루브릭 학습전략 프로그램이 중학생 학습문제 및 학습동기와 자기효능감, 자기조절력에 미치는 효과

정정순,변상해,Jung, Jung-Soon,Byun, Sang-Hae 한국벤처창업학회 2012 벤처창업연구 Vol.7 No.1

본 연구는 루브릭 학습전략 프로그램이 중학생 학습문제 및 학습동기와 자기효능감, 자기조절력, 학습전략 사용에 효과가 있는지 검정하는 것이다. 이 연구에 활용된 실험설계는 전 후 검사 통제집단 설계로서 개발된 프로그램을 이용한 루브릭 학습전략 훈련을 독립변인으로, 학습동기와 자기효능감, 자기조절력, 학습전략을 종속변인으로 실험을 실시하였다. 연구의 대상은 서울 소재 Y 중학교 1, 2, 3학년 중에서 실험집단과 통제집단에 각각 30명씩 모두 60명의 학생이었다. 이 연구는 2009년 6월 25일부터 8월 27일까지, 10주간 매주 1회 90분씩 프로그램을 진행하였다. 본 연구의 결과는 다음과 같다. 첫째, 루브릭(rubrics) 학습전략 프로그램에 참여한 실험집단의 학습동기가 프로그램에 참여하지 않은 통제집단에 비하여 상당히 의미 있게 변화되었다. 이는 하위 변인인 수업동기, 계속동기, 외재적 동기, 내재적 동기 영역 모두에서 긍정적 변화를 보였다. 둘째, 루브릭(rubrics) 학습전략 프로그램에 참여한 실험집단의 자기효능감이 프로그램에 참여하지 않은 통제집단에 비하여 하위 변인인 과제수준선호, 자기조절 효능감 영역 모두에서 긍정적 변화를 보였으나, 자신감영역은 조금 향상되었을 뿐 유의미한 차이가 나타나지 않았다. 그러나 자기효능감 전체 점수에서 유의미한 차이가 나타났으므로 루브릭 학습전략 프로그램은 자기효능감에 긍정적인 영향을 미치는 것으로 판단된다. 셋째, 루브릭(rubrics) 학습전략 프로그램에 참여한 실험집단의 자기조절력은 프로그램에 참여하지 않은 통제 집단에 비하여 하위 변인인 자기조절양식과 의지적 억제양식 영역 모두에서 긍정적 변화를 보였다. 넷째, 루브릭(rubrics) 학습전략프로그램에 참여한 실험집단이 참여하지 않은 통제집단에 비하여 하위 변인인 시연, 정교화, 조직화, 점검 영역 모두에서 긍정적 변화를 보였으나, 계획과 조절영역은 유의미한 차이가 나타나지 않았다. 그러나 학습전략 전체 점수에서 유의미한 차이가 나타났으므로 루브릭 학습전략 프로그램은 학습전략 사용에 긍정적인 영향을 미치는 것으로 판단된다. The purpose of this research is to investigate the effects of Lubric Learning Strategy Program, to solve problems of the Middle School Students' learning, on learning motivation, self-efficacy and self-regulation. The objects of this investigation was 60 students sampled from the first, second and third year students of Y Middle school in Seoul, which was divided equally -30 students each- into experimental group and control group. The progress covered 10 weeks period, a hour and half every week on Tuesdays and Thursdays. The conclusion derived from the results and discussion is as follows: First, the learning motivation of experimental group participated in the Lubric Learning Strategy Program to solve learning problems has changed quite meaningfully compared to the control group. It showed positive changes in all suborn ate variables such as class motivation, continuing motivation, intrinsic motivation, and extrinsic motivation. Second, the self-efficacy of experimental group participated in the Lubric Learning Strategy Program to solve learning problems has changed quite meaningfully compared to the control group. These results showed positive changes in subordinate variables such as preference level to subjects and self-control efficacy, though did not show notable changes in confidence area. However as confidence area doesn't really matter in total score, Lubric Learning Strategy Program is considered to have good influence in self-efficacy. Third, the self-regulation of experimental group participated in the Lubric Learning Strategy Program to solve learning problems has changed quite meaningfully compared to the control group. It showed positive changes in all subordinate variables such as self-control mode and inhibitory will mode. Fourth, the use on learning strategy of experimental group participated in the Lubric Learning Strategy Program to solve learning problems has changed quite meaningfully compared to the control group. These results showed positive changes in subordinate variables such as rehearsal, elaboration, organization and inspection, though did not show notable changes in schedule and control area. However, as the total score of use on learning strategy has changed prominently, Lubric Learning Strategy Program is considered to have good influence in use of learning strategy.

