수업실습형 영어교사 심화연수 프로그램 분석을 통한 개선방향 연구

정일권 건양대학교 교육대학원 2014 국내석사

본 연구는 2011년부터 2013년까지 교원대 종합교육연수원이 운영한 수업실습형 영어교사 심화연수 프로그램(POIETT)을 분석하여 프로그램의 개선방향을 제시하는 것이 목적이다. 연구 방향은 다음 3단계로 시행하였다. 첫째, 3개년 6기의 교육과정을 하명애(2009)가 주장한 영어교사 전문성 구성 4대 요소(지식, 기술, 태도, 성찰)에 근거하여 교육과정을 분석하였고, 둘째, 6기의 교육과정 중 수업실습과 관련된 교육과정은 하명애(2009)가 주장하는 영어교사의 수업전문성 변화 단계 요소 ASPIRE 모형에 근거하여 분석하였고, 셋째, 현직 영어교사의 영어 수업지도 능력 신장을 위한 효율적인 연수 프로그램의 개발 방향을 제시하고자 하였다. 연구 결과는 다음과 같다. 첫째, 교원대의 2011~2013년도 POIETTP의 교육과정을 하명애(2009)가 제시한 영어교사 수업 전문성 4대 요소로 분석한 비율은 다음과 같다. 연도별 2회 실시한 연수를 2011-1, 2011-2, 2012-1, 2012-2, 2013-1, 2013-2기로 연도와 기수를 표기하였다. 각 과정에서 운영한 교육과정을 하명애(2009)의 영어교사 수업 전문성 4대 요소로 분석하였다. 4대 요소 각각은 지식, 기술, 태도, 성찰로 표기하고 분석기준으로 분류하였다. 각 연수 교육과정의 상세 요소 각각을 모두 추출 분석 시도를 하였으나 모든 범주를 전부 분석하지는 못했다. 지식요소는 2011-1기의 경우 전체 85개 요소 중 11개(14%), 2011-2기는 전체 60개 중 18개(30%), 2012-1기는 전체 75개 중 14개(18%), 2012-2기는 전체 52개 중 15개(29%), 2013-1기는 전체 94개 중 17개(18%), 2013-2기는 전체 74개중 16개(22%)가 발견되었다. 기술요소는 2011-1기의 경우 전체 85개 요소 중 34개(45%), 2011-2기는 전체 60개 중 17개(28%), 2012-1기는 전체 75개 중 27개(36%), 2012-2기는 전체 52개 중 24개(46%), 2013-1기는 전체 94개 중 48개(51%), 2013-2기는 전체 74개 중 27개(36%)가 발견되었다. 태도요소는 2011-1기의 경우 전체 85개 요소 중 11개(14%), 2011-2기는 전체 60개 중 7개(12%), 2012-1기는 전체 75개 중 6개(8%), 2012-2기는 전체 52개 중 3개(6%), 2013-1기는 전체 94개 중 12개(13%), 2013-2기는 전체 74개 중 13개(18%)가 발견되었다. 성찰요소는 2011-1기의 경우 전체 85개 요소 중 29개(38%), 2011-2기는 전체 60개 중 18개(30%), 2012-1기는 전체 75개 중 28개(37%), 2012-2기는 전체 52개 중 10개(19%), 2013-1기는 전체 94개 중 17개(18%), 2013-2기는 전체 74개 중 18개(24%)가 발견되었다. 종합적으로 교원대 POIETTP는 하명애(2009)의 영어교사 수업전문성 4대 요소를 충실히 반영하여 운영하려고 시도한 점이 파악되었다. 둘째, 연수 후 교사의 변화과정을 추적하기 위하여 하명애(2009)의 ASPIRE 모형에 근거하여 교원대의 2011년~2013년도의 POIETTP를 분석한 결과 ASPIRE의 6단계를 충실히 반영하여 운영하였으나 각 단계의 명확한 구분이 어려운 면이 있었고, 각 세션에서 6단계를 모두 성취하려고 교육과정을 운영한 것이 파악되었다. 셋째, 본 연구에서 제안하는 교육과정은 하명애(2009)에서 제시한 영어교사 수업전문성 구성 4대 요소를 바탕으로 교육과정은 구성되어야 하며, 각 요소의 이상적인 구성비율은 지식(20%), 기술(30%), 태도(20%), 성찰(30%)로 제안하였다. 이에 대한 근거로 지식 요소의 경우 언어의 4기능 향상 중 말하기, 쓰기 분야를 강조한 교육과정으로 구성되어야 한다. 예시과목으로는 Teacher's talk, Teacher's presentation skill과 같은 과목을 추천하였다. 기술 요소의 경우는 다양한 수업기술 지식, 마이크로 티칭, 수업실습(국내, 국외 등)을 강조한 교육과정으로 구성되어야 한다. 예시과목으로는 TESOL과정, Micro-teaching, Teaching analysis 등을 제시하였다. 태도 요소의 경우는 교사의 사명감, 학생관리 능력, 교사의 정체성 등을 강조한 교육과정으로 구성되어야 한다. 예시과목으로는 Teacher trainer, Classroom management, Character education 등을 제시하였다. 성찰 요소의 경우는 자기장학을 통한 전문성 신장, 동료평가, 강사 평가와 같은 객관적 평가 기회 제공 등을 강조한 교육과정으로 구성되어야 한다. 예시과목으로는 Peer evaluation, Mentor coaching 등을 제시하였다. The purpose of this study was to suggest the direction of program improvement for the POIETTP curriculum by analyzing the 3-year curriculum (2011~2013) of the POIETTP run by the center for in-service training of Korea National University of Education (KNUE). The study was carried out through 3 steps: First, 3-year(6 semesters) curriculum was analyzed through the 4 basic factors of English teachers' professional competence (knowledge, skill, attitude, reflection) suggested by Ha Myeong-Ae (2009). Second, the curriculum related to the school practicum was analyzed through the ASPIRE model suggested by Ha Myeong-Ae (2009). Third, the effective course curriculum was devised for the better POIETTP in-service teacher training course. The result of this study showed the following: First, The POIETTP conducted by Korea National University of Education showed that it included 4 basic factors of English teachers' professional competence faithfully and tried to run the program according to the direction of Ha Myeong-Ae (2009). The result of the analysis showed the following. Year and semester of course are indicated by 2011-1, 2011-2, 2012-1, 2012-2, 2013-1, 2013-2. The curriculum conducted in the each course was analyzed through the 4 basic factors of English teachers' professional competence suggested by Ha