다문화 배경 학습자를 위한 KSL 교수-학습 방법 -학습 한국어를 중심으로-

전은주 ( Eun Ju Jeon ) 한국어교육학회(구 한국국어교육연구학회) 2014 국어교육 Vol.0 No.144

The present study investigated the factors influencing the subject learning and explored the mechanism of teaching-learning of the learners with multi-cultural background. It also suggested a teaching-learning model to improve their learning capability. Factors influencing the achievement in a subject learning include socio-cultural knowledge, basic knowledge on the subject, thinking ability and communication ability. For the successful subject learning of the multi-cultural learners, each of the aforementioned factors should be in full work. Therefore, in KSL teaching-learning, a teaching-learning method needs to be applied that could prevent from any problems in the subject learning due to insufficiency of the four factors. Hardships of a multi-cultural learner encountered during subject learning could be overcome by providing communication ability, strategy, theme and vocabulary for the subject, when a multi-cultural learner learns a subject in Korean language.

초등학교 교사들이 경험한 학습기회 실태 분석 - 사회과에 대한 교사학습기회의 형식적ㆍ실질적 측면을 중심으로

송경오(Song kyoung-oh),최진영(Choi Jinyoung) 한국열린교육학회 2007 열린교육연구 Vol.15 No.3

  본 연구는 우리나라 초등학교 교사들이 경험한 사회과에 대한 학습기회들의 실태를 형식적ㆍ실질적 측면에서 살펴본 후 교사들이 경험한 학습기회의 특징들과 교사들의 학습기회 질에 대한 평가 간에 관계가 있는지를 경험적 자료를 통하여 분석하였다. 이를 통해 본 연구는 현직교사의 전문성 개발을 위한 프로그램 및 정책 개선방안에 필요한 시사점을 얻고자 하였다. 우리나라 수도권지역 (서울, 경기, 인천)에 근무하는 초등학교 교사 700명을 대상으로 설문조사를 실시하여 기술통계분석 및 상관관계분석을 하였다. 기술통계분석결과, 교사학습기회의 형식적 측면에서 초등학교 교사들은 장기간의 연수보다는 일회적이고 단기간의 연수를, 멘토링 혹은 동료 교사와 협동 등 비공식적이고 혁신적 형태의 학습기회보다 기관중심의 연수나 대학수업과 같은 형태의 학습기회에 더 많이 참여한 것으로 나타났다. 교사학습기회의 실질적인 측면에서, 초등학교 교사들은 특정 교과중심의 구체적인 내용보다 교과에 상관없는 일반적인 내용에 관하여 더 많은 학습기회를 가진것으로 나타났고, 학습자의 적극적 참여를 유도하는 학습방식(전체토론, 소그룹활동, 직접해보기, 발표 및 토론 이끌기, 프로젝트 학습)보다 전통적인 강의방식을 더 많이 경험하였다. 상관관계분석 결과, 초등학교 교사들은 자신들이 경험한 학습기회의 질에 대해 대체적으로 낮게 평가하였고, 학습기회 질에 대한 평가는 초등학교 교사들이 경험한 학습기회의 특징과 관계가 있었다. 즉, 교사학습기회의 특징이 교사의 적극적인 참여를 유도할 수 있는 방식일 때 교사들은 자신들의 학습기회질에 대해서 긍정적인 평가를 하였다. 이러한 연구결과를 바탕으로 현직교사를 위한 효과적인 교사학습기회에 대해 몇 가지 정책적 제언을 제시하였다.   In this study we argue that teachers" learning opportunities play a critical role in improving teachers" will and capacity, which, in turn, ultimately contribute to bring about instructional improvement. Even though the importance of teachers" learning opportunities are increasingly underscored as a key educational policy for instructional improvement, high quality learning opportu nities for Korean teachers seem rather scarce. Moreover, the policy discussion specifically planned to enhance teachers" learning opportunities is also insufficient. Given this, we define, in this study, teacher s" learning opportunities as concepts including formal or informal learning opportunities. In addition, we identified the structural or substantial features of teachers" learning opportunities. Drawing on the characteristics of teachers" learning opportunities defined in this study, we investigated, through survey, what kind of learning opportunities Korean elementary teachers in third through eighth grades who taught social studies have been exposed to. The results showed that teachers were much more exposed to traditional types of teachers" learning opportunities (such as one-shot workshops) rather than reform types (such as teachers" collaboration and mentoring). Furthermore, teachers were hardly engaged in content-specific learning opportunities and active learning. In conclusion, we propose that there is an urgent need for policy makers and educational scholars to recognize teachers" learning opportunities as a key educational policy for successful educational reform. We believe that acknowledging the necessity of providing quality teachers" learning opportunities crucially contributes to improving teachers" instructional practice.

