Bloom의 신교육목표 분류체계에 기초한 4차 산업혁명 시대에 요구하는 지식과 역량 분석: 2015 개정 실과(기술·가정) 교육과정의 가정과 성취기준을 대상으로

양지선,이경숙,Yang, Ji Sun,Lee, Gyeong Suk 한국가정과교육학회 2018 한국가정과교육학회지 Vol.30 No.3

This study has attempted to analyze the achievement standards in the 2015 revised curriculum, based on the revision of Bloom's Taxonomy and aims to identify the knowledge and required competencies in the fourth industrial era. The results of this study are as follows: First, the knowledge dimensions was the highest 'metacognitive knowledge' in middle school, while 'factual knowledge' was the highest in high school, and 'knowledge of specific details and elements' was the highest subtype of all of the knowledge dimensions. The dimensions of the cognitive process, such as the terms 'apply' and 'analyze' in middle school, as 'understand' and 'evaluate' in high school have been treated inattentively. Second, the knowledge dimension and the cognitive process dimension according to key concepts display the metacognitive knowledge and 'understand' in development, the conceptual knowledge and 'understand' in relationship. While the 'metacognitive knowledge' and 'apply' in life culture, the 'procedural knowledge' and 'evaluate' in safety, the 'factual knowledge' and 'apply' in management and the 'metacognitive knowledge' and 'understand' in life design were extremely high. Third, the verbs used in the achievement standards displayed as 'explore', 'understand', 'analyze', 'practice', 'suggest', 'recognize' and 'evaluate'. Since the statement of the action verb is the very basis for determining the performance process, specific competencies may be achieved by reflecting on the actual achievement standards. These standards should provide us with a effective cognitive process for to understand a learner's performance skills and support the direction of the education required, through a strategy that refines the connection between content elements and functions and develop their competences for the future.

비판과학 관점의 주체로서 가정과 교사 행위주체성에 관한 연구

양지선(Yang, Ji Sun) 한국가정과교육학회 2021 한국가정과교육학회지 Vol.33 No.2

This study is to identify the concept of action from the critical science perspective and to explore the agency of home economics teachers for the purpose of teacher education. The context and various characteristics of home economics teacher agency were identified in terms of philosophy and teacher education. The results of the study indicates, first, the concept of action refers to an activity of individuals involving one’s own intentions, and include the ability to reveal a unique identity that aims to reach a set purpose and decision, and this can be identified by mutual meaning in the public sphere. Second, teacher agency is influenced by a teacher’s professional experiences and cultural and structural aspects, and it can create an environment which can promote self-directed and cooperative relationships among individuals and communities. Therefore, home economics teachers should be able to reasonably judge, contemplate, and act through reflections on the circumstances and consequences in which their agency is exercised. Third, home economics teachers can reflect and think critically about the values, roles, and sense of purpose of home economics education based on agency. Teachers should focus on the process of achieving their agency rather than on completing it, and they can continuously develop it through a perceived shared understanding among teachers. Therefore, the conceptualization of the agency of home economics teachers is to understand the practice revealed in a teacher s actions. This requires environmental support in school settings because it acts as a mechanism for strengthening the thinking and reflection of teachers through the creation of interactive environments in which professional knowledge and experiences can be shared.

한국어 교육에서의 민간신앙 활용 연구

양지선 ( Ji Sun Yang ) 경희대학교 민속학연구소 2009 한국의 민속과 문화 Vol.14 No.-

This study was begun in order to make foreign learners acquainted with folk-beliefs of fortune telling and folk cultures that are part of the traditional as well as modern cultures. Culture has come along with religion side by side and the decisive cultural behavior of people has been influenced by religion. For this reason, if one understands the folk-beliefs that have been believed for a long time, it will be easy to comprehend the cultural pattern of Korean people behavior. At a time when the number of foreigners wishing to learn Korean is greatly increasing, it is common to observe learners seeking Korean language and culture education that is systematized and of high standard. To stick to with this reality, it is important to actively inform foreign learners of Korean language about the sincere Korean traditional culture as a folk-belief rather than a superstition. The purpose of this study is to show the application method through which shamanism, familial folk-beliefs and communal folk-beliefs could be used in Korean language and culture education.