Myeong-Ae (2009) Each one in 4 basic factors was named as knowledge, skill, attitude, reflection and used as the criteria of analysis. The result of analysis showed that all the 4 factors (knowledge, skill, attitude, reflection) could not be found because some factors were not included at the program design step. 11 factors of knowledge among the total 85 factors(14%) in 2011-1 were found, 18 factors among the total 60 factors(30%) in 2011-2, 14 factors among the total 75 factors(18%) in 2012-1, 15 factors among the total 52 factors(29%) in 2012-2, 17 factors among the total 94 factors (18%) in 2013-1, 16 factors among the total 74 factors(22%) in 2013-2, 34 factors of skill among the total 85 factors(45%) in 2011-1 were found, 17 factors among the total 60 factors(28%) in 2011-2, 27 factors among the total 75 factors(36%) in 2012-1, 24 factors among the total 52 factors(46%) in 2012-2, 48 factors among the total 94 factors (51%) in 2013-1, 27 factors among the total 74 factors(36%) in 2013-2, 11 factors of attitude among the total 85 factors(14%) in 2011-1 were found, 7 factors among the total 60 factors(12%) in 2011-2, 6 factors among the total 75 factors(8%) in 2012-1, 3 factors among the total 52 factors(6%) in 2012-2, 12 factors among the total 94 factors (13%) in 2013-1, 13 factors among the total 74 factors(18%) in 2013-2, 29 factors of reflection among the total 85 factors(38%) in 2011-1 were found, 18 factors among the total 60 factors(30%) in 2011-2, 28 factors among the total 75 factors(37%) in 2012-1, 10 factors among the total 52 factors(19%) in 2012-2, 17 factors among the total 94 factors (18%) in 2013-1, 18 factors among the total 74 factors (24%) in 2013-2, In general, POIETTP run by KNUE turned out to have tried to include all the 4 factors of English teacher teaching profession suggested by Ha Myeong-Ae (2009) in KNUE course. Second, The 3-year(6 semesters) courses of POIETTP of KNUE were analyzed to trace how the course was run by the ASPIRE criteria suggested by Ha Myeong-Ae (2009). The result of that analysis showed that each course of KNUE had tried to cover the 6 steps of ASPIRE model as many as they could, but the distinction of 6 steps was not clear within the course because KNUE course tried to contain the 6 steps in the one session altogether. Third, The suggested curriculum of this study should be like this: That prospective POIETTP should be based on the 4 basic factors of English teachers' professional competence suggested by Ha Myeong-Ae(2009). The ideal percentage of each factor should be like this : Knowledge factor (20%), Skill factor (30%), Attitude factor (20%), Reflection factor (30%). As an idea of curriculum composition, knowledge factor should be implemented with such subjects to stress the productive part (speaking, writing) of language skill. Such subject as teacher's talk, teacher's presentation skill should be suggested as feasible subjects. Skill factor should be implemented with such subjects to stress teaching skill knowledge, micro-teaching practice, practicum (home, abroad). Such subject as TESOL course, micro-teaching, teaching analysis should be suggested as feasible subjects. Attitude factor should be implemented with such subjects to stress teacher's responsibility, classroom management skill, teacher's identity as an English teacher. Such subject as teacher trainer, classroom management skill, character education should be suggested as feasible subjects. Reflection factor should be implemented with such subjects to stress professional development through self-developed supervision, peer evaluation, objective evaluation opportunity offered by peer or instructor. Such subject as peer evaluation, mentor coaching should be suggested as feasible subjects.

