• Proceedings of the KGS Conference
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• 2003.11a
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• pp.222-226
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• 2003

본 연구는 지리교육에서 이루어지는 지역에 대한 학습 내용을 구성하기 위한 연구이다. 본 연구의 출발점은 우리나라 교육과정에 따라 진행되는, 지역에 대한 학습이 가지는 문제점과 지역에 대한 개념 형성과정에 작용하는 학생들의 지역 인식 특징에 대한 관심이었다. 학생들의 지역에 대해 인식 조사 과정에서 중간적 수준의 지역을 설정할 필요성을 발견하였다. 따라서 본 연구에서 제안하는 지역에 대한 학습의 틀은 지역의 본질적 특성을 바탕으로 교육의 주체인 학생과 교사의 인식이 반영된 내용으로 구성되었다. (중략)

• Journal of the Korean association of regional geographers
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• v.9 no.3
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• pp.395-409
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• 2003

In this study the meaning and necessity for self-regulation in managing and organizing the national curriculum is researched in order to reflect the reality that the tide of regionalization appears apparently with globalism. Hwacheon is chosen and applied as an example region for selecting and forming a new learning content in geography education and teaching and learning that content. The regional geography should be learned in high schools according to the approach of regional textbooks being made and used now in primary and middle schools, and the contents of textbooks should be properly reorganized in accordance with the students' school ages rather than organized simply with enumerating geographic facts in a row. And the contents should be organized centering on the learners' daily living sphere. In addition, teaching-learning method should be taken into consideration according to the scale of the regions. Consequently, in this study small-scaled area was chosen as a learning content, laying stress on daily lives within the living zone, and therefore field work is considered as a learning method.

• Journal of the Korean association of regional geographers
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• v.16 no.5
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• pp.572-589
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• 2010

With the advent of lifelong learning society, most of the cities in Korea have been promoting the construction of lifelong learning city. At this point, the purpose of this study is to configure regional learning programs and apply them to the actual world. Important results of this study can be outlined as follows; First, the regional learning programs in the lifelong learning society are desirable to be configurated with the situated learning method focused on the characteristics of learners, instructors and the local contexts. In addition, the active training of regional human resources such as organizing learning circles and SERVICE-LEARNING through the participation of them is effective as a teaching method. Secondly, the consequence through the field excursion calling itself 'the geography exploration group', organized by the researcher and involved with participants together provoked the paradigm shift on their region and the regional identity. Thirdly, the active participation of local experts including geography teachers should be needed for the popularization of geography education. Hence, if we continue to develop the local learning programs tailored to regional traits and apply them to the actual world, geography education will play an important role to build the stable foundation in the lifelong learning society.

• Journal of the Korean association of regional geographers
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• v.12 no.1
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• pp.142-153
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• 2006

The purpose of this paper is to develop effective lesson planning and to describe what happened when GIS was integrated in the teaching and learning of regional geography in a highschool classroom. To achieve this, first, regional geography learning modules were designed using strands model. Second, six hour instructions were carried out. Third, students' reflections were analysed. Fourth, suggestions for the next implementation of GIS in regional learning are discussed. The results of the study are as follows. First, students showed interest in learning with GIS and they engaged actively in the teaching-learning process. Second, GIS was effective for enhancing students' achievement on concepts about GIS and mapping. Third, GIS promoted students' interest on regional learning. Fourth, students preferred collaborative GIS learning. Finally, GIS was not shown to be entirely effective in this case, due to the limited access to appropriate hardware and lack of time.

• Journal of the Korean association of regional geographers
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• v.14 no.6
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• pp.752-766
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• 2008

For all the region is the basic unit of geographical learning and the grounds of human activities, regional learning can't possible be carried out at the class. Because there are very few regional learning materials that are applicable to class and can be expanded to geographical basic concept. This paper aims to regulate the construction principles of regional learning and select the contents of regional learning. Firstly, the six basic concepts of geographical education be made a selection of the construction principles of regional learning: human-environment, location, region, interaction, change, scale. And then, I suggest the upper five subject that be based on the results of systematical geography. Those are the necessity and method of regional apprehension, the physical environment and the regional human-life, the resource and industrial activities. the regional life-space's formation and change, and the changing world and region. And I propose the subdivided the mid and the lower subject that be reflected the learner's need and the social demand, and could be experienced the results of geography and the everyday life. For the best regional learning, these subjects can be combined one or more in various scale.

