국가 수준 영어과 교육과정의 쟁점 및 개선 방안 연구: 영어 교과 역량을 중심으로

배주경,주형미 한국교육과정평가원 2022 교육과정평가연구 Vol.25 No.3

본 연구는 2015 개정 영어과 교육과정에서 도입된 교과 역량과 관련하여 주요 쟁점을 종합적으로 분석하여 개선 방안을 마련하고 교사 대상 설문 조사를 실시하여 학교 현장의 의견을 수렴하였다. 차 기 교육과정 개정을 위한 영어 교과 역량 관련 개선 방안으로 영어 교과 역량의 선정, 각 역량의 개념과 하위 요소, 역량을 이해하고 현장에서의 실행을 돕기 위한 정보 제공, 역량과 연계한 목표 및 성취기준 개선 등을 제안하였다. 본 연구에서 제안한 개선 방안에 현장의 교사들은 대체로 적절하다고 생각하는 것으로 나타났다. 연구 결과를 바탕으로 영어 교과 역량은 영어 의사소통 역량, 자기주도적 학습 역량, 공감‧협업 역량, 문화간 소통 역량, 정보‧매체 활용 역량, 비판적 ‧창의적 사고 역량 등으로 설정하여야 하며, 역량을 영어과 교육 목표 및 성취기준과 밀접하게 연계하여야 함을 제언하였다. 영어 교과 역량 과 연계된 교육내용이 학교 현장에 잘 구현되기 위해서는 영어 교과 역량별 구체적인 교수‧학습 및 평 가의 방향이 제시되어야 함을 강조하였다. This study comprehensively analyzed major issues related to the English subject competencies introduced in the 2015 revised English curriculum, explored improvement plans, and collected opinions from school teachers by conducting a survey. Based on the research results, it is suggested that English subject competencies should be set as English communication competency, self-directed learning competency, empathy and cooperation competency, intercultural communication competency, information and media utilization competency, critical and creative thinking competency, and so on. It is also proposed that English subject competencies should be closely linked to the subject goal and achievement standards. This study discusses that specific directions about teaching and learning methods and assessment for each English subject competency should be presented in order for educational contents related to English subject competencies to be well implemented in school settings.

초·중등학교 지속가능 발전 교육 활성화 방안 연구

배주경 한국교육과정평가원 2023 교육광장 Vol.83 No.-

국가영어능력평가시험(NEAT)과 연계한 영어 쓰기 수업모형 개발

배주경,송민영 이화여자대학교 교과교육연구소 2013 교과교육학연구 Vol.17 No.3

본 연구의 목적은 학교 교육을 통해 학생들의 영어 쓰기 능력을 향상시키고 쓰기 지도 경험이 부족한 교사도 쉽고 효과적으로 쓰기 지도를 할 수 있는 쓰기 수업모형을 개발하는 것이다. 이를 위해 국가 교육과정에서 제시하고 있는 성취기준을 바탕으로 하는 국가영어능력평가시험(NEAT) 2, 3급 쓰기 영역과 연계하여 정규 수업 시간에 교과서를 지도하면서 영어 쓰기 지도를 할 수 있도록 NEAT 쓰기 문항 유형별로 쓰기 수업모형을 개발하였다. 우선 NEAT 쓰기 문항 유형별로 주요 특징과 수업에서 지도할 때 유의점을 분석하였고, 이를 바탕으로 NEAT 쓰기 문항 유형별로 8개씩, 총 48개의 수업지도안을 개발하였다. 개발한 수업지도안은 일반계 고등학교 학생을 대상으로 실제수업에 적용하여 현장에서의 적용 가능성 여부를 점검하고 교사 및 학생의 의견을 반영하여 수업지도안을 수정하여 완성하였다. 이렇게 완성된 48개의 수업지도안을 쓰기 전 활동, 쓰기 활동, 쓰기 후 활동 등 3단계로 나누어 주요 특징을 분석하여 일상생활에 관한 글쓰기, 자기 의견 쓰기, 상황에 맞는 짧은 글쓰기, 그림의 세부 묘사 완성하기, 편지 쓰기, 그림 묘사하기 및 추론하여 글쓰기 등 6개 쓰기 문항유형별로 하나의 수업모형을 도출하였다. 각 모형별로 수업 목표와 주요 학습 활동을 먼저 간략하게 제시하였고, 쓰기 전 활동, 쓰기 활동, 쓰기 후 활동 등 3단계로 구성하였으며, 우리나라 고등학교 영어 수업에 적용하기 적합하도록 소집단 협동학습과 과정 중심 쓰기 지도 방법을 적용하였다. 무엇보다도 각 단계는 문항 유형에 따라 10분∼20분 정도씩 배정하여 고등학교의 1차시 수업 이내에 적용할 수 있도록 하였다. This study aims to develop instructional models of teaching English writing in order to help high school English teachers teach English writing more easily and effectively in their regular class. To develop the instructional models, this study linked to the writing section of the National English Ability Test (NEAT), which is based on the national curriculum achievement standards. The developmental process was as follows: First, six test items of the writing section of the NEAT were analyzed. Second, a prototype of lesson plan was developed by a specialist of teaching English writing. Third, lesson plans for teaching writing tailored to each writing test item of the NEAT were developed by six experienced high school English teachers. Fourth, the lesson plans were implemented in high school classrooms from various parts of the country in order to gauge the suitability of the lesson plans and to gather feedback from teachers and students. Finally, the lesson plans were analyzed and six instructional models of teaching writing were developed. The study introduced the six models of teaching writing and suggested ways of providing practical help to high school English teachers with limited experience in teaching writing.

