과학실험사고 사례분석을 통한 중학교 과학 교과서 실험안전교육 내용분석

조성민 충북대학교 교육대학원 2016 국내석사

본 연구는 2012년도부터 2014년도까지 전국 초․중․고등학교에서 발생한 학교안전사고와 과학․실험수업에서 일어난 안전사고를 조사하고, 실험안전교육 내용 분석을 위해 기존의 선행 연구 자료와 지금까지 발생한 사고들을 고려하여 사고 유형, 시간 계열, 예방 및 사고 대처 내용으로 이루어진 3차원 실험실 안전교육 분석모형을 개발하여 2009 개정 교육과정 중학교 1학년 과학교과서에서 실험활동의 실험안전교육의 내용을 분석 하였다. 학교 전체에서 일어난 안전사고 조사결과 초․중․고등학교에서 매년 총 안전사고 건수가 증가했으며, 그 중 중학교의 사고율이 가장 높았다. ‘과학, 실험 시간’의 사고율은 낮은 편이었으나 과학․실험수업에서도 안전사고는 매년 증가 하였고, 주로 실험실에서 발생하였다. 사고 유형은 ‘화상’, ‘찔림․베임’, ‘물체와의 충돌․부딪힘․받힘’, ‘유독성물질 노출 및 중독’이었으며, 원인으로 자기 자신인 경우가 더 많았고, 손과 눈을 가장 많이 다쳤다. 실험실 안전교육 분석 모형을 교과서의 실험활동에 적용하여 분석한 결과 실험 활동 별로 주제에 따른 적절한 사고 유형을 표기할 필요가 있었으며, 실험활동에서 시간 계열(실험 전, 실험 중, 실험 후, 사고 발생 시)에 따라 안전교육 내용이 제시되지 않아 효율적인 교육이 어려웠다. 또한 예방 및 사고 대처 내용 분석을 통해 사고 대처의 내용이 실험활동에 포함되어 예방과 대처의 균형을 이룰 필요가 있음을 알 수 있었다. 이를 토대로 개발된 실험안전교육 모델이 실험실 안전교육을 점검하는데 유용함을 알 수 있었다. 향후 지속적인 모델 개발과 문제점 보완을 위한 연구들이 계속 되어야 할 것이다. Preventing and effectively handling safety accidents which can occur during scientific experiment activities are invaluable tasks in terms of student safety along with educational responsibility. In order to thoroughly understand the current state of those tasks, we analyze the safety accidents occurred from 2012 to 2014 at national elementary, middle, and high schools and the educational contents related to experiment safety in the 2009 Revised Curriculum first-year Middle School Science textbooks. Surprisingly, the analysis result shows that there has been a continuous annual increase on the number of safety accidents, which mainly happened in middle schools. The result also shows that while the number of safety accidents caused from experimental activities was relatively lower than the others, it has been continuously increased. Those accidents are listed as burns, abrasions, collisions, and exposures to toxic substances according to their frequencies and they mainly injured hands and eyes, and most of those accidents came from the carelessness of experimenters. Based on the analysis work, we propose an effective safety education model which deals with different dimensions of accidents such as types, time, and guidelines in textbooks. By adapting the model to the contents in current experiment materials, we found that they lack pre-/in-/post-experiment safety guidelines and it is highly recommended to balance accident prevention and accident handling by including more guidelines regarding the latter with those materials. To conclude, we emphasize the necessity of further efforts devoted to improving and complementing the proposed model for future experimental safety educations.

