한국어 학습자를 위한 고전문학 교수학습 모형 연구 : 시가문학을 중심으로

이명애 한국국제문화교류학회 2023 문화교류와 다문화교육 Vol.12 No.6

This study aimed to develop and apply a teaching-learning model for Korean language learners by focusing on classical poetry literature. Based on the analysis that there has been a lack of research on systematic educational contents and plans according to representative genres and works of Korean literature history, this paper focuses on learner-centered teaching-learning methods. Ancient songs, Hyangga, Goryeo songs, Sijo, and folk songs were suggested as poetry genres that have important meaning in the history of literature and can be dealt with in Korean language education, and the significance of each genre was discussed. And, according to the genre, two works were selected and a plan was prepared to give literary meaning while attracting the interest of foreign college students in their 20s. Based on this, teaching-learning was conducted for three semesters in a lecture for college students studying in Korea. Learners were able to know the thoughts, emotions, daily life, and history of Koreans through classical poetry, and naturally understood the commonality and diversity of culture by finding and comparing them with their own country’s literature or today’s songs. Through this, they tried to change themselves and apply it to life. The learners did various literature activities in groups every hour, wrote and presented on the activity sheet, and self-evaluated in the last week. Through learner observation, worksheet results, and self-assessment analysis, it was confirmed that these classic poems helped learners not only improve Korean language but also become familiar with Korean culture including Korean literature and cultivate intercultural attitudes. Based on the literature education theory and actual class results, a procedural model of teaching-learning was composed and proposed as ‘introduction of genre and works, understanding and appreciation of works, comparison and expansion, internalization and finishing’. This study is meaningful in suggesting what and how Korean classical poetry for foreign learners should be handled in teaching-learning. As teaching-learning content, genres and works that can be dealt with in Korean language education were suggested, and a model of procedures and contents applicable in the educational field was devised. In addition, the teaching-learning plan as an example shows actual instructor and learner activities and can be used in class or used as a reference material.

뷰티풀, 마이 라이프!

이명애 샘터사 2019 월간 샘터 Vol.598 No.-

竹林七贤与酒-以嵇康、阮籍为主

이명애 동북아시아문화학회 2020 동북아 문화연구 Vol.1 No.63

Ji Kang Ruan Ji was dissatisfied with the Sma's usurpation, and witnessed the ruthless cruelty and ruin of the ruling clique. Therefore, they despised the hypocrisy of the famous religions and ceremonies advertised by them, advocating Lao Zhuang's metaphysics, yearning for the simplicity and innocence, innocence, and advocating the nature of the more famous religion. Then Lao Zhuang's natural inaction thought developed to the extreme, indulging in wine, defamation of etiquette, disdain for power, cynicism, and the opening of the Wei and Jin celebrities. Ruan Ji is a person who is drunkenly drinking, drinking frequently and heartily. He drank to avoid misfortune, vent his emotions in alcoholism, and get inner peace and spiritual relief in wine. Therefore, Ruan Ji's life is full of wine. Moreover, self-reporting his rule in the poem is not the whole life of Ruan Ji. His cautious creative attitude keeps him sober. Ji Kang's drinking is essentially different from Ruan Ji's drinking. Compared to Ruan Ji's, it is more “sparse”, because Ji Kang's drinking is for health, and never uses drunk as a means of avoiding the world. Therefore, even if he drinks, he is only a small drink, more rational and calm. Although not binge drinking, all the life's interest has already permeated from the cup. Their drinking behavior is different, but the same is that wine occupies an extremely important position in their lives. Drinking not only affects their life behavior, but also has an inseparable connection with their poetry. Liquor has made Wei and Jin scholars, and their wild behaviors are vivid. With this carrier, Wei Jin's demeanor is brought into full play. Therefore, the unique achievements in the history of Wei and Jin's literature confirm: the wine's unending eternal significance. Wine began to quickly enter the literature, making an essential foreshadowing of the art of Tao Yuanming's poems and wine.

2015년 국가수준 학업성취도 평가 개선 방안

이명애 한국교육과정평가원 2015 교육광장 Vol.57 No.-

2011학년도 수능 성적 분석 주요 결과

이명애 한국교육과정평가원 2011 교육광장 Vol.40 No.-

저온 처리한 보리 유식물 잎의 설탕함량과 Invertase의 활성변화

李明愛,孟柱善,金相九,權寧命 한국식물학회 1992 Journal of Plant Biology Vol.35 No.1

Changes of contents of reducing sugar and sucrose and activities of sucrose-phosphate synthase, sucrose synthease and invertase from the leaves of barley (Hordeum vulgare L. cv. Chalssal) seedlings grown at 4℃ were investigated, and the property of acid invertase were also examined. In the seedlings grown at 4℃ for 3 days, the contents of reducing sugar and sucrose were increased to 1.3 and 2.4 times, respectively. Activity of acid invertase was decreased markedly by cold treatment while the activities of sucrosephosphate synthase, sucrose synthase, and alkaline invertase were not changed. In acid phosphatase purified partially by ammonium sulfate fractionation and DEAE-Sephacel column chromatography, the K_m value for sucrose was 9.5 mM and the optimum pH and temperature was 5.5 and 35℃ respectively. This enzyme was supposed to be β-fructosidase by studies on the substrate specificity and the molecular weight was estimated to be 63 Kd by Sephadex G-200 gel chromatography.