학부 유학생의 발표 수업에 대한 인지적 태도 변화 : S 대학 비대면 수업 사례를 중심으로

양지선(Yang, Ji-Sun) 학습자중심교과교육학회 2021 학습자중심교과교육연구 Vol.21 No.24

목적 본 연구에서는 비대면으로 진행하는 발표 수업에서 학부 유학생의 발표 수업에 대한 인식이 어떻게 변화하였는지 수업 사례를 통해 살펴보고자 한다. 방법 이를 위하여 S 대학 학부 유학생 137명을 대상으로 온라인 수업을 실시하기 전과 수업 후의 인식 변화를 확인하기 위해 Likert 5점 척도로 구성하여 설문 검사를 진행하였고, 수업이 학생들의 인식 변화에 영향을 미치는지 확인하기 위해 SPSS 프로그램을 사용해 분석하였다. 결과 학습자들은 어휘, 목소리 크기, 시선 처리, 손동작에 대해 수업 전, 수업 후 인식 변화의 차이를 보였고, 온라인 수업에서 발표 역량 강화를 위해 실시한 발표 영상 제작, 피드백의 오류 지적에 관해서도 사전, 사후 인식 변화의 차이를 보여 체계적인 수업 준비와 교수자의 피드백이 중요함을 확인하였다. 또한 발표 수업 과정에 적극적으로 참여한 학습자들은 발표 시간 준수와 같은 태도적 변화와 학습자 본인의 실력 향상에 대한 자신감의 내재화 등 인식 변화의 차이를 보였다. 그리고 한국어 능력(TOPIK) 급수의 높고 낮음과 상관없이 온라인으로 진행된 수업에 관한 참여 의지와 자신의 실력 향상에 대한 믿음이 강하다는 것을 확인하였다. 결론 본 연구를 통해 언어, 준언어, 비언어적 요소 및 발표 수업 활동 및 참여에 관한 학습자의 인지적 태도의 변화를 알 수 있었다. 비대면 수업에서 체계적인 수업 준비와 교수자의 피드백은 학습자의 수업에 대한 만족도와 발표에 관한 자신감 향상을 위해 필요하다는 것을 확인하였다. Objectives This study intends to examine how undergraduate international students perceptions of presentation classes have changed in non-face-to-face presentation classes through class examples. Methods For this purpose, a survey was conducted on a 5-point Likert scale to check the changes in perception before and after online classes for 137 undergraduate international students at S University. An SPSS program was used to analyse and determine whether the class had an effect on the students cognitive change. Results Learners showed differences in perception changes before and after class with respect to vocabulary, voice volume, gaze processing, and hand gestures. Also, regarding the production of presentation videos and pointing out errors in feedback, changes in pre- and post-recognition changes were observed in online classes to enhance presentation competency. This showed the difference, confirming the importance of systematic class preparation and teacher feedback. In addition, learners who actively participated in the presentation class showed differences in attitudes such as adherence to presentation time and changes in perception such as internalization of self-confidence in improving their own skills. In addition, it was confirmed that all learners had strong will to participate in online classes and had strong belief in improving their own skills regardless of the high or low level of TOPIK results. Conclusions Through this study, it was possible to find out the changes in learners cognitive attitudes regarding verbal, semi-verbal (quasi-verbal), non-verbal elements, and presentation class activities and participation. It can be seen that systematic class preparation and teacher feedback in non-face-to-face classes are necessary to improve learners satisfaction with the class and confidence in their presentations.

한국어 교육에서의 민속극 활용 방안 연구

양지선(Yang Ji-sun) 한국학중앙연구원 2010 한국학 Vol.33 No.4

학문 목적 유학생의 미디어 리터러시 교육을 통한 세계시민의식 함양에 대한 연구-문제중심학습(PBL) 활동 중심으로-

양지선 ( Yang Ji Sun ) 성균관대학교 인문학연구원(성균관대학교 인문과학연구소) 2021 人文科學 Vol.- No.81

본 연구는 한국에 유학 온 학부 유학생들을 대상으로 세계화 시대에 발맞추어 현대 사회에서 요구되는 타인과 다양성에 대한 존중, 인류의 보편적 가치에 대한 의식을 갖출 수 있도록 국제적으로 이슈가 되는 주제를 활용하여 세계시민 의식을 함양한 글로벌 역량을 강화하고자 하는 데 그 목적이 있다. 이를 위하여 유학생들이 영상 정보를 올바르게 검색하고 활용할 수 있도록 미디어 리터러시에 대한 교육을 실시한 후, 학습자 중심의 수업이 될 수 있도록 문제중심학습(PBL) 방법을 활용하여 세계시민 의식(난민, 빈곤 등)에 대한 학습을 하였다. 세계시민교육의 핵심은 글로벌 시민으로서 자신의 역할에 대한 인지와 이해를 목적으로 한다. 또한 모든 이슈에 대한 가치와 다양성을 존중하며, 오늘 우리가 살아가는 보편적 가치에 대한 행동과 실천을 하도록 이끄는 것이 세계시민교육의 목표이다. 본 수업 과정을 통해 세계시민이 무엇인지 구체적으로 몰랐던 학습자들이 난민, 환경, 불평등, 인권 등 다양한 국제적 이슈에 대한 문제 인식이 필요하다는 것을 인지하게 되었다. 학습자들은 이러한 교육적 활동에 높은 만족감을 나타내었고, 세계시민교육에 대한 학습의 필요성도 높게 표현하여 유학생들을 대상으로 한 세계 시민교육이 필요하다는 것을 확인하였다. The purpose of this study is to strengthen global competencies that foster global citizenship of undergraduate international students who have come to South Korea. This is done by using the themes of global issues so that they can keep pace with the era of globalization, respect for others and diversity required in modern society, and to promote the awareness of the universal values of mankind. To this end, education on media literacy was conducted so that international students can search and use video information correctly. The students were taught about global citizenship issues (such as refugee, poverty, etc.) by using the problem-based learning (PBL) method so that the class can become a learner-centered one. The core of global citizenship education is aimed at understanding one’s role as a global citizen. In addition, the goal of global citizenship education is to respect the value and diversity of all issues and lead us to act and practice for the universal values with which we live today. Through this course, those learners who had not known specifically what global citizens are have recognized that they need to be aware of various international issues such as refugees, the environment, inequality, and human rights. Learners showed a high sense of satisfaction with these educational activities, and they highly recognized the necessity of learning about global citizenship education, confirming the necessity of global citizenship education for international students.

