교육실습의 대안적 모색: 1-1-3 실습의 시작과 경과

최석민 대구교육대학교 초등교육연구소 2021 현장중심 초등교육연구 Vol.3 No.-

교육실습은 교사를 준비하는 모든 학생이 거쳐야 하는 하나의 통과 의례로 인식되는 경향이 있다. 학교 현장에 대한 직접 경험의 기회 제공이나 대학 수업에서 배운 이론의 학교 적용 등 에서 의의를 찾고 있는 것이 일반적이기 때문이다. 하지만 교육실습은 교생이 현재 학교를 경 험하면서 미래 교육을 준비하여야 하는 이중적 목적을 갖는다는 점에서, 관행적 실습의 현실은 재검토의 필요가 있다. 누구나 알고 있듯, 빠른 시대 상황의 변화는 새로운 교육을 요구하고 있고, 이미 OECD(2005)나 CCSSO(2013)에서 재구조화되었던 바와 같이 교사 역할도 변화되고 있다. 본 연구는 시대적 요구에 변화된 교육적 책무를 담당할 수 있는 교사를 양성하기 위해 본 대학에서 2016년 하반기부터 진행하고 있는 1-1-3 매칭 맞춤형 교육실습과 관련하여, 특히 초 기 기획을 중심으로 핵심적 구상의 내용과 구조화 전략, 그리고 매칭의 목적이 무엇이었는지에 대해 논의하고자 한다. 이미 관련 실습의 실태나 성과와 관련된 보고서(최석민 외, 2019)가 발 간되었다는 점에서, 그 구체적 시행 내용과 방법, 설문 결과 등에 대해 다루기보다는, 보고서에 담고 있지 않은 시작과 경과, 그리고 그 초점에 나타난 고민과 전략이 무엇이었는지에 대한 기 술에 초점을 두고자 한다. 이는 향후 지속될 대안적 교육실습을 기획하기 위한 하나의 참조 자 료를 구성하기 위한 성찰적 기록의 성격을 담고 있다. 주된 내용은 첫째, 1-1-3 매칭 맞춤형 실습의 문제의식과 그 이론적 검토 과정. 둘째, 법령과 내규, 유인과 선발, 연수 등과 같은 실 제적 문제에 대한 구조적 대응 과정. 셋째, 운영에 나타난 사례로 수업실습의 초점 등이다. The education practice tends to be carried out as a passing ritual course that all students preparing for teachers have to go through. It is common to find significance in the direct experience of the school site or the application experience of the theory learned in the university class. However, the current practice of practice needs to be reviewed in that it has a dual purpose of preparing for future education while experiencing the current school. The rapid change of the situation is demanding new education, and the role of teachers is changing as they were restructured in OECD or CCSSO. This study aims to discuss the progress of the concept and structure of the 1-1-3 matching teaching practicum, which has been conducted since the second half of 2016. It focuses mainly on the spirits of reflective teaching based on J. Dewey’s growth and how it could be realized in real situation of now and here in Daegu province. The main contents are as follows: First, what are main focus of 1-1-3 teaching practicum especially on its theoretical background. Second, how the problems on national laws and regulations could be solved. Third, what is the real cooperation example of it. I wish this paper could be as an example for introducing and progressing innovative education practice.

무용대본의 유형과 기능에 관한 연구

최석민 한국문화예술교육학회 2012 모드니 예술 Vol.7 No.-

무용공연예술은 오랜 세월 속에 많은 변화와 발전을 거듭해왔다. “사상과 감정을 신체를 통해 표현한다.”라는 무용의 보편적 정의처럼 한 인간(안무자)의 사상과 감정 등을 다양한 신체움직임 을 통해 타인에게 표현 및 전달하고자 하던 본질적인 무용공연은 시대적 변화 속에서 표현을 보다 더 극대화하기 위하여 음악, 무대기술, 조명, 의상, 분장, 영상, 세트 등 여러 가지 복합적 인 공연요소들을 접목 및 활용시킴으로써 타 장르와의 교류 및 융합을 통해 종합예술의 형태를 갖추고 있다. 또한 기술적인 측면에서 바라본다면 21C 오늘날 무용공연은 한마디로 ‘하이테크무 용공연예술’이라고 할 수 있을 것이다. 이는 기술발달에 의한 자연스러운 현상인 동시에 앞에서 언급한 안무자의 작품세계를 타인(관객)에게 전달하고 소통하기위해 시도된 노력들의 결과라고 볼 수 있다.