고교학점제에서의 학생평가에 대한 국외 사례 연구

이명애,김성혜,김영은 한국교육과정평가원 2020 교육과정평가연구 Vol.23 No.2

The introduction of a high school credit system in 2022 follows in the steps of a plethora of curriculum studies which have focused on topics such as expanding the range of subjects offered and the minimum number of credits required for graduation. Moreover, sufficient discussion and policies regarding achievement assessment and the utilization of credits for college admissions are needed to implement an evaluation system in high schools. Against this backdrop, the present study investigated student achievement assessment in the USA, Germany, and Australia which currently implement a high school credit system which encompass graduation requirements and minimum credits, grade calculations, student evaluation methods, and the use of high school grades in college admissions. The results of the international case studies indicate that these countries - based on a high degree of teacher autonomy and trust strongly built into teachers’ evaluation - maintained a criterion-referenced evaluation system graded by achievement percentile according to national or state evaluation standards. In addition, teacher-specific evaluation was implemented and efforts were made to derive reliable evaluation results by clearly describing evaluation standards and ensuring that evaluation is objective and fair through teachers’ councils. Lastly, it was found that minimum achievement standards were set, what constitutes a failed credit stated, and credit recovery was allowed. In the case of failed credits, which have a significant impact on the overall achievement of credits and graduation, remedial measures were provided to support students. Some important implications derived from this international comparative study are as follows: (1) to implement a high school credit system in Korea successfully, criterion-referenced evaluation and teacher-specific evaluation should be introduced. However, measures should be taken to prevent grade inflation and secure reliability and fairness in teacher evaluation; and (2) graduation requirements and minimum achievement standards should be defined to include the criterion of credit failure and credit recovery should be offered. 2022년 고교학점제 도입에 앞서 그동안 많은 연구가 과목 선택권 확대 및 졸업을 위한 학습량 등교육과정 측면을 중심으로 논의를 이어가고 있다. 이에 못지않게 고등학교 현장에서는 평가 및대입에서의 활용 등 평가 체제에 대한 충분한 논의와 관련 제도를 필요로 하고 있다. 이에 본 연구는고등학교에서 학점제를 운영하고 있는 미국, 독일, 호주를 대상으로 졸업 요건 및 이수 학점, 성적산출방식, 학생평가 방식, 대입에서의 활용 방식 등을 조사하였다. 이들 국가는 모두 교사의 평가권에대한 자율성과 신뢰를 바탕으로 국가 또는 주 수준에서 관행적으로 사용되는 평가 기준이 있으며 주로성취백분율을 활용하여 절대평가 체제를 유지하고 있었다. 또한 교사별 평가를 실시하고 있었으나, 교사의 자율성을 보장하는 만큼 신뢰로운 평가 결과 산출을 위해 평가 기준을 명확히 제시하고, 교사별협의회를 실시하는 등 비교적 객관화되고 공정한 평가를 실시하기 위한 노력이 이루어지고 있었다. 최소 이수 성취기준을 설정하여 미이수 학점을 부여하였으며 미이수자의 재수강을 허용하였다. 미이수결과는 학점 취득 및 졸업에 중요한 영향을 미치므로 미이수를 예방하기 위한 지원과 조치를 갖추고있었다. 우리나라에서 고교학점제 도입을 위해서는 평가제도와 관련하여 절대평가와 교사별 평가도입을 검토할 필요가 있고, 내신 부풀리기를 방지와 교사의 평가 신뢰성과 공정성을 확보하는 방안이마련되어야 한다. 또한 졸업 요건, 과목 이수 기준 설정, 미이수 및 재이수에 대한 제도 마련이 병행되어야한다.