공주지역 효행사례의 교육적 활용 방안

장석균 건양대학교 교육대학원 2003 국내석사

The rapid changing of social structure and moral crisis of comtemporary society made us lose a morality and a humanity. It would be so natural that our society demands us a new and progressive filial education system to recover them. The reality of present education system has lower effect comparing with the high expectation of our society, through adapting the filial piety cases of Gongju where is a town of filial piety to our text book, it will help the teachers with better ideas and skills to teach the students about it. And the providing various events and activities which is relating with the filial duty will also help the students to have an in-direct experiences. Having more effective moral education system is the main purpose of this thesis. To achieve this purpose, first I had referred documents to the essence of filial duty, and traditional and present concept of it. Second, I analyzed that the contents and units which is also related with it in every present text book. Third, I surveyed the present status of tangible cultural properties and in-tangible cultural properties which have been related with the filial duty in Gongju area and systematized them and adapted to the new text book to raise the consciousness of filial piety for the students. And finally, I focused on raising and settling the filial duty in the students' mind through the activities such as field experiences, acting on the stage, having children's SaJaSoHak( 4 Chinese character idiom), and so on. In addition to, to encourage them practice filial piety in daily life, I asked them to have family precepts to practice and gave the students homework to write their impressions of the filial piety books, birthday card for their parents, daily diary, daily practice card of it. Besides, I also ran the meditation class and made a board for the good behavior for it in school and sent an encouragement letter to their parents to maintain their efforts and visited the house of the old near the school area with the students. According to the survey, I have the following results. Adapting the filial duty cases of Gongju area to the real education system definitely helped the students to have strong concepts and faith of the meaning. Above all, it had more effects with those opportunities of activities such as referring to the documents, having interviews, visiting the proper places in their town instead of having a theoretical class only in school. Those field studies have made the students feel the ancient sincere filial piety closely and practice it in a daily life. To provide them some chances to understand the meaning of filial piety has raised more concern and atmosphere for the filial piety.

부여향교의 교육적 활용에 관한 연구

김점순 건양대학교 교육대학원 2003 국내석사

Our Confucian education aims to make an ethical human. At first, education was started with cleaning the house and welcoming the guests with pleasure, thus, education was started from the practical things in life. The purpose of education is to teach people how to lead a good practical life as healthy citizens. Therefore at first you must teach them how to fulfill the duty of housework. The next thing that Confucianism places importance is the right human relations. The right way to have relationship between parents and children, individual and the society, couples, friends, employer and employees. This is so called the three bonds and the five moral disciplines in human relations. The next thing that Confucianism places importance is the self-management. It emphasized oppressing the desire for material gains and having the right mind frame. Helping others by making sacrifice, before determining whether it is a lose or a gain, thinking if its right or wrong, humbling yourself and honoring the others, oppressing your emotions and making right decisions were emphasized. This is so called the virtue of wisdom. People cultivated their mind in order to have good control of themselves in overcoming the temptation of the materialistic things and keeping the virtue. This is so called "The Chinese classics of Confucianism". According to Daehak, they aim in controlling the country to have peace. However, this was to cultivate one's mind to achieve in a rational manner not to train and learn how to obtain the government position by all means and seize the power. The teaching of Confucianism always places the most importance on leading a virtuous life, also study when you have extra strength and contribute to the society after cultivating one's mind to it's full. Now we live in the knowledge information society. The most importance resource to the knowledge information society can be the energy of education. However, the current education system and manners are not suitable. We must think of the purpose of real education and turn into the direction of this purpose. The purpose of education is to have people be satisfied individually in the real society and also become helpful as a part of the society through the education. The following education should head in the direction of combining the traditional Confucianism education with the alternated western education. In order to achieve this, the Confucian cultural sites that are scattered in regions should modernize the educational function of the local school of Confucianism and encourage the local people to utilize this positively. Being aware of this, the introduction of the thesis examined the essential need of moral education and human nature education as the supplementary role in modern education through the human value of Confucian education and the human value of the modern education. The second chapter reviewed the reason why we need Confucian education through the education value of Confucius and the doctrines of Chu-tzu and also by looking at the function of the local Confucian school the meaning of the positive utilization of Confucian school in a modern manner was examined. The third chapter diagnosed the direction of Confucian education through the local Confucian school by analyzing the Confucian school of Buyeo and the current state of its management and its recognition of the local people. The fourth chapter introduced the method of management and the contents of Buyeo's unique manner school, cultural school and academy that can be developed using the appropriate curriculum and special programs that are made in order to utilize the Confucian school of Buyeo in a modern manner. Also, as a method of educational utilization at the school site and the guide to the use in creative activity class, and the guide to the use in middle school society class, making the textbook of the local culture and intrigue the students thus, the local culture initiated the awareness of the problem and it has become the ending point of it. Besides the Confucian school of Buyeo, plays the important role of the local Confucian culture realistically and it proposed the policy of modernizing the traditional Confucian culture and examining its foundation of operation. This research was initiated in order to see if the Confucian school of Buyeo could be reborn as the modern cultural area and activate its educational function and utilize it as the resource of practical experience. In here, the expansion of its public support, and the specialization of human resource, and the development of the network through the peoples cooperation in the culture are essential and various educational programs need to be studied and tested constantly. If this kind of environment is developed, the Confucian school that helps the formation of good traits of the person's character and grows the strength to pursue the right personal principles can be the mental power of overcoming the problem that modern education has nowadays and it can be the model through the Confucian school of Buyeo. It can also be developed as the modern educational site that fits into the local people and the students.

