20세기 초 일본인을 위한 한국어 회화 학습서 연구

김정숙 ( Chungsook Kim ),최호철 ( Hochol Choe ) 민족어문학회 2015 어문논집 Vol.- No.74

본 연구는20세기 초에 일본인 학습자를 위해 출간된한국어 회화 학습서의 내용 구성과 제시 방식 분석을 목적으로 한다. 이를 위해 이 시기에 출판된 한국어 학습서 중 회화 중심의 학습서 7종을 선정하였다. 주된 연구 내용은 회화 단원의 구성 기준 및 단원별 내용, 회화문 구성 방식, 발화자 표시 방식, 의미 제시 여부, 음가 표시 여부, 회화를 보충하는 어휘부의 내용 구성이다. 시간의 흐름에 따른 학습서의 내용 구성의 변화에 대해서도 조사하였다. 연구 결과 이 시기에 일본인 학습자를 위해 출판된 한국어 회화 학습서는 다음과 같은 특징을 갖는다. 첫째, 모든 학습서가 소재나 상황을 중심으로 회화를 구성하였다. 둘째, 회화의 소재나 상황은 일상생활 및 대인 관계 교제, 자연, 생업, 업무가 주를 이루었다. 초기에는 일상생활이나 대인 관계 교제, 생업을 소재로 한 실용적 회화가 주를 이루었으나 차츰 업무 관련 내용이나 설명적 내용의 비중이 커졌다. 일본의 식민지배가 본격화된 1910년대 이후에는 교원이나 관청 직원의 업무를 위한 내용이 강화되었으며 경찰을 위한 교재가 출판되기도 하였다. 셋째, 회화는 대화나 고립적 문장들로 구성되었는데 하나의 단원 안에서 대화와 고립적 문장들이 섞여 나타나기도 하였다. 대부분의 대화는 응집성이 부족해 담화로서의 완결성을 갖추지 못했다. 넷째, 회화 학습서임에도 불구하고 1종의 학습서를 제외하고는 발화자가 구체적으로 표시되지 않았다 다섯째 . , 모든 학습서에서 한국어 문장에 일본어 대역문이 함께 제시되었다. 음가 표시는 독학용 학습서를 포함해 2종에서만 나타났다. 여섯째, 회화와 함께중요한 의미부를 형성하는 어휘는 특수 집단을 위한 학습서를 제외한 6종의 학습서에서 발견되었다. 5종의 학습서가 소재 단위로 어휘를 제시하였는데 일상생활, 대인 관계 및 교제, 업무 관련 내용이 주를 이룬다. 회화와 비교할 때 어휘에 시대 상황이 강하게 반영되었다. The aim of this study is an analysis of conversation textbooks published in the beginning of the 20th century for Korean learners of Japanese in terms of content and presentation style. To this end, seven textbooks have been selected that focus on the conversation among the books published at that time. I researched how the criteria of the textbook units is arranged, the presentation of the dialogue, the way the authors mark the speakers of the dialogue, and whether or not they have translations and phonetic value of dialogue in Japanese. In addition, I researched the change of overall content and presentation style over time. In conclusion, the features of conversation textbooks for Korean learners of Japanese have changed over time. At first, most textbooks were organized by subjects and situations such as daily life, personal relationships and friendships, nature, jobs, and business. Next, the textbooks began to include practical dialogues relating to daily life, friendships, and jobs at the beginning, but the subjects they dealt with were shifted towards business contexts and abstract concepts. After the year 1910 when colonization over Korean was full-fledged, content for teachers and civil servants was fortified and policemen textbooks were published. Thirdly, sentences for practicing conversation were presented as dialogue or isolated sentences; mixed forms of sentences also appeared in the same units. When dialogues were used they cannot be completed in terms of meaning. Fourthly, even though their focuses are conversation, five textbooks do not have the title of the speakers. Five textbooks present sentences marked with numbers. One textbook presented sentences without any marks. Fifthly, all textbooks presented Korean sentences with a Japanese translation, and only one book includes phonetic value. Finally, Six textbooks have a vocabulary section that comprise of semantic parts with dialogue. Among them, five textbooks present vocabulary by subject, such as daily life, interpersonal and social relations and business related words. These words strongly reflected situations of those times.

