초등영어 창의 · 서술형 평가 문항 개발의 방향

장은숙(Jang, Eun-Sook) 한국초등영어교육학회 2013 초등영어교육 Vol.19 No.2

The purpose of this paper is to suggest the direction of creativity-fostering essay-type assessment in elementary school. In order to achieve this purpose, the notion of creativity and essay-type assessment was reviewed. Creativity can be based on cognitive, affective, and psychomotor domain. Cognitive domain, the most important characteristics of creativity, includes divergent thinking, logical · analytical thinking, critical thinking, and problem solving. Creativity-fostering essay-type assessment is composed of expressing a visual material, expressing opinion, expressing instruction and command, functional writing, describing details, describing with a picture, describing details, summarizing and describing, argument, and problem solving. The achievement test papers of S elementary school were analysed based on the creativity-fostering essay-type assessment. The findings of the research indicated that the items were not appropriate in fostering learners’ creativity. Thus, in this paper, it is suggested that creativity-fostering essay-type assessment needs to be developed considering divergent thinking, logical · analytical thinking, critical thinking, and problem solving.

퇴계전서로 본 이황의 토지사상 연구

장은숙(Jang, Eun Suk) 한국지적학회 2016 한국지적학회지 Vol.32 No.2

본 연구의 목적은 퇴계전서를 통해 이황의 토지사상이 무엇인가를 제시하는 것이었다. 연구목적을 효율적으로 달성하기 위해 시간적 범위는 이황이 출생한 1501년부터 사망한 1570년까지로 하고, 공간적 으로는 도산서당을 중심으로 한 귀촌생활공간으로 하였으며, 내용적으로는 퇴계전서의 토지관련 시를 연구범위로 한정하였다. 조사방법으로는 문헌조사법을, 분석방법으로는 비교분석법을 사용하였다. 분석 결과, 이황의 토지사상은 소유관점으로 보면 사유화사상, 이용관점으로 보면 생산재사상, 관리 관점으로 보면 규제화사상으로 나타났다. 이들 세 가지의 관점을 종합한 결과는 사유화사상이 가장 강하게 나타났다. 그러나 사유화사상은 이황이 1531년 지산와사를 건립할 때부터 1560년 도산서당을 완공한 때까지 약 14년 동안에 나타난 토지사상이다. 따라서 도산서당 건립 이후 이황이 여생동안 그간 설립한 강학공간을 적극적으로 활용하여 건강과 취미활동, 학문 활동 등을 추구한 점을 고려한다면 이황의 토지사상은 이용관점의 생산재사상으로 제시되는 것이 타당한 것으로 나타났다. The purpose of this study is to provide the idea of “What is Lee Hwang’s land thoughts through Toegye’s collected works?” To get the study purpose in an efficient way, the temporal realm was limited from the year 1501 when the Lee Hwang was born to the year 1570 when he died; the spatial realm was focused on Dosan Seodang mainly with the life space returned to his home village; and the content was limited to a land related poem with Togye’s collected works as a study realm. Further, a literature review method was used for the review while a comparative analysis method was used for the analysis. The findings support that Lee Hwang’s idea of land is considered to be of privatization thought when it comes to the ownership; production thought when it comes to the utilization; and regularization thought when it comes to the management. Summarizing these three points of view, it turned out that the privatization thought is most significant. However, it is important to note that the privatization thought is related to the idea of land prevailed for about 30 years from the year 1531 when Lee Hwang built Jisanwasa to the year 1560 when construction of Dosan Seodang was complete. Thus, it is reasonable that Lee Hwang’s land thoughts should be understood as a production thought from the view point of the utilization taking into consideration of the fact that Lee Hwang had fully taken advantage of the education space established during his whole life seeking for his health, hobbies and academic activities since the construction of Dosan Seodang was complete.

초등영어문화수업에서의 실러버스 및 단원 구성의 방향

장은숙(Jang, Eun-Sook) 한국초등영어교육학회 2012 초등영어교육 Vol.18 No.2

The purpose of this paper was to suggest the direction of designing a syllabus and lesson schemata based on culture in the Primary English Textbook and classroom activities. In order to achieve this purpose, Kolb’s Experimental Learning Cycle (ELC) and a process approach (PA) framework were reviewed. Kolb’s premise is that learning is incomplete unless an experience is processed by cycling through stages of reflection, generalization, and application. The PA framework lays out a process leading to intercultural communication (ICC), clarifying the objectives of each learning stage and appropriate activities along the way. Primary English Textbooks were analysed, and 4 teachers’ classroom activities were diagnosed in the aspect of a syllabus and lesson schemata. The results indicated that the syllabus and lesson schemata based on the culture should be devised in terms of the ELC and the PA framework.

