청소년 봉사학습을 위한 창조교육 교수-학습 5단계 적용

김정아 ( Kim Jeong-a ) 창조교육학회 2019 창조교육논총 Vol.21 No.-

This study applied the 5th stage of creative education teaching-learning to youth service learning. It is important for young people to develop healthy personality and creative competence as a social experience learning, one of the meaningful education for young people, through service activities conducted inside and outside the school. In other words, by applying 5 stages of creative education teaching-learning to the service learning of the youth, it is possible to solve the problem creatively through service activities and to cultivate the creative competence of the youth by pursuing creative value. The stage of ideation is the process of recognizing the problem of service activities, and the stage of starting to imagine service activities, which are emotional and personal values including knowledge and skills through service activities. The discovery stage is the preparation process of volunteer activities, which is the stage of concentrating motivation and enthusiasm on the value while positively thinking about the imaginary value made through the stage of thought. In other words, the imagination of value creation through service activities is embodied, and knowledge is constrained due to the action of creativity, and the fusion of emotion and personality is concretely shown. The stage of excavation is the process of carrying out service activities for full-scale service learning, and it is a process of changing into a rational and systematic idea. It is a stage in which individual creative abilities of each youth are uniquely applied to grasp, analyze, and refine the elements of contents or problems found through the experience of service activities. The stage of expression is the reflection of service activities, and the result of knowledge and such consilience is fused into emotion and personality, so it is completed with meaningful contents by systematically organizing contents discovered through service activities. The actual value of service learning is revealed as a practical step to establish creative competence as a process of organizing and organizing the contents of service learning through service activities. The stage of development is the process that coincides with the process of development of service activities, and the stage where creative competence is established by objectifying new values through application and evaluation. Experienced and practical knowledge of volunteer activities is integrated, and the knowledge, emotion and personality are fused to create value and demonstrate creative competence. The value of learning through service activities of adolescents is to realize creative value through healthy personality and creative competence development of adolescents by combining knowledge and experience learned in school. Therefore, by applying the 5 steps of creative education teaching-learning to youth service learning, healthy personality and creative competence can be cultivated through the fusion of personality development and creativity development. Therefore, it is necessary to provide a substantial service learning through various service activities of adolescents.

창조교육 교수-학습의 발전단계에 관한 연구

이용길 ( Yong Gil Lee ) 창조교육학회 2015 창조교육논총 Vol.17 No.-

This study reflects the development stage of teaching and learning in creative education. Teaching and learning stages in creative education include 5 stages - Inspiration, Detection, Discovery, Revelation and Development. This theory formalizes the scope of logic and time that educationally introduces a thinking process to create human value and applies it to teaching and learning events for creative education. The development stage of creative teaching and learning creates a new value, which can completes teaching and learning objectives for teachers and learners and thereupon achieves a value of creative ability. This enables learners to solve a problem by using thinking skills through teaching and learning and eventually achieve the learning objectives by teacher``s scaffolding. This stage of development includes the problem solving capability for learners to find the ways to achieve learning objectives and a series of behaviors to find the solution for teaching and learning objectives. The tactics in the development stage of creative teaching and learning, therefore, put their emphasis on ``problem solving process``. This refers to the process where learners utilize the knowledge and functions within their schema in order to solve problems in an educational situation, and the problem solving process includes the tactics used to achieve learning objectives and creative values in the end. The development stage for problem solving covers ``detective skills``, which contain tasks, thinking process, suggestions, and questions. Thus, we should consider how to apply appropriate detective skills for teaching and learning tasks in terms of the development stage of creative teaching and learning. Meanwhile, teachers should not teach the detective skills themselves to learners but let them achieve the thinking capability to find the solution for the given task. Namely, problem solving as regard to this development stage should focus on problem solving process not on the solution itself, leading to creative development. The creative development stage which reveals creative values in achieving learning objectives makes it possible to achieve educational objectives through problem solving in teaching and learning process and create a new value. This development stage should be converted into the inspiration stage, which enables to display creativity and stimulates autonomous learning: It is a circulation process which continues the development of creative abilities and thus indicates infinite possibilities in developing human abilities.