민간단체 소속 자원봉사자의 식품안전에 대한 인식 및 관련 교육에 대한 요구

김은선 충북대학교 교육대학원 2016 국내석사

본 연구는 민간단체 소속 자원봉사자들에게 필요한 식품안전 정보를 제공하기위한 교육방법 및 교육프로그램 개발을 위한 기초자료를 얻기 위해 식품안전 교육 경험과 식품안전에 대한 인식 및 관련 교육 요구도를 알아보고자 청주지역에 거주하는 민간단체 소속 자원봉사자를 대상으로 설문조사를 실시하였으며 결과는 다음과 같다. 첫째, 자원봉사자의 일반적인 특성을 살펴보면, 여자 71.1%, 남자 28.9%로 여자가 남자보다 두 배 이상의 응답률을 보였으며, 연령별로는 ‘50대’가 50.8%, 최종학력별로는 ‘고졸’이 53.6%, 직업별로는 ‘직장인’이 52.2%, 가족 수별로는 ‘4인’에서 31.9%, 월 소득별로는 ‘300~499만원’이 31.9%, 봉사활동 총 경력별로는 ‘10년 미만’이 52.2%, 재난 구호활동 참여횟수별로는 ‘1회 ~4회’가 44.9%, 향후 봉사활동 참여계획별로는 ‘개인사정에 따라서 참여’가 68.1%에서 가장 높게 나타났다. 식품안전 교육 경험 유무에 대해서는 ‘유’는 46.3%, ‘무’는 53.7%로 나타났다. 일반적 특성에 대해 식품안전 교육 경험 유무에 따라 분석한 결과 재난 구호활동 참여횟수(p<0.05)에서 유의적인 차이가 나타났으며, 그 외의 일반사항에서는 유의적인 차이가 나타나지 않았다. 식품안전 교육 경험이 있는 사람은 연1회 미만으로 위생관리에 대한 전반적인 내용을 소집형태에서 구두로 전달 받았다는 응답이 가장 높은 것으로 나타났다. 둘째, 식품안전에 관한 인식, 관심, 지식, 행동 정도를 나타낸 결과이다. 식품안전에 대해 안전하다고 인식하는 사람은 37.6%, 불안전 하다고 인식 하는 사람은 7.4%로 5점 만점에 3.3점으로 나타났으며, 식품안전 교육 경험 유무에 따라 유의적인 차이가 나타나지 않았다. 식품안전에 관한 관심이 높은 사람은 43.6%, 관심이 낮은 사람은 4.1%로 5점 만점에 3.5점으로 나타났으며, 식품안전 교육 경험 유무에 따라 유의적인 차이가 나타나지 않았다. 식품안전에 관한 지식도는 20점 만점에 14점 정도로 100점 만점으로 환산하면 약 70점 정도이다. 식품안전 교육 경험 유무에 따라 유의적인 차이가 나타나지 않았다. 식품안전에 관한 행동점수는 총점 30점 만점에 20.8점의 점수 보였으며, 식품안전 교육 경험 유무에 따라 6문항 중 ‘캔 제품 구매 시 손상여부 확인’(p<0.01)과 ‘조리 전 손을 씻을 때 손목 위, 손가락 사이도 거품을 내서 씻기’(p<0.05)에서 유의적인 차이가 나타났다. 식품안전 교육을 받아본 경험이 있는 사람이 식품안전과 관련된 행동에 더 노력하며, 행동점수도 높은 것으로 나타났다. 셋째, 식품안전 정보획득이 쉽다고 인식하는 사람은 10.7%, 쉽지 않다고 인식하는 사람은 16.8%로 조사되었다. 식품안전 정보를 얻는 수단에 대해서는 응답자의 51.7%가 ‘대중매체’를 통해 얻는 것으로 나타났다. 소속단체 및 전문 강사를 통한 교육의 빈도는 낮게 조사되었다. 식품안전 정보획득의 용이성과 정보를 얻는 수단에 대해 식품안전 교육 경험 유무에 따라 유의적인 차이가 나타나지 않았다. 넷째, 향후 식품안전에 관련된 교육의 필요성에 필요하다고 인식하는 사람은 75.9%, 필요하지 않다고 인식하는 사람은 1.3%로 나타났으며, 식품안전 교육 경험 유무(p<0.01)에 따라 유의적인 차이가 나타났다. 식품안전에 관한 교육을 받은 경험이 있는 사람이 향후 식품안전에 관련된 교육에 대한 요구도가 더 높게 나타났으며, 전문 강사를 통한 교육을 가장 선호하는 것으로 조사되었다.

數學 英才敎育을 위한 敎師의 傳門性 向上

이진희 충북대학교 교육대학원 2007 국내석사

It is very essential to improve of teacher's professional skill for mathematics gifted students because the students are affected by gifted teacher. The purpose of this study is improvement of teacher's professional skill for gifted students. For this, this study investigated essential disposition of the gifted teacher, a course of study and contents on the basis this study, we suggested a desirable professional development program for teacher of mathematics gifted students.