한국어능력시험 20년 발전사와 최근 동향 -1997년 제1회 시험부터 2016년 제52회 시험까지-

김정숙 ( Chungsook Kim ) 국제한국어교육학회 2017 한국어 교육 Vol.28 No.3

This article explores the developmental history of TOPIK over the last 20 years and its recent trends. Over the last two decades, TOPIK underwent two major systematic reforms, achieving both quantitative and qualitative growth over the course of its 52 testing sessions. TOPIK has utilized a six-level evaluation system from its inception to the present. The evaluation system was amended from the earlier six-test set - whereby each level corresponded with a separate test (1997~2005: the 1^st~9^th) - to the three-test set (2006~2014: the 10^th~34^th), and finally to the two-test set (2014~present: the 35^th~42^nd). In the earlier exams, abilities in Vocabulary· Grammar, Writing, Listening, and Reading were assessed. However, beginning with the 35^th TOPIK, abilities in Listening, Reading, and Writing (only in TOPIK II) were assessed and the evaluation of the writing section was changed to a task-based process, improving TOPIK into a more qualified analysis of proficiency. Over the last 20 years, the number of countries TOPIK is administered in has greatly increased from 4 to 73 countries, and the annual number of test-takers has also significantly increased from 2,692 to 250,141. The distribution of proficiency levels of the test-takers has shifted over time - initially “Beginner>Intermediate>Advanced” in the earlier exams, to “Intermediate>Advanced>Beginner” after the mid 2000s - as the number of those studying the Korean language for specific purposes and continuing education increased. Test-takers have indicated a shift in their purpose for taking the exam, initially citing “to assess proficiency” and more recently selecting “to study abroad,” and this could also correlate with changes in the proportion of test-takers` proficiency level. In general, 85~95% of beginner, 50~65% of intermediate, and 45~60% of advanced test applicants passed the respective proficiency level. To date, no practices have yet been implemented to standardize the difficulty level longitudinally across test sets. (Korea University)

한국어 교육에서의 매개 활동 및 전략 -CEFR의 매개(mediation)를 중심으로-

김정숙 ( Chungsook Kim ) 국제한국어교육학회 2022 한국어 교육 Vol.33 No.2

This study aims to examine how mediation is implemented in the Standard Curriculum for Korean Language(2020) and propose improvements based on the review of the mediation activities, and strategies presented in CEFR(2018). To this end, previous studies on mediation are examined, and the definition, activity, and strategy types of mediation are specified through CEFR(2018) review. And based on this, I analyze how the mediation is reflected in the curriculum goals, components of the content framework, and overarching goals and achievement standards of the Standard Curriculum for Korean Language(2020) and propose improvements. The definition of Korean communication ability in the Standard Curriculum for Korean Language(2020) strongly shows the interactive nature and cooperative characteristics of communication. However, the curriculum goals, components of the content framework and level descriptors do not specifically include mediation activities or strategies. In this study, I consider mediation to play an indispensable role in facilitating communication and constructing meaning through collaborative activities. I further propose to include activities and strategies that can develop mediation competence in the Korean language curriculum. This study is meaningful as a study that systematically presents the definition of mediation, mediation activities, and mediation strategies as a communication mode, and suggests application methods to Korean language education. (Korea University)