천진 한인민단 및 한혈단의 조직과 활동

양지선(Yang Ji sun) 백산학회 2016 白山學報 Vol.- No.104

천인 한인민단의 결성은 천진 한인학생회로부터 시작되었다. 학생회 활동이 부진에 빠지자 임시정부는 사람을 파견해 학생회의 상황을 시찰하고 이들을 구제하도록 했는데, 그가 바로 오인석이다. 오인석은 박용태와 함께 민단 결성을 추진하였다. 2월 17일 오인석이 경비를 책임지고, 박용태가 일체 민단에 간섭하지 않는 것을 조건으로 민단 조직을 결의하였다. 그런데 민단 활동으로 인해 1921년 3월 19일과 26일 유갑년과 박용태, 그리고 박세훈이 각각 일본경찰에게 피체되고 말았다. 이들의 피체와 함께 민단 활동은 사실상 중단되었다. 1921년 3월 26일 박용태가 피체되던 당일 한혈단이라고 하는 단체가 조직되었다. 한혈단은 결성 3개월여 만인 1921년 7월 18일 갑작스럽게 조직을 개편하고, 조직명도 ‘한민회’로 변경하였다. 이때 오인석이 한민회의 교통부장에 임명되었다. 민단이 한혈단에 통합되면서 한민회로 재편된 것으로 보인다. 한민회는 주로 임시정부를 지지하고, 후원하는 방향에서 활동하였다. 임시정부가 태평양회의에 대표를 파견하려 할 때 천진지역에도 외교후원회를 설치하고 임시정부를 후원한 것이다. 이후 임시정부의 교민단제에 의해 천진지역에서도 교민단 결성이 추진되었고, 이에 따라 한민회의 활동은 중단되었다. The formation of Mindan began from the Korean Student Association(學生會) in Tianjin. As the association’s activities became dull, the Provisional Government sent a personnel and had him inspect the association’s situation and help it; and he was Oh Inseok. Oh Inseok, with Bak Yongtae, propelled the formation of Mindan. On February 17, Mindan was formed under the condition that Oh Inseok took charge of expenses and that Bak Yongtae would never interfere Mindan. However, on March 19 and March 26 of 1921, Yu Gabnyeon, Bak Yongtae, and Bak Sehun were arrested by Japanese police one by one due to Mindan’s activities. As they were arrested, Mindan’s activities were actually ceased. On March 26, 1921, the day in which Bak Yongtae was arrested, Hanhyeoldan was formed. Hanhyeoldan, 3 months after its formation, on July 18, 1921, suddenly reformed its organizations, and changed its name ‘Hanminhoi.’ At this time, Oh Inseok was appointed to the liaison of Hanhyeoldan. It seems that as Mindan was consolidated into Hanhyeoldan, the two got reformed as Hanminhoi. The main activities of Hanminhoi were to endorse and support the Provisional Government. When the Provisional Government attempted to send a representative to the Washington Conference, the Diplomatic Patronage Association(外交後援會) was formed in Tianjin area and supported the Provisional Government. The formation of Gyomindan was propelled in Tianjin area, and the activities of Hanminhoi was accordingly ceased.