「화법」의 실태 분석을 통한 위상 증진 방안

김명종 충북대학교 교육대학원 2007 국내석사

고등학교 국어과 교육과정에는 심화과목으로 「문학」 「독서」 「작문」 「문법」「화법」이 있다. 화법은 말하기와-듣기의 심화 과목이다. 말하기와 듣기에 관련된 내용은 1차 교육과정에서부터 언급이 되긴 하였지만 실제적으로 강조되지는 않았다. 말하기와 듣기가 강조된 것은 5차 교육과정이 시작되면서부터였다. 그러나 5차 교육과정에서 말하기 듣기에 해당하는 심화 과목은 없었다. 말하기 듣기의 심화 과목으로서의 화법이 교육과정상 등장한 것은 6차 교육과정이고 결국 화법의 시작은 6차 교육과정이라고 볼 수 있다. 현재 7차 교육과정이 진행되고 있는 상황에서 「화법」의 위치는 교육과정상 다른 과목과 같은 위치에 해당하는 것으로 되어 있지만 실제 고등학교 심화 선택과목의 현황을 보면 화법의 위치는 문법과 함께 국어과목에서 소외받고 있는 실정이다. 「화법」과 관련하여 사회 각계각층과 학생, 학부모, 교사를 대상으로 한 설문조사에서 보면 「화법」은 중요한 과목이며 고등학교에서 이수해야 할 과목으로 생각하고 있다. 또한 대학생을 위한 교양 강좌에서도 화법은 많은 수가 이수하고 있다. 그러나 고등학교 현장에서 실제적으로 화법이 선택되는 비율은 7% 이하의 비율로 선택되고 있다. 문학이 49%에 가깝게 선택되고 있는 것에 비하면 그 비중은 아주 낮은 것이라고 볼 수 있다. 「화법」이 고등학교 현장에서 선택되는 비중이 낮은 이유는 대학 입시와 관련지어서 생각해 볼 수 있다. 「화법」 중 많은 비중을 차지하고 있는 말하기가 대학 입시에서 제외되어 있기 때문에 「화법」의 선택 비율이 낮을 수밖에 없다. 또한 대학 입시를 위한 시간 확보를 하기 위해서 주당 시간 비중이 많은 문학이나 독서 작문이 많이 선택이 되고 시간 비중이 낮은 문법과 화법은 그 선택 비율이 낮다. 화법이 낮은 이유를 대학 교육과정과 연계하여 보면 사범대학 중 많은 대학이 「화법」을 개설하지 않아 예비교사들이 「화법」에 대한 지식을 갖지 못한 상태에서 졸업을 하였고, 교사들을 위한 임용시험이나 연수에 있어서도 화법의 개설은 미미하였다. 화법이 고등학교 교육과정 상 심화과목으로서의 위치를 확보하기 위해서는 먼저 수능 시험이나 교원 임용시험에서 그 반영 비율을 높여야하고 이수 단위수를 동일화하여 동일한 입장에서 학생들이 선택할 수 있는 기회를 주어야 한다. 또한 고등학교 교육과정과 관련이 있는 사범대학 교육과정과 교사들을 위한 연수에서 화법의 반영 비율을 높여야 할 것이다. There are 「Literature」, 「Reading」, 「Composition」, 「Grammar」, 「Speech」 as advanced subjects in the high school Korean language curriculum. Of five subjects, 「Speech」 is an advanced subject of listening and speaking. Though contents related to listening and speaking had been stated from the first national curriculum, they had not been emphasized practically. In fact, it was from the fifth national curriculum that listening and speaking was emphasized. There was, however, no advanced subject of listening and speaking in the fifth Korean language curriculum. 「Speech」 as an advanced subject of listening and speaking appeared in the sixth national curriculum, which could be the beginning of 「Speech」. Now under the seventh national curriculum, 「Speech」 is regarded as holding the same place as the other Korean language subjects. But it is being neglected with 「Grammar」 in the Korean language subject according to the actual present situation of the high school advanced elective subjects. The survey of all walks of life, including parents, teachers, and students in regard to 「Speech」 shows that 「Speech」 is thought of as an important subject and must be completed in the high school curriculum. And 「Speech」 is being completed in the university liberal arts by a lot of students. However, it is selected at the rate of less than 7%, which is very low compared with 「Literature」that is selected almost at the rate of 49%. The reason why 「Speech」 is selected at a low rate is related to the university entrance examination. Because speaking which is given a great deal of weight on 「Speech」is excluded in the entrance examination, 「Speech」cannot help being selected at a low rate by students. Moreover, in order to secure more time for the university entrance examination, 「Literature」, 「Reading」 and 「Composition」 which have more credit hours per week than 「Grammar」 and 「Speech」 are selected at a high rate. With regard to the university curriculum, the reason why 「Speech」 is selected at a low rate is that a lot of colleges of education didn't open 「Speech」 and as a result, pre-teachers graduated without the knowledge of it. It was hardly emphasized even in the teachers' appointment examination or in-service and pre-service teacher training. For 「Speech」 to make sure of its position as an advanced subject in the high school curriculum, first, the rate of reflecting 「Speech」 should be increased in the university entrance examination and the teachers' appointment examination. Secondly, students could be given the same opportunity to select 「Speech」 as the other Korean language subjects by equaling the credit hours per week. Lastly, the rate of reflecting「Speech」should be raised in the curriculum of the college of education and in-service teacher training too.

