기초 알고리즘 학습을 위한 알고리즘 시각화 시스템의 효용성 분석

오경숙,이상진,김응곤,박경욱,류남훈,이혜미,Oh, Kyeong-Sug,Lee, Sang-Jin,Kim, Eung-Kon,Park, Kyoung-Wook,Ryu, Nam-Hoon,Lee, Hye-Mi 한국전자통신학회 2011 한국전자통신학회 논문지 Vol.6 No.2

알고리즘과 프로그래밍 교육 과정은 전자공학 및 컴퓨터 관련학과를 비롯한 많은 이공계 학과에서 매우 중요한 교과목으로 인식된다. 본 논문에서는 프로그래밍 과정 중 기본 알고리즘에 대해 쉽게 익힐 수 있도록 기초 알고리즘을 활용한 프로그래밍 언어 학습 시스템의 효용성을 분석하였다. 그 결과 본 시스템을 사용한 실험 단체가 비실험 단체보다 학업성취도가 15점 이상 높았다. 그리고 실험 참가 학생들의 C 언어 프로그램에 대한 흥미도, 집중도, 이해도, 효과성, 편리성, 적합성, 다음 학기 수업 희망 사항 등에서도 5점 척도 평균값이 약 4점 이상으로 높게 나타났다. The curriculum of programming education including algorithm has been recognized as a very important subject to many students majoring in natural sciences and engineering including electronic engineering and computer related departments. This study analyzed usability of the learning system of programming languages using basic algorithms so as for students to easily learn basic algorithm among the entire programming curriculum. The results show that the grade of learning achievement of experimental group using the learning system is 15 points higher than that of non-experimental group and the grade of interest, concentration, effectiveness, understanding, convenience, suitability, and attending a lecture in the next semester are 4 points or more of 5 points criterion.

국어교육 문법과 한국어교육 문법 용어의 변별성 고찰

오경숙 ( Oh Kyoungsook ) 한국문법교육학회 2018 문법 교육 Vol.32 No.-

This paper offers a detailed examination of how the terminology in Korean school grammar is differentiated from the terminology in Korean pedagogical grammar. Two types of differentiation of school grammar and Korean pedagogical grammar are observed: differences in the learners, goals, content, and methods of grammar education, and the unity or diversity of grammar. Whereas school grammar is unified and standardized under the lead of the government, Korean pedagogical grammar is customized to each objective and type of learner under the lead of the private sector. As a result, Korean pedagogical grammar consists of four subtypes that can be defined by the people being instructed (teachers or learners) and the goals of that instruction (a systematic understanding of grammar as a whole or an understanding of the usage of specific grammar points). Examining how school grammar and Korean pedagogical grammar terminology is differentiated in terms of lists and concepts results in the following findings. First, much more terminology appears in school grammar than in Korean pedagogical grammar, and most terminology in school grammar is designed to illustrate grammatical categories, subcategories, and categorical concepts. In Korean pedagogical grammar, on the other hand, terminology serves to describe the usage of grammar points. Second, terminology that only appears in Korean pedagogical grammar descriptions pertains to information about types of utterances and the situations in which they are used. The importance of such terms is not emphasized in school grammar, but they are very important to Korean pedagogical grammar. Finally, there are terms that appear in both school grammar and Korean pedagogical grammar while exhibiting differences in the concepts being expressed. Some examples of these terms are “noun,” “adverb,” “expression,” and “grammar.” The aforementioned differences between school grammar and Korean pedagogical grammar and between their respective terminologies derive from fundamental differences between these two types of education. We should respect this differentiation by seeking a unique grammar and system of grammatical terminology for Korean language education.

학문 목적 한국어 학습자의 설문지 작성 양상과 교육적 함의

오경숙 ( Oh Kyoungsook ) 연세대학교 언어정보연구원 2023 언어사실과 관점 Vol.59 No.-

본고는 학문 목적 한국어 학습자의 설문지 작성에서 나타난 문제를 분석하고 이를 바탕으로 교육에 반영되어야 할 내용을 제안하는 데 목적이 있다. 연구 결과는 다음과 같다. 첫째, 학습자들은 설문지의 주제와 목적에 부합하는 질문을 구성하는 것, 질문을 체계적으로 구성하고 배열하는 것에 가장 큰 어려움을 보였다. 둘째, 학습자들은 설문지의 제목과 질문, 응답란의 선택지를 정확하고 격식에 맞게 작성하는 데 어려움을 보였다. 이러한 문제를 해결하기 위하여 필요한 교육적 처치는 첫째, 설문지를 작성하기 전에 설문 계획 단계를 세심히 설계하고 운영하여야 하며, 특히 조사의 목적과 항목을 깊이 있게 분석하고 이에 맞게 질문을 구성하도록 해야 한다. 둘째, 언어 사용의 문제를 해결하기 위해서는 오류 유형을 구체적으로 제시하고 올바른 표현을 익힐 수 있는 연습활동을 충분히 실시하여야 한다. This study aims to analyze the problems that appeared in the questionnaires drafted by Korean learners for academic purposes and propose contents that should be reflected in education. The results of the study are as follows. First, learners showed the greatest difficulty in organizing questions that meet the subject and purpose of the questionnaire, and systematically organizing and arranging questions. Second, learners showed difficulty in writing the title of the questionnaire, questions, and choices in the response column accurately and formally. To solve these problems, first, the survey planning stage must be carefully designed and operated before completing the questionnaire, especially to analyze the purpose and items of the survey in depth and organize the questions accordingly. Second, it is necessary to present the types of errors in language use in detail and conduct sufficient practice activities to learn the right expression.