한국 내 한국어 교육기관의 성취도 평가 조사 연구

김정숙 ( Kim Chungsook ) 한국어문학국제학술포럼 2021 Journal of Korean Culture Vol.52 No.-

본 연구는 한국 내 한국어 교육기관의 성취도 평가 체제와 시행 현황을 살피고 문제점을 찾아 그 발전 방안을 제안하는 것을 목적으로 한다. 조사 대상은 서울과 지방소재 9개 대학 부설 한국어 교육기관이며, 조사 내용은 성취도 평가의 체제와 시행방식, 성취도 평가에 대한 자기 평가 항목으로 구성되었다. 성취도 평가의 성격과 평가 영역은 대체로 일치하였다. 주된 평가 방식으로는 공통적으로 형식적 시험이 사용되고 있었다. 수료 기준은 기관별 차이가 비교적 크게 나타났다. 문제점으로 교사의 평가 전문성이 충분하지 못한 점과 구체적이지 못한 평가 결과 통지 방식, 문항 분석 및 평가 결과 분석이 실시되지 않는 점이 드러났다. 성취도 평가에 대한 기관의 자체평가는 대체로 만족스러운 것으로 나타났다. 기관들이 시급한 개선 사항으로 인식하고 있는 것은 말하기 쓰기 평가의 기준 확립과 교원의 평가 역량 강화였다. 한국어 성취도 평가의 발전을 위해서는 다음과 같은 방향에서 개선이 이루어져야 한다. 숙달도 지향의 성취도 평가 목적에 부합하도록 평가 방식을 다양화해야 하며, 한국어 교사가 출제 및 실행, 채점의 전문성을 높일 수 있도록 교육의 기회를 정기적으로 제공해야 한다. 신뢰도 있는 평가 결과 도출을 위해서는 기관의 문항 개발 노력 또한 요구되며, 타당한 수료 기준도 마련되어야 한다. 평가 결과는 후속 학습에 도움이 될 수 있도록 학습자의 강점과 약점을 포함해 구체적으로 제시되어야 하며, 시험이 끝난 후에는 문항 분석을 실시해 그 결과가 교육 및 교육과정 개선, 이후의 평가 문항 개발에 반영되어야 한다. The purpose of this study is to examine the system and implementation status of the Korean language achievement assessment of Korean language education institutions in Korea, find problems, and propose development plans. The subjects of the survey were Korean language education institutions affiliated with 9 universities located in Seoul and other regions, and the contents of the survey consisted of the system and implementation method of the achievement assessment, and the self-evaluation items on the achievement assessment. The nature of the achievement assessment and the assessment area were generally consistent. As the main assessment method, a formal test was commonly used. In terms of completion criteria, the difference between institutions was relatively large. Regarding the implementation of the assessment, the problem was revealed that the teacher's evaluation expertise was insufficient. In addition, as the results of the assessment provided to students are not specific and the item analysis is not conducted after the test, the washback is not expected to be significant. The self-evaluation of the institution's achievement level was generally satisfactory. What institutions recognized as urgent improvement matters was the establishment of standards for speaking and writing assessment and strengthening of teachers' evaluation capabilities. For the development of Korean language achievement assessment, improvements should be made in the following directions. The assessment method should be diversified to meet the purpose of proficiency-oriented achievement assessment, and education opportunities should be provided on a regular basis to enhance the teachers’expertise of making test questions and scoring. In order to gain assessment reliability, the institution should endeavor to develop assessment items and establish appropriate completion criteria. The assessment result must be presented in detail, including the learner's strengths and weaknesses, so that it can be helpful for subsequent learning. After the assessment, an item analysis should be conducted and the results should be reflected in the improvement of education and curriculum and the development of subsequent evaluation items.

콩 종류와 대두 가공식품에 함유된 isoflavone의 정량

김정숙(Chungsook Kim),이영선(Young-Sun Lee),김진숙(Jin-Sook Kim),한영희(Younghee Hahn) 한국식품과학회 2000 한국식품과학회지 Vol.32 No.1

[종설] 한약재의 COX-2 저해 효과와 항염증작용

김윤경(Kim Yunkyung),하혜경(Ha Hyekyung),이제현(Lee Jehyun),김정숙(Kim Chungsook) 한국한의학연구원 2002 한국한의학연구원논문집 Vol.8 No.1

당뇨보건교육 수행이 간호학생의 당뇨지식, 핵심간호역량 및 임상실습만족도에 미치는 효과

박정모(Park, JeongMo),김정숙(Kim, ChungSook),김미원(Kim, MiWon) 학습자중심교과교육학회 2018 학습자중심교과교육연구 Vol.18 No.2

