지역사회 노인돌봄사업 사회복지사의 직무와 교육요구

배지영(Bae, Jiyoung),양난주(Yang, Nanjoo),박은희(Park, Eunhee) 한국사회복지교육협의회 2020 한국사회복지교육 Vol.51 No.-

The purpose of this study was to analyze the task of elderly care service manager in the community and their needs of job training and education based on importance and performance of task. The definition of elderly care service manager and job description was developed based on DACUM (devloping a curriculum ). 341 social workers who were working at community elderly care service center were participated. The questionnaire included frequency, importance, and performance of duties, tasks. As a result of the analysis, the job description of elderly care service manger revealed 7 duties, 28 tasks. Elderly care service managers have administrative tasks and service providers rather than case management tasks such as establishing a service provision plan centered on service targets among the tasks. It was confirmed that management tasks such as job monitoring are mainly performed. In order to successfully carry out the policy direction of the integration of elderly care services in the community, the administrative work of the social worker performing the relevant tasks will be reduced, and it is necessary to prepare an education and training system that can focus on competencies in establishing an appropriate service plan and providing appropriate services. 본 연구는 지역사회 재가 노인돌봄사업을 담당하고 있는 사회복지사의 직무를 분석하고 이들의 역량강화에 필요한 교육요구를 확인함을 목적으로 한다 이를 위해 2019년 기준 노인돌봄기본서비스, 노인돌봄종합서비스, 재가노인지원서비스 3종의 지역사회 노인돌봄사업의 담당 사회복지사를 대상으로 직무분석과 교육요구분석을 수행하였다. 분석결과 7개의책무영역과 28개의 과업이 도출되었고, 현재의 노인돌봄사업 담당 사회복지사들은 해당 직무 중 서비스 대상자 중심의 서비스 제공계획 수립 등의 사례관리 업무보다 행정업무, 서비스 제공자(생활관리사 요양보호사 등) 업무 모니터링 등의 관리 업무를 주로 수행하고 있음을 확인하였다. 2020년부터 시행되는 노인맞춤돌봄서비스 등 지역사회 노인돌봄서비스 통합의 정책방향을 성공적으로 수행하기 위해서는 해당 업무를 수행하는 사회복지사의 행정업무를 경감하고, 지역사회 재가 노인의 욕구를 종합적으로 검토하고 적절한 서비스 계획을수립하여 맞춤형 서비스가 제공될 수 있도록 하는 데 역량을 집중할 수 있는 교육훈련 체계의 마련이 요구된다.

중학교 1·2학년 2015 개정 영어교과서 읽기 자료의 가독성 분석과 아동문학 선정 연구

배지영(Bae, Jiyoung) 한국영어교과교육학회 2019 영어교과교육 Vol.18 No.2

The purpose of this study is to analyze and compare the reading texts in the middle school English Textbooks based on 2015 Revised National Curriculum for the 1st and 2nd year students. The Coh-Metrix indices used in the present study are descriptive, lexical features, syntactic complexity, discourse cohesion, and readability. This study compared the readability of the eight English textbooks in each grade, and the sixteen English textbooks were analyzed. This study examined the continuity of the English textbooks of the middle school 1st and 2nd grade by analyzing the readability. The results show that some differences exist in the readability indices among English textbooks within each grade level, but statistically significant differences were found only in descriptive and lexical indices. In addition, the findings show that the continuity of middle school English textbooks is well organized based on Coh-Metrix indices except for the cohesion measures. With these results about leveled readability between 1st and 2nd grade of middle school English textbooks, the proper selections of children’s English literature for each grade were provided.

초·중·고등학교 영어 읽기지문의 난이도와 연계성분석 연구 : 2015 개정 영어교과서를 중심으로

배지영(Bae, Jiyoung),김규미(Kim, Gyoomi) 한국영어교과교육학회 2021 영어교과교육 Vol.20 No.4

The purpose of the present study is to explore the difficulty and continuity analysis of the English reading passages in the elementary, middle and high school English textbooks of the 2015 Revised National Curriculum. The present study compared the continuity of 5th grade elementary school to 1st year high school English textbooks between grades. For this analysis, 60 English textbooks from elementary to high school were analyzed according to with eight indices from Coh-Metrix, which measured the quantifiable aspects of passages (i.e., the number of words, number of sentences, and average length of a single sentence) and the readability of the target reading texts. As a result of analyzing the three quantifiable elements of learning, it was found that most of the textbooks showed a significant difference and increased the amount of written input by grade from the 5th grade of elementary school to the 1st grade of high school. Additionally, the indicators corresponding to lexical diversity, syntactic complexity and readability showed that the textbooks for the higher grades had more complicated sentence structures and high readability scores. In conclusion, the large difference in difficulty of the English textbooks between grades, from elementary school to middle school and from the third grade of middle school to the first grade of high school, has implications for future curriculum and textbook development.

