미국 초등학교의 일상지리적 특성 고찰

이간용(Khan-yong Lee) 한국사회과교육연구학회 2012 사회과교육 Vol.51 No.4

본 논문은 미국 캘리포니아 주에 소재하는 K초등학교를 대상으로 그 일상지리적 특성을 고찰한 사례연구이다. 우선 이 학교의 교육 공간은 구성의 개방성과 활용의 유연성을 지향하고 있었다. K학교장은 교육 활동에 따라 다양한 공간적 변위를 연출하며 솔선과 실천의 리더십을 발휘하고 있었다. 그리고 교육 행사 공간에서는 교육적 본연성과 참여성이 강조되고 있었고, 구성원들은 공적 공간에 대한 분별과 존중이 체화되어 있었다. 마지막으로 가정과는 쌍방적 소통이 원활하였고 지역 사회의 다양한 공간적 자산을 학습의 장으로 활용하고 있었다. 결국, K초등학교의 일상지리적 특성은 학교 공간의 개방성과 유연성, 학교장 리더십의 솔선성과 실천성, 행사 공간에서의 교육적 본연성과 참여성, 공적 공간에 대한 분별성과 존중성, 지역 사회와의 소통성과 다변성 등으로 정리될 수 있었다. This paper aims to elucidate a characteristics of the geography of everyday life of a elementary school in the USA. The everyday of K school in California state was observed as a case from the spatial perspectives. This school space was open in terms of a physical layout and was flexible in using it educationally. The principal exercised the leadership of who took the initiative and set an example. The educational activities, in particular the annual events put emphasis on this very purpose and participation. The school members were accustomed to discern a personal from a formal spaces and respected each other’s domains in their everyday lives. And this school communicated actively with the students’ homes and made educationally the best use of the various spaces in a local community.

초등「사회」교과서에 나타난 지도 자료 및 지도 기능 학습의 특성과 문제점 분석

이간용 ( Khan Yong Lee ) 한국지리환경교육학회 2007 한국지리환경교육학회지 Vol.15 No.2

This study aims to analyze ``map learning activities`` in current social studies of elementary school. Based on the analysis, this study provides several alternative ways to solve the problems social studies of elementary school. The analysis of the study focused on two aspects: map materials and map skills in social studies texts (grade 3-6). The findings are as follows. The map materials of texts do not coincide with the learning subjects of texts; its have no consistence in aspect of colour and design, have no coherence in aspect of quality and quantity of map contents. And its have a many problems in terms of scale choosing, concept using, and map presenting. The map activities of elementary social studies do not reflect personal, social and disciplinary needs in terms of scope and sequence of map learning. In order to solve these problems, it is proposed that introduce the concepts of digital map, perspective, grid reference system, and thematic map making to map learning in social studies of new curriculum of elementary school. And it is necessary to strengthen map-applying learning.

일본의 지리 평가 특성 분석 -대학입시센터시험을 중심으로-

이간용 ( Khan Yong Lee ) 한국지리환경교육학회 2008 한국지리환경교육학회지 Vol.16 No.3

This study aims to elucidate the features of Japanese geography test from the perspectives of form and content. For this study, `Geography B` parts of Japanese College Scholastic Aptitude Test from 2004 to 2008 were examined. With regard to the formal aspect, Geography B had a booklet format (A4 size) and in each page, one or two questions were presented. Each question was consisted of a set. Each set had a direction for the whole set followed by instructive materials, sub-questions, stem items and multiple choices. With respect to content, the following features were found. First, the test aimed to measure both students` current academic performance and their capability of studying at university by proportionally balancing knowledge-oriented and inquiry-oriented questions. Second, the test comprehensively covered quintessential theme of geography. Lastly, visual-spatial materials had been used for the test items. The frequency of using maps in the test is recently increasing. Every year the Japan Board of SAT has been trying to figure out better ways to improve the geography test based on the reports from geography teachers, academic associations of geography and geography education, and the test-making committee.

캘리포니아 주 초등 사회과 지리영역 교육과정의 특성 및 변화 분석

이간용 ( Khan Yong Lee ) 한국지리환경교육학회 2010 한국지리환경교육학회지 Vol.18 No.3

This paper aims at illuminating the features and changes in the elementary geography curriculum of California. The features run as follows; it orients to integrate geography with history, especially in the higher grades. But it has the domain-independence in the lower and middle grades. It adopts a expanding environment approach as a sequence principle. Also this curriculum suggests ``location`` in lower grades, ``regional characteristics`` in middle grades, ``Man-environment relationships`` in higher grades as the main concepts of geography. And map skills are relatively concentrated on 2nd grade, and from the viewpoint of content standards the elementary geography curriculum of California reaches completion in 4th grade. Meanwhile recently the social studies curriculum(history-science framework) of California attempts to reconstruct a content framework each grades. At least the elementary curriculum appears a subtle changes in the direction toward the subdivision and specialization of a content domain from a existing history-focus curriculum.