영어 전자교재 선정을 위한 평가 준거

장은숙(Jang Eun-Suk) 한국영어교과교육학회 2007 영어교과교육 Vol.6 No.2

The purpose of this study is to review the criterion of evaluating the electronic textbooks and to suggest the criterion of choosing the electronic textbooks suitable for English learners. In order to achieve these purposes, questionnaires based on the results of the experts committee and the interviews were used, the development phases of the electronic textbook(analysis - design - development - experiment - evaluation - revise - application) are reviewed, and the directions of the electronic textbook are considered in terms of the design of learning contents, functional components, and technical components. The questions were composed of six areas: social and ethical area, content area, teachinglearning area, evaluation area, function area, and technical area. The data revealed that fairness, the level of learners, authenticity, the design of classroom activities, evaluation, and the function and technical device of the electronic textbooks in the six areas are very important factors in assessing and choosing the electronic textbooks. In this study, it is proposed that the social and ethical area, the content area, the teachinglearning area, the evaluation area, the function area, and the technical area need to be considered in making the electronic textbooks.

수화사용 농학생의 사동문과 피동문에 대한 오류분석

장은숙 ( Eun-suk Jang ),원성옥 ( Sung-ok Won ) 한국특수교육문제연구소 2005 특수교육저널 : 이론과 실천 Vol.6 No.2

본 연구는 수화를 사용하는 농학생들에게 사동문과 피동문을 보다 효과적으로 교수하기 위한 방안을 제2언어교육적 방법에서 접근해 보고자 하였다. 따라서 먼저 한국어와 한국수화의 사동문과 피동문에서 동사와 논항이 가지는 의미관련성과 동사 자체가 가지는 의미적 제약을 분석하고, 언어처리 과정에서 화자가 어떤 부분을 투시하고 있는가에 대한 관점의 차이에 따라 용언을 어떻게 처리하는 지를 사건구조에 따라 설명하였다. 또한 수화를 사용하는 전문대 농학생 22명의 사동문과 피동문의 오류를 분석하여 그 결과를 토대로 효과적인 교수방안을 제시하였다. The purpose of this study is to suggest an effective learning model of causative & passive forms for sign language users learning Korean. It is conducted with error analysis of Korean and Korean Sign language. The event structure considering conceptual constituents and semantic features can explain relationships between causative and passive constructions of Korean and Sign language. This reveals a significant correlation between contrastive analysis and error data. The language process must not be expressed by syntactic transformation limited to verbs, but by the situation aspects with semantic restrictions of the verb, the relationships of verb and arguments, and the perspective of speakers. This study based on event structure can contribute to finding the causes of errors and thereby reducing the errors in the Korean language education.

ITO 투명전극을 갖는 InP / InGaAs HPTs 모델링

장은숙(Eun Sook Jang),최병건(Byong Gun Choi),신주선(Ju Sun Shin),성광수(Kyang Su Sung),한교용(Kyo Yong Han) 대한전자공학회 2000 대한전자공학회 학술대회 Vol.2000 No.11

한국산 벌꿀의 밀원별 단당, 이당 및 삼당류의 정량 특성

장은숙(Eun-Sook Jang),김인숙(In-Suk Kim),이은진(Eun-jin Lee),서현선(Hyun-Sun Seo),이혜정(Hye-joung Lee),김은(Eun Kim),김경태(Kyung-Tae Kim),김종배(Jong-Bae Kim) 한국식품과학회 2016 한국식품과학회지 Vol.48 No.1

