Plato의 「국가론」에 나타난 교육론 탐색

정환금 光州敎育大學校 初等敎育硏究所 2011 初等敎育硏究 Vol.26 No.1

This study was to explore on the educational theories as reflected in Plato's「The Republic」, and was to suggest the implications of education. Plato's educational theories can be found in his writing, “The Dialogue” of 『The Republic』. He seems to have tried “form of goodness” in education. His educational theories are on the line of metaphysics and philosophy which proposed stages of “form or type(reality).” His educational theories provided a theoretical base for exploring the process of education. Specifically, his educational theories addressed the teacher-student relation including the educational purpose of building just society, developmentally-appropriate curriculum, method of dialogue and dialectics, etc. Therefore his theories provide the implications for the process of education(educational purpose, curriculum, methods, educational relationship, etc.) Especially, they provide useful insights not only for elementary education, but also for educational epistemology currently being discussed in educational worlds. Key Words: Plato's『The Republic』, Educational theories, Form of goodness, Educational epistemology

'교육적 인식론' 분석을 통한 초등교육론 탐색

정환금 光州敎育大學校 初等敎育硏究所 2003 初等敎育硏究 Vol.17 No.2

This research explores the methods for elementary education by analyzing 'Educational Epistemology'. To achieve this purpose, the researcher reviewed the practices based on the current situation of elementary education and 'Educational Epistemology'. The elementary education is being implementing at compulsory, basic and or dinary education in the current situation of education. Therefore the researcher could not find the educational prototype in the current situation of elementary education. 21st century, it is necessary to require the human education and educational practices based on 'Educational Epistemology'. 'Educational Epistemology' includes autonomous structure and logic for practice. For example, it stresses on intrinsic value than extrinsic one in educational goals, emphasizing the educational activity itself, one's own personal experience, and educational relationship. In addition, it explores the strategies of educational evaluation, focusing intrinsic value. In particular, educational relationship is important in the educational practices based on 'Educational Epistemology'. Applied to elementary education, it would change the situations of elementary education and revives the educational prototype.

사고교육의 효율화를 위한 메타인지 기능의 개발과 활용에 관한 연구 : 메타인지 기능의 효율성을 중심으로

정환금 한국초등교육학회 1993 초등교육연구 Vol.7 No.1

이 연구는 국민학교 교육에서 초인지 기능을 탐색하고, 이의 수업에의 적용을 통해 그 효과성을 검증하여 사고교육을 도모하는 데 있다. 초인지 기능은 초인지 지식과 초인지적 자기조정으로 개념화되며, 전자는 교과별 학습방법의 학습에, 후자는 일반적 학습방법의 학습과 관련된다. 효과검증을 위해 초인지 기능의 적용집단과 통제집단 간의 차이, 범교과 초인지 및 학업성취 간의 관계를 분석하였다. 분석결과 유의한 차이와 정적 상관이 있는 것으로 밝혀졌다. 따라서 초인지 기능은 학업성취를 의의 있게 예언해 주는 가망성있는 예언변인으로 전통적 교수-학습방법과는 차이가 있으며, 결국 학습의 효율화는 물론 사고교육의 효율화를 이루게 될 것이다. This study is to find the effective thinking teaching model in the elementary school. To bigin with, this study attempt to find the metacognition skills which are applicable to classes in thee lementary school. According to the theoritical study, the metacognition skills are conceptualized as the the metacognition knowledge and the metacognition self-regulation. While the metacognition knowledge which means the subject-related metacognition skills is equivalent to the specific learning how to learn. the metacognition self-regulation which means the across subjects-related metacognition skills is equvalent to the general learning how to learn. To analyze the effects of metacognition skills in the elementary classes, two groups are selected: the one is experimental group, the other is control group. The effect of experimental treatment is measured by the scholastic achievement test, and the selected data are analyzed with correlations, t-test. According to the result of analysis, there are significantly statistical differences between the experimental group and the control group in the subject-related metacognition skills. The subject-related metacognition skills are significantly correlated with the across subject-related metacognition skills and the level of the scholastic achievement. In conclusion, the subject-related metacognition skills are in close connection with the across subjects-related metacognition skills, and metacognition skills are major predictable variables of the scholastic achievement. It can be said that the instructional model of the learning how to learn is more relevant to the elementary classes than the traditional instructional model. The instructional model of the learning how to learn is an useful instrument for increasing the academic achievement, the thinking ability, the creativity, and retreiving and processing information and knowledge related to the subject. Accordingly, the efficient teaching to think should be started with the instructional model of the learning how to learn. Also, it is necessary for all of the school teachers to generalize the instructional model of the learning how to learn. In order to enhance the efficiency of the instructional model of the learning how to learn, it is necessary to define the conceptions of metacognition, metacognition skills, the across subjects-related metacognition skill, and the subject-related metacognition skill, and to develop its' teaching program.

