고등학교 『중국어Ⅰ』의 듣기 영역에 관한 소고 ― 교수·학습 영역을 중심으로

김미순 ( Kim¸ Misoon ),전진 ( Jeon¸ Jin ) 한국중국언어학회 2021 중국언어연구 Vol.- No.96

本文指在考察韩国高中汉语教科书是否有利于培养学生的听力, 以便以后编写更有效的教科书。≪中国语Ⅰ≫是韩国高中科目“中国语Ⅰ”的教科书, 其水平相当于初级。目前, ≪中国语Ⅰ≫共有11种, 皆为根据“2015年修订课程”编写的。本文根据教育部的“2015改订教育课程”考察了≪中国语Ⅰ≫的听力领域应有的条件。再来, 根据这些条件分析了11种教科书的听力领域是否具有针对性、趣味性和系统性。分析结果显示:大多数教科书都收录了听力领域, 並且提供了各种听力教学活动, 其篇幅也不小。可是, 仍然需要提高针对性、趣味性以及系统性。 教育部在2022年将会公布新的‘教育课程’, 隨著根据此教育课程, 改订的高中汉语教科书会出版。希望本文的研究结果能抛砖引玉, 改善教科书的現存问题, 成为编写好教科书的契机。 This study aims to provide helpful insights in revising textbooks in the future by examining the structure of the current high school Chinese textbooks whether they promote the development of students’ listening skills effectively. 『ChineseⅠ』 is a textbook used in high school ‘Chinese 1’ subject. Currently, there are 11 types of 『ChineseⅠ』 which have been published complying the ‘2015 Revised Curriculum’ announced by the Ministry of Education. The study derived the requirements for the listening part through the ‘2015 Revised Curriculum’ and examined these 11 textbooks whether the listening parts are relevant, interesting, and well-organized. Of the 11 textbooks, 10 textbooks cover the listening skills separately, and relatively diverse activities are presented with considerable amount. However, there is still room for improvement in relevancy, interest, and organization for more effective development of students’ listening skills. The Ministry of Education plans to announce a new curriculum in 2022, and textbooks reflecting the new curriculum will be published in the future. It is hoped that the results of this study will serve as an opportunity to compile good textbooks that can improve students’ listening skills without repeating existing problems.

현대중국어 ‘很多’의 재해석에 의한 오류 분석

김미순 ( Kim Misoon ),唐凤娟 ( Tang Fengjuan ) 한국외국어대학교 중국연구소 2020 中國硏究 Vol.85 No.-

This study starts from the point of recognizing the cause of error of Korean learners in ‘很多’ as errors due to reinterpretation. The Korean equivalent of Chinese ‘很多’ is ‘많다(many)’. ‘很多’ and ‘많다(many)’ correspond semantically, but there is a difference in distribution of linguistic items between two languages. For this reason, many Korean learners make errors when using ‘很多’. Therefore, the present study approaches from the viewpoint of contrastive analysis to examine the differences in the distribution of ‘很多’ and ‘많다(many)’, and further investigates learner’s error phenomenon and cause of ‘很多’ through corpus study. Chinese ‘很多’ has many restrictions in terms of structure, meaning and function compared to Korean ‘많다(many)’. The asymmetry in phrases, in word order and associations were found in the structural distribution between ‘很多’ and ‘많다 (many)’, and there was also a difference in distribution of meaning. Errors due to reinterpretation may result in omission errors, additional errors, substitution errors, and word order errors. The difference in distribution between ‘很多’ and ‘많다 (many)’ caused learners’ errors, and as a result of analyzing 102 erroneous sentences, the substitution error exceeded 50%, and the omission error reached 30%. Additional errors and word order errors were found relatively less than the other two. ‘很多’ is an expression that Korean learners learn at the beginner level and use frequently in their daily life. However, according to the difficulty level of Clifford Prator(1967), ‘很多’ corresponds to Level 3 which means the learning difficulty is quite high. Due to the difference in the distribution of linguistic items, learners may easily make errors if they do not master them properly. Thus, rather than thinking of ‘很多’ and ‘많다(many)’ as a one-to-one correspondence, teachers or learners need to clearly understand what differences exist in form or distribution of meanings, and recognize them as new language items to properly teach and learn.

