• Korean Journal of Heritage: History & Science
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• v.51 no.2
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• pp.154-169
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• 2018

In modern society, cultural heritage has played a role in constituting national identity. The Cultural Heritage Education Project started in the 2000s by the Cultural Heritage Administration was also aware of the issue of sustainable development and cultural diversity as major cultural issues at the time. However, the main purpose of previous cultural heritage education was to foster national identity. The Cultural Heritage Administration has executed cultural heritage education programs since 2006. The education program of the cultural heritage teacher visiting the school, the project to designate a cultural heritage school, and an education program to experience cultural heritage at an archaeological site were carried out. In the 2010s, the theme of cultural rights and enjoyment of cultural heritage in life was raised as an important issue. Cultural heritage education had to accept the 'new meaning of cultural heritage', 'cultural rights', and 'learnercentered education'. In this context, the local cultural heritage education project started. The region is a space where various identities are reconstructed. However, local cultural heritage education itself cannot realize cultural heritage enjoyment in life. Therefore, it is necessary to seek cultural heritage in life through the various efforts of local cultural heritage education.

• Korean Journal of Heritage: History & Science
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• v.54 no.3
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• pp.106-125
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• 2021

This paper presents several reasons for the necessity of archaeological hands-on training and strategies for its implementation. First, it is necessary to produce a specialized manual for local cultural heritage education that can enhance the specialization and educational effectiveness of archaeological experience education. In addition, in order to secure professionalism in hands-on education and conduct it systematically, the ability of instructors to conduct education is important, so instructor competence reinforcement education needs to be conducted regularly. In addition, hands-on education needs a strategy of planning and content development of archaeological education programs, with consideration given to the subjects of learning, and the establishment of a cooperative network. It is time to cooperate with various experts to establish an education system necessary for cultural heritage education in the region and develop customized content for local archaeological heritage supplementary textbooks. Finally, due to Covid-19, we agonized over effective education plans for online archaeological heritage education, which requires active interaction class design and a strategy to promote interaction between professors and learners. In addition, such archaeological heritage education should be compatible with the goal of providing customized lifelong education.

• Korean Journal of Heritage: History & Science
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• v.54 no.4
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• pp.132-151
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• 2021

The purpose of this study is to analyze the current status of and suggest future improvement practices for cultural heritage education in primary school. We analyzed a primary school textbook for each of five subjects (Korean, social studies, music, art, physical education), surveyed ten teachers with cultural heritage education experience, and analyzed the results. Based on the results, we made the following five suggestions: First, the goal of cultural heritage education should be expanded to foster citizenship. Second, in cultural heritage education, it is necessary to discuss what should be included in the educational content and to organize the content systematically in connection with the student environment, local community environment, and subject content. Third, cultural heritage education should be linked with sustainable development so that cultural heritage can be passed on from the present generation to future generations. Cultural heritage has characteristics, such as universal values of humanity, that transcend national boundaries, regional identities, dialogue and understanding between civilizations, and sources of creativity, and thus serves as the foundation for sustainable development. Fourth, for the effective implementation of cultural heritage education in schools, it is necessary to develop step-by-step teacher training programs. The success or failure of cultural heritage education in schools depends on teacher training. Fifth, the degree to which cultural heritage education is integrated into the curriculum should be strengthened, allowing learners to be educated so that they can cultivate knowledge and critical thinking about cultural heritage, enjoy and protect it, and connect with a sustainable society.

• The Journal of the Korea Contents Association
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• v.11 no.1
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• pp.184-192
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• 2011

Cultural heritage is the historic symbol implying the life of people and regionality. Accordingly, the study on cultural heritage along the border between Korea and China is a very critical and urgent task for educational purposes as well as to secure historic and cultural awareness and national identity. The border area between Korea and China is classified into the areas along Aprok River and areas along Tumen River where the cultural heritage of various ethnicities is scattered. Accordingly, this study tried to find the approaches to implement and use the exhibition contents for educational purposes as well as visual applications rather than a literary study on cultural heritage in the border area between Korea and China. The results of this study will be the opportunity to enhance the practical understanding of the modern states as well as to learn the cultural awareness of the territory of a modern state and people's awareness of the importance of world heritages. Furthermore, the results of this study will be used as the resources for historic and cultural tours on the web or applications and help to understand the cultural features of Korea and China in the northeastern region as well as historic awareness in educational programs using exhibition materials in a museum.

• The Korean Journal of Archival Studies
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• no.56
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• pp.147-182
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• 2018

Intangible cultural heritage is formless. It's of importance to preserve heritage in line with society drastically being transformed. It's passed down by human being. It is, on the other hand, impossible to preserve intangible cultural heritage solely based on memory, for it's changed in succession. Thus, it be archived to pass down. This study investigated on the state of affair related with Intangible cultural heritage documentations, examined the shortages thereupon. Furthermore, Training center should be in charge of documentation for a solution. This will provide an opportunity to overcome the limitations attributed to the top-down documentation system by central administrative organ, to open up the possibility of viewpoint of different successors, organizations. In addition to that, Intangible cultural heritage documents should be of different aspects of community history. Features of Intangible cultural heritages, which are convergent to the Regionality, tendency of variation, transmission, can be magnified when documentating. Finally, Training center is going to play a major role being vitalised. The record management of intangible cultural heritage, institutions and policies about Intangible cultural heritage have been highly complicated since National Intangible Heritage Center opened and the law on Intangible cultural heritage enacted with its recognition attracted. Therewith this study wishes to see a cornerstone of records on intangible cultural heritage by laying stress on training center in which educations and pass-down of intangible cultural heritage are lively achieved.