교원양성대학 선발체제의 효율성에 관한 연구

정환금,김은권 한국초등교육학회 1994 초등교육연구 Vol.8 No.1

이 연구는 교육대학 선발체제가 과연 효율적으로 기능하고 있는가를 알아보기 위한 것이다. 이를 위하여 1992-1994학년도 입학지원자를 대상으로 단계적 판별분석과 중다회귀분석을 실시하였다. 연구의 결과에 의하면 현행 교육대학의 신입생 선발체제는 높은 효율성을 갖는 것이라고 볼 수는 없다. 특히, 1992-1994학년도 입시에서 선발도구로 사용된 4변수가 합격여부를 판별하는 능력이 오히려 학력고사(수능시험)와 내신 두 가지만으로 판별하는 경우보다 더 낮게 나타났다는 사실이 이를 단적으로 입증해 준다. 또한 대학에서의 학점예언타당도가 낮게 나타나고 있다는 사실도 이를 뒷받침해 준다. 따라서 교육대학의 선발체제는 재검토될 필요가 있다. The Purpose of the present study was to analyze the efficiency of teachers college admission system using the data from 1992, 1993, 1994 admission test. Teachers college admission test was consisted of achievement report from high school, scholastic achievement test for college admission, aptitude and personality test for teachership, and interview. Statistical methods used were stepwise discriminant analysis and multiple regression analysis. Results were as follows; First, while achievement report from high school and scholastic achievement test for college admission were significantly powerful discriminant variables in predicting the possibility of college admission, they were not so successful in predicting GPA. Second, aptitude and personality test for teachership and interview were not so successful in predicting college admission and GPA. In conclusion, it can be said that teachers college admission system consisted of achievement report from high school, scholastic achievement test for college admission, aptitude and personality test for teachership, and interview was inefficient. Particularly, aptitude and personality test for teachership and interview should be eliminated or improved.

구성주의와 교육적 인식론의 교육관 비교를 통한 초등교육론 탐색

정환금 한국초등교육학회 2000 초등교육연구 Vol.14 No.1

본 연구는 구성주의와 교육적 인식론의 교육관 비교를 통해 정보화 사회에서의 초등교육론을 모색하고자 하였다. 초등교육현장에는 구성주의 교육이 구현되고 있다. 더불어 구성주의 교육이 당면하고 있는 문제를 해결하는 하나의 대안으로 교육적 인식론이 부상되고 있으며, 이에 따른 교육은 교육활동 자체가 갖는 자율적 구조와 실천의 논리에 근거를 두고 상구와 하화 활동으로 이루어지고 있다. 이런 점에서 구성주의와 교육적 인식론에 따른 교육 실제의 유사점과 차이점을 밝히고, 이를 비교·종합하여 초등교육이 나아가야 할 방향을 탐색했다. 특히 교육적 인식론에 따른 교육은 교육활동 그 자체, 교육적 관계, 체험 및 평가전략(교육적 방법론, 자증, 타증)을 포함하여 교육목적으로서 내재적 가치에 초점을 두고 있다. 이처럼 교육적 인식론에 따른 교육 실제가 초등교육에 적용됨으로써 교육 본질의 재조명은 물론 초등교육현장의 변화(인성교육포함)및 교육의 원형도 어느정도 복원되리라 본다. This research explores the methods for elementary education, comparing perspectives between constructivism and 'Educational epistemology'. To achieve this goal, the researcher reviewed and compared the educational practices based on Constructivism and 'Educational epistemology'. The issue of constructivist view of learning is being discussed and implemented in the situations of education. But the researchers could not find the educational prototype in constructivism because constructivism characterizes elementary education as compulsory, basic, and ordinary education. 21st century, it is necessary to shift from constructivism to the perspectives of 'Educational epistemology', 'Educational epistemology' considers autonomous structure and logic for practice. Educational realm consists of 'ascending education', 'descending education', and its interaction 'Ascending education' has a meaning as learning. 'Descending education' has a meaning as teaching. In particular, educational relationship is important in the perspectives of `Educational epistemology'. Also, it stresses on intrinsic value than extrinsic one in educational goals, emphasizing the educational activity itself, one's own personal experience, and educational relationship. In addition, it explores the strategies of educational evaluation(Educational methodology: one's own evidence, other's evidence), focusing intrinsic value. Applied to elementary education, the perspectives of 'Educational epistemology' would change the situations of elementary education and revives the educational prototype.