초등학교 국악 표현영역 수업을 위한 수업 단계별 특성에 관한 연구

정일영(Jeong, Il-Yeong) 한국국악교육학회 2014 국악교육 Vol.38 No.38

본 연구의 목적은 초등학교 국악 수업의 표현영역에서 효과적인 수업을 위한 ‘체계적인 내용 제시’ 및 ‘효과적인 수업 방법’ 두 가지 측면에서 수업 모형의 각 단계별 특성을 살펴보고, 이를 토대로 국악 수업을 위한 일반 교수·학습 모형을 제시하는 것이다. 국악 수업의 표현영역에서의 수업은 단위 수업 시간안에서 ‘도입-전개1-전개2-전개3-정리’의 다섯 단계로 나누어지고, 각 단계에서 제시되어야 할 수업내용과 수업방법에는 저마다 고유의 특성이 있다. 국악 수업에서 표현영역의 도입 단계는 ‘내재적 동기유발’, 전개1 단계는 ‘기초 기능(개념) 익히기’, 전개2 단계는 ‘표현 방법 탐색’, 전개3 단계는 ‘창조적 표현’, 정리 단계는 ‘정리(내면화)의 특성을 지니고 있다. 더하여 각 단계에서 해야 할 효과적인 수업 방법은 도입 단계에서는 ‘수업의 방향과 순서’를 제시하여야 하며, 전개1 단계에서는 ‘호기심을 유지’하면서 수업 목표와 관련 있는 음악적 기초 기능을 익히고, 전개2 단계는 수업에서 필요한 ‘음악적 핵심 요소를 학습’하도록 하여야 하며, 전개3 단계는 학생들의 ‘음악적 창의성을 신장’할 수 있도록 배운 내용을 적용하는 방향으로 구성하며, 정리 단계는 수업을 마무리하면서 학습한 내용에 대해 ‘자신감 길러주기’ 활동을 하는 것이 좋다. 본고에서 고찰한 국악 수업 중 표현영역의 단위 수업의 단계별 일반적인 특성은 기존의 교수·학습방법과 수업 모형을 체계성과 효율성의 면에서 구조화시켰다는 데에 의의가 있다. 국악 수업의 각 단계가 갖는 특성에 알맞게 수업을 설계하고, 수업에 적용할 수 있으면 교사(강사)에게는 국악 수업에 대해 적극적으로 준비하고 자신감을 가지고 수업을 할 수 있게 되고, 학생들에게는 국악곡에 대한 탐구 능력 및 음악적인 표현 활동 능력을 길러 줄 수 있어서 국악 수업에서 다양성과 창의적인 표현 능력이 현저하게 나아질 수 있을 것으로 기대된다. In order to provide interest of Korean traditional music class to students and to increase creative expression skill, the teachers should fully understand on ‘systematic contents suggestion’ which activities are needed at each stage of the class and ‘effective teaching method’ which is a better way to teach to achieve the goal. This writing is to study features on each stage of teaching model from two perspectives of Korean traditional on Elementary school expression domain music class; ‘systematic contents suggestion’ and ‘effective teaching method. ’Based on this, general teaching·learning models are suggested for Korean traditional music class. Although there are lots of studies on different class models and various teaching-learning methods on music class or Korean traditional music class, there’s no paper explaining features on each stage of Korean traditional music class. In general, the teaching?learning model in Korean traditional music class should instruct with proper class model application on each domain regards to the features of different Korean traditional music domains (understanding music concept, singing, playing musical instrument, writing and expressing music creatively, appreciating). Teaching?learning model in each on Elementary school expression domain would have small difference on contents of instruction or based on its domain. However, there are mainly five stages in unit class course, ‘introduction-complication1- complication2-complication3-resolution’ and there are unique features on suggested class contents and methods at each stage. At the introduction stage on Elementary school expression domain, ‘intrinsic motivation’, at the complication1 stage, ‘basic function(concept) learning’, at the complication2 stage, ‘expression method search’, at the complication3 stage, ‘creative expression’, and at the resolution stage, ‘resolution(internalization)’ features are carried. Moreover for effective teaching method, at the introduction stage, ‘class direction and steps’ should be suggested, at the complication1 stage, basic function of music should be learned regards to class goal while ‘maintaining interest’, at complication2 stage, ‘musical core elements learning’ needed for the class should be done, at the complication3 stage, organize to apply learned contents for students to ‘increase musical creativity’ and at the resolution stage, it’s good to complete the classes and perform activities to ‘gain confidence’ on the contents learned. The features by stages of unit class and general class model of Korean traditional class considered in this writing have the meaning that existing teaching?learning methods and class model are structured in sense of efficiency and systemicity. If Korean traditional classes are designed and applied properly on the features on each stage teachers (instructors) will actively prepare Korean traditional classes and teach with confidence. For the students, it will help to develop search ability on Korean traditional music pieces and musical expression skill which is expected to increase variety and creative expression ability in Korean traditional music class.