전래동화를 활용한 한국 문화교육 방안

양지선(Yang Ji-sun) 한국학중앙연구원 2009 한국학 Vol.32 No.4

재중(在中)한국독립운동세력의 항일연극 공연과 의의

양지선 ( Yang Ji-sun ) 한국드라마학회 2018 드라마연구 Vol.0 No.56

Anti-Japanese drama means drama performances with the purposes of collecting human/material resources necessary for resisting the Japanese force, providing mental comfort, and raising anti-Japanese volition. After the outbreak of the Sino-Japanese War, the so-called “resistance drama movement (anti-Japanese activities through dramas during the period of Sino-Japanese War)” was promoted around dramas in the Guannei region (south of the Great Wall) of China. The energy of resistance art movement in China seems to have given certain influence to the Korean independence movement groups as well. After the outbreak of the Sino-Japanese War, Koreans also decided to reinforce their propaganda activities as part of a new war-time policy. Most of such activities were lectures and speeches, but following the development of anti-Japanese arts, music concerts and dramas also opened frequently to emphasize the importance of Korean-Chinese alliance. Among the major groups active in the Guannei region of China back then, the Korea Liberation Front Youths Mission Corps staged Anti-Japanese dramas in Liuzhou, while the Choseon Uiyongdae (Choseon Volunteer Army) in Guilin, the Korean Youths Battlefield Mission Corps in Xian, and the Provisional Republic of Korean Government in Shanghai and Xian. Independently or under the alliance and cooperation with Chinese resistance art groups, they used anti-Japanese dramas and operas to raise funds for independent movements, open events for anniversaries, conduct propaganda activities, and support the resistance of Chinese forces.

申采浩의 東方被壓迫民族連帶論에 대한 試論

양지선(Ji-sun Yang) 북악사학회 2022 북악사론 Vol.16 No.-

민족 간 혹은 국가 간 연대론이 등장하기 시작한 것은 일본에서부터이다. 일본에서는 메이지유신을 계기로 아시아연대론이 대두하였다. 일본 아시아연대론의 영향을 받은 쑨원은 1920년대에 들어 대아시아주의를 본격적으로 주장하기 시작했다. 신채호 역시 사회진화론의 영향을 받은 지식인 가운데 한 사람이었다. 그러나 그는 자신의 논리로 아시아연대론이 가지는 한계를 이를 극복하고자 했다. 그는 3・1운동의 경험을 통해 직접 민중의 힘을 목도함으로써 이들을 혁명주체로 삼아 사회진화론적 발전 논리인 자강논리에서 탈피하고자 했다. 신채호는 아나키즘의 상호부조론을 통해 다시 한 번 독립의 달성여부를 강자와 약자의 생존경쟁에 따른 자연도태로 귀결 짓는 사회진화론의 모순을 극복할 수 있었다. 일본제국주의의 강권에 의한 조선 지배의 극복과 발전의 희망을 가지면서 자연스럽게 그의 관심은 상호부조론을 실천하기 위한 방도로써 편협한 민족주의를 넘어서는 동방피압박민족 간의 국제연대에 쏠렸다. 하지만, 그는 일본과의 연대는 반대하였다. 그가 일본과의 연대를 반대하는 이유로 크게 네 가지를 꼽았다. 첫째, 역사의 주체인 我 즉 민족과 국가가 동양보다 우선한다는 생각을 가졌기 때문이다. 둘째, 일본과의 연대가 불가능한 또 다른 이유로 유교적 이념을 내세웠다. 셋째, 같은 동양이라고 할지라도 현재 각 민족의 상황을 모두 다르게 인식하였다. 넷째, 일본을 직접투쟁에 의해 타도해야 할 대상으로 보았다. 한편, 신채호는 동방피압박민족 간 연대를 이론으로만 주창하지 않았다. 직접 동방피압박민족의 연대를 통한 독립 달성이라는 목표를 실현하고자 노력했다. 이처럼 신채호가 동방피압박민족연대론을 형성하고 실행하는 과정은 아나키스트로 변모한 후 완성된 그의 독립운동의 방략을 보여주는 중요한 의미가 있는 동시에 독립운동가로서 끊임없는 사상투쟁의 역정이었다고 할 수 있다. The theory of interstate solidarity emerged in Japan. In Japan, the theory of Asian solidarity emerged in the wake of the Meiji Restoration. Influenced by Japan's theory of Asian solidarity, Sun Wen began to advocate Asianism in earnest in the 1920s. Shin Chae-ho is also one of the intellectuals influenced by the theory of social evolution. However, he tried to overcome the limitations of Asian solidarity theory with his logic. Through the experience of the March 1st Movement, he directly confirmed the power of the people and tried to escape the theory of social evolution development logic by using them as revolutionary subjects. With the hope of overcoming and developing colonial rule, his attention naturally focused on international solidarity among the oppressed peoples of the East. However, he oppose d the alliance with Japan. There are three main reasons why he oppose d solidarity with Japan. I thought that I, the subject of history, took precedence over the East. Second, Confucian ideology was cited. Third, this is because Japan was viewed as an object to overthrow through direct struggle. Meanwhile, Shin Chae-ho did not insist on solidarity between Eastern oppressed peoples only as a theory, but tried to realize the goal of independence through the solidarity of Eastern oppressed peoples.