한의학 통합교육의 수업모형 설계와 적용 가능성 고찰
A Study on Instructional Design for Integrated Education in Korean Medicine and Its Applicability
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Objectives : This study aims to design a horizontally integrated instructional model for basic subjects in Korean Medicine education and to analyze its structural characteristics and educational applicability. Methods : Applying the principles of Design-Based Research (DBR), this study developed a weekly modular curriculum based on the interconnection of historical periods, medical ideologies, and classical texts. A stepwise instructional strategy incorporating flipped learning and rubric-based evaluation was also implemented. Results : The integrated instruction enhanced both classical text interpretation and historical contextual understanding, while fostering conceptual integration and self-directed learning. According to Harden’s integration ladder, the instructional model corresponds to levels 7 to 8 of horizontal integration. Conclusions : This instructional model presents a structural possibility for realizing both the modern reconstruction of traditional medical knowledge and learner-centered education, and may serve as foundational data for institutional implementation and expansion within the formal curriculum.
Abstract
Objectives : This study aims to design a horizontally integrated instructional model for basic subjects in Korean Medicine education and to analyze its structural characteristics and educational applicability. Methods : Applying the principles of Design-Based Research (DBR), this study developed a weekly modular curriculum based on the interconnection of historical periods, medical ideologies, and classical texts. A stepwise instructional strategy incorporating flipped learning and rubric-based evaluation was also implemented. Results : The integrated instruction enhanced both classical text interpretation and historical contextual understanding, while fostering conceptual integration and self-directed learning. According to Harden’s integration ladder, the instructional model corresponds to levels 7 to 8 of horizontal integration. Conclusions : This instructional model presents a structural possibility for realizing both the modern reconstruction of traditional medical knowledge and learner-centered education, and may serve as foundational data for institutional implementation and expansion within the formal curriculum.