러시아의 지리 평가 특성 분석 -국가통합시험(ЕГЭ)을 중심으로-

이간용 ( Khan Yong Lee ) 한국지리환경교육학회 2014 한국지리환경교육학회지 Vol.22 No.1

This study aims to elucidate the features of the geography assessment of Russia. The main data for analysing are the geography examinations(2009-2013) of the Unified State Exam(ЕГЭ). In terms of formal aspect, the exams are standardized in their format, i.e. materials presenting, items organizing, and regional versions. In particular they are consist of three parts and use multiple-choice questions, short-answer questions, and supply questions respectively as a measurement tools. In terms of contents aspect, the exams cover subjects of geographical research methods, physical geography, population geography, economic geography, regional geography, Russian geography, geographical aspects of global problems. The content elements for assessment are standardized. The behavioral domains for assessment are geographical knowledges, skills, and application, and a fact knowledges of geography are emphasized relatively. Also the exams are relatively focused on Russian geography and more a country than a region as a spatial unit. In short geography assessment of Russia is characterized by standardization in form and contents of exams.

아프리카 국가들의 지리 평가 특성 비교 분석 -서아프리카 5국, 케냐, 남아프리카공화국의 대학 입학시험을 중심으로-

이간용 ( Khan Yong Lee ) 한국지리환경교육학회 2015 한국지리환경교육학회지 Vol.23 No.3

This study aims to elucidate the features of the geography assessment of African countries. The main data for analysing are the geography examinations of WASSCE of five West African countries, KCSE of Kenya, NSC of Republic of South Africa. In terms of formal aspect, the exams take the structural similarities in their format of the papers. In terms of contents aspect, the elementary subjects or contents are standardized in each individual countries and are mainly chosen in a systematic subjects of geography. Specially there are a commons that emphasize on the methodologies of geography, i.e., map work, field work, and GIS techniques in the assessments of geography of African countries.

「한국지리」교과서 탐구활동의 문제점 및 대안의 모색

이간용 ( Khan Yong Lee ) 한국지리환경교육학회 2005 한국지리환경교육학회지 Vol.13 No.3

미국 초등 지리 교육의 실천적 특성 고찰 -캘리포니아 주의 두 초등학교를 사례로-

이간용 ( Khan Yong Lee ) 한국지리환경교육학회 2011 한국지리환경교육학회지 Vol.19 No.1

This paper aims at illuminating the practical features in the elementary geography in the USA. The geography programs of M, K elementary schools in California state were observed and analysed as a cases. The specialized geography programs were practiced systematically in M School. A module of these programs was developed in order; suggesting-guiding-explaining-working-arranging stage. On the other hand, the daily practice programs of geography were carried out in K School for the geographic literacy. An unit of these programs was unfolded step by step; worksheet distributing-problem solving-supplementing-sharing stage. And this school has made students to be daily exposed to a teaching materials for geography. In these ways two elementary schools have the practical features pursuing respectively a specialization and a daily practice of geographical education.

아프리카 지폐 아이코노그래피의 지역적 특성과 그 지리교육적 함의

이간용 ( Khan Yong Lee ) 한국지리환경교육학회 2020 한국지리환경교육학회지 Vol.28 No.4

This aticle is to elucidate the regional characteristics of the African banknote iconographies in terms of subject matter and material, and its implications for geographical education. The research data included 259 current banknotes(2020) in 56 African countries. According to the analysis, African banknote iconographies showed a relatively distinct regional difference in terms of combination of subject and subtitle; religion and history in the north, figure and industry in the west, and figure and nature in the east and south, including the middle, and nature and nature in the islands. African banknote iconographies really featured a variety of materials. Among them, nature-related materials appeared frequently(75.3%) and animal materials appeared especially on more than half(51.4%) banknotes. However, there were relatively obvious differences among regions; mosques and relics in the north, and politicians and animals in the east and south, including the west, folk crafts and politicians in the central, and animals material, but there is a spatial pattern that shows a distinct trend of humanization in the northern region and naturalization in the southeastern region.

남아시아 4국의 지리평가 특성 비교 분석 -인도의 HSC, 파키스탄의 HSCC, 방글라데시의 HSC, 스리랑카의 GCE A-Level 지리시험을 중심으로-

이간용 ( Khan Yong Lee ) 한국지리환경교육학회 2021 한국지리환경교육학회지 Vol.29 No.3

This study compares and examines the characteristics of geographical assessment of four South Asian countries: India, Pakistan, Bangladesh, and Sri Lanka. Their geographical assessment is divided into two domains, physical geography and human geography, in terms of form, and each domain takes a test system that is subdivided into several sub-sections. There is a higher proportion of the supply type than the multiple-choice type. The items have in common that they are a set-type item format composed of several sub-problems. Accordingly, in terms of content, it is a systematic theme center of physical geography and human geography, and has a common point in that the two areas occupy almost equal weight. However, India and Sri Lanka are relatively differentiated in that they place importance on understanding their own geography, Pakistan on physical geography and world geography, and Bangladesh on understanding geography methodology. And all of them are intended to evaluate various levels of geographical thinking on geographical ideas and phenomena, but they have shown in common that they mainly focus on retaining or applying prior knowledges rather than geographical inquiries. However, relatively, Bangladesh tends to evaluate different levels of geographical thinking skills, and Pakistan tends to evaluate the reproducibility of relatively simple knowledge of geographical facts. Overall geographical evaluation of Sri Lanka and India was ahead of Bangladesh and Pakistan in terms of quality and quantity. In particular, the blank map-based questions of Sri Lanka and India were noted in that they were faithful to the basics of geography learning such as location and distribution.