초등학교 열린교육에 대한 문화기술적 연구

정환금,이정선,고재천 한국초등교육학회 1997 초등교육연구 Vol.11 No.1

본 연구는 초등학교에서 열린교육을 하고있는 행위주체자들 (교사, 학생들)은 열린교육에 대하여 어떤 인식을 가지고 있으며 왜 그러한 인식을 가지게 되었는가를 규명하는데 그 목적이 있다. 연구방법으로는 주로 문화기술적 연구방법을 이용하여 자료를 수집하고 분석하였으며, 열린교육을 실시하는 광주 시내 한 초등학교(TB)에서 4-6학년 학생과 학교 교직원 12명을 주 정보제공자로, 그리고 그들이 하는 열린수업에서의 참여 관찰을 통하여 13개월 동안 본 연구를 수행하였다. 연구결과 열린교육의 2대 원리인 개별성과 융통성이 열린 교육의 실제, 특히 수업과 학생통제 방식에 반영되어 있음을 발견하였다. 연구참가자들은 열린교육에 대하여 긍정적인 인식을 가지고 있었는데, 이는 개별성과 융통성이 발휘되고, 활동중심으로 이루어지는 다양한 수업의 형태 때문이며 학습자중심의 학생통제 방법에 기인한다는 점을 발견하였다. The centrality of open education is the object of a great deal of scrutiny by the research community. The literature suggests wide variation in conducting a research on open education. Some researcher focused on the definition and principles of open education, others on characteristics and differences with traditional school, and the others on the effect of the open schooling. However, as Rothenberg (1989) mentioned, depending on the degree of openness and the evaluation scale, there are diverse notion on the open education The controversial result of the effects of open schooling also perplex teachers and educational administrators. Thus much attention need to be focused more recently on the realities of open education in terms of teaching and learning methods and effective students control in open education. The primary purpose of this study was to explore the perception of the research participants on the open education, and to analyze factors that contributed to their perception on open education. The guiding questions of the study focused on the realties of open education, namely who, how and where the open education is implemented. The foci also were given in the perception on open education, teaching and learning methods, and students control in open school. The research was conducted in an elementary school in Kwangju City, where open education is implemented, for thirteen months from June, 1996 to June, 1997 involving 12 key informant teachers and 83 students. The study employed an ethnographic methodological approach to collect and analyze data. Ethnographic methods were selected for two reason. First, ethnographic research is well suited to studying realities of open education in a holistic context. Second, it offers a detailed and comprehensive description of the open schooling. Thus the data were collected through in-dept interview, participant observation, and comprehensive literature review. In order to triangulate the data, content analysis of students' open writing on 'my school', and 'An evaluative Scale on the Degree of Openness' developed by Lee (1996) were also employed. Data collected through qualitative methods were analyzed by Spradley's developmental research sequence, and quantitative data were analyzed trough basic statistical procedure. Findings of this study reveal that open education is a teaching and learning methods based on two basic principles: individuality and flexibility. The study also indicates that those principles are applied in the teaching and learning practices and in the practical context of students control in open classroom In general, although the majority of the participants in the study were not able to configurate the notion of the open education in detail, they had an affirmative reaction on the open education. The school studied developed several kinds of educational methods to enhance the individuality and flexibility. Those included 'a spinning wheel learning method' for the Korean language class, individualized learning methods for math, jiggsaw learning for social studies, multi subject learning methods for Korean language and math, and NIE for Korean language class and moral education. It is argued that the diversity of educational methods contribute the affirmative perception of the research participants on the open education. As for the student control, control is ubiquitously exercised to achieve students' confirmity to the expectations of schools and teachers. However there is a marked differences in the degree to which traditional and open elementary school teachers exercise control over their students. In general, open school offers more autonomy over students than the traditional school. The study indicated that this factor also contributes to the development of affirmative conception on the open education. The perception of the participants on the open education, teaching and learning methods in terns of subjects in the open school, and student control in terms of time, space, and activity (with attention to classroom routine and student-teacher interactions as control mechanisms) have been described and discussed in the study.