언어영재를 위한 시 교육 프로그램 개발 연구

정정순(Jung Jung-soon) 한국어문교육학회 2008 어문학교육 Vol.37 No.-

  There have been a lot of teaching programs developed for verbal talent, but the programs actually don"t have distinctive contents compared with the previous programs for ordinary students. This study aims to develop a poetry teaching program to provide teachers who need a syllabus and contents for verbal talent.<BR>  Principles of the development of the program are as follows; First, activities should improve higher-order thinking skills of the verbal talent. Second, each activity should be proposed step by step.This study shows activities designed following three levels, understanding, research, and project. Finally, poetry teaching should combine poetry reading and poetry writing.<BR>  One of concrete activities-set which falls under the level "understanding" is developed in this paper, and the others will be developed in following papers.

초등학교 쓰기 교육에서의 동시 창작 교육의 방향

정정순(Jung Jung-soon) 한국어문교육학회 2006 어문학교육 Vol.32 No.-

  The purpose of this study is two fold: First, this study reviews and analyzes the children"s poetry writing education in elementary school. Second, based on current studies limitation, this study aims to provide the direction of children"s poetry writing education.<BR>  Children"s poetry writing in elementary school has been employed in writing education. Two themes of educational trend using children"s poetry writing appear by analyzing children"s poetry writing education. First of all, poetry writing activities have been utilized as a means to understand trope like simile and metaphor, and the convention of literature. In addition, children"s poetry writing has been considered as an expressive writing. This implies that the education of children"s poetry writing is the part of educational activities in the education of language skills. However, this study argues that children"s poetry writing should be regarded as the part of literature education emphasizing on the language of literature.<BR>  This study suggests three notions of educational design in terms of using children"s poetry writing in elementary language education. First, children come to learn how to apply literature as a way of expression through learning language of literature. Second, children get to understand the convention of literature through learning about language of literature. Finally, learning through language of literature can help the development of individual characteristics and the growth of personality.

개인발표 : 시교육에서 알레고리 문제 -김기림의 「바다와 나비」를 중심으로-

정정순 ( Jung Soon Jung ) 한국문학교육학회 2010 문학교육학 Vol.33 No.-

Allegory has not been considered a core content in both poetics and poetry education, even though it can be found everywhere where literature is read and taught. I assume the reason why it has been excluded is because allegory has been subordinate to symbol in the history of rhetoric for a long time. The terminology is also a problem. An allegory by definition is a story, poem, or painting in which the characters and events are symbols of something else. Allegories are often moral, religious, or political. I focused on the aspect that allegories have two different stories. One is told in the text, and the other is implied by the context in which the poem had been produced. I argued that the poem, ``the Ocean and a butterfly(Badawa Nabi)`` should be taught as the sample of an allegory. The poem has two different stories; a story in the text, and another story by the context, which is the condition of 1930`s when the poet lived his life. We have to consider the context of allegories not just extrinsic information but one main component of the structure of the poem.

