NIE를 활용한 환경 글쓰기 교육프로그램이 초등학생의 환경소양에 미치는 영향

이상원,이영희 한국실과교육연구학회 2010 실과교육연구 Vol.16 No.4

본 연구는 초등학생 4학년을 대상으로 NIE를 활용한 환경 글쓰기 교육이 초등학생의 환경소양에 대한 교육적 의미와 효과를 검증하고자 하였다. 이를 위하여 본 연구와 관련된 제7차 교육과정과 선행연구의 고찰을 통하여 NIE를 활용한 환경 글쓰기 교수·학습 모형 및 프로그램을 개발하여 학습현장에 적용하였다. NIE를 활용한 환경 글쓰기 프로그램의 효과를 검증하기 위하여 사용된 검사지는 진옥화(2004)가 개발한 환경소양 측정도구 86문항을 초등학교 수준에 맞게 수정·보완한 최혜란과 이상원(2009)의 것을 재구성하였으며, 연구과정에서 얻어진 정량적 자료는 SPSS 17.0 통계 프로그램을 이용하여 분석하였다. 그리고 정량적 결과를 보완하기 위하여 연구자의 관찰·기록과 수시 면담 및 포트폴리오 수집을 통해 정성적 분석이 이루어졌다. 본 연구를 통하여 NIE를 활용한 환경 글쓰기 교육은 초등학생 환경소양의 4개의 환경 목적 수준별 모든 영역에 긍정적 영향을 미친다는 결과를 얻었다. 이는 NIE를 활용한 환경 글쓰기 프로그램이 새로운 환경교육의 방법으로서 그 의미가 크다고 할 수 있을 뿐만 아니라 NIE를 활용한 환경 글쓰기 교육이 초등학생들의 인지적 수준을 고려하여 프로그램이 개발한다면 초등학생들에게 환경소양을 함양시키는데 기여를 할 것으로 기대된다. 따라서 환경 글쓰기 교육과 관련된 심층적인 연구와 보다 체계적인 교수·학습 활동에 대한 후속 연구가 필요할 것으로 사료된다. This study is an experimental study to investigate the influences of the environmental writing education program through NIE on environmental literacy of fourth grades in an elementary school. The results of this study are as follows. First, the researcher was able to develop and apply professor·learning model for the environmental writing education through NIE by abstracting environmental education contents for the second semester of the 4th grade in 7th curriculum. Second, applying the environmental writing education through NIE had an positive effect on elementary school students' environmental literacy. Third, applying the environmental writing education through NIE had an positive effect on the every elements of environmental literacy divided by the four goal levels of the environment education. Fourth, the result of a case analysis of observation and interview, many students had an interest in the environment, and showed attitude change, will to act and change of action while participating in the environmental writing education through NIE. In conclusion, the environmental writing education through NIE can apply to the elementary schools, and has a positive effect on the cultivation of environmental literacy of 4th grade students. That is to say, this program is meaningful as a new environmental education methods, and it is necessary to research more intensively and systematically on the professor·learning activities related to the environmental writing education.

FTA-ABS法과 cardiolipin 2法(VDRL, Modified kolmer-wassermann 反應)의 檢査成績의 比較와그 臨床的意義 : FTA-ABS법과 cardiolipin 2법(VDRL, Modified kolmer-wassermann 반응)의 검사성적의 비교와그 임상적의의