지역사회 통합돌봄 담당자의 직무수행 실태와 교육요구 분석

배지영(Jiyoung Bae),허선영(Sun-Young Heo),박은희(Eunhee Park),서동민(Dongmin Seo) 한국사회복지행정학회 2021 한국사회복지행정학 Vol.23 No.4

자기조절 학습을 통한 초등학교 영어 학습부진학생의 읽기 유창성 발달 및 학습태도의 변화

박수정(Park, Soo Jeong),배지영(Bae, Jiyoung),민수정(Min, Sujung) 한국초등영어교육학회 2020 초등영어교육 Vol.26 No.1

This research aims to examine the effects of self-regulated learning on underachieving elementary school students’ early literacy development focusing on reading fluency and self-regulated learning skills. A single subject research was employed with three English underachievers, and they were the fifth and the sixth grades in elementary levels. The duration of the entire study was eight weeks and the study classes were conducted three times a week. Each session was 50 minutes on average. During the intervention period, three students studied seven picture books and learned English vocabulary and read texts. When self-regulated learning was applied, the changes of the students reading fluency and learning attitude were observed for the intervention period. The result indicated that all three students in this study improved their English early literacy abilities including reading fluency. Moreover, students in this study showed positive changes of learning attitude and their use of self-regulated learning strategies at the end of the intervention sessions. Further important pedagogical implications regarding self-regulated learning, reading fluency, and underachieving students in the English classroom were discussed.

패턴이 있는 이야기책이 초등학교 영어 학습부진 학생의 기초 문해력 발달에 미치는 영향

박수정(Park, Soo Jeong),배지영(Bae, Jiyoung),민수정(Min, Sujung) 한국초등영어교육학회 2019 초등영어교육 Vol.25 No.1

This study aims to examine the effects of patterned picture books on underachieving elementary school students’ early literacy including vocabulary knowledge and reading abilities. A single subject research across three English underachievers was employed and three students between the fifth and the sixth grades in elementary levels participated in the study. During the intervention period, three students studied seven patterned picture books, read English vocabulary and text. The three students’ improvement of memorizing vocabulary and reading English sentences was evaluated in every session. The entire study took eight weeks, three times a week and each session was around 50 minutes on average. The result indicated that all three students in this study improved their English early literacy abilities including vocabulary knowledge and reading abilities. All three students showed positive achievement in their memorizing and reading English vocabularies and text at the end of the intervention sessions.

2015 개정교육과정이 적용된 고등학교 영어 Ⅰ과 Ⅱ 교과서, EBS 수능 연계 교재, 대학수학능력시험의 읽기 지문의 난이도 비교

안혜선 ( Ahn Hye-sun ),배지영 ( Bae Jiyoung ) 한국중등영어교육학회 2021 중등영어교육 Vol.14 No.3

The purpose of this study is to analyze the linguistic difficulty among Highschool English textbooks with 2015 Revised National Curriculum, EBS-CSAT prep books, and College Scholastic Ability Test. The Coh-Metrix features used in the present study are lexical features, syntactic complexity, and readability. Each of the five types of EnglishⅠ and EnglishⅡ textbooks based on the revised 2015 curriculum, seventy five reading materials in the English section from 2019 to 2021 CSAT and those in EBS-CSAT prep books were built as a corpus and analyzed with Coh-Metrix. Overall, the results show that linguistic difficulty levels of EBS-CSAT prep books and CSAT are higher than those of revised version of 2015 English textbooks in terms of lexical features, syntactic complexity, and readability. In addition, the findings reveals that the continuity among English Ⅰ, EnglishⅡ textbook, EBS-CSAT prep books, CSAT is not well-organized based on the Coh-Metrix indicies. It would be desirable to keep a balance the difficulty among the materials for students to prepare for CSAT only through the National Curriculum.