ICT활용수업을 통한 학습능력 향상에 관한 연구

김혜선 건양대학교 교육대학원 2005 국내석사

오늘날 지식 정보화 사회로의 발전이 가속화 되면서 ICT가 사회 전체에 혁신적인 파급 효과를 미치고 있으며, 교육 분야에 있어서도 ICT를 활용한 교수-학습 방법을 적용함으로써 학습의 질 개선을 꾀하여 지식 정보화 사회에 능동적으로 대처하고 창의적인 사고 능력을 갖춘 한국인을 육성하기위해 다각적으로 노력하고 있는 실정이다. 이에 본 연구는 기존의 전통적인 수업과 교사에게 주도권이 있지만 최근 교육계의 혁신으로 대두되는 ICT를 교수 학습에 접목한 정보 안내형의 ICT활용 수업, 그리고 학습자의 주도적인 참여가 강조되는 정보 탐색형의 ICT활용 수업을 실시하여 3가지 학습 유형에 따라 학습자의 학업성취도와 학습만족도에 어떠한 영향을 미치는 지를 실험 검증함으로써 ICT 활용 수업이 학습자에게 미치는 영향에 대한 기초 자료를 제공 하고자 하였다. 이에 따른 연구 결과로 다음과 같은 결론을 얻게 되었다. 첫째, 전통적 수업과 ICT 활용 수업 유형에 따라 학습자의 학업성취도에 어떠한 차이가 있는가를 검증한 결과 전통적 수업보다 ICT를 활용한 수업, 특히 정보 안내형 ICT활용 수업을 받은 학습자가 학업성취도에서 우수하게 나타났다. 이는 교사의 체계화된 수업 안내와 학습결과에 대한 정리 및 피드백이 학습자의 학업성취도에 많은 영향을 미치고 있음을 시사한다고 볼 수 있다. 둘째, ICT를 활용수업에 대한 학습자들의 의견 조사 결과 학습자들이 전통적인 수업 방법보다 ICT를 활용한 수업방법의 교육 전반에 관하여 만족한 것으로 나타났으며, 특히 학습자가 주체적으로 참여하여 이루어지는 정보 탐색형 ICT 활용 수업이 학습내용의 기억정도나 새로운 학습에 대한 동기 유발측면에 매우 높은 영향을 주는 것으로 나타났다. 따라서 학습활동에서 ICT를 활용하여 학습자의 주체적인 활동이 다양하게 이루어지도록 하는 교수-학습 모형이 적용된 ICT 활용 수업이 학습자의 지적 호기심을 향상시키는 중요한 매체라는 사실을 확인한 것이라 판단된다. 또한 학습 내용의 이해측면에서는 전통적인 수업방법이나 ICT를 활용한 수업방법에서 커다란 차이를 보이지 않는다는 반응을 보인 학습자가 많이 나타나 ICT 활용 수업에서 학습자의 이해를 높이기 위하여 학습자의 특성과 능력을 고려한 다양한 방법의 ICT 활용 교수-학습 모형이 설계되어야 할 것으로 판단된다.