한국에서 생산 및 유통되고 있는 서로 다른 밀원의 45개 벌꿀(아카시아꿀 15, 잡화꿀 15, 밤꿀 10, 사양꿀 5)을 대상으로, 단당류, 이당류 그리고 삼당류를 TMSO 및 TMSMe 유도체화를 만들어 GC/MS를 이용하여 분석하였다. 아카시아꿀, 잡화꿀, 밤꿀과 사양꿀에서 전화당의 총 함량은 각각 69.3±2.86, 66.4 ±3.28, 62.4±2.24와 68.0±2.32%였고, F/G 비는 1.61, 1.46, 1.90와 1.13이었다. 벌꿀시료에서 이당류는 약14종을 분리하였으며, 이전의 연구에서 보고된 cellobisoe와 melebiose는 모든 벌꿀시료에서 검출되지 않았다. 주요 이당류로는 turanose, maltulose, maltose, trehalulose, kojibiose, isomaltose, nigerose였으며, 꽃꿀에서 미량으로 존재하는 이당류로는 sucrose, α-trehalose, α,β-trehalose, laminaribiose, palatinose, gentibiose 등으로 나타났다. 이당류의 총 함량은 maltulose, turanose, trehalulose의 함량이 높은 밤꿀에서 14.2±2.43%로 가장 높았으며, 아카시아 꿀에서 상대적으로 낮은 8.79±1.76%였다. 밀원별 벌꿀에서 7종류의 삼당류를 정량분석하였으며, 그 중 erlose는 사양꿀에서 4.59±1.28%로 가장 높았으며, 꽃꿀에서는 0.79-1.75%의 함량분포를 나타내었다.. 이당류와 삼당류의 총 함량은 maltulose와 turanose, trehalulose, isomaltose 등의 함량이 높게 나타난 밤꿀에서 16.0±2.03%로 가장 높았으며, 아카시아, 잡화꿀과 사양꿀에서는 각각 9.70±1.75%, 11.5±3.07%와 15.1±3.19%의 평균함량 분포를 보였다. Sugar profiles of 45 Korean honey samples (15 acacia, 15 multi-floral, 10 chestnut, and 5 artificial honey samples), which are commercially available in the Korean markets, were analyzed using gas chromatography/mass spectrometry (GC/MS) through TMS-oxime and TMS-methoxime derivatization. The average invert sugar contents in acacia, multi-floral, chestnut, and artificial honey samples were 71.2±1.05, 68.7±3.26, 63.2±1.85, and 68.0±2.10%, respectively. Fourteen disaccharides were detected from the samples, and the average content of major disaccharides was higher in order of turanose, maltulose, maltose, trehalulose, kojibiose, isomaltose, and nigerose. The average content of total disaccharides was highest in chestnut and lowest in acacia. Seven trisaccharides were detected from the samples, and the average content of trisaccharides was the highest in artificial honeys, which had high erlose content. The total content of disaccharides and trisaccharides was highest (16.0±2.03%) in chestnut honey and lowest (9.70±1.75%) in acacia honey.

초등 학습자의 창의성 함양을 위한 영어교실 수업 계획의 방향

장은숙(Jang, Eun-Sook) 한국초등영어교육학회 2014 초등영어교육 Vol.20 No.1

The purpose of this paper is to suggest the direction of lesson plan for improving English language learners' competence in elementary classrooms. In order to achieve this purpose, the notion of creativity and the models for improving creativity in the elementary level were reviewed. Creativity can be based on cognitive, affective, and psychomotor domain. Cognitive domain, the most important characteristics of creativity, includes divergent thinking, logicalㆍanalytical thinking, critical thinking, and problem solving. Primary English Textbooks were analysed, and 4 teachers' classroom activities were diagnosed in the aspect of a syllabus and lesson plan. The findings of the research indicated that the syllabuses and lesson plans were not appropriate in fostering learners' creativity. Thus, in this paper, it is suggested that creativity-fostering lesson plans need to consider divergent thinking, logicalㆍanalytical thinking, critical thinking, and problem solving.

