제8장 과학교과 「운동과 에너지」 영역의 탐구 내용과 활동

정찬기오 ( Chan Gi Oh Chung ),김훈희 ( Hun Hee Kim ),홍둘임 ( Dul Im Hong ) 경상대학교 중등교육연구소 2009 중등교육연구 Vol.21 No.-

제4장 『매체언어』 과목의 교과과정 체제

정찬기오 ( Chan Gi Oh Chung ),김훈희 ( Hun Hee Kim ),최선 ( Sun Choi ) 경상대학교 중등교육연구소 2008 중등교육연구 Vol.20 No.-

특수교육 기본교육과정 수학교과「도형」영역의 내용체계 분석

정찬기오 ( Chan Gi Oh Chung ),윤정원 ( Jeong Weon Yoon ),이광우 ( Kwang Woo Lee ) 경상대학교 중등교육연구소 2012 현대교육연구 Vol.24 No.-

제9장 과학교과 「지구와 우주」 영역의 탐구내용과 활동

정찬기오 ( Chan Gi Oh Chung ),이광우 ( Kowang Woo Lee ),최재영 ( Jae Young Choi ) 경상대학교 중등교육연구소 2008 중등교육연구 Vol.20 No.-

특수교육 기본교육과정 초등 사회교과의 내용체계 분석

정찬기오 ( Chan Gi Oh Chung ),백정애 ( Jeong Ae Baek ),김훈희 ( Hun Hee Kim ) 경상대학교 중등교육연구소 2012 중등교육연구 Vol.24 No.-

제6장 사회과 일반사회 영역의 교육내용 체계

정찬기오 ( Chan Gi Oh Chung ),이광우 ( Kowang Woo Lee ),임형재 ( Hyeong Jae Lim ) 경상대학교 중등교육연구소 2009 현대교육연구 Vol.21 No.-

제10장『진로와 직업』과목의 영역별 교육내용 및 활동 체계 분석

김혜경 ( Hye Kyeong Kim ),정찬기오 ( Chan Gi Oh Chung ),김훈희 ( Hun Hee Kim ) 경상대학교 중등교육연구소 2011 현대교육연구 Vol.23 No.-

본 연구의 목적은 중학교『진로와 직업』과목의 영역별 교육내용 및 활동 체계를 분석하는 것이다. 본 연구의 결과를 요약하면,『진로와 직업』과목의 영역별 교육내용은「나의 발견」,「직업 세계의 이해」,「진로의 탐색」,「진로 의사 결정 및 계획」으로 구분할 수 있다. 「나의 발견」영역의 내용 체계는 삶·진로·직업의 의미 탐색, 나의 특성 탐색, 나에게 적합한 장·단기 진로의 탐색이 중심이 된다.「직업 세계의 이해」영역의 내용 체계는 직업 세계의 다양성과 미래의 직업 세계 탐색, 직업 세계 탐색의 방법 검토, 직업과 관련한 편견 및 고정관념의 극복이 중심이 된다. 「진로의 탐색」영역의 내용 체계는 중학교 이후의 교육 경로 탐색, 잠정적인 진로에 관한 정보의 탐색과 분석, 다양한 직업인의 역할 모델 탐색, 성공적인 직업생활을 위한 조건과 직업윤리 탐색이 중심이 된다.「진로 의사 결정 및 계획」영역의 내용 체계는 진로의사 결정 방법 및 자기 책임감 탐색, 나의 희망 진로와 직업 선택 및 탐색, 중학교이후의 구체적인 진로 계획의 수립, 진로 계획 실천과 평생 학습의 의미 이해가 중심이 된다. The purpose of this study is to analyze the contents and activities in Future Career and Occupation. Based on reason and purpose of this study, it can pose the following detailed questions; First, what are the contents and activities of Finding Myself?, Second, what are the contents and activities of Understanding World of Work?, Third, what are the contents and activities of Exploring for Career?, Fourth, what are the contents and activities of Planning and Deciding of Future Career? The main resources used for this study are as follows; 2009 Revision National Curriculum Introduction(Ministry of Education, Science and Technology, 2009a) as Proclamation No. 2009-41, Explanation of 2009 Revision National Curriculum Introduction(Ministry of Education, Science and Technology, 2009b), Middle School Future Career and Occupation Curriculum(Ministry of Education, Science and Technology, 2009c: Annex 16), Explanation of Middle School Future Career and Occupation Curriculum(Ministry of Education, Science and Technology, 2010). As a result of analyzing the contents and activities in Future Career and Occupation, the following findings were given; The contents of Finding Myself consist of lifeness, future career, exploring meanings of occupations, discovering my characteristic, searching for suitable short-and long-term career. The contents of Understanding World of Work compose of various jobs, investigating the world of future vocations, examining the ways to search work, and getting over prejudice and stereotype about vocations. The contents of Exploring for Career deal with searching for ahead educational courses after middle school, concerning and analyzing of provisional career, looking for various role models, and conditions and professional ethics for successful career. The contents of Planning and Deciding of Future Career makes up of decision making methods for career, building up sense of responsibility, gaining informations of desirable jobs and making a decision, planning a specific career after junior high school, practicing the career plan, and understanding of lifelong study. Given the findings of the study, the following conclusions were reached; The education of Finding Myself should be focused on searching individual`s interest, aptitude, values, personality based on scientific data such as psychological test related to occupations and future careers and setting up short-and long-term goals for desirable job. The education of Understanding World of Work should be focused on investigating various jobs and the world of future vocations, examining the ways to search work, and getting over prejudice and stereotype about vocations. The education of Exploring for Career should be focused on searching for ahead educational courses(different types of high schools) after middle school, concerning and analyzing of provisional career, looking for various role models, and conditions and professional ethics for successful career. The education of Planning and Deciding of Future Career should be focused on decision making methods for career, building up sense of responsibility, gaining informations of desirable jobs and making a decision, self-initiated establishing a specific career after middle school, modifying and complementing the future career plan, practicing the career planning and understanding of lifelong study.