신호망 관리를 위한 트래픽 분산 분석 방법에 관한 연구

김미순(Misoon Kim),고병도(Byungdo Ko),홍진표(Jinpyo Hong) 한국정보과학회 1993 한국정보과학회 학술발표논문집 Vol.20 No.2

신호망에서 골격을 이루는 노드인 신호중계 교환기는 No.7 신호 프로토콜을 처리하는 기능을 수행한다. 신호망에서 트래픽의 분산 연구는 신호중계 교환기에서 측정 수집된 데이타를 사용하여 이루어지는데, 분산 연구를 위한 트래픽 측정 수집에는 망에 있는 자원의 제약을 받게 된다. 이러한 제한된 자원 내에서 어떻게 트래픽의 분산을 분석할것인가에 대한 방법을 기술한다.

고등학교 ≪중국어Ⅰ≫ 개정 교과서의 변화와 정체 ― 발음 및 네 영역을 중심으로

김미순 ( Kim Misoon ),황진영 ( Hwang Jinyoung ) 고려대학교 중국학연구소 2018 中國學論叢 Vol.0 No.61

The present study selects four editions of the high school textbooks ≪ChineseⅠ≫ published from 2002 until today - total of 31 textbooks - as subjects of the study to discuss about the changes and stagnation in organization order and contents of the section of pronunciation and four language skills from diachronic viewpoint. According to this national curriculum, the revised versions of ≪ChineseⅠ≫ were published in 2002, 2012, 2014 and 2018 respectively. The current paper attempts to grasp the overall revision flow of the revised textbook from the diachronic viewpoint. The result shows that in terms of the order of organization, there were numerous attempts considering the efficiency of learning. However, in the contents of organization, some points were not improved or revised yet. The pronunciation parts were focused more on ease than the accuracy of the explanation, and the activities of the four language skills were still more mechanical exercises rather than meaningful exercises. Following to the changing era, the national curriculum will be revised in the future, and revised version of ≪ChineseⅠ≫ will also be published. Through these kind of evaluation, the improvement of the revised textbooks should be continued, and the points of regression and the stagnation must be corrected.

디지털 리터러시 교육 모델에 기반한 고등학교 『중국어 독해와 작문』 연구 ― ‘玩一玩’ 영역을 중심으로

김미순 ( Kim Misoon ),김한나 ( Kim Hanna ) 한국중국언어학회 2023 중국언어연구 Vol.- No.109

本文根据数字素养教学模式对韩国高中汉语教学大纲和现行教科书进行分析, 再根据分析结果针对汉语教科书中的教学活动提出一些建议, 以便提高高中生的数字素养技能。韩国高中汉语教科书≪汉语阅读与写作I≫和≪汉语阅读与写作II≫是适合衔接数字素养教学的教材。因此本文以此两本教科书定为研究对象, 进行研究。首先, 探讨了数字素养相关理论, 而选定“STCPR”模式。再来, 根据“STCPR”模式, 探讨了高中汉语教学大纲。结果发现:教学大纲中提及了数字素养教育, 还包含了一些相关内容。接下来, 根据“STCPR”模式以及教学大纲, 针对两本教科书的“玩一玩”领域进行了分析。分析结果显示:两本教科书都包含了一些适用于数字素养的教育活动, 但从教学活动的类型以及媒体方面来看, 存在着一些不尽之处。因此最后本文提出了若干建议。希望通过汉语课程, 不仅能有效提高学生的汉语能力, 还能同时有效提高学生的数字素养能力。 This study appreciates the importance of digital literacy and reviews the high school Chinese language curriculum and current textbooks according to the ‘Digital Literacy Education Model (STCPR)’. Based on this, by presenting the design and progress of teaching and learning activities, the study aims to suggest a direction for compiling Chinese language textbooks to improve digital literacy skills in the future. In order to develop the ability to read and write digital media, students must have a certain level of Chinese language proficiency, and the subject must have Chinese reading and writing as the main teaching and learning content. The study selected 『Chinese Reading and Writing I』 and 『Chinese Reading and Writing II』 as high school Chinese textbooks suitable to connect with digital literacy education. As a result of analyzing these two textbooks, although some activities applicable to digital literacy education were included, there was still much room for improvement in the structure and content of the activities in terms of accuracy of instructions, types of activities, and diversity of materials. In modern society, the digitalization of everyday life requires ‘digital literacy’ beyond the ability to simply use digital tools. These digital literacy skills are most effective when taught in conjunction with the subject curriculum. We hope that through the Chinese language curriculum, not only students' Chinese language skills but also their digital literacy skills can be effectively improved at the same time.

