대학 수업에서 역량 중심 평가의 사례 연구(II): 교직 이론과목인 ‘교육학 개론’ 수업을 중심으로

최미리(Choi, Mi Lee) 학습자중심교과교육학회 2018 학습자중심교과교육연구 Vol.18 No.23

본 연구는 대학의 교직 이론과목인 ‘교육학 개론’ 수업에서 역량 중심의 평가를 실행한 사례를 제시하였다. 본 수업에서 역량중심의 교육과정을 개발하기 위해 4가지의 거시적인 운영원리를 개발하였고, 교수학습과정을 설계하기 위해 4가지의 미시적 인 원리를 개발하여 적용하였다. 4가지의 거시적인 원리는 다음과 같다. 첫째, 학생들이 교육목표를 구체적으로 인 식하고 공유하도록 한다. 둘째, 교육의 결과를 평가하는 과정을 객관화한다. 셋째 역량을 갖추고 평가하는 주체는 학생이 되도록 한다. 넷째 창의력 및 문제해결력 등 구체적인 역량을 기를 수 있는 교육과정을 고안한다. 4가지의 미시적인 원리는 다음과 같다. 첫째 이론과 경험을 접목시킨다. 둘째 주제를 서로 연계시키고 확장시킨다. 셋째 분석력, 적용력, 발표력, 창의력 등의 역량을 신장시킨다. 넷째 개방적 사고를 촉진하여 확장적 사고에 도달하도록 한다. 위의 8가지 원리를 본 수업에서 개발하여 적용한 결과 학생들의 역량을 강화시키는 실질적인 성과를 거두었고, 학생들의 책임감과 주체성을 높였으며, 평가의 객관 성과 공정성도 높이는 결과를 얻었다. 이를 토대로 대학의 개별 수업에서 역량강화 교육과정을 개발하고 구체적인 교수학습과정을 설계하기 위해 위의 8가지 원리를 활용할 것을 제언하였다 This study presented the case of the competency - based evaluation in the Introduction to Pedagogy , which is the teaching theory course of the university. In this class, four macroscopic operating principles were developed to design competency-oriented curriculum, and four microscopic principles were developed and applied to design the teaching and learning process The four macroscopic principles are as follows. First, let students identify and share educational goals. Second, the process of evaluating the results of education is objectified. Third, the subject who is competent and evaluates to be a student. Fourth, devise a curriculum that can develop specific competencies such as creativity and problem-solving ability. The four microscopic principles are as follows. First, it combines theory and experience. Second, it connects and expands themes. Third, it enlarges the capacity of analysis, application, presentation, and creativity. Fourth, it promotes open thinking to reach expansionary thinking. As a result of applying the above eight principles in this class, we have achieved substantial achievements of capacity building. In addition, we raised the objectivity and impartiality of the evaluation by raising the responsibility and subjectivity of the students. Based on this, it was proposed to utilize the above eight principles to develop competency-enhancing curriculum and to design specific teaching and learning processes in individual classes of the university

토마스 하디의『귀향』에 나타난 주체적 자아 실현의 의미 찾기

최미리(Choi Mi Lee) 영미어문학회 2015 영미어문학연구 Vol.31 No.1

Hardy was interested in Women’s social positions unlike other writers in the Victorian Age. He expressed his firm opinions rebelling against the contemporary social contest and ideology through his works. He examined the social condition of females in Victorian society, focusing on their status as “social undergo” who were not able to lead their own independent life in a patriarchal society. Clym has limitation option to change a conventional reality, despite his consistent effort to educate the people in Heath and finally surrenders to his surrounding. The extreme situations that Eustacia, the female character in the Return of the Native experiences in the 19th century patriarchal society are illustrated through her husband and people in Heath. She is marginalized by the majority and suffers from problems that might lead to psychological disorders. Eustacia is wild, passionate and unable to accommodate the tradition. She does not submit to the patriarchal ideology, but reveals aggressive rebellion against male dominance and power. Even though she failed to overcome the oppression in the patriarchal society and was destroyed by forces, she would not surrender. Rather she tries to destroy all surrounding and attempts to come to self-actualization on her own. Consequently, she underwent a transformation from a woman to a subjective heroine.