국가수준 교육과정에 명시된 영어-일어 의사소통기능 예시문 분석

김진주 ( Jin Ju Kim ),정찬기오 ( Chan Gi Oh Chung ),강순상 ( Soon Sang Kang ) 경상대학교 중등교육연구소 2014 중등교육연구 Vol.26 No.-

본 연구의 목적은 국가수준 교육과정에 명시된 영어-일어 의사소통기능 예시 자료들을 분석하는 것이다. 본 연구의 결과, 영어교육과정에 제시되어 있는 의사소통기능 예시 자료는 11영역-78주제-20.453 예시문이다. 일어교육과정에 제시되어 있는 의사소통기능 예시 자료는 8영역-57주제-199 예시문이다. 본 연구의 결과에 근거하여 결론을 제시하여보면, 국가수준의 교육과정에 제시되어 있는 영어 의사소통기능 예시 자료와 일어 의사소통기능 예시 자료의 차이는 영어 사용 문화와 일어 사용 문화의 차이에서 그 이유를 설명할 수 있지만, 실용성과 융통서의 측면을 고려하면 영어 예시문의 경우는 영역과 주제, 그리고 실제 예시문을 축소·조정할 필요가 있으며, 일어 예시문의 경우는 영역과 주제, 그리고 실제 예시문을 확대·조정할 필요가 있다. 그리고 국가수준의 영어교육과정이나 일어 교육과정에서 요구하고 있는 의사소통기능 예시문은 일상생활에서 개인적인 의사소통에 필요한 언어적 지식뿐만 아니라, 실제 언어를 사용할 수 있는 전략적인 능력을 포함하고 있어야 하며, 구두 언어나 문자 언어의 이해와 표현 기술 등을 포함하는 심리·생리적 기제에 초점이 맞춰져야 한다. The purpose of this study was to analyze ‘Examplers for Communicative Skills’ in the national level English and Japanese curriculum. As a result of analyzing examplers for communicative skills in the national level English and Japanese curriculum, 11 domains-78 themes-20, 453 example sentences were examplers for communicative skills presented in the English curriculum, and 8 domains-57 themes-199 example sentences were examplers for communicative skills presented in the Japanese curriculum. In conclusion, it can be explained that the differences in examplers for communicative skills presented in the national level English and Japanese curriculum come from the differences in English usage culture and Japanese usage culture, but considering the practivality and flexibility, the domains, themes and actual example sentences of examplers in the English curriculum should be reduced and adjusted, and the domains, themes and actual example sentences of examplers in the Japanese curriculum shuld be expanded and adjusted. Furthermore, examplers for communicative skils required for the national level English and Japanese curriculum must contain not only linguistic knowledhe necessary for a personal exchange of opinions in ordinary life but also strategic competence to use actual language, and focus on a psycho-physiological mechanism, which includes the understanding of verbal language or written language and techniques of expression.