고등학교 교과서 내 문법 항목의 서술에 대하여 ― 『중국어Ⅰ』에 수록한 조동사 ‘회(会)’를 중심으로

김미순 ( Kim Misoon ) 한국중국언어학회 2020 중국언어연구 Vol.0 No.90

本文探讨了现行高中汉语教科书中如何呈现能源动词“会”,以便考察高中汉语教科书的语法教学是否有效率,最后提出了一些建议。分析结果显示:大部分教科书都按照语法教学的三个步骤(展示→说明→练习)来呈现语法点“会”。可是一些教科书还是省略了语法点的提示或练习,并且各阶段的叙述方式及内容上还是有不足之处。 汉语学习者学习语法点的目的不只是为了学习语言知识,而是为了提高沟通能力。因此,教科书应该提供给学习者近似实际沟通情况的语境以及课文,通过课文展示语法点。讲解语法点时,应该讲解语义、功能、以及结构,并且考虑近义词之间的异同点来叙述该语法点的特征。最后,提供给学习者多样化的练习。 The present study examines how grammar items were included in current high school Chinese textbooks based on the three stages of teaching Chinese grammar, and whether they are properly formed to improve the learners’ communicative ability. An auxiliary verb ‘會’ is included in the high school Chinese curriculum, and all 11 textbooks cover this grammar item. Therefore, this study sets 『Chinese 1』 as a subject of the study and examine the auxiliary verb ‘會’ whether the grammar teaching stage was omitted or not and the contents and methods of each stage. Furthermore, based on the results, the paper suggests several implementation on the description of the grammar item. Most of the textbooks introduced the grammar item following three stages, ‘presentation → explanation → practice’. However, there were some textbooks that omitted the stage of ‘presentation’ or ‘practice’. Moreover, the insufficiencies of each stage were noticed through the analysis. First of all, in the presentation of the grammar item, there were some cases where the development of discourse was far from the actual communication situation. Second, the explanation of the form and function of the grammar item were not sufficient, particularly the differences between synonyms were unclear. These cases can lead learners to make errors in languages and between languages, avoidance errors and misleading errors. Lastly, the practices of the grammar item were mostly mechanical practices. Chinese language learners do not learn the grammar items simply to gain language knowledge, but they learn grammar to help them understand and express in Chinese. Thus, textbooks need to be structured properly so that Chinese language learners could use language in real life by internalizing the functions of grammar items.

망구조에 적용되는 기준구성 분류

김미순(Misoon Kim),양지호(Jiho Yang) 한국정보과학회 1994 한국정보과학회 학술발표논문집 Vol.21 No.2B

기준구성은 B-ISDN 망능력을 제공하기 위한 기능들에 대하여 가능한 설비의 다양한 실현을 식별할 수 있도록 기능그룹과 기준점의 배열에 의해 기준이 되는 구성을 나타내는 개념적인 망구성 모델이다. 기준구성은 기반 기준구성과 선택적 기준구성으로 모델링되는데, 기반 기준구성은 기술 발전이나 망구조의 선택적 대안에 의해 영향을 받지 않고 망의 개념적인 기능을 추상적으로 표현하며, 선택적 기준구성은 특정 목표 서비스나 망의 토폴로지 및 가입자 망 특성 등의 선택적 대안을 고려한 구성을 제시한다. 본 문서에서는 기술하는 선택적 기준구성이란 시간적인 제약이나 기술적인 제약을 받지 않고 기준구성에 영향을 줄 수 있는 사안별로 분류하여 어떻게 망이 구성될 수 있는가를 보여준다.

