자음가명(字音假名)「기(奇),의(宜),의(義)」에 관한 고찰(考察) -고대일본어(古代日本語)의 모음체계(毋音體系)와 관련(關聯)해서

조대하 ( Dai Ha Cho ) 韓國日語日文學會 2009 日語日文學硏究 Vol.71 No.1

대학생 일본어학습자의 니즈 분석 - 초급일본어학습자를 대상으로 -

조대하(Dai ha Cho) 서울여자대학교 인문과학연구소 2013 인문논총 Vol.27 No.-

1965년 한일국교정상화를 전후해 대학에서 일본어과가 신설되어 일본전문가를 양성하기기 시작한 이래, 대학의 일본어교육은 일본의 경제성장과 국제화의 분위기 속에서 학습자수가 증가해갔으며 2001년의 일본문화 전면개방으로 전성기를 맞이했다. 그러나 일본의 장기적인 경제 불황과 2011년 동일본지진 이후 방사능 오염사태를 비롯해 외교관계 악화 등의 영향으로 최근 일본어학습자수가 급격히 감소하는 현상을 보이고 있으며, 이러한 여파는 대학에도 영향을 미치고 있는 실정이다. 일본국제교류기금이 2012년 조사한 ‘세계의 일본실어교육실태조사’ 결과를 보면 2009년도에 비해 한국 내 일본어학습자수는 12.8% 감소했다. 본고는 최근에 나타나고 있는 일본어교육 환경변화가 대학의 일본어교육에 어떻게 영향을 미치고 있는가를 살펴보기 위한 연구이며, 이러한 변화가 학습자의 학습요구에 어떻게 영향을 주고 있는가를 중심으로 고찰했다. 고찰 대상으로써는 우리 대학의 초급일본어학습자를 대상으로 요구(needs) 조사를 실시하여 어떠한 변화가 있는지를 설문을 통해 조사·분석하고 앞으로 대학의 일본어교육의 방향을 모색해 보았다. 고찰 결과를 정리하면, 먼저 일어일문학과 교과과정의 경우, 심화과정이나 복수전공 과정 모두 일본어교육을 위한 주당 단위수가 매우 부족해 전공교육이 부실화되고 있으므로 전공과목 단위수를 높일 필요가 있다. 그리고 요구(need)조사 결과 학생들의 일본어교육 목적은 실리지향성이 높으므로 도구적 동기(instrumental motivation)가 강화되도록 취직이나 앞으로 학생들이 담당하게 될 업무와 관련된 교과목을 개발해야 하며, 이를 위해서는 산·학·연을 아우르는 연구가 필요할 것이다. The university of Japanese education is a process to train in Japanese experts. Therefore, university of works to grasp a current status of Japanese education correctly, is that will be had an important meaning in Japanology. The rapid development of the ICT (information and communication technology) and the spread of smart machinery and tools bring a big change for education including economy and a social change recently. The wave of such as a change begins Japanese education. On the other hand, while overlapping negative events such as Korea-Japan relations and radioactive contamination, Japan’s image is falling to the ground. Needs of the Japanese learner is being changed and diversified by these changes in flow. In this paper, as research of Japanese education current status grasp examine the author’s affiliated university of Japanese literature curriculum. Furthermore, check the current learning situation and think about future countermeasures though the survey of majored students needs. To summarize the study result, due to lack of Japanese education units in intensive and double major curriculum, the units should be increased. In addition, result of needs survey is that students of Japanese education purpose aim for tangible advantage, so we need to increase a class related to employment and responsibilities to enhance an instrumental motivation