이상원 부산의대 1973 부산의대잡지 - 부산대학교 의과대학 Vol.13 No.1

무제 - 이상원 -

이상원 한국기초조형학회 2000 한국기초조형학회 학술발표논문집 Vol.2000 No.1

1960~70년대의 일본어교육 강화 정책의 배경 연구

이상원 충남대학교 인문과학연구소 2024 인문학연구 Vol.63 No.3

이 논문은 1965년 한일기본조약 체결 이후 시기를 중심으로 일본어교육에 대해 분석한 논문이다. 해방 직후 왜색일소를 위한 신문화 운동은 일본어교육을 잠식시켰으나, 1965년 전후로 일본어학습 수요는 전국적으로 늘어만 갔다. 문교부의 단속을 받으면서까지 우후죽순으로 생겨난 일본어강습소 조차도 급격히 늘어난 일본어학습자의 수요를 감당할 수 없었다. 일본어교육은 국민의 주체의식 확립에 있어 ‘부정’에서 ‘수용’의 단계를 거쳐 1973년에는 박정희의 지시로 문교부령 310호가 공포되면서 고등학교 교육과정에 제2외국어로 일본어가 편성되었다. 그 결과 많은 고등학생이 일본어를 배우게 되었을 뿐 아니라 대학에서도 일본어과 개설 열풍이 불었다. 1970년대 말까지 21개 대학에서 일본어 관련학과 개설과 더불어 일본 연구 관련 학회 등의 설립은 일본어교육의 당위성을 부여했고, 1972년 박정희의 ‘국적있는교육’ 공식 제창은 그동안의 교육 행태에서 탈피하여 우리의 국가 현실에 맞는 ‘국적’을 되찾아야 함을 강조했다. 본고는 이와 같은 일본어교육 적극책의 배후에는 어떠한 한국 정부의 의도와 정치·경제적 상황이 있었는지 살펴보고, 이를 수용하던 당시의 사회 분위기를 함께 고찰하고자 하였다. 나아가 이를 통해 향후 일본어 교육이 나아가야 할 방향에 대한 논의와, 의미있는 시사점을 제시할 것이다. This paper analyzes Japanese language education policies with a focus on the period after the signing of the Japan-Korea Basic Treaty in 1965. Immediately after liberation, the New Culture Movement aimed at eliminating Japanese influences suppressed Japanese language education. However, around 1965, the demand for learning Japanese increased nationwide. Despite the Ministry of Education's crackdown, Japanese language institutes sprang up like mushrooms after the rain, unable to keep up with the rapidly increasing number of learners. Japanese language education transitioned from being 'negatively perceived' to 'accepted' in the context of establishing national identity. In 1973, under Park Chung-hee's directive, Decree No. 310 of the Ministry of Education was announced, incorporating Japanese as a second foreign language in the high school curriculum. As a result, many high school students began learning Japanese, and there was a boom in the establishment of Japanese language departments in universities. By the late 1970s, 21 universities had established Japanese-related departments, and the formation of academic societies related to Japanese studies legitimized Japanese language education. Park Chung-hee's official advocacy for 'education with nationality' in 1972 emphasized the need to break away from previous educational practices and reclaim 'national identity' suitable to our national realities. This paper aims to examine the intentions of the Korean government, the political and economic circumstances behind such proactive Japanese language education policies, and the domestic social atmosphere that accepted them. Through this, the paper seeks to discuss and find implications for the future direction of Japanese language education.

프로이트 정신분석적 방법론의 고전시가 적용 가능성

이상원 우리어문학회 2001 우리어문연구 Vol.16 No.-

N/A

정훈 시조 연구

이상원 우리어문학회 1997 우리어문연구 Vol.11 No.1

N/A

군항도시 사세보(佐世保)의 평화산업항만도시로의 전환을 위한 도전 : 사이카이(西海) 국립공원 지정 과정에 주목하여

이상원 한국정치사회연구소 2024 한국과 국제사회 Vol.8 No.1

Sasebo has been established as a military strategic point since the opening of the Ministry of Chinju-fu in July 1889. Since the inauguration of Mayor Masasuke Tanaka in 1946, the tourism industry has been promoted to realize a peace-industry port city in order to shed the image of a military port city, and the West Sea area, including the waters around Sasebo, has made every effort to be designated as a national park. However, the Korean War broke out in 1950 during the height of discussions on the designation of a Saikai national park, and it served as an opportunity to promote Japan's rearmament by the United States. The Maritime Security Agency was established by MacArthur in July 1950, and its general superintendent was assigned to Sasebo. The prefectural governor of Nishioka and the mayor of Tanaka expressed their will to catch two rabbits, port of a military and commerce, in consideration of the local economy. Through various difficulties in 1955, the West Sea area was unanimously decided as the first national park and was officially designated on March 16. This paper intends to consider the activities that Sasebo City promoted to convert from a military port city to a tourist city and the process of designation of Saikai National Park. In addition, in the history of East Asia, I would like to investigate the process of transforming a military port city called Sasebo into a peace industry port city. 이 연구는 구(舊)일본해군의 군사적 요충지 역할을 맡은 군항도시 사세보(佐世保)가 관광도시로 전환되는 과정에 기반을 두고 있다. 사세보는 1889년 7월 진수부(鎮守府)가 개청된 이래 군사 전략적 요충지로 자리잡았다. 1946년 다나카 마사스케(田中正輔) 시장의 취임 이후, 군항도시의 이미지를 벗고자 평화산업항만도시의 실현을 위해 관광산업을 추진하였고 사세보 주변 해역을 포함한 서해 일대를 국립공원으로 지정받기 위해 최선의 노력을 다했다. 하지만 사이카이(西海)국립공원 지정 논의가 한창 진행된 시기인 1950년 한국전쟁이 발발하였고 미국에 의해 일본의 재무장을 촉진 시키는 계기가 된다. 1950년 7월 맥아더에 의해 해상보안청이 설치되었고 그 총감부가 사세보에 배치된다. 니시오카(西岡) 현(県)지사와 다나카(田中) 시장은 지역경제를 고려하여 군상(軍商)항이라는 두 마리 토끼를 잡겠다는 목표로 의지를 표명했다. 1955년 여러 난관을 뚫고 서해 일대가 만장일치로 국립공원 1순위로 결정되었고 3월 16일 정식으로 지정되었다. 본 논문은 사세보시가 군항도시에서 관광도시로 전환하기 위하여 추진했던 사이카이(西海)국립공원 유치 활동과 지정 과정을 고찰하고자 한다. 아울러 동아시아의 역사 속에서 사세보라는 군항도시가 평화산업항만도시로 변천되어가는 과정을 규명하고자 한다.