• Journal of the Korean Geographical Society
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• v.39 no.1
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• pp.153-168
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• 2004

This study begins with the interests of the problems in learning a region under the Korean National Curriculum in geography field and the perceptions on the region which affects students 'formation of regional concept. The purposes of this study are to find problems in learning a region and to construct a new content for learning a region to improve the current problems. This study suggests that it is necessary for student to establish a clear concept on a region in order to effectively learn a region. Therefore, this study reviews how concepts on a region have changed and selects important elements in learning a region by considering a level of students' understanding. The important elements selected in this study are the definition of a region, the formation of a region, and the system of a region. By learning a real region established as a 'region for instruction' of a medium scale, students can reach an appropriate level of meaningful understanding of a region. This study found that an appropriate selection of scale in choosing the extent of a region was critical in success of effective organization of learning contents.

• Journal of the Korean Geographical Society
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• v.37 no.3
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• pp.247-261
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• 2002

This study suggests that the contents and methods focusing on the leamer's geographical experience of everyday life and environments, are very effective for teaching and teaming in geography subject matter. The contents have to be selected and structurized from private geographies about their region of everyday life for teaming abstractive and scientific concepts of geography. Scientific concepts of geography, i.e. geographical concepts become 'scope'for selecting the contents and these systematic structure substitutes 'sequence'. The criteria by which selected contents of teaching and teaming based on everyday life may consist of three elements: region as leamer's place for everyday life; concrete experience of the place; and leamer's changing geographical experiences.

• Journal of the Korean Geographical Society
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• v.34 no.3
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• pp.281-293
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• 1999

이 연구는 개념 및 개념학습의 의미와 가치를 평가해 보고, 기존의 지리교육 기본 개념에 대한 논의를 정리하여 현장 교사들의 기본 개념 인식과 비교한 후, 향후의 지리교육 내용 구성의 방향을 모색해 보았다. 지리교육의 개념은 지리적 현상의 작동 과정을 이해하는데 도움을 주는 개괄적인 관념으로서 관련 지식들을 인지구조 속에 붙들어 매어주는 역할을 한다. 현장교사들이 가장 중요하다고 인식하고 있는 기본개념은 인간-자연관계, 입지, 지역, 지도화, 지역적 차이, 문화 등이며, 이는 전통지역지리학에서 강조되어 온 개념들이다. 반면에 지역적 결합, 공간 및 공간관계, 장소, 지구사회, 이동 등의 개념은 교사들이 잘 이해하지 못하고 있는 개념으로 밝혀졌다. 이러한 분석과 관련하여 주의를 기울여야 할 점은 지리학과 지리교육의 기본개념을 무차별적으로 혼용해서는 안 된다는 점이다. 학문적 성과와 교육적 성과는 다른 것이며, 이에 맞춰 지리교육의 교육적 효과를 높일 수 있는 구체적인 하위개념들이 개발되어야 할 것이다.

• Journal of the Korean association of regional geographers
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• v.12 no.2
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• pp.281-290
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• 2006

Map uses graphic language of dot, line and area to represent surface of the earth. Map has been adopted as tools for regional and cartography learning to improve graphicacy in geography education. Due to the rapid development in GIS and internet, practical use of maps has been extended in various study area. This Study is to develope web-based leaning materials for self-controled geography instruction. As learning materials for this aim, it has been constructed WebGIS for topography and thematic maps with boundary map of Chungbuk, digital map of Jochiwon(1:25,000), statistic data and field images. Function of WebGIS intend to improve skills on geo-information collection and spatial query, regional difference of spatial distribution. Individual learning using internet can make an improvement of learner centeredness and problem-solving. Finally, it will be expected to be suggest one of the education guide as blueprint in info-society.

• Journal of the Korean Geographical Society
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• v.35 no.3
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• pp.455-474
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• 2000

제 7 차 교육과정에서 경제지리 과목이 심화 선택 과목으로 새롭게 설정되었다. 그러나 제 6차 교육과정 한국지리 과목의 경제지리 교육내용을 단순 확대.심화시켜 구성하였기 때문에, 그 동안의 비판과 문제점을 해결하지 못하고 있다. 지리교육에서 경제 지리교육내용의 선정 및 조직 바법은 산업별 분류방법, 주제 중심방법, 경제과정 중심방법으로 분류할 수 있는데, 기존은 교육과정은 산업별 분류방법을 근간으로 하고 있다. 본 연구에서는, 공급자의입장에서 나열적으로 교육내용을 선정.조직하고 있는 기존 방법의 문제점을 개선하고, 실생활에서 학습의 유용성을 확인시켜 학습자의 관심과 흥미를 갖게 하며, 다양한 형태의 교수-학습 활동이 가능하도록 하면서, 심화 선택 과목의 특성을 살릴 수 있는 경제 지리 과목의 교육내용 선정 및 조직 대안으로 지역문제 중심방법을 제안한다.