해방 / 우리의 해방과 자유

변홍규 기독교대한성결교회 활천사 1946 활천 Vol.231 No.-

읽기 理解에서 事前 이야기構圖化가 初等學生의 읽기 理解力에 미치는 效果分析

卞烘圭,成樂仁 全北大學校 敎育大學院 1996 敎育論叢 Vol.16 No.-

This study is aimed at examining the effects of two different prereading instructions(directed reading activity and story mapping) on literal and inferential reading comprehension. Sixty third-grade and sixty fifth-grade students were randomly assigned to two treatment groups, and data were analyzed within grade levels by an analysis of variance. It was found that story mapping method was resulted in 14% better in inferential comprehension and 8% better in literal comprehension than did directed reading activity at the third-grade level. But significant differences were not statistically found at the fifth-grade level. It is suggested that the use of story mapping method is more effective in third-graders than in fifth-graders. This is derived from the fact that the third-graders are more sensitive on visual materials than the fifth-graders.

國家發展의 人間要因에 立脚한 大學 一般敎育 改善에 관한 小考

卞烘圭 전북대학교 1971 論文集 Vol.13 No.-

學習接近의 過程的 및 技能的 模型

卞烘圭 원광대학교 교육대학원 1987 교사와교육 Vol.3 No.-

學校를 規定하는 經濟的要因에 關한 考察

卞烘圭 全北大學校 1966 論文集 Vol.7 No.-

大學綜合試驗 出題에 關한 硏究

卞烘圭,吳鎭坤,申鎔鎭,金泳喆,鄭求福,柳哲鍾,洪允杓 全北大學校 1977 論文集 Vol.19 No.-

The Comprehensive Examination for the undergraduate students is planned to adopt the Jeonbug National University for the purpose of enhancing the quality of its educational outputs. In order to effectively measure and evaluate the level of student progress toward the minimun standard as the students who have finished their general education and basic education for their major field study, the university has decided to make an item pool related to the subjects for the examination. This study is an attempt to make good items of five required courses among general education subjects which are Korean Language, English, Korean History, National Ethics. and Natural Science and are expected to be the subjects of the examination. Instead of making those items separately from the regular examination during the academic semesters, the university plans to collect and use good items from the usual mid-term and final examinations of those subjects. A key concern, in this study, therefore, is to analyze all the items used for the mid-term and final examinations of those subjects during the regular academic semesters. From the data of an about 100 sample in each subject at each time of total three tests, the difficulty index, discrimination index, the response rate of students on each item, and other general descriptive statistics are calculated and then good items are pooled for the future use for the Comprehensive Examination. Anhother important concern in this study is this study is given to the collection and analysis of controversial issues and problems on the process of operating the examination at other universities where the Comprehensive Examination is already adopted. The data from four institutions and from opinions of six participants of this study are used. The following main findidings are summarized : 1. The items have generally shown to be easy while the degree of discrimination is low. 2. Among the five subjects, Korean Language shows the highest rate of right answer (difficulty index) while English the strongest one in the discrimination index. 3. When comparing two types of test between the multiple choice and the short-answer, the latter seems to be powerful in both difficulty and discriminative. 4. The only one question of essay type test reveals clear limitations in scoring and evaluating students progress. 5. All items are constructed under the consideration of content-referenced base, not of the basis on behavioral aspect. 6. The analysis of issues and problems related to the Comprehensive Examination suggests that it is acceptable to test in terms of required subjects of general education and a few most basic subjects of major areas of study. 7. The examination can be functionally operated when it is held at the end of the first year of and before the beginning of the second year of the college years. The length of the examination is usally held from three to five hours. 8. Since the examination should be existed on the idea of criterion-referenced base rather than of norm-referenced one because of its testing the qualification of the entering behavior of students for the further study in their major field, the standard of the pass-and-failure should be set on at least 60 percent of correct answers in each subject. But there must be provided at least two additional opportunities for the make-up examination for those who failed in the first one. 9. A special committee must be established in order to deal with all the details related to the Comprehensive Examination.