성인여성학습자의 학습성과에 대한 구조분석

장은숙(Jang, Eun Sook) 한국산학기술학회 2016 한국산학기술학회논문지 Vol.17 No.3

본 연구는 평생학습에 참여하는 성인여성학습자의 학습성과에 영향을 미치는 요인들을 분석하고 관련 변인들이 학습성과와 어떠한 구조적인 관계를 형성하는지 고찰하는데 그 목적이 있다. 분석대상은 D지역 평생교육기관에서 평생학습에 참여하거나 평생학습경험이 있는 성인여성학습자 578명을 연구대상으로 하였다. 본 연구에서는 학습성과를 분석하기 위한 관련변인으로 학습자특성, 평생교육기관여건, 학습몰입, 학습만족도를 잠재변인으 로 설정하여 14개의 관측변수를 두어 구조적 인과모형을 구성하였다. 연구결과, 모형의 적합도 지수의 값은 2= 224.267 (df=69, p<.001), RMSEA=.062, TLI=.943, RFI=.920, CFI=.957, IFI=.957, NFI=.939로서, 모두 0.9이상으로 적합도 지수가 모두 만족되었다. 학습자특성의 학습성과에 대한 표준화계수는 .218이고 p<.001,평생교육기관여건의 학습성과에 대한 표준화계수는 .301, p<.001, 학습몰입이 학습성과에 대한 표준화계수는 -.149, p=.541, 학습만족도는 표준화계수 .405, p<.001로 학습몰입을 제외하고 모두 학습성과에 직접 영향을 주는 것으로 나타났다. 연구를 통해, 학습자특성과 평생교육기관, 학습만족도가 학습성과에 유의한 직접효과를 가지고 있음을 확인하였다. 학습몰입은 학습성과에 직접 효과를 주지 못하고, 학습만족도를 매개로 간접효과를 주는 것으로 나타났다. 본 연구는 평생학습성과를 설명할 수 있는 종합모델을 구축하고, 관련 변인들 간의 구조적 인과관계를 밝힘으로써, 성인여성학습자의 학습성과에 대한 전체적 측면에서의 구조를 설명할 수 있는 이론적 논의를 시도하였다는 점과 학습성과와 관련된 변인들간의 구조적 인과관계를 실증적으로 탐색했다는 점에서 의의가 있다. This study examined the multi-phrased effects and outcomes of adult female learners who participated in lifelong learning activities, as well as the proposed structural relationships among the five latent variables. Questions established to achieve the purpose of the study are as follow: What effects do the learner's characteristics, lifelong education institutions, learning flow, and learning satisfaction have on the learning come? The participants of the survey numbered 632, but 54 respondents who were unreliable or did not complete their survey were excluded. A total of 578 cases were analyzed for this research. The structural relationships among the five latent variables-learner's characteristics, lifelong education institutions, learning flow and learning satisfaction, and learning outcome of the adult female learners-AMOS 18.0 program were also used for structural analysis. The major findings of this research are as follows. First, the model fitness showed that the hypothetical model provided a reasonable fit to the data 2= 224.267 (df=69, p<.001), RMSEA=.062, TLI=.943, RFI=.920, CFI=.957, IFI=.957, NFI=.939. Second, the learner's characteristics ( =.218, p<.001) and lifelong education institutions ( =.301, p<.001) have a direct effect on the learning outcomes. The learning flow ( =-.149 p=.541) does not have a direct effect on the learning outcome. Learning satisfaction ( =.405 p<.001) have a direct effect on the learning outcome. To put findings above together, in respect to adult female learners' performances, the learning outcomes are influenced directly by the learner characteristics, conditions of the lifelong education institutions, and learning satisfaction, whereas satisfaction indirectly affects the learners' learning outcome.

수화에 나타난 화용론적 요소

장은숙(Jang Eun Suk) 영상영어교육학회 2002 영상영어교육 (STEM journal) Vol.3 No.2

This paper proposes the pragmatic factors of Sign Languages. Even though Sign Language grammar shares some similarities with spoken languages, its visual, spatial and gestural features combine to create some grammatical structures that are unparallelled in the world of spoken languages. In particular, the spatial qualities allow a signer to express two or more thoughts simultaneously. Signers use common types of nonmanual signals to accomplish the illocutionary force. Nonmanual signals for other types of structures require a different set of facial expressions and body movement. Signers draw attention to a particular place in the signing space in which a person or thing has been established and use a TOPIC/COMMENT structure to highlight key information in a sentence. Firstly, nouns are established in the signing space, and, after they are established, these nouns can be used to refer to someone or something. Secondly, certain verbs can move in different directions to tell us who did what to whom. Thirdly, the orientation of the hand(s) during signing tells us the subject and the object of a sentence. The direction of movement indicates the relationship between the source or the beginning location and the goal or ending location. The role of the controlled left hand and the controlling right hand, indicate the recipient and the actor of a situation structure. An argument can have more than one thematic role according to aktionsart (situation aspect).