PBL 기반 일본어 `교과교재연구 및 지도법` 수업사례 연구

조대하 ( Cho Dai-ha ) 한국일어교육학회 2017 일본어교육연구 Vol.0 No.38

한국의 일본어교육 관련 연구는 주로 일본어 학습자에 대한 직접적인 일본어교육 및 지도방안에 대한 연구였으며, 일본어교육을 직접 담당하는 교원의 일본어지도 능력 제고에 관한 연구, 특히 예비 일본어 교사인 사범대학 일어교육과 학생 및 4년제 대학의 일본어 일반교직과정 학생의 일본어지도 능력을 배양하기 위한 연구는 그다지 이루어지지 않은 것이 현실이다. 최근 정보통신 기술의 발달로 학생들의 외국어 학습자의 니즈(needs)가 다양해지고 이에 따라 학습자들은 다양한 교육 및 학습 방법을 요구하고 있다. 일본어교육 현장도 예외는 아니어서 일본어 교수법 다양화 및 새로운 교재에 대한 요구가 강조되고 있다. 본 연구는 문제해결학습(PBL)을 적용한 수업사례연구의 일환으로 교직과정 교과목 중에서 교과교육학 교과목의 하나인 `교과교재연구 및 지도법`을 대상으로 한 효과적인 수업방법에 관한 연구이다. PBL을 기반으로 먼저 중학교생활일본어 및 고등학교 일본어 교육과정을 분석해 보고 이를 바탕으로 현행 고등학교 일본어Ⅰ 교재를 분석하고 문제점을 도출하여 각각의 장점을 살리고 단점을 보완한 이상적인 교재를 창안해 보았다. 그리고 제작한 교재를 가지고 효과적인 일본어지도법에 대해 서로 논의해 보고 일본어로 실제 수업을 해 보는 과정으로 운영하였다. PBL 프로젝트를 통해 수강 학생들은 현행 일본어교재의 문제점을 도출하고 이를 해결해 가는 과정에서 일본어 교재가 어떻게 설계되고 내용이 구성되는지를 명확하게 알 수 있었다. 。 The study on instructional materials and teaching methods for Japanese in Korea is a new area compared to other languages, and that research is needed for this field. Although the study of direct Japanese education and guidance plan on Japanese learner has been the mainstream, a study on improving Japanese teaching methods of teachers, especially the preliminary Japanese teacher at Japanese education department of the college of education and the students in Japanese teaching education at university, to develop the ability for Japanese teaching is not done much. Recently, `the needs` of student in learning have been diversified in accordance with the development of information and communication technology, and learners require various educational methods. In Japanese language education too, the diversification of teaching methods and up-to-date teaching materials are needed. As a part of case study of class that employed PBL, this study is mainly focused on the teaching materials and methods which are one of the curriculums in subject-matter education. Firstly, this study derived issues through the comparative analysis of high school Japanese textbook 1 based on investigation of Japanese subjective course in middle and high school, and then discussed about the effective Japanese teaching method with making a complemented ideal textbook and progressed a real class using the textbook. Through PBL project, the students could be clearly recognized how Japanese text book is designed and composed, while identifying the problems of current Japanese textbook and solving them.

東夷傳における韓語と倭人語の對比硏究

조대하 ( Dai Ha Cho ) 한국일어일문학회 2009 日語日文學硏究 Vol.68 No.1

일본어 발음 지도 방안 연구- PBL(Problem-Based Learning) 적용 수업 사례를 중심으로-

조대하 ( Dai Ha Cho ) 한국일어교육학회 2013 일본어교육연구 Vol.0 No.25

‘디지털 리터러시’를 활용한 일본어교육 연구

조대하 ( Cho Dai-ha ) 한국일어일문학회 2020 日語日文學硏究 Vol.114 No.-

This research is aimed at developing effective teaching-learning activities by digital literacy. The goal is to develop more effectual Japanese classes by deriving learner-oriented methods using accessible Japanese digital media content on the internet. With digital literacy becoming a hot topic within societies where learner-oriented education is emphasized, research on learner-oriented education which fosters students’ digital literacy is needed in Japanese education as well. According to the surveys in this research, on a five-point scale, students’ digital literacy is at 3.82 and 3.94 in their majors. Therefore, it is necessary to develop a course design based on teaching-learning activities using students’ digital literacy and to introduce them in Japanese education. Not only within the Japanese subject but other subject classes in the education system have chosen to conduct classes using multimedia. However, there has not been any class that apprehends students’ digital literacy and uses this data in the class. This research is the first focusing on this in Japanese education and is expected to be widely used in diverse academic fields of education as well as Japanese classes.

함섭(咸攝) 한자음(漢字音)의 한일비교연구(韓日比較硏究)

조대하 ( Dai-ha Cho ) 한국일어일문학회 2016 日語日文學硏究 Vol.96 No.1

This study is one of the comparative study of the Sino-Korean and Sino-Japanese. I analyze how Chinese sound is reflected in ancient Korean and ancient Japanese and consider whether both have what relevance. I try Specially to investigate the relevance of Sino-Korean in the formation of Sino Japanese Go-on. In this paper, we focus on ‘Yunjing’ represent asyste- m of Ancient Chinese. Using 咸攝(Xian Shie) of Chinese sound is one of rhyme classification system of Yunjing in 16Shie, I investigate the problem and cause, has become many controversy, of the ‘1等·2等overlapped notes’ and use the sound of Sino-Korean and ‘Sino Japanese Go-on’as a clue. Then I reconstruct phonetic value is different from other Chinese character notes. Summarizing the research results, it is as follows.(1)‘Xian Shie`s sound of Ancient Chinese major vowel is /-∂/, and it had been phonologically changed from Archaic Chinese`s part of /α.o.Щ/ systems though, the system have established to ‘談韻’ and /o.Щ/ systems has established to ‘覃韻’.(2)‘覃韻’ in ‘Sino-Japanese Go-on’ is reflected in the former Six Dynasties era`s Chinese note in the form of ‘-オム’ and ‘/Λm/, 읍/Щp/`` of the Sino-Korean is also reflect same Chinese era’s note. I measure that should be treated ‘음/Щm/’ in a phonetic value is appropriate and it is estimated that affect to formation of Go-on. (3)覃韻is presumed to be changed like *[Щ](Archaic era)→ *[ひ](Eastern Han`s era)→[∂](Six Dynasties`s era, Mid-era) during Archaic era~Ancient era and ‘-オ/-o/’, ‘/Λ/’, ‘으/Щ/’ which of the middle Sino of the Joseon`s Korean reflected /ひ/ note.