제7장 중학교『기술,가정』과목의 영역별 교육내용 및 활동 체계 분석

최영이 ( Young I Choi ),정찬기오 ( Chan Gi Oh Chung ) 경상대학교 중등교육연구소 2011 중등교육연구 Vol.23 No.-

본 연구의 목적은 중학교 기술·가정 교과 영역의 학습 과제의 체계를 구체적으로 분석하여 제시하는 것이다. 본 연구의 결과를 요약하면, 중학교의 기술·가정 영역별 교육내용 및 활동 체계는『청소년의 이해 및 청소년기의 생활』,『기술의 발달과 미래, 그리고 발명』,『가족 관계와 가정생활의 실제』,『정보 통신 기술과 제조 기술』,『생애설계와 진로탐색, 그리고 가족 복지』,『전자·기계·건설 기술과 생명 기술』로 대별할수 있다. 『청소년의 이해 및 청소년기의 생활』은 청소년의 발달 이해, 청소년의 성과친구 관계 이해, 청소년의 자기 관리 이해, 청소년의 영양과 식사, 옷차림과 자기표현, 청소년기의 소비 생활이 중심이 된다. 『기술의 발달과 미래, 그리고 발명』은 기술의 발달과 생활, 전통 기술의 이해, 미래 사회의 기술, 기술과 발명 아이디어의 구상, 발명 기법과 실제가 중심이 된다. 『가족 관계와 가정생활의 실제』는 변화하는 가족, 가족 관계, 식단과 식품의 선택, 의복의 선택과 관리, 주거와 거주 환경, 식사 준비와 예절, 옷 만들기와 고쳐 입기, 주거 공간의 활용이 중심이 된다. 『정보 통신 기술과 제조 기술』은 정보 통신 기술과 생활, 정보 통신 기술의 활용, 정보 보호와 공유, 제조기술의 이해, 제품의 구상과 설계, 제품 만들기가 중심이 된다. 『생애 설계와 진로탐색, 그리고 가족 복지』는 생애 설계와 실제, 가정생활과 직업생활, 생애 단계와 가족복지, 가족 복지 서비스가 중심이 된다. 『전자·기계·건설 기술과 생명 기술』은 전기·전자의 이해, 기계 운동의 원리, 운동 장치 만들기, 건설 기술의 이해, 건설 구조물의 이용, 건설 구조물 모형 만들기, 생활과 생명 기술, 생명 기술의 활용이 중심이 된다. The purpose of this study was to examine the content elements and activity systems of Technology & Home Economics in the middle school curriculum. Six research questions were posed to serve the purpose ; First, How are the system of learning activity, the content of life education of adolescence based on understanding of adolescents constructed? Second, How are the future of technology, the development of technology, the content of invention education of adolescence constructed? Third, How are the relationship of adolescents with their family, the system of learning activity, and the content of education constructed as a form of real home education? Forth, How are the system of learning activity and the content constructed in both information and communication technology and manufacturing technology education? Fifth, How are the system of learning activity and the content constructed in both life and career planning and the family welfare education? Sixth, How are the system of learning activity and the content constructed in both bio technological education and the education of technology of electronic, machine, and construction? The main materials used for this study are as follows; Proclamation No. 2007-79 of Ministry of Education & Human Resources Development Elementary and Secondary School Practical Arts(Technology & Home Economics) Curriculum(Ministry of Education & Human Resources Development, 2007: Annex 10), Proclamation No. 2007-75 and No. 2007-79 Middle School Curriculum Explanation Ⅲ-Mathematics, Science and Technology & Home Economics(Ministry of Education and Science and Technology, 2008), Teacher`s Guide 1 for Middle School Technology & Home Economics(Seoul Metropolitan Superintendent, 2010), Teacher`s Guide 2 for Middle School Technology & Home Economics(Seoul Metropolitan Superintendent, 2011), Teacher`s Guide 3 for Middle School Technology & Home Economics(Ministry of Education & Human Resources Development, 2002), Textbook of Technology & Home Economics Education-1 (Ministry of Education and Science Technology, 2009), Textbook of Technology & Home Economics Education-2(Ministry of Education and Science and Technology, 2009), and Textbook of Technology & Home Economics Education-3(Ministry of Education and Science and Technology, 2002). The summary of the study results were as follows; the system of learning activity and the content of technology and home economics education in middle school are the understanding for adolescents and the life of adolescence, the development of technology, its future and the invention, the relationship with the family and the practice of real home life, the information, the communication technology and the manufacturing technology, the life and career planning and the family welfare, the technology of electronic, machine, construction and bio-technology. The understanding for adolescents and the life of adolescence, which dealt with the understanding of adolescents development, the sexuality of the adolescents, the relationship of adolescents with their friends, the understanding of adolescents in self-management, the nutrition and the meals of adolescents, the garment of adolescents and self-expression, the consumption life of adolescents. The development of technology, its future and the invention, which dealt with the life and the development of technology, the understanding of traditional technique, the technique of the future, ideas for the technology and invention, the technique of the invention and the practice. The relationship with the family and the practice of real home life, which