중국인 한국어 학습자의 말하기 학습 전략 사용 양상

김윤희 한국국어교육학회 2016 새국어교육 Vol.0 No.107

This study aims to find out the aspect of Korean learners’ strategies for learning to speak. By clarifying strategies for learning to speak that are used by learners in detail, it will be possible to search a proper direction for educating strategies to improve the speaking skills of Korean. As the significance of communication skill is increasing, it is important to find out what learning strategies are used when learners of Korean learn to speak Korean. This paper examined the aspect of using speaking strategies of Korean learners. Study participants were divided into two groups to see what difference is caused due to gender, learning period, grade of TOPIK, and academic achievement. The result showed that different genders used different ‘strategies of using media’. Learning strategies did not differ depending on learning period. When setting the standard for TOPIK grade at grade 4 and reviewed learners’ strategies, strategy 5, which refers to ‘the element of self-directed learning’ was significantly different. The difference in the strategies of learning to speak depending on academic achievement was examined depending on various criteria of marks. When the comparison was made with the criteria of mark 70 and 80, it was found that the range of learning strategies expanded greatly. When more studies are conducted with increased number of subjects and strategies, strategies of learning to speak will be found in more detail. 본 연구는 한국어 학습자의 말하기 학습 전략의 사용양상을 밝히는 데 목적이 있다. 학습자들이 현재 사용하고 있는 말하기 학습 전략들을 상세히 규명함으로써 이를 통해 학습자들의 한국어 말하기 능력 향상을 위한 올바른 전략 교육 방향을 모색할 수 있을 것이다. 의사소통 능력의 중요성이 증대되고 있는 현재, 한국어 학습자들이 한국어 말하기 영역을 학습하면서 어떤 학습 전략들을 주로 사용하고 있는지 알아보는 것은 매우 중요하다. 본고에서는 학습자들의 말하기 학습 전략 사용양상을 다각도로 살펴 어떠한 차이를 가지는지에 대하여 두 집단으로 나누어 그 차이를 살펴보았다. 그 결과, 성별에 따라 ‘매체 활용 전략’의 사용이 다르게 나타남을 확인할 수 있었다. 학습 기간에 따른 말하기 학습 전략은 차이가 없음을 알 수 있었다. 한국어능력시험의 급수의 기준을 4급으로 정해 두 집단으로 나누어 살펴본 결과, ‘자기 주도적 학습 요인’에 해당하는 전략 5가 유의미한 차이를 가짐을 알 수 있었다. 학업 성취도를 기준으로 삼아, 70점 기준과 80점 기준을 살핀 결과, 학습 전략의 사용 범위가 더욱 확대됨을 확인할 수 있었다.

실행된 교육과정에 나타난 ‘놀이 속에 녹아 있는 배움’에 대한 유아교사의 문해 양상*

김은정 한국인격교육학회 2024 인격교육 Vol.18 No.3

본 연구는 실행된 교육과정에 기록된 내용을 분석하여 유아교사들이 놀이 속에 녹아 있는 배움을 어떻게 읽어내고 지원하고 있는지를 살펴보는데 목적이 있다. 본 연구의 참여자는 학력, 경력, 연령, 담당학급과 근무기관이 서로 다른 유아교사 5인이며, 수집 및 분석 대상 자료는 유아교사 5인이 작성한 실행된 교육과정 문서이다. 수집된 자료는 질적 자료 분석 절차에 따라 전사, 코딩, 주제 발견의 세 단계 과정을 거쳐 진행하였다. 본 연구의 주요 결과는 다음과 같다. 첫째, 유아교사들은 실행된 교육과정에서 유아들의 놀이 속 배움을 견고한 선을 연장해 주는 경직된 배움, 실험과 창조를 만들어내는 유연한 배움, 탈주와 영토화 사이에서 생성되는 배움, 재현과 의미를 넘어서는 그 자체로서의 배움 등으로 읽어내고 있었다. 둘째, 유아교사들은 기계로서의 욕망의 배치 인정하기, 관계의 장 속에서 마주침 응원하기, 견고하고 유연하며 탈주하는 모든 선에 올라타기 등의 방식으로 놀이 속에 녹아 있는 배움을 지원하고 있었다. 이러한 결과를 바탕으로 놀이 속에 녹아 있는 배움에 대한 유아교사의 관심을 촉구하고, 진정한 배움을 지원하기 위한 다각적인 노력이 필요함을 제안하였다. The purpose of this study is to examine how early childhood teachers read and support ‘learning embedded in play’ by analyzing the contents recorded in the unacted curriculum. The participants in this study were 5 early childhood teachers with different educational backgrounds, careers, ages, classes and working institutions, and the data to be analyzed were the unacted curriculum documents written by 5 early childhood teachers. The collected data was processed through a three-step process of transcription, coding, and topic discovery according to the qualitative data analysis procedure. The main results of this study are as follows. First, early childhood teachers read learning in play in the unacted curriculum as follows. 'rigid learning that extends solid lines', 'flexible learning that creates experimentation and creation', 'learning created between flight and territorialization', 'learning as itself beyond representation and meaning’. Second, early childhood teachers were supporting learning in ways such as 'recognizing the assemblages of desiring machine', 'supporting encounters in the relational fields', and 'riding on all lines that are firm, flexible, and flight'. Based on these results, we urged early childhood teachers' interest in learning embedded in play and suggested that early childhood teachers' multifaceted efforts are needed to support true learning.

