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가족유사성 접근을 통한 과학 PCK 변화 탐색 (Exploring Changes in Science PCK Characteristics through a Family Resemblance Approach)

  • 곽영순
    • 대한지구과학교육학회지
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    • 제15권2호
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    • pp.235-248
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    • 2022
  • 학령인구의 급격한 감소, 학생의 교육과정 선택권 확대 등과 같은 미래 교육환경 변화에 따라 과학교사의 전문성인 PCK에도 변화가 요청된다. 즉, 기존 합의-PCK를 구성하는 범주 및 과학 PCK의 특성은 고정된 것이 아니어서 새로운 범주와 특성이 추가될 수 있다. 본 연구의 목적은 비트겐슈타인의 가족유사성 접근을 통해 미래 교육환경 변화에 대처하기 위해 요구되는 과학 PCK의 잠재성의 영역을 '가족유사성 과학 PCK'의 형태로 탐구하려는 것이다. 이를 위해 3개의 초점집단을 대상으로 심층면담을 진행하였다. 초점집단 심층면담에서는 미래사회와 교육환경 변화로 인해 2030년-2045년의 가까운 미래 학교의 과학교사에게 요구되는 과학 PCK가 어떻게 달라질 것인지를 논의하였다. 심층면담을 토대로 질적 분석을 실시함과 동시에 기존 합의-PCK와 차별화되는 가족유사성-PCK의 특성을 분석하기 위해 심층면담 텍스트에 대한 언어네트워크(semantic network) 분석을 시행하였다. 연구결과에서 미래사회 교사의 역할기대가 변함에 따라 새롭게 요청되는 과학교사의 가족유사성-PCK의 특징을 PCK 구성 영역별로 살펴보았다. 미래학교 과학교사에게 요구되는 가족유사성-PCK에 대한 언어 네트워크 분석결과를 살펴보면, 가족유사성-PCK는 출발점에 해당하는 기존 합의-PCK로부터 그 외연이 확장되면서 새로운 PCK요소가 추가되는 것으로 나타났다. 가족유사성-PCK의 양태를 살펴보면, [인공지능-융복합지식-콘텐츠-디지털], [지역사회-네트워크-인적자원-관계], [기술-탐구-가상현실-연구], [자기주도학습-협업-공동체] 등이 뚜렷한 네트워크 군집을 형성하면서 미래학교의 과학교사의 전문성을 형성, 강화되고 있는 것으로 나타났다. 연구결과를 토대로 미래학교 과학교사 전문성의 변화 동향과 대처 방안을 결론으로 제안하였다.

과학교사에 의해 조성되는 심리적 학습 환경에 대한 고등학생들의 인식과 과학과 관련된 태도 변화 (High School Students' Perception on Psychological Learning EnvironmentGenerated by Science Teachers and Their Attitude Change Related to Science)

  • 박기성;김동진;박소영;박광서;정연미;임경옥;박국태
    • 대한화학회지
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    • 제53권5호
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    • pp.570-584
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    • 2009
  • 이 연구의 목적은 과학교사에 의해 조성되는 심리적 학습 환경에 대한 고등학생들의 인식과 과학과 관련된 태도 변화를 알아보는 것이었다. 연구를 위하여 S시 공동학군 선지원 일반계 남자 고등학교 1학년 539명을 대상으로 과학교사에 의해 조성되는 심리적 학습 환경에 대한 인식을 조사하여 과학교사의 특성을 분류하고, 과학과 관련된 태도 검사를 1학기 초와 2학기 초에 실시하여 변화를 조사하였다. 그리고 과학과 관련된 태도 변화가 큰 학생을 대상으로 면담을 실시하였다. 연구 결과, 고등학교 1학년 학생들은 남자 과학교사보다 여자 과학교사를 좀 더 긍정적으로 인식하였으며, 학생들이 인식하는 심리적 학습 환경은 과학교사에 따라 통계적으로 유의미한 차이가 있었다. 과학교사에 의해 조성되는 심리적 학습 환경에 대한 고등학교 1학년 학생들의 인식을 바탕으로 분류한 과학교사의 특성에 따른 과학과 관련된 태도 변화는 과학교사가 한 학급만 담당할 경우에만 부정적으로 나타났으나, 대부분통계적으로 유의미한 관련성은 없었다. 과학과 관련된 태도 변화가 큰 고등학생들과의 비구조화된 면담 결과, 과학과 관련된 태도 변화의 주요 원인은 학업성취도로서, 과학교사의 직접적인 영향보다는 간접적인 영향이 과학과 관련된 태도 변화의 원인이었다. 그리고 학생들은 과학교사들이 다양한 수업 행동과 수업 지원적 행동을 가지고 과학수업에 임하기를 원하고 있었다. 따라서 고등학생들의 장래 진로선택에 중요한 역할을 담당하고 있는 과학교사들은 학습자 중심의 교육과정 실현과 고등학생들의 과학과 관련된 태도를 긍정적으로 변화시키도록 노력해야 한다.

