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권혁일 사단법인 인문사회과학기술융합학회 2019 예술인문사회융합멀티미디어논문지 Vol.9 No.11
This study suggested the cognitive flexibility theory as a tool for instruction reconstruction for the development of creativity convergence competency. Based on the cognitive flexibility theory, an instruction of fifth-grade social study was reconstructed and implemented. Preservice and inservice elementary school teachers observed recorded videos of ordinary and reconstructed instruction. Comparative analyses of class atmosphere were conducted based on the results of the observations. Tuckman's observation system was used for class observations and comparative analyses of class atmosphere were conducted by four categories(creativity, warmth & acceptance, organized demeanor, dynamism). Scores of observations indicated that class atmosphere of reconstructed instruction based on cognitive flexibility theory was higher than that of ordinary class. Atmosphere of creativity, warmth & acceptance, and dynamism categories improved significantly when instruction was reconstructed based on cognitive flexibility theory. No statistically significant difference was found in the atmosphere scores of reconstructed instruction between preservice and inservice teachers, which shows that class atmosphere of reconstructed instruction is positively interpreted regardless of observers' teaching experience. In conclusion, reconstructed instruction based on cognitive flexibility theory has positive effects on the development of class atmosphere for fostering creativity convergence thinking skills. In order to provide practical helps for school teachers, it is necessary to develop and provide a guideline for instruction reconstruction based on cognitive flexibility theory. 본 연구는 창의·융합적 역량 개발을 위한 수업재구성 도구로 인지융통성이론(cognitive flexibility theory)을 제안하고 이를 적용하여 초등학교 5학년 사회과 수업을 재구성하여 운영하였다. 녹화된 재구성 수업과 일상적 수업을 초등교사와 예비교사가 관찰하고 그 결과를 바탕으로 재구성수업과 일상수업의 수업분위기를 비교하여 분석하였다. 수업분위기의 관찰을 위하여 Tuckman의 수업분위기 관찰 방법이 활용되었으며 수업분위기는 네 가지 범주(창의성, 온화성, 치밀성, 활기성) 체계에 따라 분석되었다. 수업분위기 관찰 점수를 분석한 결과 일상수업에 비해 인지융통성이론을 적용하여 재구성한 수업의 수업분위기가 향상되었으며 창의성, 온화성, 활기성이 유의미하게 증가한 것으로 나타났다. 예비교사와 현직교사 사이에 재구성수업의 수업분위기 관찰 점수에는 차이가 없는 것으로 나타났는데 이는 인지융통성이론을 적용하여 재구성된 수업의 수업분위기는 교직경력 유무에 관계없이 긍정적으로 해석되었다는 것을 의미한다. 본 연구 결과를 바탕으로 인지융통성이론을 적용하여 재구성한 수업은 창의·융합적 사고를 촉진시킬 수 있는 수업분위기를 형성하는데 긍정적 영향을 미친다는 결론을 도출할 수 있다. 현장 교사들의 수업재구성에 실질적인 도움을 주기 위해서는 인지융통성이론을 적용한 수업재구성을 위한 지침을 개발하여 제공할 필요가 있다.
권혁일 사단법인 인문사회과학기술융합학회 2018 예술인문사회융합멀티미디어논문지 Vol.8 No.12
본 연구는 초등교사의 교수효능감을 분석하기 위한 목적으로 수행되었다. 연구의 목적을 달성하기 예비초등교사 166명과 현직초등교사 118명을 대상으로 교수효능감 설문 조사를 실시하고 분석하였다. 설문 반응을 분석한 결과 현직초등교사의 교수효능감이 예비초등교사의 교수효능감에 비해 유의미하게 높은 것으로 타나났다. 성별에 따른 교수효능감의 차이가 나타난 요인은 예비교사의 경우 ‘매체개발 및 활용’, ‘설명 및 질문’, ‘동기유발’ 이었으며 현직교사의 경우 ‘매체개발 및 활용’요인에만 차이가 나타났다. 교직경력이 교수효능감에 어떠한 영향을 미치는가를 알아보기 위해 현직교사의 교직경력에 따른 교수효능감 구성 요인 별 일원변량분석을 실시한 결과 ‘연습과 피드백’, ‘매체개발 및 활용’, 그리고 ‘설명 및 발문’ 구성 요인은 교직경력에 따라 교수효능감에 유의미한 차이가 나타난 반면, ‘동기 유발’과 ‘자기주도적 학습의 촉진’ 구성 요인에서는 차이가 나타나지 않았다. 본 연구 결과를 고려할때 초등교사 양성기관의 교육과정이나 교육 프로그램 운영을 초등학교 현장 수업과 보다 연계되도록 개선해야 할 필요가 있다. This study intended to analyze elementary school teachers’ teaching efficacy. In order to achieve the goal of study, teaching efficacy survey was administered to 166 pre-service elementary teachers and 118in-service teachers. Analysis of the survey showed that teaching efficacy of in-service teachers was significantly higher than that of pre-service teachers. Analysis of difference in teaching efficacy between male and female elementary teachers indicated that preservice teachers have gender differences in ‘media development and utilization’, ‘explanation and questioning’, and ‘motivation’ factors. On the other hand, inservice teachers have gender difference only in ‘media development and utilization’. Results of an ANOVA which was conducted to analyze impacts of elementary school teachers’ teaching career on teaching efficacy showed that teaching efficacy of ‘practice and feedback’, ‘media development and utilization’, and ‘explanation and questioning’ factors improved as teaching career increased. In ‘motivation’ and ‘facilitation of self-directed learning’ factors, on the other hand, teaching career had no impact on teaching efficacy. Considering the results of this study, it is necessary for institutions of elementary teacher development to implement school- focused practical curriculum and education program.
