수도요금 및 개·대체비 조건에 따른 최적 재정계획 연구

정보배 ( Bobae Jeong ),임상현 ( Sanghyun Lim ),신휘수 ( Hwisu Shin ),서지원 ( Jeewon Seo ),김기범 ( Kibum Kim ),구자용 ( Jayong Koo ) 한국물환경학회 2017 한국물환경학회·대한상하수도학회 공동 춘계학술발표회 Vol.2017 No.-

정수처리방식에 따른 잔류염소 최적관리 방안

정보배 ( Bobae Jeong ),서지원 ( Jeewon Seo ),김기범 ( Kibum Kim ),구자용 ( Jayong Koo ) 한국물환경학회(구 한국수질보전학회) 2018 한국물환경학회·대한상하수도학회 공동 춘계학술발표회 Vol.2018 No.-

핵심 역량 함양을 위한 고소설 이본(異本) 비교 교육방안 연구 ― 「남창 춘향가」, 「열녀춘향수절가」를 중심으로 ―

정보배 ( Jeong Bobae ) 국어교육학회 2020 國語敎育學硏究 Vol.55 No.1

본 연구는 2015 교육과정에서 강조하는 핵심 역량을 함양하는 고소설 교육의 한 방안으로서 ‘고소설 이본 비교 교육’을 제안하며, 이의 구체적 교육 방안을 마련해보았다. 핵심 역량의 대대적 도입과 강조에도 불구하고, 실제 6개의 국어과 교과 역량과 선택과목 ‘문학’ 성취기준과의 대응은 불명확했으며, 문학 교과서 내의 고전 작품 역시 이전 교육과정의 교과서와 같이 특정 영역에 편중된 배치를 보여 고전문학을 통한 핵심 역량의 함양이 쉽지 않을 것이라 판단된다. 이에 본고는 「춘향전」의 두 이본을 중심으로 기존 6개의 역량과 고전문학의 관련성을 재정립하고, 새로운 목표를 설정하여 이본 비교 교육의 내용과 방법을 마련하는 방향을 제안하였다. 이본 비교 활동을 통해 학습자들은 미래사회에서의 핵심 역량인 창의적 사고력과 문제해결력을 높이고, 인간 이해의 깊은 시각을 가질 수 있을 것이다. This study proposes ‘Comparing the Teaching of Alternative Works of Korean Classical Novels’ as a way of raising core competenceis emphasized in the 2015 curriculum. The researchers prepared education content, methods, and directions for evaluation. Korean classical literature has been introduced to learners in the form of literature history. As a result, learners tend to find it burdensome and difficult to accept classical literature. After the introduction of the core competency standards, it was expected that the higher professional education would change. However, literature-related achievement standards in the curriculum were not evenly related to the six core competencies of the Korean language department. Literature textbooks also show that classical literature is still being taught as part of knowledge as literary history. This study suggests the contents and method of comparative education of alternative works of Korean classical novels by re-establishing the relevance of the six existing competencies and classical expertise, centering on the two versions of Chunhyangjeon. Through this Korean classical novel education method, learners will be able to enhance their creativity, problem-solving skills, and understanding of human history related to the core competencies of future society.

<토끼전> 토별문답 대목의 인물 전고(典故)의 활용과 서사적 기능

정보배 ( Jeong¸ Bobae ) 한국고소설학회 2020 古小說 硏究 Vol.49 No.-

In Korean classical novels, biographies related to Chinese historical figures are frequently used. This study noted the passage of ‘The Question and Answer of Rabbits and Byeoljubu’ in ‘Toggi-jeon’. This passage utilizes the story of a Chinese historical figure from his point of view, with the rabbit and the Byeoljubu having different desires. In this part, byeoljubu wins a double victory over the rabbit. Byeoljubu showed a successful persuasion by mobilizing not only logic but also emotional elements. Through these precedents and the use of old history, the rabbit and byeoljubu confirmed that they were satirizing the ruling class, the hypocrisy of the time. The precedents and histories they used were consequently being used in negative directions, such as lies, hypocrisy, and violence. This pattern of use of precedent and old history serves as a standard for modem readers to judge the utility value of their work, wtile also providing aesthetic insight into the work.