2015 개정 초·중학교 교과 교육과정 실행 모니터링 결과 분석을 통한 질 제고 방안

배주경 한국교육과정평가원 2020 교육광장 Vol.75 No.-

Korean EFL Learners’ Approach to and Perception of Computer-Sugpported Collaborative Writing

배주경,김성연 한국멀티미디어언어교육학회 2020 멀티미디어 언어교육 Vol.23 No.3

The study explored computer-supported collaborative writing (CSCW) from learners’ perspectives, in terms of the writing process and challenges and benefits associated with CSCW. A total of 26 college students from two writing classes participated in this study. One class used a wiki and the other class used Daedalus for CSCW. The students first experienced writing individually on a wiki or Daedalus for two weeks and then wrote essays as a group for two weeks. They were asked to write learning journals at the end of each class and reflection journals after experiencing CSCW. The study found some similarities and differences in the way the students performed collaborative writing tasks. It is interesting to note that the students did not always work together for collaborative writing. Regarding difficulties, the students reported feeling psychological burden, facing disagreement or conflict, or dealing with different writing styles. They also mentioned some benefits of CSCW, including lowered writing apprehension or improved writing skills through their peers’ texts. The findings of the study are useful for understanding the processes involved in CSCW and thus can be used to design an effective writing lesson.

Wiki-based English writing: Its effect on English writing proficiency and anxiety and Korean learners' perceptions

배주경 한국멀티미디어언어교육학회 2007 멀티미디어 언어교육 Vol.10 No.1

This study investigates the effect of wikis, a type of web-community site, on learners: a) whether wiki-based English writing classes affect students' English writing proficiency and anxiety, and b) how students view wiki-based writing classes. The participants of this study were 15 university-level Korean students. For a period of four weeks, they were asked to complete two individual and two collaborative writing tasks on their wiki site. Writing tests and an L2 writing anxiety questionnaire were administered to the students before and after the instruction period. For eliciting students' in-depth views on the wiki-based writing classes, both students' weekly reflections and a perceptions questionnaire were also analyzed. The results showed that the wiki-based English writing classes positively affected the students' English writing proficiency but had little affect on their writing anxiety. While all of the students agreed that wikis were beneficial for collaborative writing, some students also felt them useful for individual writing. Most students believed that wikis were fun for practicing English composition. However, a lack of certain features like an auto-correction function made some students feel uncomfortable composing on a wiki site. The results suggest that wikis could be a beneficial tool for teaching and learning English writing.

2022 개정 초등학교 교과 교육과정 적용의 쟁점 및 적용 방안

배주경 한국교육과정평가원 2024 교육광장 Vol.85 No.-

2015 개정 교육과정의 영어 교과 역량을 반영한 국가수준 학업성취도 평가의 문항 개선 방안

배주경,김소연 한국중등영어교육학회 2019 중등영어교육 Vol.12 No.3

As the Korean national curriculum was revised in 2015 with a focus on subject competencies, the National Assessment of Educational Achievement (NAEA) for middle and high school needed to have their evaluation framework and test items modified. To serve this need, this paper presents a way to improve the NAEA English tests with a suggested new assessment framework and sample test items assessing subject competencies in English. Subject competencies in English have been analyzed in order to find appropriate subject competencies for paper-based tests. In addition, test items developed in other countries have been analyzed to develop a new evaluation framework as well as a sample of a new type of test item assessing subject competencies in English. Out of four subject competencies in English, it is concluded that English communicative competency and an information analysis competency are appropriate to be assessed in the NAEA. A new evaluation framework is proposed reflecting the results of the analysis and a sample test item assessing an information analysis competency is also presented. The limitations of the current study, future directions for improving the NAEA have been suggested.

How Do Korean EFL Students Perform in Computer-Supported Collaborative Writing?

배주경 한국멀티미디어언어교육학회 2012 멀티미디어 언어교육 Vol.15 No.4

The collaborative writing process and the nature of conversation during computer-supported collaborative writing have not received much attention. This study aims to investigate how students perform collaborative writing in computer-supported writing environment. The participants of this study consisted of 24 Korean EFL college students. For collaborative writing, the students were paired based on a similar writing proficiency level. The participants were asked to write three essays on a web-based social writing platform and to talk with their peer using a synchronous computer-mediated communication program. A total of 34 transcripts of conversation between 12 pairs were collected and analyzed into a total number of 1,866episode units. The majority of the talk was substantive talk followed by procedural talk,social talk, and then writing talk in both higher level and lower level groups. However,there were some differences in substantive talk and social talk between higher and lower level groups. The groups generally followed a common process when they worked together to produce an essay. All groups consistently took a parallel approach. The findings of this study about how student groups proceed to work collaboratively to produce a shared text may benefit writing teachers who may want to adopt collaborative writing.

초・중등학교 교과 교육과정과 지속가능발전교육 내용 간 연계성 분석

배주경,성경희,이미경,서지영,이미숙,장근주 한국교육과정평가원 2023 교육과정평가연구 Vol.26 No.2