The Effects of Study Abroad Experience and the Length of Stay on Study Practices and Affective Aspects of Language Learning

( Jaeho Choi ) 글로벌영어교육학회(구 호남영어교육학회) 2019 Studies in English education Vol.24 No.1

Study abroad (SA) research has evidenced the effects of SA in expediting second language acquisition. However, the effects of SA have been discussed mostly in terms of linguistic knowledge, lacking attention on affective aspects of language learning and the types of SA programs. This study examined the effects of SA experience on learners’ motivation and affectivity, the types of learning materials, and study hours between different types of SA experience groups. In total, 167 college students majoring in English education participated in the study and completed a survey. The analysis of survey data yielded evidence of the effects of SA experience on affective aspects: anxiety, competence, and motivation. The types of SA experience, which were classified depending on the length of stay, did not have significant effects except on competence. The results imply that SA experience influences affective aspects of language learning regardless of the length of stay. The findings were presented with discussion and suggestions for the future studies.

음영기복도를 사용한 딥러닝에 의한 토지피복 분류

이대건(Lee, Dae Geon),이동천(Lee, Dong-Cheon) 한국측량학회 2020 한국측량학회 학술대회자료집 Vol.2020 No.7

Object recognition and classification are important in high-level image processing such as computer vision and machine learning. Detection, recognition, identification, and classification are sequential and progressive learning procedures. However, implementation of human-like learning mechanism using artificial neural network (ANN) with limited training data is challenging task. This paper proposes deep learning for land cover classification using shaded relief maps created from DSM as training data sets. The results show that the derived feature information from original data increases number of training data and improves performance of ANN.

한국어 교육의 시제와 상 교육 내용에 관한 연구

김윤신 ( Kim Yoon-shin ) 한국외국어대학교 외국어교육연구소 2018 외국어교육연구 Vol.32 No.3

이 연구는 한국어 시제와 상에 대한 한국어 학습자들의 습득 양상이 한국어 교육의 교육 과정과 교재에 반영된 양상을 살펴보는 것을 목적으로 한다. 이를 위해서 한국어 시제와 상에 대한 학습자의 오류와 습득 양상에 대한 대표적인 연구를 분석하여 학습자의 습득 양상을 검토하고 정리 하였다. 그 결과, 학습자들은 시제나 상에 관련된 선어말 어미를 관형형 어미보다 먼저 습득하며 과거 시제를 다른 시제보다 먼저 습득한다. 그리고 과거 시제는 시상 가설의 예측대로 습득되지만 진행상을 그렇지 않은 경향을 보인다. 이러한 시제와 상의 습득 양상은 전반적으로 한국어 교육과정인 ‘표준 모형’과 한국어 교재에 어느 정도 반영되고 있다. 시제 선어 말 어미 ‘-었-’이 ‘표준 모형과 한국어 교재에서 가장 먼저 제시되는 것이 이러한 경향을 잘 반영하고 있다. 그러나 시제에 대한 내용에 비하여 상과 관련된 내용은 조금 덜 반영되는 경향이 있으며 이러한 경향은 교재에도 유사하게 나타났다. This study aims to investigate the Korean tense and aspect reflected in the Korean language curriculum, the Standard Model and textbooks of Korean language education based on the learning patterns of Korean learners. Through analyzing representative studies of learner’s errors and learning patterns in the Korean tense and aspect, the learning patterns are summarized as follows: (i) learners learn the tense or aspectual prefinal endings before the adnominal ending, (ii) they learn the past tense prefinal ending ‘-eot-’ first, (iii) they also learn the past tense according to Aspect Hypothesis unlike the progressive. These learning patterns of Korean learners in the Korean tense and aspect are generally reflected in the Standard Model and Korean textbooks to some extent. The Standard Model and Korean textbooks present the past tense prefinal ending ‘-eot-’ firstly and more contents of the Korean tense than those of the Korean aspect.