dealt with changing trend in family, changing relationship in family, choice of food and diet, the choice of clothing and the management, housing and residential environment, the preparation of meals and the table manners, making and reforming clothes, utility of the residential space. The information, the communication technology and the manufacturing technology, which dealt with the life and information and communication technology, the utility of communication technology, the security of the information, and the sharing of the information, the understanding of manufacturing technology, ideas for the products, the designs of the products and the making products. The life and career planning and the family welfare, which dealt with the planning and practice for the life of adolescents, home life of adolescents, the career life of adolescents, the stages of life, the welfare of family and the welfare system of family. The technology of electronic, machine, construction and bio-technology, which dealt with the understanding of electrical and electronic, the principle of movement in machine, making a device for movement, the understanding of the construction technology, the utility of construction structures, making models of construction structures, life and bio-technology and the utility of bio-technology. The directions based on the discussed content and the results are as follows. The domain, the understanding for adolescents and the life of adolescence, which should focus on helping adolescents get to know their physical development phenomenon and their sexual traits which enable adolescents to make sound relationship with their friends. On the ground of that, it should let adolescents analyze their daily life and put adolescents into practice their planned activities and leisure activities in accordance with their aims. The domain, the development of technology, its future and invention, which should focus on how technology can affect the life of human being and make adolescents take pride in their traditional technique and adapt themselves in the change for the new technology. The education should focus on forming practical attitudes, which enables adolescents to solve the problem in their real life by using their daily invention products and getting new ideas. The domain, the relationship with the family and the practice of real home life, which should focus on making adolescents cope with the family conflict. It means adolescents should have positive ways of thinking, which include controling their feelings and needs as well as revealing their true expressions. Through this education, firstly, adolescents should know not only how to make good diets according to the taste of their family but also how to match good dress code in clothing. Secondly, adolescents should experience the procedure of making clothes. Thirdly, adolescents should know how to clean and arrange their living products. The domain, the information, the communication technology and the manufacturing technology, which let adolescents know the procedure of the technology and how it has changed our life. Also through the internet education, adolescents should learn how to get information and share the information. Furthermore, this domain enables adolescents to make the practical products through observing and evaluate their products after completion. The domain, the life & career planning and the family welfare, which make adolescents plan their life and career. And it helps adolescents to find proper ideas for breakthrough against their conflict in their home life and career life. Lastly, it gets adolescents to participate in the programs for the family welfare service in their local community. The domain, the technology of electronic, machine, construction and bio-technology, which convey the principles of electrical the development of technology, its future and the invention electronic appliances in homes to adolescents, and it should give adolescents opportunities to check the real parts of electrical. The development of technology, its future and the invention electronic appliances and make simple controling device. Also, it should let adolescents find the examples of construction structure and building structure. Then, it should let adolescents make the model of construction structure. Besides, it should have adolescents notice the real cases that use the bio-technology and make suggestions about the results, which resulted from the development of the bio-technology in a way of either positive side or negative side.

