다. 유신체제 이후 국정 국사 교과서에서는 ‘통일신라와 발해’로 정리하고 있다. Ethnic or nations were not emphasized in Korean history textbooks until 1906. At that time, State was superior to nation in Korean history textbook. After 1906, the word ‘nation’(民族) appeared in History textbook. Nationalism or conscious of nationhood was oppressed exhaustively by Japanese Sovereignty, and ‘korean nation(韓民族)’ was disappeared in history textbook. After independence from Japanese colonial sovereignty, the consciousness of nation was showed up in history textbook. the consciousness of nation became the highest value in history education. About treatments three antient Chosun Tangun-Gija-Wyiman(단군-기자-위만), There existed legitimism of Tangun-Gija until Kwang-mu reform (光武改革). After the Treaty of 1905, by which the Great Han Empire was stripped of its diplomatic rights, the legitimism was disappeared and Gija Chosun was treated very shortly. After 1910 Japanese Sovereignty, the myth of Dangun and Dangun Chosun disappeared entirely and Gija Chosun was emphasized in history textbooks. After independence the myth of Dangun and Dangun Chosun described like fact in most of history textbook. The Description of the Unified Silla and Balhae in history textbook, there existed a tendency from 1894 to the end of 20th century. In Gabo reform(甲午改革) Korean history textbook, The history of BalHae was not contained. From Kwang-mu reform(光武改革), the history of BalHae was recognized Korean history. After 1910 Japanese Sovereignty, the history of BalHae was removed from Korean history. excluded. Again After independence, most of Korean history textbook described Unified Silla and BalHae.