양성평등적 관점에 기초한 실과(기술.가정)교과서의 사진 및 삽화 계량 분석 (The Quantitative Analysis of Photos and Illustrations in the Practical Arts (Technology.Home Economics)Textbook Based on A Gender Equity Perspective)

  • 최영선;윤인경
    • 한국가정과교육학회지
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    • 제20권1호
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    • pp.85-100
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    • 2008
  • 본 연구는 양성평등교육에 대한 사회적 요구와 학교교육과정에서의 요구에 따른 현행 제7차 교육과정 실과(기술$\cdot$가정) 교과서에 제시된 내용을 양성 평등적 관점에서 분석한 것이다. 연구 목적은 실과 (기술$\cdot$가정)교과서에 제시된 사진 및 삽화에 등장하는 인물을 대상으로 양성평등성과 남녀역할을 분석해봄으로써 남녀공통이수 교과로서 그 유용성을 점검해보고자 하였으며 이를 통해 교과서 집필시 혹은 검정 작업할 때 기초 자료로 활용하고자 하는데 있다. 본 연구의 목적을 달성하기 위해 하나의 교과서로 병합되어 있는 실과 (기술$\cdot$가정)교과서를 <기술>분야와 <가정>분야로 나누어 계량 분석하여 비교하였다. 본 연구의 결과를 정리하면 다음과 같았다. 교과서에 나타난 사진 및 삽화는 자료가 방대하였으며 양성평등 요소도 많지만, 성차별적인 요소도 많았다. 좀 더 구체적으로 살펴보면 사진 및 삽화는 제6차 교육과정까지의 선행연구에 비추어 볼 때 대체적으로 균형 있는 출현 빈도로 개선되어 가고 있음을 알 수 있었으나 아직도 성 차별적인 요소와 교육내용 속에 잠재되어 있는 요소들이 많이 발견되었다. 학교급별로는 초등학교 실과 교과서가 양성평등성을 지향하는 정도가 가장 높아 성차별적인 요소가 적은 반면 중등학교기술 가정에서는 성차별적인 요소들이 많아 개선이 요구되었다. <기술>과 <가정>분야를 비교해 보면 각 분야 모두 전통적인 기존의 이미지를 탈피하지 못하고 있었으며 <기술>분야에서 그 성격이 더 뚜렷하게 나타났다. 이상의 결과를 정리하여 제언하면 중등학교의 기술 가정은 양성의 흥미를 모두 고려한 교육내용으로 개선이 요구되었고 <가정>분야보다는 <기술>분야가 사진 및 삽화에 대한 양성평등 관점에서의 인지가 낮아 성차별적인 요소가 많았으며 전체적으로 보완이 요구되었다. 다음으로 실과 (기술$\cdot$가정)교과서에 나타난 사진 및 삽화에 내재된 성차별적인 요소를 제거하기 위해 <가정>분야와 <기술>분야 모두 적극적인 관점에서 양성평등 교육이 요구되었다. 또한 양성평등적 관점에서 교과서를 점검하는 작업은 표면적인 양적인 연구뿐만 아니라 실질적인 질적 측면에서의 후속연구가 요구되었다.

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일본 '고증파(考證派)' 의학에 관한 연구 (A Study on The 'Kao Zheng Pai'(考證派) of The Traditional Medicine of Japan)

  • 박현국;김기욱
    • 대한한의학원전학회지
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    • 제20권4호
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    • pp.211-250
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    • 2007
  • 1. The 'Kao Zheng Pai(考證派) comes from the 'Zhe Zhong Pai' and is a school that is influenced by the confucianism of the Qing dynasty. In Japan Inoue Kinga(井上金娥), Yoshida Koton(吉田篁墩) became central members, and the rise of the methodology of historical research(考證學) influenced the members of the 'Zhe Zhong Pai', and the trend of historical research changed from confucianism to medicine, making a school of medicine based on the study of texts and proving that the classics were right. 2. Based on the function of 'Nei Qu Li '(內驅力) the 'Kao Zheng Pai', in the spirit of 'use confucianism as the base', researched letters, meanings and historical origins. Because they were influenced by the methodology of historical research(考證學) of the Qing era, they valued the evidential research of classic texts, and there was even one branch that did only historical research, the 'Rue Xue Kao Zheng Pai'(儒學考證派). Also, the 'Yi Xue Kao Zheng Pai'(醫學考證派) appeared by the influence of Yoshida Kouton and Kariya Ekisai(狩谷掖齋). 3. In the 'Kao Zheng Pai(考證派)'s theories and views the 'Yi Xue Kao Zheng Pai' did not look at medical scriptures like the "Huang Di Nei Jing"("黃帝內經") and did not do research on 'medical' related areas like acupuncture, the meridian and medicinal herbs. Since they were doctors that used medicine, they naturally were based on 'formulas'(方劑) and since their thoughts were based on the historical ideologies, they valued the "Shang Han Ja Bing Lun" which was revered as the 'ancestor of all formulas'(衆方之祖). 4. The lives of the important doctors of the 'Kao Zheng Pai' Meguro Dotaku(目黑道琢) Yamada Seichin(山田正珍), Yamada Kyoko(山田業廣), Mori Ritsi(森立之) Kitamura Naohara(喜多村直寬) are as follows. 1) Meguro Dotaku(目黑道琢 1739${\sim}$1798) was born of lowly descent but, using his intelligence and knowledge, became a professor as a Shi Jing Yi(市井醫) and as a professor for 34 years at Ji Shou Guan mastered the "Huang Di Nei Jing" after giving over 300 lectures. Since his pupil, Isawara Ken taught the Lan Men Wu Zhe(蘭門五哲) and Shibue Chusai, Mori Ritsi(森立之), Okanishi Gentei(岡西玄亭), Kiyokawa Gendoh(淸川玄道) and Yamada Kyoko(山田業廣), Meguro Dotaku is considered the founder of the 'Yi Xue Kao Zheng Pai'. 2) The family of Yamada Seichin(山田正珍 1749${\sim}$1787) had been medical officials in the Makufu(幕府) and the many books that his ancestors had left were the base of his art. Seichin learned from Shan Ben Bei Shan(山本北山), a 'Zhe Zhong Pai' scholar, and put his efforts into learning, teaching and researching the "Shang Han Lun"("傷寒論"). Living in a time between 'Gu Fang Pai'(古方派) member Nakanishi Goretada(中西惟忠) and 'Kao Zheng Pai' member Taki Motohiro(多紀元簡), he wrote 11 books, 2 of which express his thoughts and research clearly, the "Shang Han Lun Ji Cheng"("傷寒論集成") and "Shang Han Kao"("傷寒考"). His comparison of the 'six meridians'(3 yin, 3 yang) between the "Shang Han Lun" and the "Su Wen Re Lun"("素問 熱論) and his acknowledgement of the need and rationality of the concept of Yin-Yang and Deficient-Replete distinguishes him from the other 'Gu Fang Pai'. Also, his dissertation of the need for the concept doesn't use the theories of latter schools but uses the theory of the "Shang Han Lun" itself. He even researched the historical parts, such as terms like 'Shen Nong Chang Bai Cao'(神農嘗百草) and 'Cheng Qi Tang'(承氣湯) 3) The ancestor of Yamada Kyoko(山田業廣) was a court physician, and learned confucianism from Kao Zheng Pai 's Ashikawa Genan(朝川善庵) and medicine from Isawa Ranken and Taki Motokata(多紀元堅), and the secret to smallpox from Ikeda Keisui(池田京水). He later became a lecturer at the Edo Yi Xue Guan(醫學館) and was invited as the director to the Ji Zhong(濟衆) hospital. He also became the first owner of the Wen Zhi She(溫知社), whose main purpose was the revival of kampo, and launched the monthly magazine Wen Zi Yi Tan(溫知醫談). He