현장투고 : 건강한 지역문화의 중심, 지역주민도서실

이명애 한국도시연구소 1995 도시와 빈곤 Vol.17 No.-

한국어 학습자 대상 시조 교수-학습 모형 연구

이명애,박소연 한국시조학회 2022 시조학논총 Vol.57 No.-

This study focuses on Sijo covered in literary education for Korean language learners and aims to develop and apply their teaching-learning models. The effectiveness of foreign language education through literature is great, and this has been specifically identified regarding the integration of language, literature, and culture. In Korean language education, foreign learners can not only improve their communication skills in the process of encountering literary works, which are refined creations in the Korean language, but also grow through their understanding of Korean life, thoughts, and feelings, and through literary experiences. Sijo is significant as a current and ongoing form unique to Korea, which originated in Korea among the literary genres and remains widely enjoyed and created to this day. This uniqueness is also the reason why Korean language education particularly considers the recent trend of expanding its sphere of interest to Korean history, literature, culture, etc. Based on the analysis that research has thus far focused on the understanding of the genre and works of Sijo and that the specific methodology of expression activities is lacking, this study focused on the learner-centered active expression education method. In Chapter 2, we discussed what and what to address in the teaching-learning of Sijo in Korean language education and how to address is. Regarding teaching-learning contents, the understanding of the Sijo genre, the appreciation of old Sijo and modern Sijo, and the creation of Sijo were suggested. As a teaching-learning method, the comparison with other countries' fixed poetry and free poetry, active literary appreciation activities, and writing of Sijo were suggested. Here, a model that can be applied to the creative activities of Sijo was devised. It consists of three lines of writing in the stage of “presentation-development-significance”, setting the subject and material, writing according to the Sijo style, and refining and completing it in the order of completion. Chapter 3 describes the process of applying this model to the classroom. In Chapter 4, this model was shown to be effectively applied in class through learners' writing results and self-evaluation. Based on the discussion and class results, an overall procedural model of Sijo class was presented, which will serve as a reference for Sijo teaching-learning along with the Sijo creation model. 본 연구는 한국어 학습자를 위한 문학 교육에서 다루어지는 장르 가운데 시조에 집중하여 이의 교수-학습 모형을 개발하고 적용하는 것을 목적으로 하였다. 문학을 통한 외국어 교육의 효과는 크며 이는 언어, 문학, 문화의 통합적 측면에서 구체적으로 확인되었다. 한국어교육에서도 외국인 학습자들이 한국어로 된 정제되고 세련된 창작물인 문학 작품을 접하는 과정에서 의사소통 기능의 향상뿐 아니라 한국인의 삶과 생각 및 감정에 대한 이해와 문학적 체험을 통해 성장할 수 있다. 시조는 문학 장르 가운데 한국에서 발생하여 현재까지 널리 향유되고 창작되고 있는 한국 고유의 현재 진행형으로 의의가 있다. 이러한 시조의 고유성은 한국어교육이 한국의 역사, 문학, 문화 등으로 관심의 영역을 넓히는 최근의 추세에 특별히 시조를 주목하는 이유가 되기도 한다. 이제까지 연구가 시조의 장르 및 작품에 대한 이해를 중심으로 하였고 표현 활동의 구체적인 방법론이 부족했다는 분석하에 본 연구는 학습자 중심의 능동적인 표현 교육 방안에 연구의 중점을 두었다. 2장에서 한국어교육에서 이루어지는 시조 교수-학습에서 무엇을 어떻게 다루어야 하는지를 논의하였다. 교수-학습 내용으로 시조 장르의 이해와 고시조와 현대시조의 감상, 시조의 창작을 제안하였고, 교수-학습 방법으로 다른 나라 정형시 및 자유시 등과 비교, 능동적인 문학 감상 활동, 그리고 시조 쓰기를 제안하였다. 여기서 시조 창작 활동에 적용할 수 있는 모형을 구안하였다. 주제와 소재의 설정, ‘제시-발전-의미화’ 단계로 3줄 쓰기, 시조 형식에 맞춰 쓰기, 퇴고 및 완성의 순서로 구성하였다. 3장에서 이 모형을 수업 현장에 적용하여 시행하는 과정을 기술하였고. 4장에서 수업의 결과를 학습자들의 쓰기 결과물과 자기 평가를 통해 이 모형이 실제 수업에서 효과적으로 적용됨을 보였다. 논의와 수업 결과를 바탕으로 시조 수업의 전체 절차 모형을 제시하였는데 이는 시조 창작 모형과 더불어 시조 교수-학습에 유용하게 참고할 수 있을 것이다.

전신마취후 발생한 전율 억제에 대한 Clonidine 의 효과

이명애,문경혜 대한마취과학회 1995 Korean Journal of Anesthesiology Vol.28 No.5

We have studied the efficacy of intravenous clonidine to suppress postoperative shivering. Forty healthy patients who received general anesthesia and required treatment for shivering after operation were allocated randomly to two groups. Group 1 received normal saline 5 ml. Group 2 received 75 mcg intravenous clonidine. 2 minutes, 5 minutes and 10 minutes after treatment, the efficacy of treatment was recorded. Five minutes after treatment, 75 mcg clonidine obliterated shivering in 80% of patients. In contrast, none of the patients treated with normal saline had improved. Mean arterial pressure and heart rate were decreased significantly in patients given 75 mcg intravenous clonindine. But, none of them had required treatment for hypotension or bradycardia. We might say that 75 mcg intravenous clonidine is effective to suppress postoperative shivering without significant side effects.