一部 初·中學生의 間接吸煙이 吸煙에 미치는 影響

임명실 건양대학교 교육대학원 2010 국내석사

본 연구는 제주지역 일부 초, 중학생들의 간접흡연 실태와 그로 인한 현재 흡연 여부 관계를 분석하여 초, 중학생들의 흡연 예방 교육 계획 및 수립에 기초 자료를 제공하고자 본 연구를 시도하였다. 자료 수집 기간은 2009년 6월 29일부터 7월 11일까지 제주특별자치도내 초등학교 5, 6학년 아동 464명과 중학생 475명을 대상으로 연구자가 문헌과 기존의 조사도구를 토대로 개발한 자가 보고식 설문지를 이용하여 조사하였다. 자료 분석은 SPSSWIN 12.0 프로그램을 이용하여 빈도, 백분율, χ2-검정, 로지스틱 회귀분석 등의 통계적 방법을 이용하여 분석하였다. 그 결과는 다음과 같다. 1. 연구 대상자들의 간접흡연에 대한 인식정도에서는 ‘알고 있다’가 89.2%, 간접흡연 노출 정도는 ‘노출’이 60.2%, 간접흡연 시 태도를 살펴보면 ‘자리를 피한다’가 42.3%로 조사되어 유의한 차이가 있었다(p<0.01). 2. 대상자들의 간접흡연 노출 관련성은 가정불화스트레스, 성적스트레스, 친구관계스트레스가 있는 대상자에게서 높게 조사되었다(p<0.05). 3. 연구 대상자의 가족 및 주변인의 흡연유무에 따른 간접흡연 실태는 부모 및 친구의 흡연으로 간접흡연에 노출되었으며 통계적으로 유의한 차이가 있었다(p<0.01). 4. 대상자의 간접흡연 예방교육 실태는 간접흡연 예방교육을 받은 경우가 70.1%로 조사 되었고(p<0.01), 간접흡연교육의 가장 큰 효과는 ‘피해를 알게 해줌’이었다.(p<0.05). 5. 연구 대상자의 간접흡연의 주제공자는 아버지였으며, 주 간접흡연 피해 장소는 집으로 나타났으며 통계적으로 유의한 수준이었다(p<0.01). 6. 연구 대상자들의 흡연경험 실태는 남학생이 18.3%, 여학생이 5.4%가 ‘흡연경험이 있다’고 하였으며(p<0.01), 간접흡연을 경험한 대상자 중에서 흡연경험 비율이 높게 조사되었다(p<0.01). 7. 대상자들의 현재 흡연 실태는 남학생에서 14.0%, 여학생에서 4.9%가 현재 흡연을 하였고(p<0.01), 간접흡연을 경험한 대상자 중에서 현재 흡연율이 높게 조사되었고 통계적으로 유의한 값을 보였다(p<0.01). 8. 간접흡연 노출 유무를 종속변수로 한 로지스틱 회귀분석 결과는 흡연하는 아버지를 둔 대상자가 그렇지 않은 대상자에 비해 간접흡연 노출이 높았으며(p<0.01), 흡연하는 친구를 둔 대상자는 그렇지 않은 대상자에 비해 간접흡연 노출 이 높게 나타났다(p<0.01). 9. 현재흡연여부를 종속변수로 한 로지스틱 회귀분석의 결과는 남학생이 여학생에 비해, 중학생이 초등학생에 비해 현재흡연율이 높았고(p<0.01), 엄한 가정 분위기 속에서 생활하고 있는 대상자와 흡연하는 친구를 둔 대상자는 그렇지 않은 대상자에 비해 현재흡연율이 높았으며(p<0.01), 간접흡연에 노출 되었던 대상자에게서 현재흡연율이 높게 나타났다(p<0.01). 이상의 결과를 종합하여 볼 때 초, 중학생의 간접흡연 실태는 심각한 사회문제이다. 또한 대상자들의 현재 흡연은 간접흡연 노출과 관련이 있는 것으로 볼 수 있었다. 이러한 간접흡연의 노출 및 그로 인한 흡연율을 줄이기 위해서는 가정 및 학교와 공공장소 등에서 간접흡연에 노출되지 않는 제도적 및 환경적인 조치들이 우선되어야 할 것이며, 학생들을 대상으로 간접흡연에 대한 간접흡연 예방 교육 및 대처방안 교육이 조기에 지속적으로 실시되어야 하겠다. 또한 유치원에서부터 고등학교에 이르기 까지 모든 학생들에게 필수적으로 흡연예방 교육을 수강하게 하고, 교사들을 위한 연수교육 실시, 학교 흡연예방사업에 부모나 가족을 참여, 흡연예방 사업의 정기적인 평가 실시 등 국가적인 정책이 동반되어야 할 것이다. This study was conducted to find out the effects of environmental tobacco smoke on smoking in some elementary and middle school students. The data had been collected during June 29, 2009 to July 11, 2009 involving 464 elementary students and 475 middle school students in Jeju-si and Seogwipo-si areas using the self reporting questionnaires developed by the researcher based on the related documents and research tools. This thesis made the data analysis through statistical methods, such as X²-test and multiple regression analysis with the tools of SPSS WIN 12.0 program. The results were as follows; 1. The numbers of elementary school students and middle school students who have been effected by environmental tobacco smoke are 60.2%(p<0.01). 2. Boys in elementary school and middle school who currently have the smoking experience totals 18.3% of the student population, while 14.0% of the student population continue to smoke themselves(p<0.01). 3. Girls in elementary school and middle school who currently have the smoking experience totals 5.4% of the student population, while 4.9% of the student population continue to smoke themselves(p<0.01). 4. By the multiple logistics regression analysis with the existence of environmental tobacco smoke exposure as dependant variables, I found out that the students tend to be more exposed to the environmental tobacco smoke when their father smoked, their friend smoked and who were stressed by schoolwork(p<0.01). 5. Gender, middle school students, peer smoking, strict home environment, experience of environmental tobacco smoke are meaningful main factors, according to multiple logistics regression analysis results with current smoking as a dependent variable(p<0.01). When you see the results of more comprehensive elementary and middle school students and the actual conditions of environmental tobacco smoking, it is evident that it is a serious social problem. Their current smoking and smoking subjects experienced due to the exposure of environmental tobacco smoke could be seen as a result. The environmental tobacco smoke exposure and smoking in order to reduce the resulting families, schools and public places that are not exposed to environmental tobacco smoke at the institutional and environmental measures will have to be a priority. Students who smoke and countermeasures for prevention education in early education will continue to be conducted. In addition, all students ranging from kindergarten to high school require smoking prevention education courses, and to conduct professional training for teachers and school smoking prevention projects will be actively involve parents and families. Finally, smoking prevention projects will be accompanied by national policies.