also diagnosed and prescribed for the prince Ming Gong(明宮). His works include the "Jing Fang Bian"("經方辨"), "Shang Han Lun Si Ci"("傷寒論釋司"), "Huang Zhao Zhu Jia Zhi Yan Ji Yao"("皇朝諸家治驗集要") and "Shang Han Ja Bing Lun Lei Juan"("傷寒雜病論類纂"). of these, the "Jing Fang Bian"("經方辨") states that the Shi Gao(石膏) used in the "Shang Han Lun" had three meanings-Fa Biao(發表), Qing Re(淸熱), Zi Yin(滋陰)-which were from 'symptoms', and first deducted the effects and then told of the reason. Another book, the "Jiu Zhe Tang Du Shu Ji"("九折堂讀書記") researched and translated the difficult parts of the "Shang Han Lun", "Jin Qui Yao Lue", "Qian Jin Fang"("千金方"), and "Wai Tai Mi Yao"("外臺秘要"). He usually analyzed the 'symptoms' of diseases but the composition, measurement, processing and application of medicine were all in the spectrum of 'analystic research' and 'researching analysis'. 4) The ancestors of Mori Rits(森立之 1807${\sim}$ 1885) were warriors but he became a doctor by the will of his mother, and he learned from Shibue Chosai(澁江抽齋) and Isawaran Ken and later became a pupil of Shou Gu Yi Zhai, a historical research scholar. He then became a lecturer of medical herbs at the Yi Xue Guan, and later participated in the proofreading of "Yi Xin Fang"("醫心方") and with Chosai compiled the "Jing Ji Fang Gu Zhi"("神農本草經"). He visited the Chinese scholar Yang Shou Jing(楊守敬) in 1881 and exchanged books and ideas. Of his works, there are the collections(輯複本) of "Shen Nong Ben Cao Jing"(神農本草經) and "You Xiang Yi Hwa"("遊相醫話") and the records, notes, poems, and diaries such as "Zhi Yuan Man Lu"("枳園漫錄") and "Zhi Yuan Sui Bi"("枳園隨筆") that were not published. His thoughts were that in restoring the "Shen Nong Ben Cao Jing", "the herb to the doctor is like the "Shuo Wen Jie Zi"("說文解字") to the scholar", and he tried to restore the ancient herbal text using knowledge of medicine and investigation(考據). Also with Chosai he compiled the "Jing Ji Fang Gu Zhi"("經籍訪古志") using knowledge of ancient text. Ritzi left works on pure investigation, paid much attention to social problems, and through 12 years of poverty treated all people and animals in all branches of medicine, so he is called a 'half confucianist half doctor'(半儒半醫). 5) Kitamurana Ohira(喜多村直寬 1804${\sim}$1876) learned scriptures and ancient texts from confucian scholar Asaka Gonsai, and learned medicine from his father Huai Yaun(槐園). He became a teacher in the Yi Xue Guan in his middle ages, and to repay his country, he printed 266 volumes of "Yi Fang Lei Ju("醫方類聚") and 1000 volumes of "Tai Ping Yu Lan"("太平禦覽") and devoted it to his country to be spread. His works are about 40 volumes including "Jin Qui Yao Lue Shu Yi" and "Lao Yi Zhi Yan" but most of them are researches on the "Shang Han Za Bing Lun". In his "Shang Han Lun Shu Yi"("傷寒論疏義") he shows the concept of the six meridians through the Yin-Yang, Superficial or internal, cold or hot, deficient or replete state of diseases, but did not match the names with the six meridians of the meridian theory, and this has something in common with the research based on the confucianism of Song(宋儒). In clinical treatment he was positive toward old and new methods and also the experience of civilians, but was negative toward western medicine. 6) The ancestor of the Taki family Tanbano Yasuyori(丹波康賴 912-955) became a Yi Bo Shi(醫博士) by his medical skills and compiled the "Yi Xin Fang"("醫心方"). His first son Tanbano Shigeaki(丹波重明) inherited the Shi Yao Yuan(施藥院) and the third son Tanbano Masatada(丹波雅忠) inherited the Dian You Tou(典藥頭). Masatada's descendents succeeded him for 25 generations until the family name was changed to Jin Bao(金保) and five generations later it was changed again to Duo Ji(多紀). The research scholar Taki Motohiro was in the third generation after the last name was changed to Taki, and his family kept an important part in the line of medical officers in Japan. Taki Motohiro(多紀元簡 1755-1810) was a teacher in the Yi Xue Guan where his father was residing, and became the physician for the general Jia Qi(家齊). He had a short temper and was not good at getting on in the world, and went against the will of the king and was banished from Ao Yi Shi(奧醫師). His most famous works, the "Shang Han Lun Ji Yi" and "Jin Qui Yao Lue Ji Yi" are the work of 20 years of collecting the theories of many schools and discussing, and is one of the most famous books on the "Shang Han Lun" in Japan. "Yi Sheng" is a collection of essays on research. Also there are the "Su Wen Shi"("素問識"), "Ling Shu Shi"("靈樞識"), and the "Guan lu Fang Yao Bu"("觀聚方要補"). Taki Motohiro(多紀元簡)'s position was succeeded by his third son Yuan Yin(元胤 1789-1827), and his works include works of research such as "Nan Jing Shu Jeng"("難經疏證"), "Ti Ya"("體雅"), "Yao Ya"("藥雅"), "Ji Ya"("疾雅"), "Ming Yi Gong An"("名醫公案"), and "Yi Ji Kao"("醫籍考"). The "Yi Ji Kao" is 80 volumes in length and lists about 3000 books on medicine in China before the Qing Dao Guang(道光), and under each title are the origin, number of volumes, state of existence, and, if possible, the preface, Ba Yu(跋語) and biography of the author. The younger sibling of Yuan Yin(元胤 1789-1827), Yuan Jian(元堅 1795-1857) expounded ancient writings at the Yi Xue Guan only after he reached middle age, was chosen for the Ao Yi Shi(奧醫師) and later became a Fa Yan(法眼), Fa Yin(法印) and Yu Chi(樂匙). He left about 15 texts, including "Su Wen Shao Shi"("素間紹識"), "Yi Xin Fang"("醫心方"), published in school, "Za Bing Guang Yao"("雜病廣要"), "Shang Han Guang Yao"(傷寒廣要), and "Zhen Fu Yao Jue"("該腹要訣"). On the Taki family's founding and working of the Yi Xue Guan Yasuka Doumei(失數道明) said they were "the people who took the initiative in Edo era kampo medicine" and evaluated their deeds in the fields of 'research of ancient text', 'the founding of Ji Shou Guan and medical education', 'publication business', 'writing of medical text'. 5. The doctors of the 'Kao Zheng Pai ' based their operations on the Edo Yi Xue Guan, and made groups with people with similar ideas to them, making a relationship 'net'. For example the three families of Duo Ji(多紀), Tang Chuan(湯川) and Xi Duo Cun(喜多村) married and adopted with and from each other and made prefaces and epitaphs for each other. Thus, the Taki family, the state science of the Makufu, the tendency of thinking, one's own interests and glory, one's own knowledge, the need of the society all played a role in the development of kampo medicine in the 18th and 19th century.

