師範大學 敎育改革을 위한 地理敎育課程의 改善方案

芮庚熙 청주대학교 교육문제연구소 1997 교육과학연구 Vol.11 No.2

環境敎育을 위한 野外地理敎育의 方法

芮庚熙 청주대학교 교육문제연구소 1995 교육과학연구 Vol.9 No.1

중등교사 양성제도 개선방안에 관한 연구

한은숙 청주대학교 교육문제연구소 1997 교육과학연구 Vol.11 No.1

1.The purpose of this study A.To identify the systematic problems of current secondary school teacher education B.Te identify the problems in the curriculum of current secondary school teacher education C.Solutions to the problems discovered during this study in the secondary school teacher education 2.Theoretical background of this study A.The goal of teacher education B.The desirable quality for the teacher 3.Current status of secondary school teacher education A.Student selection system of secondary school teacher education B.Components of the curriculum in secondary school teacher education C.Contents and the status of the teacher education procedure 4.Systems of teacher education in the foreign countries A.Germany B.United States C.England D.Japan 5.Surfaced problems and the solutions of secondary school teacher education A.Systematic problems and the solution B.Problems in curriculum and the solution 6.Conclusion First, the education procedure in School of Teacher Education should separate the pre-TE. and the professional teacher education. Second, the credit qualification to graduate in the School of Teacher Education should be raise from 140 to 150. Third, the education for the particular major should be taught within the major curriculum and the qualified professor should be assigned for the class. Fourth, internship for potential teacher should be lengthened to one full year instead of one month during their senior year and should be assigned after their graduation.

美軍政期 公敎育體制 形成過程과 民族敎育의 性格變化

李洸浩 청주대학교 교육문제연구소 1987 교육과학연구 Vol.1 No.-

With the occupation of U.S. military, liberal democracy identified with the concept of anticommunism get a position of hegemonic means extraneously with the lacking of its classness. It is because that Korean Penninsula was included dive-tly in the vary place of antagonism during the reorganization of world system. Ac-cordingly, U. S military government whose role was nation-establishment apparatus excluded certain power group who had something different ideological base with their owns and then they must establish public education system which correspond to their exclusion. At that time, leading group of education who had selected by U.S. military go-vernment pre-occupied educational apparatus under the basis of their academic pro-fessionalism and social background and on the other hand played the role of estab-lishing capitalism as social relations of product and anticommunism. They were expected to resolve the problem of society about national integration and culturation of moral order through the public education as ideological apparatus which played a role of proliferating and maintaining the characteristics of nation-establishment. The principle of public education is disffusion of general education on the basis of educational equal opportunity and concentrated on meritcratic organization of ed-ucational equal opportunity in order to train elite to prepare for deepning of cold war adhering anticommunism. Apparatus whose role is diffusion of ideology under conditions not class consent about liberal democracy as a means of hegemony but extraneous creation by state, became itself a place of conflict or internally had a possibility to make change. In consequence, state control over education, different from western society, had not only internal restriction of education but also direct or indirect inferference through repressive apparatus. It means that the range of ideological state appatuses' autonomy and the lim-itation of I.S.As essential autonomy was dajusted to hidding the class-rule of state. Under this condition, danger of deviation within ideological apparatuses was increased and then straighforward control and interference of repressive state ap-paratus as a precondition of state function could not help acution. In this process, during the U.S. military government practical aspect of each power group aspiring national education, teachers and students were excluded or co-ntrolled, partially their disposition must be turned into established order. After all, national education was prescribed conservative and ideal form of nation. In schooling the primary task of effacement of vert ges of Japanese imperialism was reproduced instead of removing it. Also, under the condition of conservative or anticommunistic recognizable base rather than that of national education aspiring independent state, education is the clue of deepning of partition instead of aspiring unification. Here, we can find the original form of educational recognition in order to res-olve the national problem of Korean penninsula in this time.

英國의 國家地理 敎育課程의 改定內容과 改善方案

芮庚熙 청주대학교 교육문제연구소 2001 교육과학연구 Vol.15 No.2

環境敎育과 開發敎育을 위한 地理敎科의 敎授方法

芮庚熙 청주대학교 교육문제연구소 2002 교육과학연구 Vol.16 No.1

The purpose of this paper is to present the suggestions that geography teaching methods are related for environmental education and development education. 1. The contents of study are below. (1) The philosophical backgrounds of environmental education. (2) The internationl trends of environmental education. ① the development of environmental education. ② the content characteristics of Rio Declaration on evnironment and educational programme of Agenda 21. ③ the spill over effects of UN Declaration on environment. (3) The natures of environmental education. ① the purpose and essence of environmental education. ② the relationships of environmental education and geography. ③ the approaches about environment. ④ the contributions of geography about environmental education. ⑤ the geography teaching methods about environmental education. (4) The development education ① the jistory of development education ② the geography teaching activities for development education ③ the development education for sustainability: a planning framework. 2. The suggestions that geography teaching methods are related for environmental education and development education are below. (1) There are three streams of environment, about enivironment, for environment in environmental education. Therefore geography teaching is needed to move from of environment, via about environment to for environment. (2) The geography teaching is needed values education, involvment and action as well as knowledge and critical thinking skills of environmental and development prblems in terms of sustainability development. (3) The geography teaching is needed to cooperate environmental education and science educators for environmental education. (4) The geography subject is core of environmental education and Therefore can greatly contribute for environmental education and development education. We need to strengthen geography teaching for environmental education and development education. (5) There are needs of humanistic education to reinforce environmental education and development education to be sustainability development in geography teaching.

師範大學 地理敎科敎育의 改善方案

芮庚熙 청주대학교 교육문제연구소 1993 교육과학연구 Vol.7 No.1

美國의 地理敎師 敎育의 改善方案

芮庚熙 청주대학교 교육문제연구소 2000 교육과학연구 Vol.14 No.-

高等學校 地理 技能敎育의 强化方案

芮庚熙 청주대학교 교육문제연구소 2000 교육과학연구 Vol.14 No.2

美國의 「國家 地理敎育 標準」에 관한 考察

芮庚熙 청주대학교 교육문제연구소 1998 교육과학연구 Vol.11 No.3