성인 한국어 학습자를 위한 한자어 교육 연구 : 토픽 중급 어휘를 중심으로

김명 충북대학교 교육대학원 2013 국내석사

본 논문은 구성주의 이론과 총체적 언어 접근법으로 교수 설계한 한자어 교수-학습의 실증적 사례와 그 효과를 제시하여 한국어 교육에서 한자어 교육에 관한 논의의 장을 넓히는데 목적이 있다. 위의 목적을 달성하기 위해 본 논문은 우선, 한자어 교수-학습이 문자, 음운, 의미, 문장, 화용으로 이어질 수 있도록 한자어 교수-학습 모형을 제시하였다. 그리고 이를 현장 교실 수업에 적용한 교수-학습의 실제와 결과를 통해 한국어 교육에서 한자어 교육 방향을 제시하는 것을 목표로 아래와 같이 진행하였다. 첫째, 한자어 교육 방법에 대한 근거를 더하기 위해 한자어의 특성을 문자, 음운, 의미, 어휘 측면에서 살펴보았다. 또한, 성인 한국어 학습자의 특성을 인지의미론의 개념적 접근법 관점에서 근거를 찾아보았다. 둘째, 구성주의 이론과 총체적 언어 접근법으로 교수 설계한 한국어 어휘 교수-학습의 실증적 사례와 그 효과를 제시하였다. 먼저 실험 전 단계에서는 본격적인 실험 수업에 앞서 본 실험 수업의 실험 참여자를 선정한 내용을 제시하였다. 또한 본 실험 수업의 궁극적인 목표인 어휘 중심 수업을 통한 한국어 능력 향상을 도모하기 위해 실험 참여자의 한국어 학습 환경과 학습 실태 및 요구 결과를 제시하였다. 그리고 이를 고려하여 학습 내용, 학습 도구, 과제 수행 도구, 평가 도구를 선정한 내용을 제시하였다. 그 다음 실험 수업 단계에서는 실험 전 단계에서 설계한 것을 현장 교실 수업에 직접 적용한 어휘 교수-학습 방법을 세 가지 관점에 따라 제시하였다. 이는 다음과 같이 정리할 수 있다. 첫째, 고유어․외래어와 연계하여 ‘개별 형식 한자어’를 교육하였다. 먼저 개별 형식 한자어를 고유어․외래어와 서로 대응하고 비교하면서 교육하였다. 그 다음 그 한자어가 다른 어휘와 어떤 관련을 맺고 있는 지에 대한 지식으로 의미 관계와 형성 원리를 활용하여 교육하였다. 그리고 의미 관계를 활용한 방법은 다시 유의관계, 반의관계, 동음이의관계를 활용한 한자어 교육 방법으로 나누어 제시하였다. 형성 원리를 활용한 방법은 다시 합성어와 파생어를 활용한 한자어 교육 방법을 제시하였다. 둘째, 개별 형식 어휘의 기본적인 형태․음운․의미적 지식뿐만 아니라 그 한자어가 다른 어휘와 어떤 환경에서 어떤 어휘들과 결합하여 사용되는 지에 대한 통사적 지식도 함께 교수-학습되어야 한다. 따라서 이를 ‘확장 형식 어휘’의 한자어 교육 방법으로 연어 관계와 공기 관계를 활용한 방법을 제시하였다. 셋째, 한자어의 이해 기능과 표현 기능을 통합한 ‘통합 어휘 교육’ 관점의 한자어 교육 방법으로 텍스트를 활용한 ‘읽기’, ‘듣기’, ‘말하기’, ‘쓰기’와 상호 연계한 방법을 제시하였다. 끝으로 실험 후 단계에서는 실험 참여자의 실험 수업 전․후 토픽 점수의 실증적․객관적 자료를 일원배치 분산 분석과 다중 비교의 통계학적 방법으로 분석하여 구성주의 이론과 총체적 언어 접근법에 따른 한자어 중심 교수-학습의 효과와 가능성을 제시하였다. 그리고 이를 바탕으로 한국어 교육에서 한자어 교육 방향에 대해 논의하였다. In this study, I have an intention to expand the field of Sino-Korean education in Korean education through positive cases and the effect based on the theory of constructivism and whole language approaches. In order to achieve the objectives of this study, I present Sino-Korean teaching and learning models regarding the characters, phonetics, semantics, sentences and pragmatic factors. I proceed with the program as prearranged for leading the direction of Sino-Korean education through actual results in the classroom. First, I want to add the evidence for methods of Sino-Korean education in the aspects of characters, phonemes, semantics and vocabularies. I look for the grounds coming from the conceptual approach of cognitive semantics as adult korean learners. Second, as