구조적 은유를 활용한 시 “이어쓰기” 교육 연구

정정순 ( Jung Soon Jung ) 한국문학교육학회 2007 문학교육학 Vol.24 No.-

현대시 교육에서의 운율 교육 내용 재설정 연구 -운율 개념을 중심으로-

정정순 ( Jung-soon Jung ) 한국문학교육학회 2015 문학교육학 Vol.48 No.-

이 연구는 시의 핵심적인 구성 원리이자 요소인 운율에 초점을 맞추어 그 교육 내용을 점검하고, 이를 바탕으로 운율 개념을 재설정하고자 하였다. 먼저 운율이 현재 어떻게 가르쳐지고 있는지, 즉 어떤 시들을 바탕으로 어떤 설명과 활동이 다루어지고 있는지 현행 교육과정 및 초중등학교 국어 교과서를 통해 분석하였다. 현행 교육과정에서 ‘운율’ 관련 내용은 이전 학령의 내용 및 활동과 별개로 독립적인 형태로 산발적으로 제시되어 있는 것으로 보인다. 또한 현대 자유시의 운율을 이해하는 데 핵심적인 역할을 하는 행과 연, 구두점 등의 기능을 다루지 않고, 정형적인 율격을 지닌 현대시를 주로 제재로 다룸으로써 학습자들로 하여금 현대시의 운율을 이해하게 하는 데 문제가 있음을 확인할 수 있다. 현대시의 다양한 운율 실현 양상을 교육 내용으로 다루기 위해서는 운율의 개념을 새로이 설정할 필요가 있다. 운율을 재정의하기 위해 최근의 현대시의 리듬 체계에 관한 논의들을 살펴보고 이를 바탕으로 두 가지 시사점을 도출하였다. 첫째 운율을 시의 형식적인 요소로만이 아닌 의미와 관계하는 주체적인 성격을 가진 시의 핵심 구성 원리로 볼 필요가 있다는 점이다. 둘째 시를 텍스트 내적으로 구조화된 언어예술로 보기보다 독자에 의해 의미가 실현되는 담화로 보는 관점이다. 이러한 분석과 검토를 바탕으로 이 연구에서는 운율은 ‘독자에 의해 음성으로 실현되는 과정에서 의미에 관여하는 모든 음성적, 비언어적 자질’로 정의하였다. 운율의 개념을 이렇게 재정의함으로써 현재 ‘낭송, 의성ㆍ의태어, 음보율, 특정 단위의 반복’에만 한정되어 있는 운율 교육 내용이 보다 구체화, 체계화될 수 있으리라 생각된다. ‘Unyul’ is one of the major poetic principles that normally functions as versification. It has been usually understood as the word that combines rhyme and meter in Korean literary world. This notion of ‘Unyul’ doesn’t cover the various modern poems’ rhythm, and that’s why there have been many papers these days which tried to systemize the rhythm of Korean free verses. I analyzed the 2011 revised Korean Language Arts curriculum and textbooks for elementary & middle school students to see the contents of ‘UnYul’ in teaching poetry. The contents of ‘Unyul’ in teaching poetry are also confined to just foot and repetition. The poems in the textbooks selected as materials to teach ‘UnYul’ don’t cover Korean free verses. If we agree to teach the rhythm of free verse in teaching poetry, we need to redelineate the notion of ‘Unyul’. The things we need to consider in redelineating the word are as follows:1. UnYul is not just component of form but principle of constructing the meaning of poem. 2. Poem is not just a work but a discourse that waits for reader’s reading. Conclusionally I proposed redefinition of ‘Unyul’ as the contents of teaching poetry. ‘UnYul’ is all sound and non-verbal features involved by reader in the process of making meaning of poem.

일반 논문 : 이용악의 「오랑캐꽃」 해석과 시교육

정정순 ( Jung Soon Jung ) 한국문학교육학회 2011 문학교육학 Vol.36 No.-

Activity of interpretation is a core process in teaching poetry. Interpretation has been considered a key activity in standards since the 2007 revised curriculum. Students need to interpretate a work on their own in close reading and discuss controversial interpretations with each other. It can be said, however, that students in reality are still given a specific interpretation which is chosen by the predominant view. A work, ?The Violet? written by Lee Yong-Ak has been read in classroom only in the view of reflection theory even though there have been two different ways to interpretate the poem; One perspective on its significance is about the lives of people in the Japanese colonial period who lived in despair and grieves. The other one is about distinction and discrimination against minorities. I argued that we also have to focus on the way of discrimination, ``a naming`` in the second interpretation. I also discussed that meaning of the words, ``ancestor``, ``Korea general``, and ``sunshine``, which have been unnoticed by critics. Students need to be encouraged to read a work by themselves in the first time. And they should be provided with not just a predominant interpretation but diverse interpretations when reading a poem, and be encouraged to analyse which interpretation is more acceptable.

국어과 교사를 위한 교원 연수 프로그램의 점검

정정순 ( Jung Soon Jung ) 한국어교육학회 2012 국어교육 Vol.0 No.139

The purpose of this study is to analyze inservice education programs for Korean language teachers, implemented by the five Metropolitan Office of Education(Seoul, Busan, Daegu, Kwangju, Daejeon) in 2011. The inservice education programs should be designed concerning three sectors, which is standardized by the Ministry of Education; ① personal development, ② professional development, ③ development of subject expertise. Courses offered in the personal development sector are not likely to help teachers develop personal capability. Courses offered in the professional development sector don`t seem to improve teaching profession. They are more likely to improve capacity of management of class and school. Courses offered in the development of subject expertise sector tend to follow conventional pattern in setting up the lectures rather than consider teachers needs. Most Programs have not focused on the teachers concerns and needs, and through the programs, teachers have just been looked upon lack of proper knowledge. Delivery system also needs to change in order to increase teachers` participation. To improve the program to meet the needs of teachers, I just propose to construct a consultative body made up of government officials, teachers and experts in Korean language education. And the program should be designed to consider teacher`s concerns and interests to improve their teacher professionalism.