주제발표1:미래를 향한 열린 교육의 이상에 대한 토론 1-효율적인 열린수업을 위한 수업운영 방안

정환금 한국열린교육학회 1995 열린교육연구 Vol.3 No.2

觀察ㆍ分類活動을 통한 科學的 思考力 伸張

鄭煥金,李榮蘭,沈惠玉,文琯龍,朴炳鶴,徐正基,鄭日鎬,權相赫,金廣錫,南漢植,宋升錫,金燦宇,鄭聖嬉,金恩權,姜洪淑 光州敎育大學 初等敎育硏究所 1991 初等敎育硏究 Vol.6 No.1

교과교육과 사고력 신장 : 교수ㆍ학습방법 개선 및 구안을 중심으로 Centered on Development and Application of Instructional Method

정환금,신현걸 光州敎育大學校 初等敎育硏究所 1994 初等敎育硏究 Vol.9 No.1

교육적 인식론의 관점에서 Plato의 「국가론」에 나타난 교육론 탐색

정환금 ( Hwan Geum Chung ) 대경교육학회(구 우리교육학회) 2011 교육학논총 Vol.32 No.1

본 연구는 교육적 인식론의 관점에서 플라톤의 「국가론」에 나타난 교육이론을 탐색하고, 교육적 함의를 규명하는데 있다. 플라톤의 「국가론」에 나타난 교육론은 주로「국가론」의 대화편에서 모색할 수 있다. 플라톤은 ``선의 형상``과 같은 실재의 본질에 관한 가정을 하고, 이를 교육을 통해 실현하고자 했다. 플라톤의 「국가론」에 나타난 교육론은 교육적 인식론의 개념과 밀접하게 관련되어 있다. 특히 플라톤의 교육론에서의 스승과 제자와의 관계는 교육적 인식론의 성립 요건인 교육적 관계의 개념과 밀접하게 관련되어 있다. 이는 플라톤의 「국가론」에 나타난 교육론을 교육적 인식론의 관점에서 탐색할 수 있는 근거를 제공한다. 구체적으로, 플라톤의 교육론은 교육이 성립되는 스승과 제자와의 관계는 물론, 정의로운 인간을 기르고 정의로운 사회를 건설하는데 목적을 둔 교육목적, 순차에 따른 교육과정, 대화와 변증법에 나타난 교육방법 등을 중심으로 교육적 인식론의 관점과 관련하여 탐구할 수 있었다. 따라서 플라톤의 「국가론」에 나타난 교육론은 교육적 인식론의 관점과 유아교육과 초등교육을 포함하여 일반적 교육의 관점에도 교육적 함의를 제공한다. This study was to explore Plato`s theories of education in 『The Republic』 in the light of Educational Epistemology. Plato`s theory of education can be found in his writing, "The Dialogue" in 『The Republic』. He seems to have tried "form of good" in education. His educational theories are connected with the concept of educational epistemology. In particular, the teacher-student relation is connected with the concept of educational epistemology. That is why they can be discussed in the light of educational epistemology. And the concept of educational epistemology as reflected in his educational theories provides a theoretical base for exploring the process of education. Specifically, his educational theories addressed the educational relationship including the educational purpose of building just society, developmentally-appropriate curriculum, method of dialogue and dialectics and etc. Therefore his theories provide the implications for educational epistemology in the educational worlds including the process of education. And they provide useful implications not only for early childhood but also elementary education.