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일본 '고증파(考證派)' 의학에 관한 연구 (A Study on The 'Kao Zheng Pai'(考證派) of The Traditional Medicine of Japan)

  • 박현국;김기욱
    • 동국한의학연구소논문집
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    • 제10권
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    • pp.1-40
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    • 2008
  • 1.The 'Kao Zheng Pai'(考證派) comes from the 'Zhe Zhong Pai(折衷派)' and is a school that is influenced by the confucianism of the Qing dynasty. In Japan Inoue Kinga(井上金峨), Yoshida Koton(古田篁墩 $1745{\sim}1798$) became central members, and the rise of the methodology of historical research(考證學) influenced the members of the 'Zhe Zhong Pai', and the trend of historical research changed from confucianism to medicine, making a school of medicine based on the study of texts and proving that the classics were right. 2. Based on the function of 'Nei Qu Li'(內驅力) the 'Kao Zheng Pai', in the spirit of 'use confucianism as the base', researched letters, meanings and historical origins. Because they were influenced by the methodology of historical research(考證學) of the Qing era, they valued the evidential research of classic texts, and there was even one branch that did only historical research, the 'Rue Xue Kao Zheng Pai'(儒學考證派). Also, the 'Yi Xue Kao Zheng Pai'(醫學考證派) appeared by the influence of Yoshida Kouton and Kariya Ekisai(狩谷掖齋). 3. In the 'Kao Zheng Pai(考證派)'s theories and views the 'Yi Xue Kao Zheng Pai' did not look at medical scriptures like the "Huang Di Nei Jing"("黃帝內經") and did not do research on 'medical' related areas like acupuncture, the meridian and medicinal herbs. Since they were doctors that used medicine, they naturally were based on 'formulas'(方劑) and since their thoughts were based on the historical ideologies, they valued the "Shang Han Ja Bing Lun" which was revered as the 'ancestor of all formulas'(衆方之祖). 4. The lives of the important doctors of the 'Kao Zheng Pai' Meguro Dotaku(目黑道琢) Yamada Seichin(山田正珍), Yamada Kyoko(山田業廣), Mori Ritsi(森立之) Kitamura Naohara(喜多村直寬) are as follows. 1) Meguro Dotaku(目黑道琢 $1739{\sim}1798$) was born of lowly descent but, using his intelligence and knowledge, became a professor as a Shi Jing Yi(市井醫) and as a professor for 34 years at Ji Shou Guan(躋壽館) mastered the "Huang Di Nei Jing" after giving over 300 lectures. Since his pupil, Isawara Ken(伊澤蘭軒) taught the Lan Men Wu Zhe(蘭門五哲) and Shibue Chusai(澀江抽齋), Mori Ritsi(森立之), Okanishi Gentei(岡西玄亭), Kiyokawa Gendoh(淸川玄道) and Yamada Kyoko(山田業廣), Meguro Dotaku is considered the founder of the 'Yi Xue Kao Zheng Pai'. 2) The family of Yamada Seichin(山田正珍 $1749{\sim}1787$) had been medical officials in the Makufu(幕府) and the many books that his ancestors had left were the base of his art. Seichin learned from Shan Ben Bei Shan(山本北山), a 'Zhe Zhong Pai' scholar, and put his efforts into learning, teaching and researching the "Shang Han Lun"("傷寒論"). Living in a time between 'Gu Fang Pai'(古方派) member Nakanishi Goretada(中西惟忠) and 'Kao Zheng Pai' member Taki Motohiro(多紀元簡), he wrote 11 books, 2 of which express his thoughts and research clearly, the "Shang Han Lun Ji Cheng"("傷寒論集成") and "Shang Han Kao"("傷寒考"). His comparison of the 'six meridians'(3 yin, 3 yang) between the "Shang Han Lun" and the "Su Wen Re Lun"("素問 熱論") and his acknowledgement of the need and rationality of the concept of Yin-Yang and Deficient-Replete distinguishes him from the other 'Gu Fang Pai'. Also, his dissertation of the need for the concept doesn't use the theories of latter schools but uses the theory of the "Shang Han Lun" itself. He even researched the historical parts, such as terms like 'Shen Nong Chang Bai Cao'(神農嘗百草) and 'Cheng Qi Tang'(承氣湯). 3) The ancestor of Yamada Kyoko(山田業廣) was a court physician, and learned confucianism from Kao Zheng Pai's Ashikawa Genan(朝川善庵) and medicine from Isawa Ranken(伊澤蘭軒) and Taki Motokata(多紀元堅), and the secret to smallpox from Ikeda Keisui(池田京水). He later became a lecturer at the Edo Yi Xue Guan(醫學館) and was invited as the director to the Ji Zhong(濟衆) hospital. He also became the first owner of the Wen Zhi She(溫知社), whose main purpose was the revival of kampo, and launched the monthly magazine Wen Zi Yi Tan(溫知醫談). He also diagnosed and prescribed for the prince Ming Gong(明宮). His works include the "Jing Fang Bian"("經方辨"), "Shang Han Lun Si Ci"("傷寒論釋詞"), "Huang Zhao Zhu Jia Zhi Yan Ji Yao"("皇朝諸家治驗集要") and "Shang Han Ja Bing Lun Lei Juan"("傷寒雜病論類纂"). of these, the "Jing Fang Bian"("經方辨") states that the Shi Gao(石膏) used in the "Shang Han Lun" had three meanings-Fa Biao(發表), Qing Re(淸熱), Zi Yin(滋陰)-which were from 'symptoms', and first deducted the effects and then told of the reason. Another book, the "Jiu Zhe Tang Du Shu Ji"("九折堂讀書記") researched and translated the difficult parts of the "Shang Han Lun", "Jin Qui Yao Lue"("金匱要略"), "Qian Jin Fang"("千金方"), and "Wai Tai Mi Yao"("外臺秘要"). He usually analyzed the 'symptoms' of diseases but the composition, measurement, processing and application of medicine were all in the spectrum of 'analystic research' and 'researching analysis'. 