constructivism and the whole language approach, I show the case and effect of empirical vocabulary learning and teaching. Before performing an experiment, I indicate the process of selecting participants in this study. In addition, the ultimate goal of this study is the improvement of Korean language ability, I show the participants' context of learning Korean language, the realistic situation and the needs of results. Taking this into consideration, the learning content and assessment tools of learning and task performance are represented. In the next experimental step, I present directly how to present classes of vocabulary learning and teaching according to three perspectives. This can be summarized. First, in conjunction with native and foreign language , I teach students using individual types of Sino-Korean. First of all, I use the ways to compare between native and foreign language in teaching Sino-Korean. Based on the knowledge of relationship between Sino-Korean and the words of Korean, I explain to students about the semantic relationship and principle of formation. In detail, the way to use relationship meanings can be divided by three teaching steps that consist of the relationship of synonym, antonym and homonym. The way to use the principle of formation can be given to students by utilizing compound and derivational words. Second, the knowledge about the individual format of words such as basic morphology, phonetic and semantics as well as syntactic knowledge that is related to the combination with other words should be learned. Therefore, as a way to teach Sino-Korean with a vocabulary expanded format, I explain the information of collocation and co-occurrence. Third, with integration between the function of comprehension and expression of Sino-Korean as 'complex vocabulary education' , I propose the cross-linking method using texts among 'reading', 'listening', 'speaking' and 'writing'. To the end of this study, investigating the participants' scores of TOPIK in the experimental stage and before school using one-way ANOVA and multiple comparison method, I show the effect and possibility of focusing on Sino-Korean teaching and learning in constructivism and the whole language approach. Based on this results, I discuss the direction of Sino-Korean education in Korean education.