진로전담교사의 전문성 발달단계 및 발달기제 연구

곽미선,조영아 부산대학교 과학교육연구소 2021 교사교육연구 Vol.60 No.3

The purpose of this study is to identify the stages of professional development process of career teachers’ professionalism and find the central task, motivation and learning strategy of each development stage. To this end, nine career teachers who had about 10 years of experience as career teachers and were recommended to have expertise in fellow teachers were conducted in-depth interviews using critical incident technique. The research results are as follows. The stages of development process of career teachers’ professionalism were divided into five stages: 「Exploration Stage」, 「Preparation Stage」, 「Adaptation Stage」, 「Achievement Stage」 and 「Contribution Stage」. Looking at the characteristics of each development stage, in the 「Exploration Stage」, ‘decision to switch to a career teacher’ was the central task, ‘student-centered education’ and ‘recognition of limitations of subject teacher’s job’ were motivations and ‘active interest in career education’ appeared as the learning strategy. In the 「Preparation Stage」, ‘expectation for the role of a career teacher and strengthening basic skills’ was the central task, ‘change in perspectives on oneself, others, and the world’ was motivation and ‘proactive learning’ and ‘network formation with fellow career teachers’ appeared as the learning strategies. In the 「Adaptation Stage」, ‘adaptation to the new role and environment by trial and error’ was the central task, ‘change students' attitudes and eyes’ and ‘passion and energy of fellow career teachers’ were motivations and ‘challenge in new experiences’ and ‘collaboration with other departments’ appeared as the learning strategies. In the 「Achievement Stage」, ‘building my own identity as a career teacher’ was the central task, ‘recognition of reward and existence value for the role of career teacher’ and ‘internalization of career education value’ were motivations and ‘continuous self-development’ and ‘expansion and accumulation of experience’ appeared as the learning strategies. In the 「Contribution Stage」, ‘contribution to the development of career education’ was the central task, ‘a sense of mission to revitalize career education’ was motivation and ‘active participation in career education policies and systems’ and ‘sharing and spreading accumulated experiences’ appeared as the learning strategies. Based on the results of this study, implications for the professional development of career teachers were discussed and suggestions for follow-up studies were presented. 본 연구는 진로전담교사들이 진로전담교사로 전환하기 전 단계부터 전문성을 갖춘 전문가로 거듭난 현재에 이르기까지 어떠한 전문성 발달과정을 겪고 있는지 전문성 발달단계를 확인하고, 발달단계별 중심과제, 동인, 학습전략을 밝히는 데 그 목적이 있다. 이를 위해 진로전담교사로서 10년 정도의 경력을 보유하고, 주변 동료교사에게 전문성이 있다고 추천받은 9명의 진로전담교사를 대상으로 중요사건기법을 활용하여 심층면담을 진행하였다. 연구 결과는 다음과 같다. 진로전담교사의 전문성 발달단계는 「탐색단계」, 「준비단계」, 「적응단계」, 「성취단계」, 「기여단계」 총 5단계로 구분되었다. 각 발달단계별 특성을 살펴보면 「탐색단계」에서는 ‘진로전담교사로 전환 결정’이 중심과제였으며 ‘학생 중심의 교육’, ‘기존 교과의 한계 인식’이 동인이 되었고, ‘진로교육에 대한 적극적 관심’이 학습전략으로 나타났다. 「준비단계」에서는 부전공 연수를 통해 ‘진로전담교사 역할 기대 및 기본기 다지기’가 중심과제였으며, ‘자신, 타인 그리고 세상에 대한 관점의 변화’가 동인이 되었고, ‘주도적 학습’, ‘동료 진로전담교사와의 네트워크 형성’의 학습전략을 통해 진로전담교사로서의 역할을 긍정적으로 인식하고 진로전담교사로서의 기본기를 다지는 것으로 나타났다. 「적응단계」에서는 ‘시행착오를 통한 새로운 역할 및 환경 적응’이 중심과제였으며, ‘학생들의 태도와 눈빛 변화’, ‘동료 진로전담교사들의 열정과 에너지’가 동인이 되었고, ‘새로운 경험 도전’, ‘다른 부서와의 협업’의 학습전략을 통해 진로전담교사의 전문성을 향상하는 것으로 확인되었다. 「성취단계」에서는 ‘진로전담교사로서 나만의 정체성 구축’이 중심과제였으며, ‘진로전담교사 역할에 대한 보람과 존재가치 인정’, ‘진로교육 가치의 내면화’가 동인이 되었고, ‘끊임없는 자기계발’, ‘경험의 확장과 축적’을 학습전략으로 숙련가로 성장하였다. 「기여단계」에서는 ‘진로교육 발전 기여’가 중심과제였으며, ‘진로교육 활성화에 대한 사명의식’이 동인이 되었으며 ‘진로교육 정책 및 제도에 적극 참여’, ‘축적된 경험의 공유와 확산’을 학습전략으로 진로전담교사 전문가로 성장하였다. 본 연구결과를 바탕으로 진로전담교사 전문성 발달을 위한 시사점을 논의하고 후속연구를 제안하였다.