4) The ancestors of Mori Ritsi(森立之 $1807{\sim}1885$) were warriors but he became a doctor by the will of his mother, and he learned from Shibue Chosai(澁江抽齋) and Isawaran Ken(伊澤蘭軒) and later became a pupil of Shou Gu Yi Zhai(狩谷掖齋), a historical research scholar. He then became a lecturer of medical herbs at the Yi Xue Guan, and later participated in the proofreading of "Yi Xin Fang"("醫心方") and with Chosai compiled the "Jing Ji Fang Gu Zhi"("經籍訪古志"). He visited the Chinese scholar Yang Shou Jing(楊守敬) in 1881 and exchanged books and ideas. Of his works, there are the collections(輯複本) of "Shen Nong Ben Cao Jing"("神農本草經") and "You Xiang Yi Hwa"("遊相醫話") and the records, notes, poems, and diaries such as "Zhi Yuan Man Lu"("枳園漫錄") and "Zhi Yuan Sui Bi"(枳園隨筆) that were not published. His thoughts were that in restoring the "Shen Nong Ben Cao Jing", "the herb to the doctor is like the "Shuo Wen Jie Zi"(說文解字) to the scholar", and he tried to restore the ancient herbal text using knowledge of medicine and investigation(考據), Also with Chosai he compiled the "Jing Ji Fang Gu Zhi"("經籍訪古志") using knowledge of ancient text. Ritzi left works on pure investigation, paid much attention to social problems, and through 12 years of poverty treated all people and animals in all branches of medicine, so he is called a 'half confucianist half doctor'(半儒半醫). 5) Kitamurana Ohira(喜多村直寬, $1804{\sim}1876$) learned scriptures and ancient texts from confucian scholar Asaka Gonsai(安積艮齋), and learned medicine from his father Huai Yaun(槐園), He became a teacher in the Yi Xue Guan in his middle ages, and to repay his country, he printed 266 volumes of "Yi Fang Lei Ju"("醫方類聚") and 1000 volumes of "Tai Ping Yu Lan"("太平禦覽") and devoted it to his country to be spread. His works are about 40 volumes including "Jin Qui Yao Lue Shu Yi"("金匱要略疏義") and "Lao Yi Zhi Yan"(老醫巵言) but most of them are researches on the "Shang Han Za Bing Lun". In his "Shang Han Lun Shu Yi"("傷寒論疏義") he shows the concept of the six meridians through the Yin-Yang, Superficial or internal, cold or hot, deficient or replete state of diseases, but did not match the names with the six meridians of the meridian theory, and this has something in common with the research based on the confucianism of Song(宋儒). In clinical treatment he was positive toward old and new methods and also the experience of civilians, but was negative toward western medicine. 6) The ancestor of the Taki family Tanbano Yasuyori(丹波康賴 $912{\sim}955$) became a Yi Bo Shi(醫博士) by his medical skills and compiled the "Yi Xin Fang"("醫心方"). His first son Tanbano Shigeaki(丹波重明) inherited the Shi Yao Yuan(施藥院) and the third son Tanbano Masatada(丹波雅忠) inherited the Dian You Tou(典藥頭). Masatada's descendents succeeded him for 25 generations until the family name was changed to Jin Bao(金保) and five generations later it was changed again to Duo Ji(多紀). The research scholar Taki Motohiro was in the third generation after the last name was changed to Taki, and his family kept an important part in the line of medical officers in Japan. Taki Motohiro(多紀元簡 $1755{\sim}1810$) was a teacher in the Yi Xue Guan where his father was residing, and became the physician for the general Jia Qi(家齊). He had a short temper and was not good at getting on in the world, and went against the will of the king and was banished from Ao Yi Shi(奧醫師). His most famous works, the "Shang Han Lun Ji Yi"("傷寒論輯義") and "Jin Qui Yao Lue Ji Yi"("金匱要略輯義") are the work of 20 years of collecting the theories of many schools and discussing, and is one of the most famous books on the "Shang Han Lun" in Japan. "Yi Sheng"("醫勝") is a collection of essays on research. Also there are the "Su Wen Shi"(素問識), "Ling Shu Shi"("靈樞識"), and the "Guan Ju Fang Yao Bu"("觀聚方要補"). Taki Motohiro(多紀元簡)'s position was succeeded by his third son Yuan Yin(元胤 $1789{\sim}1827$), and his works include works of research such as "Nan Jing Shu Jeng"(難經疏證), "Ti Ya"("體雅"), "Yao Ya"("藥雅"), "Ji Ya"(疾雅), "Ming Yi Gong An"(名醫公案), and "Yi Ji Kao"(醫籍考). The "Yi Ji Kao" is 80 volumes in length and lists about 3000 books on medicine in China before the Qing Dao Guang(道光), and under each title are the origin, number of volumes, state of existence, and, if possible, the preface, Ba Yu(跋語) and biography of the author. The younger sibling of Yuan Yin(元胤 $1789{\sim}1827$), Yuan Jian(元堅 $1795{\sim}1857$) expounded ancient writings at the Yi Xue Guan only after he reached middle age, was chosen for the Ao Yi Shi(奧醫師) and later became a Fa Yan(法眼), Fa Yin(法印) and Yu Chi(禦匙). He left about 15 texts, including "Su Wen Shao Shi"("素問紹識"), "Yi Xin Fang"("醫心方"), published in school, "Za Bing Guang Yao"("雜病廣要"), "Shang Han Guang Yao"("傷寒廣要"), and "Zhen Fu Yao Jue"("診腹要訣"). On the Taki family's founding and working of the Yi Xue Guan Yasuka Doumei(矢數道明) said they were "the people who took the initiative in Edo era kampo medicine" and evaluated their deeds in the fields of 'research of ancient text', the founding of Ji Shou Guan(躋壽館) and medical education', 'publication business', 'writing of medical text'. 5. The doctors of the 'Kao Zheng Pai' based their operations on the Edo Yi Xue Guan, and made groups with people with similar ideas to them, making a relationship 'net'. For example the three families of Duo Ji(多紀), Tang Chuan(湯川) and Xi Duo Cun(喜多村) married and adopted with and from each other and made prefaces and epitaphs for each other. Thus, the Taki family, the state science of the Makufu, the tendency of thinking, one's own interests and glory, one's own knowledge, the need of the society all played a role in the development of kampo medicine in the 18th and 19th century.