고등학교 교과 간 통합수업의 설계와 실행방안

정보배(Bobae Jeong) 한국열린교육학회 2024 열린교육연구 Vol.32 No.4

본 연구는 고등학교 수업에서 이루어질 수 있는 교과 간 통합수업을 설계하고 이의 실행 방안을 제안하는 것이 목적이다. 고등학교 선택과목 ‘문학’과 ‘윤리와 사상’ 과목의 학습내용을 통합하여 진행하는 수업을 설계하고자 하였으며, 교수·학습 설계 모형인 ADDIE 모형에서 ‘분석, 설계, 개발’ 단계를 중심으로 논하였다. 분석, 설계 단계에서는 본 연구의 목표를 실현할 수 있는 교육과정의 성취기준을 각각 선정 후 이를 바탕으로 학습목표와 학습내용을 계열화하고, 이를 통해 교과 간 통합수업 모형을 제안했다. 개발 단계에서는 앞서 제안한 모형을 바탕으로 실질적으로 활용 가능한 교수·학습 자료와 구체적인 교실 수업의 실행을 위한 과정안을 제시하였다. 본 연구에서 제시한 고등학교 학습자를 위한 동양철학 및 윤리사상교육, 한국 고전소설의 통합수업은 학습자의 다양한 핵심 역량 및 사고력 증진에 기여할 수 있을 것으로 예상되며, 그간 교과 간 통합 논의가 활발하지 않았던 중등교육 차원에서의 실행방안을 제안했다는 점에서 의의가 있다. This study proposes a way to add depth and interest in learning classical novels. It is an integrated class between subjects through combination with the contents of the 'ethics and thought' subject. In order to pursue an in-depth understanding of classical novels using the socio-cultural and ideological context of literary works, an integrated class of 'literature' and 'ethics and thought' subjects, which are optional courses for high school, was designed. To this end, the analysis, design, and development stages were discussed by referring to the ADDIE model widely used in teaching and learning design. In the analysis and design stage, the achievement criteria of the curriculum that can realize the goals of this study were selected, and the learning goals and learning contents were sequenced. In the development stage, based on the contents of the previous stage, a plan for producing teaching and learning materials that can be practically used and a course plan that will be the basis for class implementation was presented. In the future era, integration will be more important than the segmentation of knowledge. In order to improve learners' practical thinking skills, develop solutions to various complex problems in the real world, and promote critical creative thinking, integration between subjects should be discussed much more actively than now. The integrated class of the two subjects proposed in this study is expected to develop various core competencies and thinking skills of learners. The significance of this study is that it proposed specific implementation plans in high school education, where discussions on inter-subject integration are not active.

읽기 단원과 연계한 통합적 문법 교수ㆍ학습의 효과 연구

정보배 ( Jeong Bobae ),성치경 ( Seong Cheekyong ) 한국문법교육학회 2016 문법 교육 Vol.27 No.-

For the Korean middle school students, the most difficult part of the Korean curriculum is the Korean grammar. This is resulted from the organization of Korean textbook and the Korean text book itself. In other words, the grammar of the Korean textbook is solely composed and it is not coupled with other curriculum like Literature, Reading, Listening and Writing. Because of this textbook curriculum, Korean middle school learners have to learn a grammar intensively only one time for one semester. That is, students have to learn a bit boring grammar for one semester intensively, which is comparatively long time, and not learning often throughout the whole curriculum. Considering all of this, it is quite natural for students to view the grammar lesson as the most difficult part of the Korean curriculum. If the Korean grammar is coupled with other curriculum, allowing students to know better about the usage of Korean grammar in the natural life, the learners will be able to feel the attraction of the Korean grammar. Also, the learners can find the answer of what can be applied on life for themselves. Therefore, this study was conducted based on the hypothesis that if the learner can contact with grammar repeatedly and easily on their life, the learner’s motivation and achievement will increase. This study was conducted with divided two groups of all of six classes in the third grade students in Busan A national middle school and taught them a grammar lesson with unit 3 of Gyohaksa six. First group(1,2,3 class the third grade) was conducted as follow. The first section of the 3 sections textbook was a grammar lesson alone and the second section was a grammar lesson integrated with a reading lesson. The second group(4,5,6 class , the third grade) was conducted as follow. The first section of the 3 section textbook was a grammar lesson integrated with a reading lesson and the second section was a grammar lesson alone. There are characteristics of these sections(one and two). The learning contents of the first section are grammatical elements. In this section, students can learn honorific expressions, negative expressions, time expression, passive expressions and active expressions. The learning contents of the second sections are about discourse. In this section, students can learn the concepts of the discourse and how social and cultural variable elements can affect discourse. The result of study shows that the First group has got the higher score on integrated class and the second group has got the higher score on grammar separate class.