教養初級日本語クラスにおける内省活動分析 -学習レベルとの違いに焦点をあてて-

倉持香 한국일본언어문화학회 2014 일본언어문화 Vol.29 No.-

This study aimed at investigating the relationship between reflection phase and learning levels. It categorized the data described on reflection activities of students during class and made a comparison of the reflection aspects by each learning levels. The results of the study showed that there are differences in aspect by each level. First of all, the higher-rank group showed reducing negative views toward learning as its process went forward. In the latter part, they were increased back again, whose numerical value was higher than that of the middle and lower-rank group. In addition, notwithstanding their negative opinions, more students in the higher and middle-rank group recognized the importance of self-motivation and practice, compared to ones in the lower-rank group. Secondly, on the shifts during the learning process, the higher and middle-rank group, feeling difficulties of contents of the study, maintained more positive attitude (e.g. building self-confidence, making more effort and challenging further) throughout the process than the lower-rank group did. Particularly from the early to the middle stage, they increasingly indicated the attitude of self-encouragement and motivation on the contrary to the counterpart. On the other hand, the learners in the lower-rank group described more about self-praise or wishes than other groups did. The rate of description about reasons they were late or negligent of study, greetings, appreciation and apology was high as well. From those results, it is inferred that, through reflection activities performed in this research, feeling joy or interest in contents of the study, building self-confidence, and motivating themselves advanced improvement in the level of and helped develop their learning. Thus, it indicated that each level of learners had a different ability of self-led learning, of meta-cognition to analyze required learning for introspective activities and one’s self, and of problem-solving to go deeply into a question and to figure out a method for its solution, which led to a further development of the learning.

教養初級日本語クラスにおける内省活動分析 -学習レベルとの違いに焦点をあてて-

쿠라모치 카오루 한국일본언어문화학회 2014 일본언어문화 Vol.29 No.-

This study aimed at investigating the relationship between reflection phase and learning levels. It categorized the data described on reflection activities of students during class and made a comparison of the reflection aspects by each learning levels. The results of the study showed that there are differences in aspect by each level. First of all, the higher-rank group showed reducing negative views toward learning as its process went forward. In the latter part, they were increased back again, whose numerical value was higher than that of the middle and lower-rank group. In addition, notwithstanding their negative opinions, more students in the higher and middle-rank group recognized the importance of self-motivation and practice, compared to ones in the lower-rank group. Secondly, on the shifts during the learning process, the higher and middle-rank group, feeling difficulties of contents of the study, maintained more positive attitude (e.g. building self-confidence, making more effort and challenging further) throughout the process than the lower-rank group did. Particularly from the early to the middle stage, they increasingly indicated the attitude of self-encouragement and motivation on the contrary to the counterpart. On the other hand, the learners in the lower-rank group described more about self-praise or wishes than other groups did. The rate of description about reasons they were late or negligent of study, greetings, appreciation and apology was high as well. From those results, it is inferred that, through reflection activities performed in this research, feeling joy or interest in contents of the study, building self-confidence, and motivating themselves advanced improvement in the level of and helped develop their learning. Thus, it indicated that each level of learners had a different ability of self-led learning, of meta-cognition to analyze required learning for introspective activities and one’s self, and of problem-solving to go deeply into a question and to figure out a method for its solution, which led to a further development of the learning.

‘~ている’형의 의미에 관여하는 다양한 요소와 일본어 교재의 실러버스 고찰

윤석임(Yoon, Suk Lim) 동아시아일본학회 2014 일본문화연구 Vol.0 No.52

This study addresses how the meaning of ∼te iru sentence is explained in Japanese textbooks for Korean learners studying the language. Therefore, this study investigates the ∼te iru type’s syllabus in order to study the problems that students face advanced textbooks. Korean learners of Japanese have more difficulty learning moment verbs than continuity verbs. However, sentence with moment verbs + te iru are few used knew by 37∼28% that syllabus. They are also used by syllabuses when of the type of moment verb is limited. Thus, as learners advance in their proficiency of Japanese, such as a tendency to increase learning repeatedly, learning is difficult to aspect study of the various moment verbs. Korean learners of Japanese is misspend perfect lacked for learning. This is the perfect types learning Korean and corresponding grammatical only such Mou tabemasita as sentence caused by syllabus is composed. The use of movement verb is related to the use of wo/ni, which can change the meaning of the sentence. But the relationship between moment verbs and wo/ni is not consistently taught. According to the contrastive linguistic approach, Koreans learning japanese must learn to actively compare the foreign language to their own. Textbooks should describe the similarities between Korean and Japanese, and they should also point out the differences.