미술관 교육에서의 인성 교육 : 청주지역 미술관의 프로그램을 중심으로

엄정혁 충북대학교 교육대학원 2016 국내석사

The 21st-century society shifted towards knowledge basis, the importance of solving various complicated societal problems, positive mutual interaction, stable maintenance of human society, etc. are increasing. However, the definition of personality is various and it is difficult to propose a specific and clear definition. Thus, it is also not easy to suggest a specific method to cultivate a personality or understand a degree of cultivation for personality. This study focused on the passive and standardized education of existing school education, and differentiated art museum education program as the alternatives for personality cultivation. Art museum education is not limited in the domain of ‘art’ only nowadays but is considered as the good environment to cultivate personality through integrated approaches based on artistic ability and interaction. Therefore, this study aims to identify the suitability of humanistic education from the art museum education with a focus on education program cases. To find out the appropriateness, the direction of the study examined the theoretical foundation with the definition and necessity of art museum education, and grasped the definition and necessity of humanistic education. Then, for more in-depth research, the interviews with art museum education program professionals investigated how much the theories of art museum education was applied in the management in the actual cases, which was limited to the area range of six museums in the Chongju regions. By looking into each status of art museum education program in the past three years, some of the cases that seemed appropriate to humanistic education were analyzed by researching whether or not if the art museum education program is a good alternative for personality education.

중학교 사회 교과서의 다문화교육 내용 분석 : 2009 개정 교육과정을 중심으로

홍정라 충북대학교 교육대학원 2013 국내석사

정보 통신 기술의 발달로 인한 정보화와 그에 따른 세계화의 진행으로 지구상의 모든 지역은 다양한 인종과 민족이 어우러져 사는 곳으로 변화하고 있다. 다문화 사회가 시작된 것이다. 우리나라도 1990년대 이후부터 외국인 근로자가 급증하고 국제결혼 이주자가 증가하면서 빠르게 다문화 사회로 변화하고 있다. 이러한 다문화 사회로의 변화는 새로운 교육을 요구하게 되었다. 즉, 다양한 인종과 민족이 어우러져 살아가는 사회에 맞는 교육이 필요하게 된 것이다. 사회과는 사회가 필요로 하는 시민 교육을 가장 잘 반영해 온 교과이다. 2009 개정 교육과정에서도 사회과는 세계화와 지식 정보 사회에 대한 준비, 저출산 및 고령화 사회에 대한 대비, 다문화교육의 실현을 목적으로 교과의 목표와 학습 내용 및 교수학습 방법과 평가 방법을 제시하였다. 이 논문에서는 현재의 사회교과서가 2009 개정 교육과정의 취지를 다문화의 구성 요소인 인종․민족․지역․종교․언어적 측면에서 어떻게 반영하고 있는가를 분석하였다. 또한 각 교과서별로 ‘다문화 사회’ 단원의 기술 특징을 비교하였다. 분석의 결과 기존의 교과서에 비해 현행 교과서들은 다양한 사례들을 제시하고 있으나 국제이해교육의 틀에서 벗어나지 못하는 교과서도 있었다. 이에 실제 학교생활에서 적용될 수 있는 구체적인 사례를 재구성하고 해결 방안을 탐색해 가는 교사의 노력이 필요할 것이다. From the recent globalization and the development of the information and communication technology, all the places of the world become the residential area where people of various ethnicity and race share their life to each other. That is, we live in a multicultural society. Korea also become a multicultural society rapidly since 1990 when foreign workers and international marriages started to increase. The change to a multicultural society require new education, which is suitable to the society where people of various ethnicity and race live together. The social study reflects the require of a society with civic education. The social study in the 2009 National Curriculum provide the purpose, contents, teaching-learning methods, and evaluation methods which aim to prepare to the globalization and knowledge information society, to prepare to the low birthrate and aging society, and to realize the multicultural education. This study analyzed the social study textbooks to check the aim of multicultural education in 2009 National Curriculum with the factors of ethnicity, race, region, religion and language. In addition this study compared the description of the chapter 'multicultural society' in each textbook. The result showed that the textbooks provide various examples of multicultural education. However some textbooks remained in the framework of international understanding education. The social study teachers should try to reorganize the concrete examples to be used in school education, and to explore the way of teaching multicultural education.