저항과 자기발전을 통한 여성의 주체성 찾기

최미리(Choi Mi Lee) 영미어문학회 2013 영미어문학연구 Vol.29 No.1

In the nineteenth century, the general belief was that the central and most desirable characteristic of female characters has been their passivity, an idea which translated to "angel in the house." However, the nineteenth-century writer who was the most influential in changing established views of women and in giving them a respected role in literature was Thomas Hardy. Although the book is called The Mayor of Caterbridge and Hardy named the book for Henchard, the book really centers on the three women - Susan, Lucetta, and Elizabeth-Jane. Women in The Mayor of Casterbridge suffer under the rules in the patriarchal society but do not submit this ideology, rather reveal a tacit or aggressive resistance against it and in particular Elizabeth Jane tries to educate herself to obtain the female subjectivity by concentrating on the future rather than wallowing in the past, and by conducting herself with self-development no matter where her fortunes take her. She is the first to pursue knowledge fervently, seeking always to improve herself. Thus, The Mayor of Casterbridge is not the tragedy of a selfish man but the search of female subjectivity through women's resistance and self-development.

미국 데이턴 대학교의 중핵교육과정과 루브릭을 활용한 역량 평가 시스템 운영 사례 연구

최미리(Choi, Mi Lee) 학습자중심교과교육학회 2020 학습자중심교과교육연구 Vol.20 No.5

대학이 고등교육에 대한 사명을 완수하려면 다음의 세 단계 각각의 책무에 전적으로 헌신하여야 한다. 첫 번째는, 교육목적을 수립하는 것이고, 두 번째는 교육목적을 달성할 수 있는 교육과정을 개발하는 것이며, 세 번째는 교수 학습 과정을 통해 교육목적을 달성하는 것이다. 본 연구는 위에서 언급한 세 단계 각각의 과정에 책무를 다하고 있는 대학의 사례로 미국의 데이턴 대학교(University of Dayton)를 모델로 제시하였다. 데이턴 대학교는 독자적인 교육목적을 수립하여 이를 달성하기 위한 중핵교육과정으로 ‘공통 학업 프로그램(Common Academic Program)’을 개발하여 전교생에게 필수로 이수하도록 하고 있다. 그리고 ‘공통 학업 프로그램’에 포함되는 모든 과목들은 대학의 교육목적과 학생들의 학습목적을 구체적으로 연결시키고 루브릭을 활용하여 학습목표의 달성정도를 단계적으로 평가하고 있다. 본 연구는 데이턴 대학교의 혁신적인 교육체제를 구체적으로 살펴보고 그 운영 사례를 분석하여 대학교육의 목적과 내용과 성과 모두에 관심을 가지고 연구하는 노력이 미약한 한국 대학들에게 다음과 같은 시사점을 제시하였다. 한국 대학들은 먼저 대학의 독자적인 교육목표를 수립하는 작업에 실혈을 기울여야 하며 교육목표는 평가 가능한 구체적인 역량으로 설정하여야 한다. 다음으로 교육목표를 달성하기 위해 전공과 교양교육과정을 포괄하는 중핵교육과정을 개발하여 이를 대학 전체가 공동체 의식 속에서 공유하여야 한다. 그리고 역량 평가를 통해 교육과정의 결과가 교육목표를 달성하였는지를 평가하고 이것이 학생들의 학습과 교수의 교육과정 개선에 피드백 되는 대학 차원의 평가 체제를 갖추어야 한다. 결론적으로 한국 대학들은 데이턴 대학과 같이 교육의 목적과 과정과 결과의 일관성을 높이기 위해 각 단계별로 책무를 다하고 이를 대학 차원에서 통합적으로 관리함으로써 고등교육의 책무를 다 하여야 할 것을 제언하였다. In order for a university to fulfill its mission of higher education, it must be fully committed to each of the following three stages. The first is to establish educational objectives, the second is to develop curricula that can achieve educational objectives, and the third is to achieve educational objectives through teaching and learning processes. This study models the University of Dayton in the United States as an example of a university that is responsible for each of the three steps mentioned above. University of Dayton has developed a Common Academic Program, which is a core curriculum for achieving its own educational objectives, and is required for all students. In addition, all courses included in the Common Academic Program are specifically linked to the educational objectives of the university and the learning objectives of the students. This study examines the innovative educational system of University of Dayton in detail and analyzes its operation cases, and suggests the following implications for Korean universities, which have not been able to study with interest in every steps of the purpose, content and outcome of university education. Korean universities should first devote themselves to the task of establishing their own educational goals, and the educational goals should be set to specific evaluable competencies. Next, in order to achieve the educational goals, a core curriculum that includes majors and liberal education curricula should be developed and shared by the whole university in a sense of community. The competency-based assessment should examine whether the outcomes of the curriculum have met the educational goals and have a university-level evaluation system where the results are fed back to students’ learning and faculty improvement. In conclusion, Korean universities, like Dayton University, should fulfill their responsibilities in higher education by fulfilling their responsibilities at each stage and integrating them at the university level in order to increase the consistency of the purpose, process and results of education.