심사정의 한국화(화훼초충도) 특징 분석

박정은 ( Jeong Eun Park ),정다운 ( Da Uon Chung ),정찬기오 ( Chan Gi Oh Chung ) 경상대학교 중등교육연구소 2015 중등교육연구 Vol.27 No.-

본 연구의 목적은 조선시대의 대표적인 화가인 심사정의 한국화(화훼초충도) 특성을 분석하여 제시하는 것이다. 본 연구의 취지 및 필요성 그리고 연구목적에 근거하여 본 연구자가 설정한 구체적인 연구 문제는 심사정의 작품을 대표해 줄 수 있는 화훼초충도에는 어떤 작품들이 있는가, 심사정의 작품에 등장하는 화훼초충들의 의미는 어떤 것들인가 이다. 본 연구에 사용된 주된 자료는 심사정의 작품과 관련이 있는 석·박사 학위논문자료 16편과 단행본자료 22편, 학술지자료 6편과 신문자료 11종, 그리고 인터넷 사이트 14종 이였다. 연구 결과 자료들에 근거하여 제시할 수 있는 교육적인 의미는 심사정의 작품에서 주된소재가 된 꽃들-패랭이꽃, 모란, 백합, 장미, 원추리, 계화, 국화, 맨드라미, 양귀비, 달개비꽃, 부용화, 연꽃, 해당화 등-이 함축하고 있는 의미들인 젊음, 부귀영화, 장수와 풍요, 모성애와 근심 걱정을 털어버리는 의미인 망우, 아름다움과 향기, 장수와 참고 견딤, 입신출세, 생명력, 무한한 생명 등을 희망적이고 긍정적인 아이디어로 활용하는 것이 필요하다. 그리고 나비, 잠자리, 여치, 메뚜기, 벌, 매미, 베짱이, 사마귀, 무당벌레, 방아깨비 등과 같은 곤충 소재들이 함축하고 있는 의미들인 남녀화합과 행운, 다산과 득남, 벼슬, 부지런함과 충성, 청렴한 선비와 불멸, 출세, 과거급제 등을 희망적이고 긍정적인 아이디어로 활용하는 것이 필요하다고 할 수 있다. 뿐만 아니라, 선비의식과 지조의 의미를 함축하고 있는 괴석이나 지혜의 의미를 함축하고 있는 고슴도치 등도 희망적이고 긍정적인 아이디어로 활용하는 것이 필요하다. The purpose of this study is to suggest features of Korean Painting, Flower-Grass-Insect painted by representative artist Sim Sa-jeong in the period of Joseon dynasty after analyzing Flower-Grass-Insect painting. The specific research problems (the researcher focuses on) of this study based on the intent, necessity, and purpose regarding this study are to analyze certain works of flower-grass-insect painting representing the works of Sim Sa-jeong and specific meaning of flower-grass-insect painting. The main materials used in this study are 16 master′s and doctoral thesis, 22 published books, 6 academic journals, 11 newspaper articles, and 14 internet sites. Educational conclusion based on result of this study is that it is necessary to utilize implicative meaning such as youth, wealth and honor, longevity and richness, maternal love and narcotize one``s anxieties, beauty and fragrance, patience, and tenacious hold on life implied on subject matters of works by Sim Sa-jeong like china pink, peony, lily, rose, day lily, cassia flowers, chrysanthemum, cockscomb, poppy, spiderwort, Hibiscus mutabilis, lotus, sweetbrier and so on as hopeful and positive idea. Also, it is essential to make use of implied meaning such as harmony between man and woman and luck, fecundity, begetting a son, government position, diligence and fidelity, integrity and immortality, success, passing the state examination based on the subject matter of works of Sim Sa-jeong, butterfly, dragonfly, gampsocleis sedakovi obscura, grasshopper, bee, locust, wart. ladybug, long-headed grasshopper as affirmative and bright idea. Furthermore, this study suggests that oddly shaped stone implying the meaning of classical scholar and fidelity and hedgehog with the meaning of wisdom be utilized as positive and hopeful idea.