일반 논문 : 신생벤처의 지식기반 성장모델과 지식전략 유형

차민석 ( Min Seok Cha ),배종태 ( Zong Tae Bae ) 한국중소기업학회 2012 中小企業硏究 Vol.34 No.1

본 연구는 신생벤처의 성장과정을 성장단계별 조직학습을 유형화하여 지식기반 성장모델을 제안하고 있다. 성장단계는 기존 연구를 바탕으로 창업기, 성장기, 성숙기로 나눌 수 있다. 성장단계별로 당면문제 또는 경영초점, 조직운영의 특성 등의 조합이 달라진다고 보는 형태적 접근에 따라서 분류를 하였다. 각 성장단계에서 당면하는 주요문제가 다르므로, 이를 해결하기 위해 기존에 없던 역량을 구축하는 조직학습에 의한 성장모델을 구축하였다. 시장지식 및 기술지식 등 지식분야와 각 지식의 원천에 따라서 지식전략이 달라질 수 있다. 외부환경의 특성인 동태성과 복잡성에 따라서 환경의 변화와 구성요소의 복잡성에 따라서도 신생벤처의 조직학습은 영향을 받을 수 있다. 지식전략은 신생벤처가 당면하는 문제들을 해결하는데 필요한 지식을 내부학습과 외부학습을 활용하는 정도에 따라 네 가지 유형으로 나누었다. 학습활동이 전반적으로 적은 외톨이형(Loner)은 보다 안정적이고 단순한 환경에서 나타난다. 외부학습이 상대적으로 많은 네트워커형(Networker type)은 변화가 많은 환경과 시장지식 분야에서 보다 많이 나타난다. 내부학습이 상대적으로 많은 엔지니어형(Engineer type)은 내부적으로 핵심기술역량을 구축해야 차별화할 수 있는 기술지식 분야에서 많이 나타난다. 내부창출과 외부학습을 동시에 추구하는 문지기형(Janus type)은 보다 동태적이고 복잡한 환경에서 나타났다. 벤처성장 단계별로 보다 유효한 지식전략에 대한 시사점과 향후 연구방향을 논의하였다. The purpose of this study is to build a knowledge-based model of venture growth. In doing so, we try to understand the new venture growth process with knowledge strategy in a new venture context. This study presents the results of empirical analysis based on surveys of CEOs in representative ventures in Korea that received research funds from KTB. A knowledge-based venture-growth model consists of two kinds of growth processes : The first one is a macro-process perspective that explains the organizational changes of dominant problems and configuration along growth stages or organizational life cycle. We adopt the more common distinction of three growth stages : Startup, growth, and maturity. The second one is the micro-process perspective that explains the internal process of new venture growth. This research suggests a model of a RLR(Recognition of problems, Learning, and Resolution of problems) cycle to explain the internal mechanism of growth stage transition. Learning is the key to accumulate the necessary competence and capability to solve the confronted problems. We additionally suggest a typology of knowledge strategy according to levels of internal and external learning. There seems to be four types of knowledge strategy in knowledge domains of market and technology. The loner type is just exploiting the existing knowledge base with lesser learning. They appear in a more stable and simple environment. The networker type learns actively from external sources of knowledge like institutions, universities, and other companies. The networker type is more active in the dynamic and complex market and market knowledge domain. The engineer type creates new knowledge mostly based on their internal knowledge base. This type is more prevalent in the technology domain. The Janus type uses both methods of internal and external learning and is more prevalent in dynamic and complex environments. Effective knowledge strategies are different in two knowledge domains along three growth stages. In the market knowledge domain, the Janus type grows seven times faster than loner type in the growth stage. The Janus type grows three times faster than networker type in the maturity stage. Obviously firms grow slower in the maturity stage than those in earlier stages. In the technological knowledge domain, the engineer type grows faster than the loner type in the startup stage. The growth rate is 90 percent higher than that of the loner type. In the growth stage, the networker type grows three times faster than the loner type. Interestingly the loner type grows almost twice as fast as the networker and engineer type in the maturity stage. On average, new ventures in the startup stage grow faster than those in the maturity stage. Some academic and managerial implications with some limitations are discussed. Also, this paper provides directions for further studies to understand new venture growth based on knowledge-based perspectives.