본 연구의 목적은 당뇨보건교육 수행이 간호학생의 당뇨병 지식, 핵심간호역량, 그리고 임상실습만족도에 미치는 효과를 확인하는 것이다. 연구 방법은 비동등성 대조군 전후설계의 유사실험연구이다. 연구대상자는 지역사회 임상실습 교과목을 수 강하는 학생이다. 실험군은 경로당 노인을 대상으로 직접 당뇨보건교육을 수행한 28명이고, 대조군은 보건소 간호사에 의해 실시되는 교육을 관찰한 27명이다. 당뇨보건교육은 집단교육과 개별관리를 포함한다. 자료 수집 기간은 2015년 8월 24일부터 12월 18일까지이다. 두 군의 주 효과 비교는 Repeated measures ANOVA를 통해 분석하였다. 연구결과, 당뇨보건교육 수행군은 기존의 관찰군에 비해 간호학생의 당뇨병 지식을 효과적으로 향상시켰다. 그러나 핵심간호역량과 임상실습만족도에는 효과적이지 않았다. 모든 학생의 핵심간호역량은 실습 전보다 후에 유의하게 증가하여 보건교육 수행실습과 기존의 관찰실습 모두 간호학생의 역량을 향상시켰다 The purpose of this study was to identify the effects of DM health education practice on knowledge of DM, the core nursing competencies, and clinical practice satisfaction of nursing students, finally to innovate a clinical practicum which enhance their nursing competencies. A quasi-experimental study with a non-equivalent control group pretest-posttest design was used. The participants were recruited from nursing students enrolled in a community health nursing practicum. The experimental group(n=27) performed DM health education for the elderly at senior citizen center. The control group(n=28) observed DM health education applying by a community nurse. The DM health education program consisted of a group education and individual managements for the elderly with DM. The data was analyzed through Mann-Whitney test and Repeated measures ANOVA. The results indicated that the knowledge of DM of post-practicum in the experimental group significantly improved comparing the control group. But the core nursing competencies and clinical practice satisfaction made no difference between two groups and within time, while the core nursing competencies of post-practicum in the both groups significantly increased.

백출과 창출의 기원에 대한 식물분류학적 연구

이제현(Lee Jehyun),김윤경(Kim Yunkyung),홍선표(Hong Seonpyo),김정숙(Kim Chungsook) 한국한의학연구원 2002 한국한의학연구원논문집 Vol.8 No.1

아동·청소년 대상 한국어 능력 평가 개발 연구 -문항 개발 및 적용을 중심으로-

이정희 ( Junghee Lee ),류선숙 ( Seonsuk Ryu ),이경 ( Kyung Lee ),김정숙 ( Chungsook Kim ) 이중언어학회 2018 이중언어학 Vol.70 No.-

This study aims to develop the question items of the test of proficiency in Korean for children and Adolescent learners. There is a lot of difficulty developing the evaluation with which children and adolescents’ Korean proficiency is accurately tested and examined. Particularly, when the test is administered in foreign countries whose social and cultural traits are different from Korea’s, the question items have to be developed considered with the learners’ linguistic and environmental characteristics. In this respect, This study was conducted as follows. First, three stages was repeated as development, review, and correction of test questions, and eventually the evaluation items was developed by section in two levels. Second, a simulation test was conducted with an area and a group of learners with representative characteristics. Third, through statistically analysis of collected data and the way of modification could be drawn. Based on it, this study could map out the improvements on test duration, question types, and difficulty level of the test of proficiency in Korean for the children and adolescent learners abroad. These findings will contribute to paving a ground for the principles and orientation of developing the questions for the test and lead to the stable development of the questions. (Kyung Hee University·Korea University·Honam University·Korea University)

액상 대두유 섭취가 영아의 적혈구 지방산 조성과 혈청 지질농도에 미치는 영향

조여원(Choue Ryowon),장영은(Chang Youngeun),신경욱(Shin Kyungwook),김정숙(Kim Chungsook),김승보(Kim Seung Bo),최영미(Choi Youngmi) 韓國營養學會 2001 Journal of Nutrition and Health Vol.34 No.7