교사의 도덕성 : 통합적 접근 An integrative approach

최석민 한국교육철학회 1999 교육철학 Vol.17 No.-

According to perspectives of the fundamental function of schooling and education, the meaning of teachers' morality is radically different. First, One group that considers function of education as transmission of knowledge or initiation into core culture believes that teachers are intrinsically moral if they only can escape from indoctrination. Second, the group under the same assumptions of modernism that has different perspective questions such an approach that ignores the uniqueness, uncertainty, and value-conflict of teaching situation. The latter group emphasizes on "reflect-in, reflect-on and reflect on reflect-in." The third group,, emancipatory approach thinks both of them are insufficient because modernistic approaches to education mean only banking education that neglects the power relationship and deeply seated inequality widely spread in the inner part of schooling. So from this point of view, to be moral teacher means to be a critical transformative intellectual who has moral, political and pedagogical leadership and can change existing systems of education. The last, also criticize on both of modernistic approaches because of their dominancy of masculine biases. With changing not only curriculum structures and contents, but also relationship of teacher-students, this feministic approach wants to change school system of hierarchical relation and abstract knowledge deliverance to that of care giver-and-taker relation and of mutual knowledge sharing. Teacher as acare-giver is intrinsically moral in that care is one of the critical constituents of morality and care-giving means respect students as human being. Even though these four perspectives have conflicting elements, we can't neglect even one perspective in order to have full meanings of morality of a teacher. So I connect these perspectives with the conception of growth.That is because first, growth is in itself moral. Second, growth is open to any activities and is educative only if it is genuine for problem-solver. Third, growth considers students as a moral agent and finally growth can be justified its inclusion of multiple perspectives of moral teacher.

뇌동맥류 파열 환자에서 증후성 뇌혈관연축의 발생 및 회복에 영향을 미치는 인자들

최석민,석종식,권정택,민병국,황성남,김영백,홍현종 대한신경외과학회 1996 Journal of Korean neurosurgical society Vol.25 No.10

To determine the factors affecting development and recovery of symptomatic vasospasm. the author analysed the results of patients with ruptured intracranial aneurysms treated by nimodipine and prophylactic “triple0H” therapy. From January 1991 to December 1995. 199 patients underwent surgery for ruptured intracerebral aneurysms. Combined hypervolemic hemodilution was initiated at the time of admission. Induced hypertension was added immediately after surgery(aneurysmal neck clipping). All patients received nimodipine intravenously or orally until the 14th day of SAH Sixty patients underwent surgery on Day 0 through 2 after attacks of subarachnoid hemorrhage(Goup A) 105 patients on Day 3 through 14(Group B). and 35 patients after Day 14(Group C). Of 199 patients. 76(38%) patients suffered from symtomatic vasospasm. Symptomatic vasospasm occured in 34% of Group A patients. 33% of Group B patients. and 5% of Group C patients. Symtomatic vasospasm occured more frequently in the older age group. the Fisher group 3 and Hunt & Hess grades 3, 4 and 5 groups. Of 76 patients who suffered from symptomatic vasospasm. 47(62%) patients recovered completely. The author analysed the relationship between recovery rate and sex, age. Hunt & Hess agrde and Fisher group among these 76 patients. Recovery rates between these groups were not significantly different. Based on this experience the author believes that Hunt-Hess grade. Fisher group and age are important factors affecting symptomatic vasospasm development.

제4뇌실 격리증 : 증례보고 Case Report

최석민,민병국,권정택,석종식 대한신경외과학회 1996 Journal of Korean neurosurgical society Vol.25 No.6

Trapped fourth ventricle is a rare clinical entity. It presents as a posterior fossa mass lesion. A case of trapped fourth ventricle which developed after surgery of cystic neurocysticercosis located at the cerebellopontine angle is presented. The authors reviewed the literatures of the trapped fourth ventricle and discussed the pathogenesis as weil as the management of this rare clinical entity.