협력 학습을 위한 학습자 간 상호 작용 활성화 연구

손다정,정다운 중앙어문학회 2023 語文論集 Vol.96 No.-

This study plan to activate interactions between learners to maximize the effectiveness of collaborative learning(CL). CL is a process in which learners are centered and all learners negotiate together, and can be used in all subjects. However, to introduce and utilize CL effectively, it is necessary to first prepare a plan to activate the interactions that enable CL. This is because CL is not conducted just by the fact that two or more learners have formed a group but in the process of learners interacting with each other. Therefore, this study first summarized CL and interaction. And based on this, the stage of CL was divided into “collaborative learning preparation stage: pre-interaction stage”–“collaborative learning stage: interaction stage”–“personalization stage of collaborative learning results: post-interaction stage”. An interaction model for CL was devised and detailed strategies were presented to activate the interaction of each stage of CL. 이 연구에서는 협력 학습의 효과를 극대화하기 위한 학습자 간 상호 작용 활성화 방안을 제시하고자 하였다. 협력 학습은 학습자가 중심이 되어 여러 학습자가 함께 협상을 하는 과정을 통해 학습을 해 나가게 되는 것으로 모든 교과에서 활용 가능하다. 그러나 협력 학습을 도입하여 효과적으로 활용하기 위해서는 협력 학습을 가능하게 하는 상호 작용을 활성화할 수 있는 방안을 먼저 마련해야 한다. 협력 학습은 두 사람 이상의 학습자가 한 집단을 구성했다는 사실만으로 실시되는 것이 아니라 한 집단에 참여하게 된 학습자들이 서로 상호 작용하는 과정에서 실시되는 것이기 때문이다. 이에 이 연구에서는 먼저 협력 학습과 상호 작용이 무엇인지 정리하였다. 그리고 이를 바탕으로 협력 학습의 단계를 ‘협력 학습 준비 단계: 상호 작용 전 단계-협력 학습 단계: 상호 작용 단계-협력 학습 결과의 개인화 단계: 상호 작용 후 단계’로 구분하였다. 이후 협력 학습을 위한 상호 작용 모형을 구안하고 협력 학습의 각 단계별 상호 작용을 활성화하기 위한 세부 전략을 제시하였다.