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가정학교육 영역에서의 인구교육문제에 관한 조사연구 -선임가정학자들을 대상으로- (A Study of the Attitude of/and Problems Encountered by Senjor Home Economist Toward the Integration of Family Planning Education in the Korean Formal School System)

  • 김지화
    • 대한가정학회지
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    • 제19권3호
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    • pp.83-101
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    • 1981
  • Under the full consideration of the growing need and importance of population education in the field of home economics in Korea, the study was carried out to verify and assess the following facts on the current issues of population education of home economists who are presently engaging in teaching professions as the teachers of middle and high school and professors of college and universities by setting its primary objectives of the study as followings; 1) to assess the degree of general knowledge and attitudes of home economists toward population education in the field of home economics, 2) to verify the problems encountered in implementing population education by home economists in its field, 3) to find an existing status of previous trainings received and other activities of population education of home economists aimed at utilizing these findings as a part of reference materials when the population education is conducted in the field of home economics. In order to attain these objectives described above, the questionnaire was carefully designed to house a total of 40 questions with good combination of multiple-choice and the simple answer questions. The mail questionnaire survey was conducted by establishing teachers of home economics at middle/high schools and college/universities as Senior Home Economists(SHE) who are from public, private liberal arts and vocational schools. The rate of response observed during the survey was 45.6 percent and the findings of the survey research are as follows: 1) Examining the status of the respondents by residence and religion, it was found that 45 percent of middle & high school teachers ar.d 59. 1 percent of college professors are residing in Seoul city area and that the largest percent of them are christian in their religion. Analyzing respondents by their ages, 56 percent of middle/high school teachers are in their 30s, 45 percent of college professors are in their 40s, and 37 percent of college teachers are in their 30s. In addition, 13 percent of the total respondents are found to be unmarried. The study also revealed that 71 percent of the college professors finished Master Degree course and 82 percent of middle/high school teachers are graduated from college level lasting 4 years. Looking over the status cf major fields of respondents, 68.4 percent of middle/high school teachers are specialized in home economic education and the college professors, on the other hand, show relatively even prortion by specializing in the order of food & nutrition science, clothes & textile science and home managerial science. As far as the length of teaching experience is concerned, a relatively longer period of teaching experience is observed in the college professors in comparison with that of middle/high school teachers. In other words, 33.3 percent of middle/high school teachers are experienced in teaching from 6 to 10 years on average while 43.9 percent of college professors show more than 16 years of experience. 2) Examining the status of existing number of children cf the respondents, one boy and one daughter pattern is predominant, showing 28.5 percent in middle/high school teachers and 21.1 percent in college professors. As for the desired number of children of unmarried respondents, it is observed that 43.8 percent of middle/high school teachers desire to have one boy and one girl, and 31.3 percent of college professors want to have one child regardless of the sex. By assessing the degree of awareness of the population education through their students, it is observed that 53 percent of middle/high school teachers and 50 percent of college professors are aware of population education in some extent and that a majority of respondents took the positive attitudes toward an inclusion of family planning components into the formal school education. Another noteworthy to observe is that a total of 84.8 percent out of middle/high school teachers pointed that the population education currently conducted at schools as a part of home economics are less sufficient than it should be. 3) Analyzing the tendency as to whether the respondents were experienced in receiving population education during the time when they were students, 75 percent of college professors and 59 percent of middle/high school teachers responded negative answers in the survey. In the mean time, a total of 50 percent of the respondents replied that they began to acknowledge the importance of population education mainly through the participation of some sort of population-education orientend seminars, experienced by 40 percent of college professors and 80 percent of middle/high school teachers. 