예비교사의 과정중심 평가 역량 개발을 위한 프로젝트 기반 학습의 활용
권혁일 국제문화기술진흥원 2023 The Journal of the Convergence on Culture Technolo Vol.9 No.5
As the basic approach of national curriculum shifted from contents-based to competency-based, process-fortified assessment has been stressed. Accordingly, the focus of teacher’s role as an evaluator changed to process-fortified assessment, which emphasizes the development of process-fortified assessment competency of pre-service teachers as well. This study aims to explore the effects of innovations of teacher development programs on pre-service teachers’ process-fortified assessment competency. To achieve this goal, C University of Education implemented a course which was restructured by using PBL, and analyzed its effects on enrolled pre-service teachers in terms of process-fortified assessment. By systematically analyzing data of observation notes, project outputs, and opinion reports, it was found that PBL approach to the course restructuring had positive impacts on pre-service teachers’ awareness and understanding about process-fortified assessment. This implies that providing learning experience reflected by process-fortified assessment perspective, like PBL, can play an important role to the development of process-fortified assessment competency of pre-service teachers. The results of this study are expected to be able to provide methods of innovating curriculum and instruction for developing process-fortified assessment competencies of teacher development institutions.
항정신병 약물 복용중인 정신분열증 환자의 자율신경계 기능장애에 관한 연구
권혁일 圓光大學校 醫科學硏究所 1987 圓光醫科學 Vol.3 No.1
The study was to investigate autonomic dysfunction using autonomic function tests in schizophrenics taking antipsychotics over 30 days. This study was also conducted to know whether quantification of the autonomic dysfunction in schizophrenics taking antipsychotics was possible. 30 people were participated for a control group and 45 schizophrenics taking antipsychotics over 30 days were participated for an experimental group. The results were as follows : 1 ) 30/15 ratio on standing in schizophrenics was more decreased than in controls and was appeared to be abnormal. It showed a significant difference between the two groups (P < 0.001). 2) Valsalva ratio in schizophrenics was more decreased than in controls and was appeared to be abnormal. It showed a significant difference tetween the two groups (P< 0.151). 3) E - Ⅰ ratio in schizophrenics was more decreased than in controls. It showed a significant difference between the two groups (P < 0.000), although the E-I ratio was within the normal range in controls and schizophrenics. 4 ) Blood pressor rise on cold pressor test didn' t show a significant difference between the two groups and was also within the normal range. From the results, it was concluded that there was a parasympathetic dysfunction, but no sympathetic dysfunction in schizophrenics. Also the autonomic dysfunction in schizophrenics taking antipsychotics were measured quantitatively using 30/15 ratio on standing, Valsalva ratio, E-Ⅰ ratio and blood pressure rise on cold pressor test, therefore it suggested that quantification of the autonomic dysfunction was possible in schizophrenics taking antipsychotics.
권혁일 한국기독교학회 2023 한국기독교신학논총 Vol.129 No.-
Can the ancient martyrdom narrative of Perpetua and Felicitas, which is considered by many scholars as a Montanist document, benefit today’s readers? To find an answer to this question I have analyzed the contents and dynamic of the Passion of Perpetua and Felicitas from the perspective of the spiritual practice, using a literary approach. Then, I have compared the Passion with the inner dynamic of the Spiritual Exercises by Ignatius of Loyola, a renowned manual for spiritual practice, in order to prove that the narrative contains the spiritual formation process and spiritual experiences of the martyrs as the witnesses of Christ. Finally, I have examined the value of the martyrdom narrative both for North Korean Christians under persecution and South Korean readers who think that they have nothing to do with martyrdom. Through this process I have contended that the ancient narrative still has precious value for Korean Christians not only because martyrdom still happens in the world, but also because the narrative communicates to today’s readers the spiritual practices of nascent martyrs and their experiences and invites them to live as authentic Christians. In sum, the Passion of Perpetua and Felicitas is a useful resource for today’s Christians to be formed as witnesses of Christ.
권혁일 한국산업교육학회 2000 산업교육연구 Vol.7 No.-
웹 기반 수업의 교육적 활용이 가속화되고 있는 가운데 이의 학습효과 향상을 위한 논의가 지속되고 있다. 웹 기반 수업의 효과는 웹이라는 매체의 속성에 의해 결정되기 보다는 수업을 어떻게 설계하느냐에 의해 결정된다. 수업의 설계는 인식론과 학습이론적 관점을 기반으로 하기 때문에 이를 이해하는 것은 최적의 웹 기반 수업 설계를 위해 필요하다. 웹 기반 수업은 객관주의적 인식론과 구성주의적 인식론에 기초한 학습이론을 모두 실현시킬 수 있는 잠재력이 있지만 어느 이론에 근거해서 설계해야 한다는 웹 기반 수업의 절대적 설계 원칙을 규명하기 보다는 수업이 추구하는 목표나 학습자의 특성 등 수업이 발생되는 상황에 따른 적절한 학습이론의 선택과 설계가 필요하다. 웹 기반 수업의 중요한 상황 변인 중하나인 학습자 특성이 웹 기반 수업 설계에 고려될 필요가 있다. 적응적 웹 시스템은 개별 학습자의 학습요구를 수용하고 이에 적응하도록 고안된 웹 시스템이다. 현재 대부분의 웹 기반 수업이 학습자에 적응적이지 못하고 있는 한계점을 고려해 볼 때, 적응적 웹 시스템은 현재의 웹 기반 수업의 대안으로서 관심을 가지고 연구해볼 필요가 있다.