문자지도를 병행한 영어노래와 챈트가 영어학습에 미치는 영향

이무향 건양대학교 교육대학원 2003 국내석사

본 연구에서 실험 집단은 노래와 챈트 내용에 따른 문자를 그림과 함께 제시하였으며, 통제 집단은 그림만 제시하고 문자를 제시하지 않는 형태의 수업을 실시하였다. 실험 처치 기간은 주당 40분씩 총16주간 투입하여 어휘력과 구문 이해력 및 흥미도에 대한 실험 집단과 통제 집단의 전체 상관 관계를 검증하고 사전-사후 평가에 대한 결과를 분석하였다. 연구 문제와 관련하여 나타난 연구 결과는 다음과 같다. 첫째, 영어노래와 챈트를 통한 문자 학습은 어휘력과 구문 이해력 신장에 효과가 있었다. 실험 집단은 통제 집단에 비하여 높은 평균치의 향상을 나타내었으며 유의미한 차이를 보였다. 둘째, 영어노래와 챈트를 통한 문자 학습은 영어 학습에 대한 흥미도 향상에 긍정적인 영향을 주었다. 이외에도 영어노래와 챈트를 통해 문자를 제시하는 것은 영어 학습에 대한 성취감과 자신감을 심어주는 데에도 효과가 있는 것으로 나타났다. 본 연구 결과에 의하면 초등영어교육의 입문기인 3학년 학생들에게 영어노래와 챈트를 이용하여 문자를 제시하는 것은 언어 습득을 위한 입력의 제공원이 되어 학생들의 영어 학습에 대한 흥미를 진작시키고 어휘를 학습하는데 도움을 줄 뿐 아니라 초보적인 읽기 능력을 신장시킬 수 있는 효과적인 영어 학습 지도 방안이 될 수 있을 것으로 생각된다. 이와 같은 결론을 바탕으로 제언을 하면 다음과 같다. 첫째, 현행 초등학교영어 교육과정에 따르면 3학년에서는 4가지 언어 기능 중 음성 언어를 통한 듣기와 말하기 학습으로 제한하여 다루도록 하고 있으며 5, 6학년에 가서 비로소 체계적으로 문자언어를 도입하도록 하고 있다. 그러나 실제로는 3학년의 절반 이상의 학생들이 이미 알파벳을 모두 읽고 쓸 수 있다고 응답하였다. 이러한 학생들에게 문자언어의 도입시기를 늦추기보다는 교실 주변 환경과 흥미있는 교실 활동을 통해 학생들이 문자언어를 자연스럽게 접할 수 있는 기회를 가능한 한 많이 제공해 주는 것으로 본다. 그러나 아직까지 현장에서는 초등영어교육의 이해가 부족한 편이고 특별한 지도 방안에 대한 연구도 빈약한 실정이므로 계속적인 연구가 필요할 것이다. 둘째, 제 7차 교육과정에서 채택된 1종 교과서의 단원 내용과 관련된 영어노래와 챈트 자료를 다양하게 선정하여 적용한다면 더욱 현장감 있는 자료가 될 수 있을 것으로 예상된다. 셋째, 영어노래와 챈트를 통한 문자 학습의 효과를 높이기 위해서는 4, 5, 6학년으로 이어지는 단계적인 지도를 위해 학년간에 계열성을 지닌 영어노래나 챈트 자료의 선정과 지도 방법에 대한 연구가 계속되어야 할 것으로 생각된다. 넷째, 영어노래와 챈트를 통한 문자 학습의 효과를 효율적으로 검증하기 위해서는 4, 5, 6학년으로 이어지는 장기적인 언어 능력의 변화에 대한 연구가 필요할 것으로 사료된다. 다섯째, 영어노래나 챈트 자료에서 한 걸음 더 나아가 운율과 리듬이 있으며 반복되는 어휘나 구문이 포함되어 있는 영어 동화책이나 읽기 자료 등을 실험 자료로 적용할 수 있으며, 어휘나 읽기 뿐 아니라 듣기, 말하기, 쓰기의 능력 향상에 대한 효과를 검증할 수 있는 연구가 이루어져야 할 것이다. The Purpose of this study is to investigate how effective the presentation of written form with songs and chants is on vocabulary aquisition, comprehension of sentence and interest of English learning in the elementary school environment. To achieve this purpose, I carried out an experiment on sixty students in 3rd grade divided by two groups, experimental group and control group. To the experimental group, it was taught by presenting the written form including the contents of the songs and chants with the pictures. On the other hand, The control group was taught by only presenting songs and chants with picture except the written form. The results of this study are as follows First, The written form teaching through the songs and chants was effective to improve in both lexical acquisition and comprehension of sentence. The experimental group showed higher achievement than the control group and it showed significant differences in post-test scores between experimental group and control group in both lexical acquisition and comprehension of sentence. Second, learning of the written language through songs and chants gave the positive effects on improvement of interest in English learning in addition, it has an effects on making students have a confidence and increase the achievement in English learning. According to the conclusion of this study, suggestions to study further more are as follows. First, In the present Foreign Language curriculum, English education, in the level of the 3rd grade students, is being limited to be taught only listening and speaking focused on spoken language written language is introduced gradually and systematically in fifth and sixth grades. Yet more than half of the third grade students responded that they could read and write the English alphabet. It is desirable, therefore, to give many opportunity letting the students experience the written language as early as possible, through classroom environment and interesting activities rather than intentionally delay its introduction, especially in our korean EFL situation but until now, it is short of the understanding of English education and there is not also much research of extra way of English teaching, so it needs continuously further study in advance. Secondly, I'm sure that if we variously select the English songs and chants materials related to the contents of the textbook adapted by the seventh curriculum and apply to English teaching, then it shall be more realistic materials in future. Third, To be higher the effects of written form learning through the songs and chants, it should be continued to research about the selection of the English songs and chants and teaching methods which has sequence of the grade from fourth to sixth. Fourth, to effectively test the effects on written form learning through the songs and chants, it needs the research of the longitudinal change of language ability from the fourth grade to the sixth grade. Fifth, we can apply the English nursery tale and reading materials including repetitional vocabulary and sentence with rhyme and rhythm as a experimental materials and it has to be studied to test the effects on not only vocabulary and reading but also improvement of the listening, the speaking, and the writing ability.