일반논문 : 다문화학생을 위한 심리지원 프로그램의 국내외 연구동향 분석

김의연 ( Euiyeon Kim ),김미순 ( Misoon Kim ),황해영 ( Haiying Huang ) 인하대학교 교육연구소 2015 교육문화연구 Vol.21 No.5

본 연구의 목적은 국내외 다문화학생을 위한 심리지원 프로그램의 연구동향을 분석하는 것이다. 이를 위하여 심리지원 프로그램에 대한 관련 문헌은 2004년부터 2014년까지 발표된 논문으로 PICO-SD(연구참여자, 중재연구, 통제집단, 연구결과, 연구설계)검색전략을 사용하였다. 데이터베이스는 국내외 RISS, KISS, Korea Med, Pubmed, Scopus와 Web of science를 활용하였다. 최초검색 문헌은 총 2,820건이었고, 분석기준을 통해 선정한 논문은 19편(국내 13편, 국외 6편)이었다. 데이터는 연구설계, 연구참여자의 특성, 심리지원 프로그램의 유형, 측정도구와 프로그램 결과로 분류되었다. 연구결과는 다음과 같다. 첫째, 연구참여자의 연령은 6-21세였다. 둘째, 연구설계는 비동등성 대조군 전후연구가 47.4%, 단일군 전후연구가 31.6%로 나타났다. 셋째, 예술치료가 47.4%로 국내외에서 가장 많이 사용되었다. 넷째, 대부분의 심리지원 프로그램은 심리적 어려움에 유의미한 효과를 나타냈다. 이상의 결과로부터 다문화학생을 위한 심리지원 프로그램은 긍정적인 효과를 가진 것으로 시사되었다. 그럼에도 불구하고 보다 과학적인 근거를 축적하기 위해서는 높은 수준의 근거능력을 갖춘 연구설계가 필요하다. The purpose of this study was to describe the research trend of psychological support programs(PSP) for multicultural students in Korea and globally. A review of PSP is related with literature published from 2004-2014. PICO-SD(participant, intervention, comparison, outcomes, study design) strategy was used for research the PSP. The data were taken from RISS, KISS, Korea Med, Pubmed, Scopus and Web of science. A total of 2,820 were reviewed using the analysis guidelines, 19 references(13 Korea and 6 globally) matched the criteria. The data regarding the type of study design, characteristics of subjects, classification of PSP, outcomes measures and results was recorded. The results were as follows. First, participants age ranges 6-21 years old. Second, 47.4% references were non-equivalent control group pre-post test design and 31.6% references were one group pre-post test design in international references. Third, art therapy(47.4%) was commonly used in PSP globally. Fourth, most of the PSP found to have significant effects on psychological difficulties. The results implicated positive outcome and effective result for PSP to the multicultural students. None the less, a robust research design in PSP is needed to accumulate strong scientific evidence.

일반논문 : 2014교사 협력사업에 참여한 초등교사의 경험에 대한 내러티브적 연구

김창아 ( Changah Kim ),김미순 ( Misoon Kim ),아이고자에바아이게림 ( Aigozhayeva Aigerim ) 인하대학교 교육연구소 2015 교육문화연구 Vol.21 No.4

본 연구는 I문화예술지원센터에서 추진한 2014교사 협력사업에 참여한 초등교사의 문화예술교육 경험에 대한 연구이다. 본 연구에서는 이 사업에 참여한 초등교사 3인의 경험을 통하여 이들이 2014교사 협력사업 과정에서 어떠한 경험을 하며, 그 경험은 문화예술교육의 학교 활성화라는 측면에서 어떤 의미를 가지는가를 탐색하였다. 연구 기간은 2014년 7월부터 2015년 1월까지이며, 심층면담과 참여관찰을 통해 자료를 수집하였다. 초등교사들은 자발적 참여를 통해 학교 현장에서 문화예술교육을 확대하고 실천하고자 노력하였다. 본 연구에서는 참여자들의 경험 과정을 통해 그 의미를 나타내었다. 참여자들의 문화예술교육에 대한 경험은 ``문화예술교육 시작하기``, ``문화예술교육 지원 받기``, ``학교에서 문화예술교육 하기``로 나타났다. 참여자들에게 문화예술교육은 실존적 인간으로서의 공감을 바탕으로 하는 ``나도 사람이니까``하는 행위였다. I문화예술지원센터의 사업 참여는 ``부담스럽지만 해보고 싶은 일``이었다. 그러나 학교 안에서 문화예술교육을 실행하는 것은 ``시간과의 싸움``일 수밖에 없었다. 본 연구는 이들의 경험에 대해 다시 이야기하기를 통하여 문화예술교육이 교육 현장에서 활성화되기 위해서는 문화예술교육에 대한 교사 인식의 변화, I문화예술지원센터의 안정적인 계획과 지원, 학교문화 개선이 필요함을 제시하였다. This is a narrative study on culture and art education experiment of elementary school teachers who participated in 2014 teacher cooperation project. This study examined the experiences of 3 elementary school teachers during 2014 teacher cooperation project and also examined the meaning of their experience in terms of school vitalization of cultur and art education. The research period is from July 2014 to January 2015 and data were collected through in-depth interview and participatory observation. Elementary school teachers endeavored to expand and practice culture and art education at school threw voluntary participation. The study shows meaning by the experience process of participants. The experience of culture and art education by participants is shown in starting culture and art education, receiving the support for culture and art education and doing culture and art education at school. Culture and art education to participants is an act of recognizing ``I am also a human being`` based on a sympathy as an existential human. The project participation of Incheon culture and art support center was ``a burdensome but desirable one.`` But it was ``a battle with time`` when they practiced the Culture and Arts Education at schools. By retelling experiences, this study proposed changing teachers` awareness of culture and art education, stable plans and supports of Incheon culture and art support center and improvement of school culture to vitalize culture and art education at educational field.