4) What it calls attention in this study was to find that 96.5 percent of middle/high school teachers and 72 percent of college professors conduct population education to some extent during their lecture hours and that more than 80 percent of them are never experienced in teaching population and family planning contents in their regular classes. It is, on the other hand, found that no more than once was the response of those who believe themselves that they are experienced in teaching these relevant components to their students. Analyzing the contents of the subjects being taught in the class, a large percent of them are found to be consisted of population and family planning contents. According to this study, the current population education through the formal school is quite inactive. Analyzing the facts, 44.9 percent of the college professors responded that the population and family planning components are quite apart from their specialization which eventually generates lack of interest in the field. 5) It is also noticed through the study that the degree of frequency of commenting on population and family planning contents during the classes was depending significantly on their specializations which means that the degree of frequency varies from a major to another. Those who majored in home managerial science was the first one, as compared to others who majored in different specializations. Glancing over the status of correlations between ages of the respondents and numbers of seminar paticipation, it is quite clear that the aged group participated more than the younger group did, and that the most highest number of participations made by college professors were those who are in 50s. In addition, it is also found that those who are aged 20s and 60s of the respondents were the group who comments least on the contents of population and family planning at their classes. The suggestions and recommendation made through this survey research are as follows. 1) No one denies that the rapid increase of population, as compared to the limited size of land and resources, will certainly affect adversly to an enhancement of individual life quality which will, eventually, bring forth the poverty of the nation. This is the reasson why we are insisting that the world population be controlled up to an optimum level with a matter of global concerns. It is our understading that the primary aim for reducing number of population is believed to be attained only by conducting the systematic and comprehensive population education through the formal schools. Therefore, the role of home economists in the field of population/family planning education is considered very importment due to the fact that an ultimate goal of population education is placed in elevating the quality of family life by having optimum number of children through family planning program. 2) It is quite clear that home economists as teachers of formal school in all level are invited to pay their attention on redefining the ultimate goal of education and that of population education. We also understant that the primary objective of population education is to change the norm and value of the clients by replenishing the students with pertinent knowledge and attitudes on population and its related problems through a sort of education in order to attain the ultimate goal for enhancing the quality of life. There is no exception in the theory of home economics. An altimate goal of home economics is to elevate the general quality of life through an establishment of value existed in daily life. Considering the relations between population education and home economics, it is quite indespensable to bandle population components as an integral part in the field of home economics. We believe, therefore, that the senior home economists positive participation in the effort population control is more needed than it has been. 3) It is also strongly urged that population education should be a part of instructor training course for home economics. In other words, the teacher of home economics should be well aware of population and its problems by teaching interrelationship between population education and home economics, needs, contents and methods of population education during the instructor training courese for home economics. In addition, the senior home economists should be encouraged through positive participation on the short term training by types of domestic and international seminar, workshop, etc. 4) We certainly believe that the population education can not sustain itself without any backing-up of information and findings' of various and comprehensive researches of natural and social sciences. Accordingly, every senior home economist is invited to exert their maximum effort to conduct systematic study with an aim to utilize these findings and information at best in population education in the field of home economics. Therefore, we consider that the development of training material is imminent in order to provide effective and efficient population education through the for training of home economies. It should be noted that these training materials must be carefully designed, tailored and developed to meet the different classes of trainees under the considerations as to whether it is easily adaptable and infusable into the curricula of every field of home economics, and it is acceptable in the degree of difficulty and quality in its contents. 5) It is true that there are many domestic and international research rapers, reports and findings in the field of population education and family planning. However, there is a tendency that the most of research papers are heavily relying on the authors intension and preferences in its expression and publication. Under these circumstances, it is urged that the home economists should aware of the growing need of the technical training in order to keep these available information and research findings reprocessed and redesigned to insure the practical application into the population education in the field of home economics in Korea.