초등학교 국어 교과서에 수록할 문학작품의 선정 기준 연구 : 7차 교육과정의 『읽기』교과서를 중심으로

全蓮玉 建陽大學校 敎育大學院 2003 국내석사

In Korea, National Textbook is the most important book in that it affects children of elementary school very greatly. So, literature in Korean Textbook of elementary school plays an important role in determining the quality of literature education for children. In this context, this study has a goal of making criteria for literature's selection - especially narrative selection - and seeking the method of application. In this paper, I assert that literature in Korean Textbook of elementary school should be selected among the good and curriculum-reflected children's literature. Since Textbook is made under the philosophy or idea of curriculum, the direction of selection should be found in the curriculum. At the same time, of course, the selected literature should be selected among the good children's literature. In chapter Ⅱ, I tried to find the theoretical basis for selecting the good children's literature and analyzed the 7-th curriculum of elementary school. To select good children's literature, first, the literary value of the book itself should be evaluated and second, both the ages of children and the developmental characters of the ages should be considered. So, we must know the developmental characters of children, and analyze, evaluate the literary value of children's literature. And tod evaluate the literary value, we must analyze the constitutive elements of children's literature. In chapter Ⅲ, on the theoretical basis, I made the criteria for selecting the literature of Korean Textbook. I suggested two criteria. The first criterion for selection is the criterion for selection based on the consideration of the curriculum's literature domain'. The second criterion is 'the criterion for selection based on the consideration of the good children's literature'. The latter can be divided into two sub-criteria again. The first sub-criterion is 'the criterion for selection based on the developmental characters of children'. The second is 'the criterion for selection based on literary value of children' literature'. In chapter Ⅳ, I tried to show the adequacy of the criteria by applying them to real situations. And at the same time, I tried to show the method of application. In the course of this trial, I could evaluate validity of the criteria and test realizability of the criteria, and by doing it confirm the criteria.

웹 기반의 기술교과 학습시스템에 관한 연구

유성종 건양대학교 교육대학원 2003 국내석사

21세기 정보화 시대에 접어들면서 세계 각 국은 자국의 경쟁력을 확보하고 새로운 과학기술에 전 국민이 적응할 수 있도록 하기 위해서 여러 가지 대책을 수립하고 있다. 그 중 정보화 교육은 미래 사회에 적응할 인재를 육성하는 차원에서 매우 중요하게 생각하여 이를 교육개혁의 핵심적인 방안의 하나로 강화하여 국가 차원에서 적극적으로 개혁을 시도하고 있다. 이런 측면에서 정보화 지식기반 사회에 적응하여 살아갈 수 있는 인재를 양성하기 위하여 제7차 교육과정 안에서 ICT 활용 수업을 강조하고 있고, 이는 정보 탐색, 분석 등의 컴퓨터를 활용하는 교육으로 그 초점이 맞추어 지고 있다. 본 연구는 ICT 활용수업을 활용한 교수-학습 과정안을 작성하여, 수업을 했을 때와 하지 않았을 때의 학업성취도를 비교 분석하기 위함이고, 학습자에게 ICT 활용수업을 적용한 후, 학습자가 ICT 활용수업을 어떻게 받아들이는가를 설문조사를 통해 흥미도 등을 알아보고 학습자의 학업 향상 정도를 분석하여 보고 ICT 활용 수업이 학습 효과에 미치는 효과에 대해 알아보았다. 그 결과 학생들의 ICT 활용 수업에 대한 관심이 높아짐으로써 수업 참여도가 높아졌고, 학업 성취도가 향상되었다. 또한 컴퓨터의 활용능력이 향상 되었고, 컴퓨터의 사용 용도도 바람직한 방향으로 변화되고 있음을 알 수 있었다. 컴퓨터는 이제 하나의 독립된 세계로 존재하며 그 문화를 빠른 속도로 구축해 가고 있다. 그러므로 교사 학생 모두가 정보화 세계에 적응하기 위해서 적극적인 노력이 필요하며, 행정 및 관리자의 적극적인 지원이 이루어져 ICT 활용 수업의 효과가 극대화 될 수 있도록 하여야 하겠다.