플립러닝(Flipped Learnig)을 활용한 일본어교육 사례 연구

趙大夏(Cho Dai Ha) 일본어문학회 2016 일본어문학 Vol.72 No.-

Flipped Learning, the type of blended learning is combined instructional strategy between online and offline, means ‘reversed learning’ and ‘flip teaching’. Its teaching-learning method is differently proceeded from traditional classroom. In the flipped classroom, the students learned learning contents prior to offline class through watching online lecture and do a discussion or carry out the assignments about contents, what the students have already learned from online lecture, with guidance of their instructor at offline classroom. This paper is Japanese language study utilizing the Flipped-Learning. I analyze the case of flipped classroom data is directly conducted in my class for sharing with Japanese educators and researchers. In this paper, I managed using the PBL type with Flipped Learning type in ‘Japanese and Chinese characters’ class, the subject of this paper’s research and do a survey for learners satisfaction and improvement rates about new learning environment. Research result shows the Flipped Learning is specifically effective through the satisfaction rate records as high as 4.21/5.

PBL(Problem-Based Learning)을 적용한‘日本語漢字敎育’에 관한 연구

조대하(趙大夏)(Cho, Dai-Ha) 일본어문학회 2012 일본어문학 Vol.56 No.-

漢字は形·音·意を同時に表す文字で、情報力に優れている。漢字は、各々の文字の成立ちと構造を理解すれば習得が容易になる。今度のPBLに基づくプロジェクト学習での学生調査から分かるように、仮名のみで作成された文に比べて、漢字仮名混じり文のほうが、読解力や聴解力で2~3倍高い。文字学習を単純に考えて、暗記中心、教師主導型の知識伝達の授業 になると、学生の日本語の漢字学習に対する動機や興味が非常に低下する。従って、漢字教育では、学生の学習に対する確固たる動機を与え、興味を持たせるようにすることが最も重要である。しかし、今まで漢字教育については、効率的な教授方法があまり開発されず、多くの日本語教師が悩みを抱えていて、漢字教育の大きな課題になってきた。そのような課題の解決方案の一つとして、筆者は2011年2学期にPBL(問題解決学習)に基づき、オンラインプロジェクト学習を活用した漢字授業を行った。PBLを適用した漢字学習はの日本語の漢字教育では試みられていない方法であり、学生にも講義式授業より高く評価されたので、かなり効果的であったと判断する。ところが、初めて試みられた教授方法であるので、『課題の難易度調整』『評価基準』など、改善すべき問題も見つかった。その問題点の改善策を模索するのは、これからの課題にしたい。

일본어교육에서의 ICT 리터러시 교육

趙大夏(Cho Dai Ha) 일본어문학회 2017 일본어문학 Vol.76 No.-

コンピュータと情報通信の急速な進歩とその波及効果は簡単に予測することができない時代になって、すべての学問分野に情報通信技術を導入することは、もう不可欠な要素になったといっても過言ではない。 学生レベルでの教育情報化の成果は、主に学力の向上と創造性、問題解決力、コミュニケーション能力などで表現される。最近は、これらを達成するための基礎能力として、情報通信素養(ICT-literacy)が強調されている。これにより、世界各国では、学生のICTリテラシーレベルを体系的かつ科学的に診断するための研究を継続的に行っている。OECD生徒の学習到達度調査(PISA)によると、韓国は、コンピュータベースの評価で実施されたPISA2015の全領域にかけて到達度がやや下落した。そこで将来の社会の変化に対応して適応できる教育環境を構築し、情報通信技術(ICT)に基づく教授·学習、評価を導入するための研究と支援が必要である。 本論文は、最近、教育界で大きく注目を集めている反転授業による日本語教育と日本語ICTリテラシー教育を融合した授業の事例研究の一つとして、日本語でのICTリテラシーを培養しながら、学習者中心の日本語学習を同時に達成するために、筆者が開発した授業(ICT日本語)とその運営方法などを紹介し、この分野に関心を持って研究者と情報を共有するために作成した。 Recently, the ICT literacy has been emphasized to achieve the educational informatization, whose outcome is mainly represented by the improvement of academic ability, creativity, problem-solving capability, communication ability and high level thinking-capability at the student level. Each country has continuously conducted research to systematically and scientifically measure the ICT literacy level of students. According to theOECD’s Program for International Student Assessment(PISA), Korean student’s achievement fell slightly in all areas of PISA 2015, which were implemented by computer based evaluations. Therefore, support is needed to introduce teaching/ learning and evaluation based on the ICT and to establish an educational environment that can develop adaptability for social changes in future. As a part of class case study combining Japanese language education with Japanese ICT literacy education in terms of flipped learning which has gained much attention in educational circles, this paper introduced the operation method and lesson(ICT Japanese) developed by the author to accomplish the Japanese learner’s ICT literacy ability and learner centered Japanese learning. This study was conducted to share the information with those interested in this research field.