Development of Early-Stage Stroke Diagnosis System for the Elderly Neurogenic Bladder Prevention

김의선,허지민,은성종,이준영 대한배뇨장애요실금학회 2022 International Neurourology Journal Vol.26 No.S1

Purpose: There are various neurogenic bladder patterns that occur in patients during stroke. Among these patterns, the focus was mainly on the patient’s facial parsy diagnosis. Stroke requires early response, and it is most important to identify initial symptoms such as facial parsy. There is an urgent need for a diagnostic technology that notifies patients and caregivers of the onset of disease in the early stages of stroke. We developed an artificial intelligence (AI) stroke early-stage analysis software that can alert the early stage of stroke through analysis of facial muscle abnormalities for the elderly neurogenic bladder prevention. Methods: The method proposed in this paper developed a learning-based deep learning analysis technology that outputs the initial stage of stroke after acquiring a high-definition digital image and then deep learning face analysis. The applied AI model was applied as a multimodal deep learning concept. The system is linked and integrated with the existing urine management integrated system to support patient management with a total-care concept. Results: We developed an AI stroke early-stage analysis software that can alert the early stage of stroke with 86% hit performance through analysis of facial muscle abnormalities in the elderly. This result shows the validation result of the landmark image learning model based on the distance learning model. Conclusions: We developed an AI stroke early-stage diagnostic system as a wellness personal medical service plan and prevent cases of missing golden time when existing stroke occurs. In order to secure and facilitate distribution of this, it was developed in the form of AI analysis software so that it can be mounted on various hardware products. In the end, it was found that using AI for these stroke diagnoses and making them quickly and accurately had a positive effect indirectly, if not directly, on the neurogenic bladder.

대학 한국어 수업에서의 플립드 러닝 기반 교수-학습 활동 연구

공하림 ( Kong Ha-rim ) 한성대학교 한성어문학회 2021 漢城語文學 Vol.45 No.-

The purpose of this study is to investigate the results of learners' activities by designing and operating learning activities in a flipped learning-based university Korean class. The core of the flipped learning class is to maximize the interaction of learners in the origin learning stage (In-Class) and design activities that can achieve educational goals. However, although the development of class models and case studies using flipped learning have been conducted in Korean education so far, there have been few studies on learning activities in the origin learning. Therefore, in this study, the learning activities that can be used in the origin learning stage were divided into quiz, problem solving, question and answer, peer professor, discussion, and case analysis, and applied to each session, and the results and satisfaction were analyzed. In the future, if various learning activities suitable for the learning purpose are designed and operated more specifically when operating the flipped learning class, the learning effect of learners can be maximized.

차량 주행궤적 데이터를 활용한 Multi-Stage 머신러닝 기반의 사고 위험 예측 연구

박누리(PARK, Nuri),박준영(PARK, Juneyoung) 대한교통학회 2024 대한교통학회지 Vol.42 No.3

교통사고 발생 예방과 대응을 위하여 실시간으로 사고위험 상황을 예측하고 적절한 조처를 하는 방안에 관한 연구가 진행되고 있다. 교통사고는 매우 드물게 발생하는 무작위 이벤트이기 때문에 실시간 사고 위험 예측에서 사고 발생 징후를 포착하고 위험한 교통류 특성을 명확히 구분할 수 있는 안전 지표를 선택하는 것이 중요하다. 본 연구에서는 머신러닝 기법 중 비지도 학습과 지도학습 방법론을 동시에 활용하여 중요도 높은 핵심 안전 지표를 선별하였으며, 선정된 안전 지표를 활용해 사고위험 예측모형을 개발하는 Multi-stage process의 사고 위험 예측 모형 개발 절차를 제안하였다. 첫 번째 단계에서는 K-means Clustering과 Random Forest 방법론을 사용하여 사고위험 교통류와 일반 교통류를 잘 분류할 수 있는 변수를 선별하였으며, 두 번째 단계에서는 첫 번째 단계에서 도출된 핵심 변수의 조합을 마련하였다. 마지막으로 세 번째 단계에서는 이진 분류에 많이 사용되는 머신러닝 기법인 Support Vector Machine 모형을 사용해 변수 조합별 사고 위험 예측 모형을 개발하고, 예측 성능을 비교하였다. 이를 통해 본 연구에서는 사고위험 예측모형에 독립변수로 활용되는 안전 지표를 선별할 때 비지도 학습 및 지도 학습 기반 핵심 변수 선별 방법론의 효과를 측정하였다. 또한, 본 연구에서는 실시간으로 변화하는 차량의 위험 주행행태 포착을 위해 상업용 차량의 Digital Tachograph(DTG)에서 수집되는 주행궤적 데이터를 사용하였다. 연구 결과, 본 연구에서 제안한 Multi-stage 기반 사고 위험 예측 모형 개발 방식은 모형의 예측 성능을 개선하는 것으로 나타났으며, 핵심 변수 선별에 지도학습만으로는 도출되지 않는 새로운 중요한 변수를 고려할 수 있는 것으로 나타났다. 본 연구에서 제안된 방법론을 사용하여 선제적 교통안전 관리 전략을 마련할 수 있으며, 이를 통해 교통사고를 예방하고, 교통안전 관리전략을 통해 사전에 대응할 수 있을 것으로 기대한다. The selection of indicators that can catch the risky traffic flow is important to predict crash risk on highways. Unsupervised machine learning techniques can be a new approach to deriving important crash risk indicators. This paper applies a multi-stage methodology using both unsupervised and supervised machine learning techniques systematically to evaluate crash risks. The proposed multi-stage methodology is composed of three stages. In the first stage, select variables that can classify risky and general traffic flow well using K-means clustering and Random forest. The second stage is the combination of variables that were derived in the first stage to construct important variable sets for detecting crash precursors. Lastly, third stage, crash prediction models with variable sets, which are selected from the second step, were developed using the support vector machine method. For the real-time crash prediction model, individual vehicle trajectory data were collected from commercial vehicles and used. As a result of this study, the multi-stage models that include variable selection through a combination of K-means clustering and Random Forest methods improved the predictive performance. This study proposes a new approach to selecting important variables that cannot be found by supervised learning when developing a crash prediction model. It is expected that more crashes can be prevented by performing proactive traffic safety management using the methodology suggested in this study.