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고등학생을 위한 가정교과 기반 예비부모교육 프로그램 개발 및 평가 (Development and evaluation of Pre-Parenthood Education Program for high school students based on Home Economics subject)

  • 노희연;조재순;채정현
    • 한국가정과교육학회지
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    • 제29권4호
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    • pp.161-193
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    • 2017
  • 본 연구의 목적은 고등학교 교육과정에서 활용할 수 있는 가정교과 기반의 예비부모교육 프로그램을 개발하고 평가하여, 예비부모인 고등학생 학습자들이 훗날 우리 사회의 주역이 될 미래세대를 현명하게 보살필 수 있는 성숙한 부모가 되는데 필요한 역량을 갖추도록 하며 동시에 현재 정부가 추진하고 있는 부모교육 활성화 방안의 청소년 대상 예비부모교육을 실행하는 데 도움이 되는 기초자료를 제공하는데 있다. 본 연구의 예비부모교육프로그램 개발 및 평가 과정은 일반적체제설계모형인 ADDIE 모형을 따랐으며, ADDIE모형 중 실행단계(Implement)를 제외한 분석, 설계, 개발, 평가의 4가지 과정을 거쳐 이루어졌다. 먼저, 분석 단계에서는 프로그램 내용요소 추출과 프로그램 개발의 시사점을 얻기 위해 관련 선행연구와 2015 개정 중 고등학교 "기술 가정" 교육과정 문서를 대상으로 분석이 이루어졌다. 그 결과 가정교과 이 외의 분야에서 연구되어 온 예비부모교육의 9 가지 주제(1.자기이해, 2.예비부모의 성, 3.결혼, 4.임신과 출산, 5.부모됨, 6.부모역할, 7.부모 자녀관계, 8.부모와 가족, 9.부모와 사회)와 해당 내용요소들은 이미 가정교과 교육과정에 모두 포함되어 있음을 확인하였으며, 9가지 주제 이외에 가정교과만의 독자적인 주제(1.생애설계, 2.가정생활 내 의 식 주 실천역량, 3.가정생활과 자녀안전, 4.가족문화)와 해당 내용요소들을 별도로 확인함으로써 예비부모교육 시행에 있어 가정교과가 지닌 강점(청소년과 가정과 사회를 바라보며 부모교육 내용 뿐만 아니라 식 의 주 소비 생활 전반을 포함하는 총체적 관점의 교육과 실제로 부모 준비를 실천하게 하는 교육)을 확인하였다. 둘째, 프로그램 개발을 위한 설계는 가정교과와 예비부모교육 간의 접점을 찾고 이를 프로그램 구성요소(목적, 개발방향, 주제, 내용요소, 학습목표, 학습활동)에 반영하는 과정을 통해 이루어졌다. 이 연구의 예비부모교육 프로그램은 미래세대를 현명하게 길러낼 수 있는 성숙한 부모가 지녀야 할 관련 지식, 태도, 가치관, 실천적 문제 해결 능력을 고등학생 학습자가 갖추도록 지원하는 것을 일차 목적으로 두며, 부모됨의 준비 관점에서 학습자가 현재 생활 점검 및 개선을 통해 생활자립능력을 갖추도록 하는 것을 이차목적으로 둔다. 궁극적으로 이 두 가지 목적 달성을 통해 학습자가 장차 부모로서 살아갈 가정생활 영역과 개인적 성취와 관련된 직업생활 영역 그리고 사회 발전에 기여할 수 있는 민주시민으로서의 삶의 영역간의 균형을 이뤄 이를 조화롭게 영위할 수 있는 성숙한 부모로의 성장을 돕고자 하였다. 프로그램 개발방향은 '전체 전개', '내용구성', '교수 학습법 구성'으로 크게 세 가지 측면에서 설정되었다. 프로그램의 주제는 총 11개로 '1. 부모 됨: 부모가 된다는 건', '2. 배우자선택: 행복한 부부관계, 자녀에게 주는 최고의 선물', '3. 임신과 출산: 새로운 생명과의 감동적인 만남', '4. 신생아 돌봄: 24시간 신생아 돌봄', '5. 영유아자녀돌봅: 사랑스러운 나의 아기와의 관계, 애착', '6. 유아기 자녀 돌봄: 별에서 온 내 아이, 유아기 자녀 돌보기', '7. 부모와 건강가정: 건강가정 속 부모와 자녀', '8.부모 자녀 관계: 현명한 부모, 자녀와 효과적으로 상호작용하기', '9. 가정생활 내 자녀안전: 가정생활 속 안전관리자, 부모', '10. 영유아 돌봄 실습', '11. 지역사회 양육지원서비스 개발 실습'이다. 프로그램의 들어갈 최종 내용요소들은 분석단계에서 추출된 내용요소들을 11개 주제와의 관련성을 토대로 분배된 후 선정되었다. 학습목표와 학습활동은 해당 주제와 내용요소를 반영하여 구상되었으며, 특히 프로그램의 학습활동은 1) 부모 됨 관련 실천적 문제를 포함한 사례 활용, 2) 학습한 지식과 기술을 활용한 지역사회 교류활동, 3) 부모 됨 관련 학습내용을 활용한 실생활 프로젝트 활동, 4) 고등학생 학습자의 현재 삶의 긍정적인 변화를 유도하는 활동, 그리고 5) 자녀 발달을 지원하는 가정교과 내 의 식 주 실습활동을 주요 특징으로 한다. 셋째, 프로그램의 개발은 앞서 설정된 설계에 따라 이루어졌으며, 이에 총 11개 주제에 따른 17차시 분량에 해당하는 교수 학습과 정안 및 학습자료가 개발되었다. 개발된 교수 학습과정안은 수업흐름 및 교사 참고자료를 포함하며, 수업 도입부에 가상의 자녀로부터 수업관련 메시지를 받는 것을 시작으로, 정리단계에서는 받은 메시지에 대한 답장의 형태로 해당 차시의 내용 정리 및 예비부모로서의 다짐을 하는 것을 기본 틀로 하였다. 학습자료는 학습활동을 위해 필요한 각종 계획서나 보고서 양식을 포함하며, 정규교육과정에서의 교과서와 같은 역할을 하도록 구체적으로 작성되었다. 넷째, 개발된 프로그램의 평가는 프로그램 개발과정과 결과물 두 가지 측면에 대해 가정교과 전문가 13인으로부터 5점 리커트형 설문지를 활용하여 이루어졌다. 개발과정에 대한 기초분석 평가결과 평균 4.61점, 내용타당도 지수 97.4%였으며, 프로그램 결과물에 대한 평가결과는 평균 4.37점 내용타당도 지수 86.9%였다. 이와 같은 값은 이 연구 프로그램의 개발과정과 그 결과물에 대한 타당도가 상당히 높은 수준에서 확보됐음을 나타내며, 이에 이 연구의 가정교과 기반의 예비부모교육 프로그램은 고등학생 학습자를 대상으로 하는 예비 부모 교육 프로그램으로 타당하고 적합하다는 결론을 내릴 수 있다.