맥락적 지식 중심의 한시 교육

정정순(Jung Jung-soon) 우리말글학회 2011 우리말 글 Vol.53 No.-

Context has been a new content in literature education since the 2007 revised curriculum. Students needs to be provided with two different contexts when reading foreign literature which they are supposed to learn. The first contextual knowledge which needs to be given to students is the knowledge about the context concerning the production of the work. DuBo(杜甫) created the work [ChunMang(春望)] when he was captured by rebels in 757. That’s why the poem has the mood of patriotism and longing for family. The second contextual knowledge which is very important when it comes to foreign literature is the knowledge about the context of translation. Most students will read foreign literature translated in their first language. When they learn the conditions and surroundings of translation, they will understand and appreciate the work more deeply and meaningfully. [ChunMang(春望)] also has its context of translation in the history of Korean literature. It was translated during the Joseon Dynasty as a national project, and in 1920"s by the poet, Kim SoWoel. If students know the context of the translation, they will feel more familiar with the work and learn more about it.

디지털 미디어 환경에서의 ‘댓글시’에 대한 문학교육적 탐색

정정순 ( Jung¸ Jung-soon ) 한국문학교육학회 2021 문학교육학 Vol.- No.73

이 연구는 학습자들이 미디어 생태계 내에서 주체적인 문화적 실천 주체로 성장할 수 있도록 하는 문학교육의 내용이나 방법에 대한 연구들이 지속적으로 축적될 필요가 있다는 문제의식에서 댓글시에 주목하였다. 댓글시는 인터넷 기반 소통 환경에서 불특정 다수를 대상으로 공개된 원문(기사문)에 대한 대화적 반응으로서의 시 텍스트이다. 이 연구에서 댓글시의 문학교육적 활용가능성에 주목하는 이유는 두 가지다. 먼저 댓글이라는 글쓰기 공간이 실제적 디지털 미디어 기반의 소통 환경 속에서 기능한다는 점에 주목하였다. 즉 댓글이라는 쓰기 공간에서 시를 쓰는 것은 별도의 탈맥락적 과제로 수행되는 것이 아니라 디지털 미디어 기반의 생태적 소통 환경 속에서 1차 텍스트인 기사문을 매개로 하여 실제적 소통의 행위로 수행 가능하다. 다른 하나는 댓글시가, 기사문 텍스트에서 분기 가능한 다양한 주체의 목소리들이 다성적으로 존재할 수 있는 가능성을 보여준다는 점에 주목하였다. 댓글시는 특정 텍스트 내에 국한되어 존재하는 다양한 목소리라기보다 문학 생산과 수용에 참여하는 문학향유 주체들의 다양한 목소리들이 대화적으로 출현 가능한 문학적 실천이라는 점에서 유의미한 문학 교육 활동으로 자리매김될 수 있으리라 기대한다. This study paid attention to ‘Comment Poetry’ in response to the problem that it is necessary to accumulate studies on the contents and methods of literary education so that learners can grow as independent cultural practitioners within the media ecosystem. Comment Poetry is a poem text as a conversational response to the original text (article text) that has been opened to an unspecified majority in an internet-based communication environment. In this study, there are two reasons to pay attention to the possibility of utilizing Comment Poetry in literary education. First, I paid attention to the fact that the writing space called comments functions in a communication environment based on actual digital media. In other words, writing poetry in the writing space of comments is not performed as a separate out-of-context task, but can be performed as an act of authentic communication through the primary text, the article text, in an ecological communication environment based on digital media. The other that I paid attention to is that the Comment Poetry shows the possibility that the voices of various subjects that can diverge from the article text can exist polyphonically. Comment poetry is expected to be positioned as a meaningful literary educational activity in that it is a literary practice in which the diverse voices of the subjects of literature enjoyment participating in the production and reception of literature can appear interactively, rather than the various voices that exist only within a specific text.