자기조절학습과 부모학습관여형태에 따른 전환기 초등학생의 학업성취수준

김홍석,심혜숙 한국상담학회 2009 상담학연구 Vol.10 No.4

The purpose of this study was to examine the differences of self-regulated learning and parents' learning involvement type according to the level of academic achievement, and also the relationships between self-regulated learning and parents' learning involvement type for the students who are in a transitional stage from elementary to middle school. The subjects of this study were 423 students who were in the sixth grade in an elementary school in Pusan and Ulsan. The test tools were the 2008 National Assessment of Education Achievement(NAEA), Self-regulated learning and Parents' learning involvement type. The collected data were analyzed One-way ANOVA and Correlation. The results of this study were as follows: First, the higher if academic achievement level, the higher of self-regulated learning. Second, the high group in academic achievement level was higher in parents' learning involvement type than the low group. Third, there were significant correlations between self-regulated learning and parents' learning involvement type. Possible reasons for this result were identified and discussed. 본 연구는 초등학교에서 중학교로 진학하는 전환기 학생의 자기조절학습과 부모학습관여형태에 따른 학업성취수준을 살펴보고, 또한 자기조절학습과 부모학습관여형태의 관계를 알아보고자 부산과 울산의 4개 초등학교 6학년 학생 총 423명을 대상으로 검사를 실시하였다. 학업성취수준은 국가수준 학업성취도 평가를 사용하였으며, 자기조절학습과 부모학습관여형태는 설문지를 작성하는 방법으로 실시하였다. 자료분석은 일원변량분석과 상관분석을 실시하였으며, 그 결과, 첫째, 자기조절학습에 따른 학업성취수준 차이에서는 학업성취 상집단이 중집단보다 높았으며, 중집단은 하집단보다 자기조절학습이 높게 나타났다. 즉 학업성취가 높을수록 자기조절학습능력이 높음을 알 수 있다. 둘째, 부모학습관여형태에 따른 학업성취수준 차이에서는 학업성취 상집단이 하집단보다 유의미하게 높게 나타났다. 셋째, 자기조절학습과 부모학습관여형태의 관계는 유의미한 정적 상관이 나타났다. 이러한 결과들은 학업성취를 높이기 위해서 부모가 자녀의 학습지도를 할 때, 자녀에게 보다 많은 자율성과 학습정보제공을 해주는 것이 필요함을 시사하고, 또한 높은 학업 성취를 위해서 자기조절학습 능력을 향상시킬 필요가 있음을 제시 한다고 볼 수 있다.