敎師의 質問活用實態와 改善에 관한 硏究

卞烘圭,金桂旬 全北大學校 敎育大學院 1992 敎育論叢 Vol.12 No.-

This study was attempted to survey current practices of teachers' questioning, to identify problems and issues of their questions and questioning, and to derive possible suggestions for establishing improvement strategies of their questioning skills in the classroom. The questionnaire method was used as the tool for this study. The question items for collecting data were provided based on background literature and studies previously done related to classroom questions and questioning and they were categorized into three areas: teacher questioning, student questioning, and improvement strategies of questioning. The data collected from 373 teachers from both primary and secondary school teachers in three local areas : large, middle-size, and small cities in the country. Teacher responses were analyzed by variables of sex, school levels, period of teaching experiences, size of working cities, and overall measures. The statistics used for this study were percentages in each categories and chi square tests for identifying response differences between or among the variables. The study results were summarized as follows : 1. Most teachers recognized the critical importance of their questions and questioning regardless of their sex, length of teaching experiences, and sizes of working areas. 2. More than 30 percent of teachers responded that they usually raise questions more than ten times in a class hour. The reason of low frequencies of questioning was explained as that they were not to be behind in teaching subject matters within a schedule of academic year, while that of high frequencies was for maxmizing the effectiveness of student learning. 3. Teachers responded highly on the item that they were trying to ask questions on both recalling and applying subject contents. This response was more strongly revealed by those who had longer period of teaching experiences than those who had less longer experiences. 4. In relation to teacher reactions on students' difficulties in answering their questions, teachers were mostly responded to rephrase the first question in easier words and expressions, and this tendency was more strongly revealed among female teachers than among male ones. For those who answered correctly and appropriately, teachers have usually given their high reinforcements and rewards and this tendency was stronger among primary school teachers than among secondary teachers, and stronger among those who had longer teaching experiences than among those who had less longer experiences. 5. The practices of student indication were flexible and generally teachers were followed in two ways dependent upon circumstances : 'teacher questioning first - then student indication' and 'student indication - then teacher questioning'. The primary school teachers were tended to indicate those who want to answer, while the secondary teachers did it without following any special rules. 6. Teachers were generally welcoming to active student questioning and were also trying to instruct active questioning skills to students. In case of confrontation with difficulties in answering for student questions, teachers responded as that they try to find out answers in cooperation with students. 7. Teachers' perception on the rate of active student questioning was recognized to be very low because students had been given very low chances in raising questions. The most important thing in training active student questioning was indicated as the teachers' positive attitude to welcome student questions. 8. Teachers were usually trying to make their efforts to improve their questioning skills and they recommended the discussion method as the best one to train student questioning in relation to encouraging their higher - order thinking. They were almost not intended to reflect and analyze their questions and questioning, but believed that they have fairly good abilities to raise different cognitive levels of questions in order to foster relevant thinking.

六. 大學圖書館의 效率的 機能에 關한 硏究

卞烘圭,卓鎭煥,洪大炯,朴勝太 全北大學校 1978 論文集 敎務行政硏究 Vol.- No.1

力動的 總評이 數學態度 및 數學成就에 미치는 效果分析

卞烘圭,閔丙德 全北大學校 敎育大學院 1997 敎育論叢 Vol.17 No.-

This study is aimed at examining the effects of the dynamic assessment on the mathematics attitude and achievement. Forty senior high school students were assigned to the two conditions of experiment: dynamic assessment (N=20) and traditional evaluation (N=20). The experiment was conducted by dynamic assessment such as writing essays, conducting experiments, providing written answers to problems or preparing portfolios. The results obtained from this experiment were as follows: First, the dynamic assessment showed a higher positive attitude on mathematics learning than the traditional evaluation. Second, the dynamic assessment showed a critically higher achievement on mathematics learning. A conclusion derived here is that the dynamic assessment is definitely a strong factor to bring higher cognitive skills, and thus an integrated instruction and assessment in mathematics must be encouraged.

精巧質問 및 事前知識이 事實學習에 미치는 效果分析

卞烘圭,柳鎬相 全北大學校 1995 論文集 Vol.40 No.-

This study is aimed at examining the effect elaborative-interrogation and prior-knowledge on the learning of facts. Fifty junior high girl students were assigned to the experiment in two conditions; elaborative-interrogation (EI) (20), reading-to-understand(RU)(20). For a comparative perspective, a control(C)(10) group was used. The experiment was conducted by four steps: 1) instruction and practices, 2) incidental learning, 3) response analysis, and 4) retention test. For incidental learning, two sets of 66 sentenses were constructed related to Korean facts: 33 lower and 33 higher prior-knowledge sentenses. EI participants were asked to rationalize why each fact was sensible., while RU participants to read the facts with the goal of comprehending each one. After presentation of all facts, the subjects of all three groups were asked to match each sentense with provinces associated with the facts. The results were that; 1) prior knowledge gave a critical effect on learning in both EI and RU conditions, 2) EI promoted learning of all facts for all participants, even though learners lacked prior knowledge, and 3) EI did not stimulated high levels of performance that were obtained when subjects possessing high prior knowledge simply read the facts. It is clear that both strategies and prior knowledge are strong factors to efficient learning.