• Journal of the Korean Institute of Educational Facilities
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• v.26 no.4
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• pp.7-10
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• 2019

• Journal of the Korean Institute of Landscape Architecture
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• v.41 no.1
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• pp.12-20
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• 2013

This aim of this study is to support the value criteria that citizen evaluate themselves it when they found modern heritages in their town. To understand the changing of value criteria for the cultural heritage, we have to begin from early 20 century that were, however, diversified after 80's. As a result, early they evaluated with the architectural and aesthetic value mainly, after they evaluated with the social-cultural value and academical value, and nowadays they try to include the economical value and educational value. So this study rearranged and divided that value with the preservation and using value. The preservation value include the historical value, aesthetic value, social-cultural value and academical value, and the using value include the economical value and educational value. The criteria, however, don't have the equal importance, This study try to redefine relative importance score with paired comparison. As a result, Historical value is proved that most important criteria, but aesthetic value got the score lower than social-cultural value, and similar with academical values. And in using values, economical value and educational value got the low score. It means that if some researcher insist about the importance of economical value, it should evaluate lower than preservation values. This study insist that we have to include diversified values and that values have relatives score. Actually, now we mostly evaluate with the architecture and aesthetic values about modern heritage, so we are losing a lot of modern heritage. If we include the diversified values, social-cultural, academical and educational value, we can conserve our important modern heritage and revitalizing town with tourism of historical heritage.

• Proceedings of the KAIS Fall Conference
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• 2011.05b
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• pp.547-549
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• 2011

지역 박물관은 대도시의 대규모 박물관에 비하여 전시물의 양과 질 그리고 관람객의 접근성에 있어서 열세에 있다. 이러한 가운데 최근 과학기술 문화사업 시행계획에 의한 중점 추진 전략으로써 지방테마 과학관 지원사업이 실행되고 있다. 지역 박물관중 특히 과학관은 어린이와 청소년층의 교육에 크게 도움이 되는 전시를 특징으로 하며 현재 세계 각국에서 다양한 주제로 관람객의 방문을 유도하고 있다. 이러한 기초 조사를 통해 지역의 문화유산을 보다 잘 보존하고 지역 문화 발전과 지역경제에 이바지하는 시설로 자리 잡는데 필요한 마케팅의 디자인 요소를 분석하고 살펴보고자 한다.

• The Journal of the Korea Contents Association
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• v.12 no.3
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• pp.411-420
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• 2012

In Korea, the traces of Mongolian history and culture are often found in Korean life and customs. Under these perceptions, this study has attempted to develop the learning contents using the Mongolian historical and cultural heritages in Korea. For this, the perspective on Mongolia in Korean History and Social Studies textbooks and the exhibition of Mongolian cultural materials in a museum have been analyzed. In addition, this study has researched a plan to develop learning contents for exhibition and education using the Mongolian historical & cultural heritage and folklore materials in Korea and people's perspective on Mongolia in the ancient western maps as a way of understanding the historical and cultural heritage between Korea and Mongolia. In addition, a way of taking advantage of the Mongolian historical and cultural heritage in Korea from the view of world history has been proposed to share historical views and promote cultural exchanges between the two countries. Furthermore, the development of learning contents of the museum using the historical and cultural heritage between Korea and Mongolia could be grounds for humanistic studies from the view of understanding multiculture and characteristics of international culture.

• Journal of Korea Entertainment Industry Association
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• v.15 no.8
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• pp.457-464
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• 2021

This study is a study on the development of board games using local cultural contents. As a prior study related to this study, basic research on board game development, research on cultural products based on cultural heritage, and storytelling development research using local cultural and tourism resources were considered. Among them, for the main purpose of board games and development process, discussions were conducted on the research methodology of Lee Dae-woong and Oh Seung-taek (2004). As a result, it was possible to successfully proceed with planning meetings, proposal preparation, board game design, board game 3D graphic production process, and prototype development. What is peculiar is that characters (dried persimmons, strawberries, jujube, and salted seafood) containing Nonsan's unique regional characteristics were searched and utilized. In addition, major cultural heritages such as Donamseowon Confucian Academy and Gwanchoksa Temple, designated as Nonsan-si cultural properties, were combined with important treasure hunt contents of board games to enhance interest and education at the same time. The theme of this paper, Nonsan, Finding Lost Treasure, is a new educational alternative that can solve the problems of computer games, and has the advantage of having the nature of community leisure play, not individual play. Based on this board game development research in the future, we intend to expect the results of game production using cultural elements from other regions.