연구논문 : 미용실 경영방식에 따른 고객만족도 연구

오경숙 ( Kyung Sook Oh ),박은주 ( Eun Joo Park ) 한국미용학회 2004 한국미용학회지 Vol.10 No.1

KSL 초등 학습자를 위한 문법 교수요목 분석 - <초등학생을 위한 표준 한국어> 개정판을 중심으로 -

오경숙 ( Oh Kyoungsook ) 한국문법교육학회 2021 문법 교육 Vol.41 No.-

The goal of this paper is to discuss how the grammar area description in the 'KSL Curriculum' is reflected in the syllabus of 'Basic Research on the Development of Korean Language Textbooks' and "Standard Korean for Elementary School Students." The analysis found that syllabus in ‘Basic Research’ and textbooks differed from the classification, selection, and grading of grammar items presented in 'KSL Curriculum': 1) 'Grammar for enhancing academic age-appropriate literacy' was not included in the syllabus of "Korean for Learning Tool" and 2) the grade of 'school-age-appropriate education grammar' was considerably different from that of "Korean for Communication." The reasons for this difference are that 1) the two types of grammar classified in 'KSL Curriculum' are not clear on both concept and interrelationships; 2) the grammar items that beginner KSL learners should explicitly learn through education are not selected satisfactorily; 3) the grammar items that intermediate KSL learners should learn are not clear. In order to solve these problems, extensive basic research should be conducted on the language development process of elementary school KSL learners, educational approaches for them, and the use of language by elementary school students whose Korean is their native language.

비교구문과 비유 의미

오경숙 ( Kyoung Sook Oh ) 시학과 언어학회 2005 시학과 언어학 Vol.10 No.-

한국어 사용자 관점에서 문법 항목 의미 기술의 방향 ―연결 형식을 중심으로―

오경숙(Oh Kyoung-Sook) 우리말학회 2020 우리말연구 Vol.61 No.-

이 논문은 한국어 문법 항목의 의미를 어떻게 기술하여야 하는지 그 방향을 논의하는 것을 목적으로 한다. 이를 위해 우리는 현재의 의미 기술의 양상을 분석하고 이를 바탕으로 더 나은 기술의 방향을 모색하고자 하였다. 본고에서는 한국어 문법 항목의 의미는 학습자로 하여금 문법적 선택을 도와주는 정보로 규정하였고 그러한 관점에서 의미 기술은 세 가지를 지향해야 한다고 논의하였다. 첫째, 한국어 문법 항목의 의미는 담화 층위 정보와 문장 층위 정보를 구분하여 기술하여야 한다. 둘째, 문장 층위의 정보는 분산하지 말고 한데 모아서 기술하는 것이 교수자와 학습자에게 도움이 된다. 셋째, 연결 형식의 문장 의미는 1) 선행절과 후행절의 의미적 관계, 2) 선행절의 의미, 3) 후행절의 의미, 4) 기타(강조와 같은 수사적 효과 등)으로 체계화하여야 한다. This paper aims to find out the direction of how to describe the meaning of grammar items. We focused on the way to describe the meaning of the Korean connective forms for clauses from the perspective of Korean learners as Korean users. The results of the discussion are as follows: 1) Discourse-level and sentence-level information should be described separately. 2) Sentence-level semantic information should be gathered and described rather than distributed. 3) For advanced learners, category-oriented descriptions that cover the entire category are more appropriate than individual item-oriented descriptions. Based on this discussion, we suggested that the meaning of the sentence can be described systematically by subdividing the meaning of the sentence into categorical and individual meanings, and subdividing the individual meanings into meanings of the preceding clause, meanings of the latter clauses, and other meanings.