항공서비스과 외국인 유학생을 위한 NCS 기반 한국어 교육 방안

박현아 충북대학교 교육대학원 2016 국내석사

A number of foreign students in Airline Service Department are experiencing obstacles in their major courses because of Korean language. From 2014, most of Korea colleges started to educate their students based on NCS(National competency standards) in major subjects. The National competency standards provided national framework for developing competency based on industrial needs. The competency standards are used as benchmarks for vocational education, curriculum development, industry training and recognition. Vocational training activities and processes for the recognition of prior learning are to be based on agreed competency standards which effect realistic workplace requirements. To graduate college in Airline Service Department under NCS system, foreign students have to learn Korean for occupational purpose. But, there are not appropriate materials and education plans to help them fulfill the major courses in Korean Language. For this reason, in order to overcome the troubles, appropriate learning Korean materials and education plans should be developed to help them keep establishing careers in their major and job. In this paper, I suggest teaching method of Korean Language based on NCS for foreign students of Airline service Department. For this purpose, in chapter 1, the necessity and purpose of this study were mentioned, and the existing studies on Korean for occupational purpose and Korean education for foreign airline crew in Korea. In chapter 2, the concept of Korean for occupational purpose was defined, and then the definition and characteristic of Korean education for Airline service was followed. In chapter 3, to be convinced the necessity of teaching Korean based on NCS in Airline Service Department, this chapter covered characteristic, principal and classification system of NCS. In chapter 4, this study suggested that the process of Korean education for Airline Service Department based on NCS. The purpose and the goal for learning Korean as vocational purpose were presented. Also the contents and materials for Korean education for Airline service were suggested. In chapter 5, to suggest teaching method of Korean Language based on NCS for foreign students of Airline Service Department, this study presented airline cabin service course profile, lecture plan, weekly plan and evaluation plan based on NCS. After that, this study suggested that section model for education materials and plans for NCS based teaching method for airline crew. The section model consists of title, study topic, goal of study, practice assignment, self evaluation on a weekly basis. The result of this study was that appropriate learning Korean materials and education plans should be developed for foreign students of Airline Service Department for vocational purpose. To achieve this goal, consistent and continuous research on NCS based Korean education for various industrial field. So, this study is one of the suggestion to develop teaching method of Korean Language based on NCS for foreign students of Airline service Department.

한국어 방문교육의 효용성 연구 : 청주지역 여성 결혼이민자를 중심으로

배상남 충북대학교 교육대학원 2011 국내석사

Women marriage immigrants, whose number is on the increase every year, have a great difficulty in communicating with others because of differences in cultures, lifestyle, and language barrier. Under this circumstance, it has been emphasized that they should be taught Korean language and culture in order to prevent various social problems and conflicts occurred by their social maladjustment, and help them adjust to the Korean society very well. These women immigrants have not received the Korean language education properly due to many circumstantial problems, which led the beginning of house call teaching system of Korean language. The house call teaching has gained positive responses from the women immigrants, who wanted but was not able to get the language teaching because of their situational restrictions. This study is based on the statement that proper way of educating the women immigrants should be a house call teaching. This research is aimed for analyzing the effect of the house call teaching, and suggesting the improvements for the house call teaching system. In chapter I, it presents purposes and methods of this study and examines previous studies on the education of Korean language, culture, and the house call teaching for women immigrants. In chapter II, this section observes present state of women immigrants in Cheongju. Also, it focuses on the ongoing Korean language institution and its educational programs. Korean language teaching programs for women immigrants are being carried out not only in Cheongju, but also in many other areas. Therefore, organizational specificity is highly required. Also, after carrying out the house call teaching system, other programs for women immigrants education should be developed so that women immigrants could surely adjust to the Korean society. In chapter Ⅲ, a survey was conducted among 40 women immigrants, who are currently taught by the house call, and 10 instructors of Korean language who make a house call. Then, the summary of the responses to the questionnaire, its effects and their requests were analyzed. According to the survey, it was found that there were lots of factors which had a major influence on the house call teaching, such as length of stay, educational background, family members, periods and hours of learning Korean language, purpose of studying Korean language, necessary part in Korean language ability, satisfaction with learning materials and Korean life, contribution of family members, and so on. It was shown in the survey that most of learners are satisfied with the house call teaching. Instructors chose professional knowledge of Korean language as the most essential part of the house call teaching. They also stated the importance of devotion, intimacy, and learners' cultural understanding. The Korean house call teachers insisted that they need professional Korean language education and practical use of knowledge in the real situation in order to raise the effectiveness of the house call teaching. They added reducing unnecessary administrative work and paper reports, the study of teaching materials, and the arrangement of length and period of learning. In chapter Ⅳ, teaching plans are suggested based on the survey of Chapter Ⅲ. After making some house call teachings with the lesson plan, the accomplishments evaluating before-and-after the house call teaching were compared with each other. Also, learners' satisfaction with it was analyzed and the effectiveness of house call teaching as well as the role of instructors was investigated. Through comparing the achievements before the house call teaching with those of after that, it was proven that the house call teaching was truly effective. It was revealed that Korean language teaching is needed, depending on the length of women immigrants' stay. Those who have stayed in Korea for a short period of time need the language education for the essential communication of every day lives, while those who have stayed for a long period of time need the education of children bringing-up and getting jobs. The house call teaching can meet the needs of women immigrants and it's needless to say that its effectiveness is greatly high. The house call teachers of Korean language should play mentorship roles as a helper, a supporter, and a counsellor for women immigrants. They also should provide themselves with professional knowledge of Korean language and be able to accept the cultural diversity. In addition, they have to continue to study hard in order to enhance their educational quality. In chapter V, results of this research are summarized.