대학의 역량 강화 교육과정 사례 연구

최미리(Choi Mi lee) 학습자중심교과교육학회 2010 학습자중심교과교육연구 Vol.10 No.3

일반적으로 대학은 고등교육을 통하여 학생들이 얻어야 할 지식에 초점을 맞추 어왔다. 그런데 미국의 Tunxis 지역사회 대학은 학생들이 성공하는데 필요한 교양 교육의 역량들을 규명하고 그것의 달성도를 평가하는데 노력을 기울이고 있다. 이 러한 역량들은 학생이 졸업 후 취업을 하거나 학사학위를 위해 편입을 하거나 무관 하게 누구에게나 필요한 역량이라고 본다. 역량에 초점을 맞추는 이러한 교육은 학 생들이 얻은 지식을 실제의 상황에서 적용할 수 있는 능력을 요구하는 것이다. 그 리고 학생들이 이러한 역량들을 실제로 계발하였는지 확인하고 학생들이 그들이 학습한 바를 드러낼 수 있는 기회를 제공하기 위하여 학생 성취도에 대한 평가를 매우 중시한다. 교수들은 교과목 마다 각각의 역량과 역량별 수준의 달성도를 평가 할 수 있는 다양한 전략을 고안하였다. 대학의 책무성이 중시되는 현실에서 한국 대학들은 관찰 가능하고 측정 가능한 교육의 성과를 나타내기 위하여 교육의 목표 또는 역량을 명확히 설정하여야 할 필 요성이 높아진다. 이는 학생들이 학습하여야할 역량을 구체화하고, 학생의 성취도 를 평가하며, 적절한 피드백과 교정이 제공되는 과정을 수반한다. 이렇듯 성과에 토 대를 둔 역량 강화 교육과정을 운영하는 것은 기존 체제에서의 근본적인 변화를 의 미한다. 이는 학생의 수행정도를 실질적으로 측정하는 것에 초점을 맞추는 것으로 학생 중심의 교육철학에 토대를 둔다. 즉, 학생들의 단계별 성취도의 차이를 인정하 고 개별 학생의 필요에 부응하여 지도하는 것에 초점을 맞추는 것이다. 이러한 체 제의 변화는 대학 당국이 주도적인 리더십을 발휘할 뿐만 아니라 전 구성원이 대학 의 책무성에 대한 인식하에 통합적으로 동참하여야 이루어질 수 있다. 이러한 역량 강화 교육과정은 소규모의 한국 대학에서 적용 가능하다고 본다. 그 리고 그 규모를 축소하여 적용한다면 전공별로 혹은 교양교육과정에서 혹은 교사 양성프로그램 등에서 시범적인 운영을 시도할 수 있을 것이다. 그리고 개별 교수 차원에서는 중소규모의 교과목에서 역량에 토대를 둔 학습목표를 명확히 설정하고, 교육과정 및 평가 방법을 개발하며, 구체적인 피드백을 제공하는 등 선행 사례들을 선별적으로 활용할 수 있다고 본다. In general, colleges and universities have focused on the knowledge that students should gain in higher education. Tunxis Community College has been identified and assessed the general education competences that students will need to be successful, whether they plan to pursue a bachelor’s degree or employment after leaving the College. This approach recognizes that students need to be able to apply the knowledge they have gained to real world situations. Assessment of student achievement is also necessary to ensure that students have in fact developed these competences and to provide students with an opportunity to demonstrate what they have learned. The faculty have designed a variety of strategies to assess student achievement in each competence and level in courses. Korean universities need to emphasize setting clear objectives or competences for observable, measurable outcomes in the accountability-driven world. It needs to clearly specify the abilities to learn, assess student progress, and provide appropriate feedback or remediation. This outcome based education is fundamentally about system change. It is a student-centered learning philosophy that focuses on empirically measuring student performance. This acknowledges differential growth at different stages, and focuses the teacher on the individual needs of the students. Active interaction in disciplines, departments, and faculty is needed for a student learning and a college s accountability, under the strong academic leadership. This competence-based model might be applicable in a small sized Korean university. Partially, in small-sized programs such as some majors, general education, or a teacher education program, this model might be applicable. And also each faculty, in small or middle-sized classes, would be able to apply this model selectively in redefining teaching and learning goals in terms of competences, developing teaching method and assessment, and suppling specific feedback.