중학교 영어듣기능력평가의 의사소통기능 활용 분석

최선희 ( Choi Sunhee ),배지영 ( Bae Jiyoung ),박상복 ( Park Sangbok ) 글로벌영어교육학회 2024 Studies in English education Vol.29 No.1

The purpose of this study is to examine the extent to which the Middle School English Listening Test utilizes the communicative functions presented in the 2015 national curriculum. The test is the only nationwide English test that assesses all the middle school students in Korea except those under the jurisdiction of Seoul Metropolitan Office of Education. To achieve the goal, an analysis was conducted on the use of communicative functions in the dialogues included in the tests administered in September 2022 and April 2023. A total of 1258 T-units were extracted from 100 dialogues, and then each unit was compared with the expressions exemplifying different types of communicative functions provided in the national curriculum. The results showed that the ‘exchanging information’ function was used most, which was followed by ‘persuading and making suggestions’ and ‘expressing one’s will’. However, some of the functions such as ‘repairing communication’ and ‘expressing knowledge, memory, and assurance’ were rarely used. In addition, there was some inconsistency in the use of communicative functions in different grades. Pedagogical implications and future directions for developing a more balanced English listening test are discussed.

초등학생의 조기영어교육 실태 연구

이서연(Lee, Seo Yeon),배지영(Bae, Jiyoung) 한국초등영어교육학회 2022 초등영어교육 Vol.28 No.1

The purpose of this study is to analyze the present situation of English language education provided in early childhood and its effect. For this purpose, two research questions were specified as follows: 1) what is the current status of English language education provided in early childhood? And 2) what is the difference in English learning status between those who have received English language education provided in early childhood and those who have not? As a survey target, 639 students from the fifth through sixth grade, who are now provided with English language education by four elementary schools in Korea,\ participated in the present study. A questionnaire designed as a research tool consisted of 30 questions. The results are as follows: First, about 80 percent of elementary school children from the fifth through sixth grade are taught English language in their early childhood. Second, the experiences of early English language education before the third grade have positive effects on the children’s comprehension of English learning and the children’s positive perception of English; therefore, it has a positive effect on their academic achievement as well. Educational suggestion and implication are presented.

한국 대학생들의 디지털 영어 학습 전략 사용에 관한 요인 분석

김규미(Kim. Gyoomi),배지영(Bae, Jiyoung) 학습자중심교과교육학회 2018 학습자중심교과교육연구 Vol.18 No.22

본 연구는 충청 소재 두 대학에 재학 중인 대학생들의 디지털 학습 전략 사용을 측정하기 위한 측정 도구에 중점을 두고 요인 분석을 실시하였다. 대학생들의 디지털 학습 환경에서의 영어 학습 전략은 어떠한 요인들로 구성되어 있는지를 분석하는 것이 본 연구의 초점이었다. 디지털 영어 학습 전략을 측정하고자 하는 도구는 Oxford(1990)의 SILL을 바탕으로 재구성하였고, 총 400명의 대학생들을 대상으로 2017년 2학기동안 디지털 학습 전략 설문조사를 실시하였으며, 탐색적 요인 분석을 활용하여 자료를 분석하였다. 본 연구의 결과는 기존의 선행 연구에서 비롯된 디지털 영어 학습 전략을 구분하는 7개의 하위 전략 요인들과 다른 유형의 전략 요인들로 분류되었으며 각 요인을 구성하는 문항들도 기존의 문항 구성과는 다른 양상을 보여주었다. 총 9개의 요인으로 나타났는데, 이 중 1개는 정의적 요인, 그리고 나머지 8개는 학습 전략 요인으로 재분류되었다. 9개의 디지털 영어 학습 전략 요인들의 상호관련성을 분석한 결과, 대부분의 전략 요인들은 통계적으로 유의미한 수준에서 서로 중간 크기 이상의 상관관계를 나타내었다. 이상의 결과를 바탕으로 본 연구에서 개발된 디지털 영어 학습 전략 측정 도구의 활용 방안을 제언하였다. 나아가 디지털 학습 환경에서 학습자가 적절한 양·질의 학습 전략을 사용할 수 있도록 전략 사용에 관한 교육적 훈련의 필요성을 제시하였다. The purpose of this study is to analyze the factors of the digital English learning strategies at two universities in Chungcheong province. The main concern of this study was to analyze what factors constitute the English learning strategies of college students in the digital learning environment. The measurement of digital English learning strategies was reconstructed based on Oxford s (1990) SILL. A total of 400college students were surveyed over the fall semester, 2017, and data were analyzed using exploratory factor analysis. The results of this study are classified into different types of strategic factors that distinguished the digital English learning strategies that originated from the previous studies. The items of each factor showed a different aspect from the existing question composition. There were nine factors in digital English learning strategy inventory, one of which was reclassified as a positive factor and the other eight as a learning strategy. As a result of analyzing the correlation among the new factors of digital English learning strategies, most factors showed more than medium levels of correlation at statistically significant level. Based on the above results, this study suggests the use of the inventory of digital English learning strategy measurement tool. Furthermore, the need for educational strategy training is also suggested in order to enable learners to use appropriate quantity and quality learning strategies in the digital learning environment.