H. Siegel의 비판적 사고개념 분석

최석민 한국교육철학회 1998 교육철학 Vol.16 No.-

테니스 選手의 體力 要因에 관한 分析 : 男子 高等學校 選手들을 中心으로. focused on high school boys and players

최석민,노성규 江原大學校附設體育科學硏究所 1994 江原大學校附設體育科學硏究所論文集 Vol.- No.18

The purpose of this study is to find out the differenciation of Physical Fitness and physique factors between Elite tennis player and Tennis players of subelite group. 23 players who were made quarter final, 42 player who were not made quarter final in 3 compatitions of National tournament, and 20 untrained high school boys were measured and tested as subjects. Results are following: 1. Elite group has better chest circumference factor than that of general player. 2. Tennis player has better all of fitness factor than those of general student. On the other hand, Elite player has better fitness factors than those of general players, especially in Back strength, Leg strength, and Power.

암세포의 증식과정에서 20 kDa 단백질의 arginine 메칠화 반응에 관한 연구

최석민,류총근,한종설,박길홍 고려대학교 의과대학 2000 고려대 의대 잡지 Vol.36 No.1

Enzymatic methylation of endogenous protein (s) by protein arginine N-methyl- transferase(EC. 2.1.1.23) in several cancer cell lines was investigated in an attempt to understand possible regulatory role of the modification in relation to cellular proliferation. When several cancer cells (HeLa, HCT-48, A549, HepG2) were incubated with S-adenosyl-L-〔rnethyl-³H〕methionine, the endogenous 20- kDa species in the extracts were most intensely 〔methyl-³H 〕-labeled compared to that in normal colon tissues. Whether the 〔methyl-³H 〕-labeld 20-kDa is due to carboxyl-O-methylation, the alkali-lability of the purified and methylated 20- kDa species were examined at pH 9-11, at 37℃ for 60 min. The results indicated that 〔methyl-³H 〕-label on the 20-kDa species of HCT-48 cells did not decrease after alkali treatment quantified by Fuji BAS 2500 Bio-Image analyzer. The methylation of 20-kDa did not increase in the presence of 4 mM GTPγS, further indicating the methylation is not due to C-terminal farnesylated cysteine carboxyl methylation. Also, none of purified histones showed the same mobility on SDS-PAGE as the 20-kDa endogenoiis substrate. In conclusion, in the present study, a new novel endogenous 20-kDa methyl accepting protein for protein arginine methyltransferase was found which is closely correlated with cell proliferation suggesting a possible role of this post-translational modification during cellular proliferation.

색전술 단독요법으로 치료한 뇌동정맥기형 2예 -증례 보고 -

최석민,석종식,황성남,민병국,권정택 대한신경외과학회 1997 Journal of Korean neurosurgical society Vol.26 No.3

듀이의 "성장" 개념에 입각한 교사상 탐색

최석민 한국초등교육학회 2000 초등교육연구 Vol.13 No.2

본 연구는 듀이적 성장을 종결적 개념이라기보다 계속적 개념으로, 생물학적이라기보다 규범적으로, 그리고 인식론적이라기보다 존재론적으로 파악하며, 그것을 이상적인 교사상 탐색에 적용해 보려는 한 시도라 볼 수 있다. 필자는 성장하는 교사가 갖는 갱신적 자질을 듀아적 "성장"의 개념으로 이해하며, 교사는 아동을 위한 삶을 사는 존재이기 이전에 혹은 동시에 그 자신이 한 인간으로서 의미있는 삶을 살 권리가 있는 존재라는 점을, 아이들의 보다 나은 학습을 위해서라도 부각시켜야 될 필요가 있다는 점을 특히 강조하려 한다. 나아가 현장 연구(특히 교사연구), Schon의 반성적 교수 등 연구자로서의 교사상이 추구하고자 하는 특성을 아우르는 중요한 자질로서 성장의 개념을 상정하고자 한다. The teacher as growth can be described like these. a) The teacher who keep the individual child at the center of his attention in order to know the child's needs. b) The teacher who is a students of child development, a friendly guide to individual children, an organizer of harmonious group activities, and a 'generalist' in thinking about the effects of the social order upon personal growth. c) The teacher who make the classroom the free society and laboratory in which experiences can be profitably organized and analyzed. Because it is an ideal, to live as Dewey's teacher is very difficult or even impossible, especially now and here in korea. But as there's nothing to which growth is relative save more growth, the only way to become a ideal teacher is more ideal, ie, trying to become an ideal teacher as growth. As Dewey said, growth as a teacher is like climbing a mountains. Unending ",growing-striving-growing-striving" continuation makes us more ideal teacher.