탈진적 일회성 운동과 인위적 근손상에 의한 Caspase-3, Bcl-2, Bax mRNA 변화

최미리(Choi Mi-Lee),김재호(Kim Jae-Ho),김창균(Kim Chang-Gyun) 한국체육과학회 2006 한국체육과학회지 Vol.15 No.4

The purpose of this study was to investigate the caspase-3, Bcl-2, Bax mRNA and DNA fragmentation, for exercise and the artificial muscle injury induced the muscle injury. The mice(ICR) were housed two per cage in a temperature of 23~24℃ and controlled in an evironment with a cycle of 12:12h light-dark and provided with food and water. The exercise were canied out on an adapted treadmill in order for 2 animals to run at the same time. A total exercise time was 60min with the average speed of 24-25m/min. One section of Quadriceps muscle of the exercise group killed with cervical decapitation after physical activity for 1hour was cut from the RㆍL low limbs, frozen in liquid nitrogen and stored at -80℃ for analysis. The caspase-S, BcI-2, Bax transcript contents were estimated by RT-PCR DNA laddering was used to detect DNA fragmentation as an indicator of apoptosis. The results of the study can be summerized as follows ; First. caspase- 3 mRNA was significantly increased on rest, immediately after exercise and recovery at 1h, 5h, 12h after exercise in exercise group when compared with artificial muscle injury. Second, BcI-2 mRNA was significantly increased on rest, immediately after exercise and recovery at 1h, 5h, 12h after exercise in exercise group. Also, the artificial muscle injury group was increased when compared with rest, but not significantly. Third, Bax transcript was significantly increased in rest, immediately after exercise and recovery at 1h, 5h, 12h after exercise in exercise group when compared with artificial muscle injury group. And Bax mRNA of exercise group peaked at recovery 1h, The artificial muscle injury group was also increased when compared with rest, but not significantly. n rest, immediately after exercise and recovery at i1h, 5h after exercise in artificial muscle injury group when compared with the exercise group at appeared peak point on recovery 12h after the injury. In the present study, it was observed that apoptotic measurements differed in quadriceps muscle after the treatments(exhausted exercise vs artificial muscle injury). For example, it was demonstrated that exercise group commenced DNA fragmentation at 5h, increased BcI-2 and caspase-3 transcript levels, Bax m-RNA in mice quadriceps muscle had a significantly low status when compared with artificial muscle injury group. Thus, exercise was adapted for the skeletal muscle myocite which had a programmed cell death.