한국어 학습자 글쓰기 산출물의 문법 평가와 교육적 활용 - 학부 유학생을 위한 학문적 글쓰기 수업 사례를 중심으로 -

오경숙 ( Oh Kyoungsook ) 한국문법교육학회 2021 문법 교육 Vol.43 No.-

This paper aims to propose analytic rubrics for assessing learners' grammar competence through the case of a Korean writing class for undergraduate international students, and to find a way to use it in education. In Korean writing class for undergraduate international students, the rubrics for assessing a learner's writing output are slightly different in detail, but generally consist of 'content, organization, and expression'. Among them, grammar, that is, the aspect of language use, is dealt with in the ‘expression’ area. The assessment rubrics suggested in terms of language use in previous studies can be divided into two subcategories: ‘accuracy of language use’ and ‘appropriateness of language use’. Using these discussions, we presented a analytic rubrics for assessing learners' grammar competence in writing for undergraduate students and evaluated the language use aspects of learners in the diagnostic assessment conducted in class. As a result, it was found that there were slight differences in the ‘accuracy of language use’ and ‘appropriateness of language use’ according to the type of Korean language acquisition/learning of undergraduate international students. Based on these findings, we proposed how analytic rubrics and assessment results can be used educationally in a Korean writing class for undergraduate international students with diverse learner composition.

유치원과 초등학교 1학년 정보통신윤리 교사용 지도서의 비교를 위한 기초 연구

오경숙(Oh Kyung-Sook),천희영(Chun Hui-Young) 경성대학교 인문과학연구소 2009 인문학논총 Vol.14 No.1

본 연구는 유치원과 초등학교 1학년의 정보통신윤리 교육과정의 구성요소 및 교수-학습방법을 비교 분석하고 교육과정의 연계성을 살펴봄으로써 유아교육에서 정보통신윤리 교육의 정착을 위해 필요한 정보통신윤리 교육의 목표ㆍ성격ㆍ내용 및 교수학습방법의 측면에서 정보를 제공하는데 목적을 두었다. 본 연구결과, 구성요소인 주제 및 소주제, 활동목표 측면에서, 유치원의 교육내용은 컴퓨터의 사용법과 정보생활 관련 윤리내용을 포괄적으로 다루고 있으며, 초등학교 1학년의 교육과정은 정보통신윤리보다는 컴퓨터과학의 교육, 교과 활용적 요소에 중점을 둠으로써 정보사회의 이해나 정보 활용 측면에서 보다 폭넓게 진술되어 종적 통합성 교육 과정의 계열성과 계속성이 있는 것으로 나타났다. 교수학습방법 측면에서, 활동형태의 경우, 유치원에서는 대부분 이야기 나누기와 동화듣기의 형태로, 초등학교 1학년에서는 대부분 설명형과 활동형으로 구성되어 있었다. 활동방법의 경우, 공통적으로 인터넷과 게임 이용할 때 자기통제력 기르기나 올바른 생활습관의 형성ㆍ다양한 체험ㆍ활동ㆍ발표의 기회를 제공하도록 구성되어 있었다. This study compared the EICE(education of information communication ethics) teaching guidebooks for kindergarteners and 1st graders to find out the curriculum continuity between two school levels. As a result, the kindergarten guidebook comprehensively contented curriculum composing elements than the 1st grade guidebook, and the contents of two guidebooks showed the integration of curriculum continuity. In dimension of teaching-learning methods, the two guidebooks also showed the curriculum connection continuity with applying similar activity types and activity methods in the EICE activities. These suggested that the EICE teaching guidebooks' contents of the two schooI levels considered young children’s developmental and educational continuity. Based on this preliminary study, the next research were expected such as analysing the more representative guidebooks or EICE practices.

한국어 문법 교육에서 ‘이다’와 관련한 몇 가지 문제: 학습자를 위한 문법 기술의 관점에서

오경숙 ( Oh Kyoungsook ) 서강대학교 언어정보연구소 2018 언어와 정보 사회 Vol.34 No.-

The purpose of this paper is to investigate the problems observed in relation to ida in Korean language grammar description and to find a desirable solution. In the Korean Language textbooks, ida is a grammatical item not only presented as a direct subject for education but also presented a type of a stem in the conjunction description of other grammatical items. Despite this particularity, the descriptions of ida in the Korean textbooks have some problems. First, the method of presenting the target grammar items related to ida is not consistent even within the same textbook. Second, the contents of grammar description of ida were not balanced in terms of form, syntactics, and semantics. In other words, while concentrating on form combining, there is little or no description of the sentence dimension or semantic dimension. Third, unlike verbs and adjectives, ‘noun + ida’ is neglected when presenting conjugated terms in the grammar description. In order to solve the above problem, it is necessary to establish ‘noun + ida’ as a type of predicate equivalent to the verb and adjective in the Korean pedagogical grammar for foreign learners. In addition, when describing grammatical items, it is urgent to systematize the sentence dimension (the discourse dimension according to the grammatical item) rather than concentrating on form combination.