방송채널사용사업자의 시장 성과와 전략에 관한 경험연구

이상원,이선미 한국방송학회 2021 한국방송학회 학술대회 논문집 Vol.2021 No.6

생성형 AI(ChatGPT)를 활용한 일본어 문법 교육 : 효과와 한계에 대한 실증적 고찰

이상원 한국정치사회연구소 2025 한국과 국제사회 Vol.9 No.3

This study investigates the effectiveness and limitations of ChatGPT in Japanese grammar instruction for beginner learners. Participants with around three months of Japanese learning experience engaged in tasks involving grammatical explanations, example sentences, and AI-generated feedback. Data were collected through tests, surveys, and interviews. Results showed that ChatGPT effectively supported learner engagement and reduced anxiety through accessible examples and repeatable interactions. However, issues such as inconsistent explanations, limited contextual awareness, and superficial handling of complex grammar were noted. The study concludes that while ChatGPT is a useful tool for self-directed learning, it cannot fully replace teacher-led instruction. It highlights the importance of integrating AI with human guidance to develop effective hybrid instructional models.

일제 강점기와 해방 이후 일본어교육의 통사적 연구

이상원 대한일어일문학회 2023 일어일문학 Vol.99 No.-

This paper examines aspects of Japanese language education from the Japanese occupation to the post-liberation period. First, it examines the aspects of Japanese language education in colonial Korea during the Japanese occupation, and then it examines the emergence of the need for Japanese language education and the public's perception of it in the post-liberation period in a historical and social atmosphere in which Japanese culture and remnants of Japanese language were thoroughly excluded, based on the political and social context and interaction. Korea has a painful history of being subjected to 35 years of Japanese colonization and imposed Japanese as the national language. Even before the annexation of Korea to Japan, the Residency-General issued the Private School Ordinance to forcibly suppress private educational institutions, and the Japanese Government-General of Korea issued the Chosun Education Decree from 1911 to 1945, which had a profound impact on school-aged children and adults in colonial Korea. Korean language courses in official educational institutions were reduced to optional subjects; Japanese course names were changed to “national languages”; and social educational institutions such as "academic lecture halls" were transformed into specialized Japanese language institutions through Japanese interference and suppression. Japanese language education was enforced by the Japanese government and pro-Japanese organizations, and Japanese language learning was also voluntarily conducted in areas where Japanese people frequented. The period from liberation to 1960 can be seen as a gap period (1945-1960), when a strict anti-communist and anti-Japanese policy was adopted and no Japanese language education was provided in schools and other educational facilities, and anti-Japanese and Korean ideas were deepened in society in the form of criticism of dwarf culture. After the signing of the Korea-Japan Basic Treaty in 1965, Japanese language education entered a period (1961-1971) in which Japanese language education was reintroduced in earnest by the government, with active exchanges between Japan and Korea, permission from the Ministry of Education for private Japanese language courses, and approval for the establishment of Japanese language departments in universities. After the signing of the Japan-Korea Basic Treaty in 1965, economic exchanges between the two countries increased, with Japanese companies actively investing in Korea to take advantage of the cheap Korean labor force. The demand for Japanese language increased, and the need for Japanese language education emerged. In 1972, Japanese language centers were authorized, and from 1973, Japanese was designated as a second language in high schools. The Park Chung-hee regime emphasized that Japanese was a necessary language for national development and justified Japanese education by proposing the National Charter of Education and the motto of “Education with National Identity.” Later, the establishment of Japanese-related academic organizations and the establishment of Japanese-related majors in universities led to the establishment of Japanese language education, ushering in a period of great leap forward (1972-1979)