대학 수업에서 역량 중심 평가의 사례 연구(I) : 교직 이론과목인 ‘교육행정 및 교육경영’ 수업을 중심으로

최미리(Choi, Mi Lee) 학습자중심교과교육학회 2017 학습자중심교과교육연구 Vol.17 No.20

본 연구는 2017년도 1학기에 서울의 한 사립대학교에서 개설된 교직이론과목인 ‘교육행정 및 교육경영’ 수업에서 역량 중심의 평가를 실행한 사례를 분석하였다. 본 연구의 목적은 역량 중심의 평가 과정과 효과를 제시함으로써 후속 연구 및 실행의 기초자료로 활용되도록 하는 것이다. 본 역량 중심의 평가는 학생들의 실질적인 역량을 측정할 뿐만 아니라 나아가 역량을 향상시키는 데 기여하였다. 또한 평가의 과정에서 학생들의 참여도와 학습동기를 높이고, 학생들이 평가의 객관성과 효용성을 매우 높게 생각하는 긍정적인 효과를 나타내었다. This is a case study focused on the competency-based assessment in a class of Educational Administration and Management that is a teacher education course in a private college in Seoul. This study aims to suggest positive effects of competency-based assessment for a following study. This competency-based assessment not only measured the actual capacity of students, but also contributed to the improvement of competence. In addition, students participation and learning motivation were increased during the evaluation process, and students were very satisfied with the objectivity and utility of evaluation.

점증부하 운동중 85%HRmax 에서 항산화제 섭취기간이 지질 과산화물 MDA 와 근세포 손상지표 LDH 에 미치는 영향 ( 2 )

최미리(Mi Ri Choi),이은미(Eun Mi Lee),김창균(Chang Gyun Kim) 한국사회체육학회 2002 한국사회체육학회지 Vol.17 No.-

The purpose of this study was to investigate the effect as antioxidants for supplementation period of compound vitamin on Malondialdehyde(MDA) & Lactate dehydrogenase(LDH) at the point of 85%HRmax with graded exercise test of balke protocol by treadmill. The expremental design consisted of pre-test, 1st test before vitamin supplementation, 2nd test at vitamin supplementation 4weeks, and 3rd test of 8weeks. The statistics analysis used one-way ANOVA and least-significant difference(LSD) with post hoc test accepted by p<.05. The result of the study can be summerized as follows ; On the concentration of malondialdehyde(MDA), it was increased 4weeks and 8weeks. Also, It was shown to signficant difference between before supplementation and after 8weeks(p<.01). On the concentration of lactate dehydrogenase(LDH), it was increased at the point of 4weeks after supplementation of compound vitamin, but draped from 4weeks to 8weeks. Also, it was shown to signficant difference between before supplementation and after 4weeks(p<.01), before supplementation and after 8weeks(p<.01).

운동 후 회복유형에 따른 심전도 변화

최미리(Mi Ri Choi),이양출(Yang Chool Lee),박상용(Sang Ryoung Park),김창균(Chang Gyun Kim),이영익(Young Ik Lee),김용안(Yong An Kim),전경규(Kyoung Kyu Jeon) 한국여성체육학회 2007 한국여성체육학회지 Vol.21 No.2

특수학교의 지적장에 및 시각자애학생들의 건강관련비교

최미리(Mi Ri Choi),정복자(Bog Ja Jeoung),이양출(Yang Chool Lee) 한국여성체육학회 2012 한국여성체육학회지 Vol.26 No.3

The purpose of this study was to investigate the level of health-related physical fitness of special school students with visual impairment and intellectual disability, A total 834 students with intellectual disability (n=611) and visual impairment (n=223) were participated in this study, The age of the participants were from 13 to 18years old. The health-related physical fitness markers that we analyzed were 16m progressive aerobic cardiovascular endurance run (PACER), strength (grip strength), endurance strength (modified abdominal curl up), flexibility (sit-reach) and body composition (body mass index, BMI). The results of this study were as follows; students with intellectual disability presented lower scores on strength, endurance strength, PACER, but they presented significantly higher scores on flexibility than those with visual impairment.