다문화 멘토링에 참여한 멘토의 상호문화역량 탐색

오세경 ( Sekyung Oh ),김미순 ( Misoon Kim ) 성결대학교 다문화평화연구소 2016 다문화와 평화 Vol.10 No.2

본 연구의 목적은 대학생인 멘토의 다문화 멘토링 활동 경험의 의미를 분석하여 상호문화역량의 요인을 살펴보는 데 있다. 이에 본 연구 문제는 “멘토의 다문화 멘토링 경험의 의미는 무엇인가?”와 “다문화 멘토링의 활동 경험을 통해 배양될 수 있는 멘토의 상호문화역량의 요인은 무엇인가?”이다. 이를 위해 다문화 멘토링 활동에서 우수한 평가를 받은 대학생 멘토들을 대상으로 질적 면담을 하였고, 지속비교방법을 활용하여 분석되었다. 멘토의 다문화 멘토링 경험의 유형은 열림과 닫힘 경험, 타자와의 관계 맺기 경험, 문화 매개자로서의 역할 경험으로 분석되었다. 또한 멘토의 다문화 멘토링 활동 경험을 통해 도출된 상호문화역량 요소는 열림과 닫힘 경험 유형에 문화 다양성 인식, 열린 마음, 갈등·문제해결 역량이 포함되고, 타자와의 관계 맺기 경험유형에서는 다름 대한 인정, 공감, 상호문화 의사소통 역량으로, 문화매개자로서의 역할 경험유형에서는 비판적 사고, 자아효능감, 사회적 실천으로 구성되었다. 이와 같은 결과는 다문화 멘토링 활동을 통해 기존 편견에 대한 반성적 성찰을 경험한 멘토의 상호문화역량을 강화하고, 세계를 바라보는 확장된 시각으로서 글로컬 한 관점과 다양한 문화에 대한 높은 수용 능력의 소통 요인을 살펴본다는 점에서 의의가 있다. The purpose of this study is to analyze the meaning of the multicultural mentoring experiences of university students, and to examine the factors of intercultural competence. Hereby, the questions of this study are “What is the meaning of multicultural mentoring experiences of mentors?” and “What factors of intercultural competence can be fostered through the multicultural mentoring experiences?” In order to answer these questions, qualitative interviews have been conducted with university students who have been evaluated as outstanding multicultural mentors. The types of multicultural mentoring experiences of mentors were analyzed as understanding of others and other cultures, building relationships with others, and the role of a cultural mediator. Also, the intercultural elements deducted from the multicultural mentoring experiences of mentees consisted of cultural diversity awareness, open mind, conflict and problem solving competence in the closed and opened; understanding others, sympathy and intercultural communication competence in building relationships with others; as well as intercultural understanding, sense of self-efficiency and cultural practice in the role of the cultural mediator. These results are significant in strengthening intercultural competence of mentors who, through multicultural mentoring activities, experienced reflective introspection about existing prejudice, and examining the glocal point of view as an extended vision of the world, as well as communication elements of high accommodation about diverse cultures.