보령지역 향토사 자료를 활용한 고등학교 역사교육 방안 연구

인영찬 건양대학교 교육대학원 2005 국내석사

A local history is one in which local people have continuously struggled to create the necessary cultures and incidents and to solve them, and in which they are still doing their efforts. And the local history study is a very useful method which makes learners realize that the historical proofs are around themselves and makes it possible for them to evaluate their past and encourages their imaginations. This study has been intended to show how the local history learning can be used in high school history education by selecting the local historical materials in Boryeong region and applying them in the process of teaching-learning activities. In Chapter 2, the meaning and significance of the local history were considered, and their educational necessities and functions were studied. In Chapter 3, the historical backgrounds of Boryeong were looked over. Here the historical remains were classified as prehistorical remains, administrative remains, Confucianism remains, and Buddhism remains and the characteristics and meanings of each group were studied. In Chapter 4, the researcher organized available contents of the local historical materials based on the high school history textbook, studied how the organized contents could be designed and used in teaching plans, and introduced the local history learning models such as learning through field-trips, learning using historical materials, learning through ICT, learning through invitation of local historians. Finally the researcher suggested several ways to activate the local history education and to raise its educational effects. The contents are as followings: First, the local history research in Boryeong region is very highly rich in its achievements owing to the efforts of its local historians. But the systematic producing of the local history text and materials is not so active. So it would be desirable that the local government, the local culture center, or local education office lead the development of their local history text and teaching materials for their elementary and secondary school students and citizens. Second, for more effective local history education the training programs of the history teachers should be reinforced for their knowledge acquisition and teaching ability improvement. In other words, the teachers should be able to get professional knowledges on the local history through self-study and exchange of information with other teachers, and be able to continuously improve their teaching ability through the training programs. Third, a local history teacher training program run by the local culture center must be considered. The new-coming history teachers and social science teachers can understand the specific local cultural situations and be trained as local history teachers, who can teach students and citizens. Fourth, securing the local history teaching methods and time must be preceded. Analytic approaches using the classes of related courses can increase the students' interest in the local history. The time for the local history can be secured through club-activities, field-trips, reference group activities, or vacations. But for the senior students of high schools it can be more systematically and effectively after their SAT test. For history teaching to have vitality someone must blow it to the historical facts. The researcher thinks it is the job of us, history teachers. He also expects the local history teaching to be done in more various and vigorous ways based on this study.

광고를 활용한 논술 교육 방안 연구 : 특성화 고교생을 중심으로

진요섭 건양대학교 교육대학원 2014 국내석사

This study is about methods of essay writing education through advertising. The purpose of this study is to improve writing and write an essay of high-school students. Especially, I proposed methods of essay writing education through advertising focusing on students in specialized high-school as a subject of study, not on students in academic high-school. According to the result of questionnaire survey to 100 students in specialized high-school, they knew a concept of essay writing, but lacked experience about essay writing. Also although they knew the necessity of essay writing, they were not much interested in essay writing and they had a little experience to learn essay writing. Therefore, I studied on methods of essay writing education through advertising by choosing humorous and moving ads among all kinds of ads, according to the actual result of questionnaire survey. As a result, I found that advertising helps students to practice writing and write essay. In essay instruction for students in specialized high-school, I proposed teaching model using ads analysis through a questionnaire survey and designed a class through examples using humorous and touching ads, presenting essay writing teaching model. And I planned an essay writing class in order that it would be better and efficient by enhancing thinking and improving composition abilities of students. This study has its significance in that it checked that the elements of essay writing education through advertising are contained in the current curriculum and thereby examined that the ability to write an essay of students in specialized high-school can be improved. Above all, it was important to attract students's attention by showing advertising and teachers could take pleasant essay writing classes for students. Also, I am sure that students will have an opportunity to show their thinking by expressing their thoughts in essay and improve students’ creative and critical thinking through advertising. However, the limitations of this study are that it only proposed methods of essay writing education through advertising and could not apply and evaluate them accurately. Therefore, more diverse studies should be discussed for the essay education through advertising and so the future studies that apply those plans should be conducted on a regular basis.