한국어 방문교육의 요구분석 및 방안 : 시흥시 결혼 이민자를 중심으로

김종숙 충북대학교 교육대학원 2013 국내석사

With the rapid increase of foreigners living in South Korean society, it is time to pursue and make preparations for full-scale changes according to the shift to multicultural society the South Korean society has not experienced. Those who get a stay permit in South Korean society through marriage including marriage immigrants and those who are naturalized through marriage should be treated specially in a little bit different area. Systematic preparations are in demand in that they raise a family, the basis of South Korean society, and influence all the family members. "Multicultural Family Support Project" as part of those preparations offers a comprehensive set of services including Korean education, family and children's education, counseling, translation and interpretation, reinforcement of information provision capacity and provides assistance for early adaptation to South Korean society and social and economic independence to help multicultural families settle down in a stable fashion and support their family lives. Systematic support for Korean education is essential for female marriage immigrants who are to provide education to children as parents. "Visiting Korean Education Service"(home visit Korean education for marriage immigrants" was created to provide marriage immigrants with various environmental limitations(language, culture, pregnancy, childbirth, and household labor) with an opportunity to receive good Korean education. The service was in operation around 201 "Multicultural Family Support Centers" across the nation in January, 2012. The reality with the service, however, is that the home visit education teachers have limitations with their teaching methods and need to pay more attention to the culture, childcare, childbirth, and counseling of the learners than Korean knowledge even though they are professional teachers who received professional education. This study conducted a survey on the needs of marriage immigrants, who received or were receiving "visit home education for multicultural families(Visiting Korean Education Service)" visiting teachers, who taught them Korean language, and content of visiting education in Siheung-si. The first survey identified a high demand for hobbies and jobs as a follow-up program. The investigator took the second survey by taking into account the local characteristics and the characteristics of marriage immigrants and proposed improvement measures. The research was organized as follows: Chapter 1 covered the objectives of and need for the study and provided an overview of previous studies related to home visit Korean education. Chapter 2 examined the theoretical backgrounds related to the study and identified the elements affecting the language acquisition of marriage immigrants and the influences of their attitudes toward the culture of the target language on their acquisition of Korean language. In addition, the roles of a mentor were examined to figure out what kind of efforts teachers made to become an exemplary model. Chapter 3 analyzed the needs of marriage immigrants that received home visit Korean education and visiting teachers. Survey, face-to-face, and phone interview were used to figure out the exact needs for home visit Korean education and its improvement measures. Chapter 4 proposed a lesson organization plan by focusing on the principles and teaching plans of Korean education that highlighted the 1:1 learning-based advantages of home visit Korean education for effective operational plans for home visit Korean education based on the analysis results of needs of marriage immigrants. The investigator also addressed the areas where the needs of marriage immigrants were surveyed in Korean life and presented a survey on their needs. Finally, Chapter 5 summarized and sorted out the research content so far and made a couple of suggestions for education and support for marriage immigrants.