한국어 교사의 교재 선택과 활용 양상에 관한 연구 : 부산 지역 한국어 교육기관 교사 중심으로

노소영 부산교육대학교 교육대학원 2016 국내석사

이 연구의 목적은 부산 지역 한국어 교사들이 어떠한 메커니즘에 의해 교재를 선택하고 있으며, 교재를 어떻게 활용하고 있는지를 조사하여 이를 바탕으로 한국어 교재와 관련된 정책적 시사점을 기술적인 관점에서 도출하고자 한다. 이를 위해 실제 교육 현장에 있는 부산지역 한국어 교사 80명을 대상으로 설문 조사를 실시하고, 설문조사 통계분석 결과를 보완하기 위해 한국어 교사 두 명을 대상으로 면담을 실시하였다. 설문조사 통계 분석은 엑셀프로그램을 이용하여 일반통계, 교차분석, T검증을 실시하였고 이를 통하여 한국어 교육 현장에서 교재선택에 미치는 요인과 그에 따른 교재 만족도 및 부교재 활용에 대해 비교 분석하였다. 그 결과는 다음과 같이 요약할 수 있다. 교재선택 시 중요시하는 항목으로 ‘어휘 학습의 체계성’과 ‘내용 구성의 체계성’이 교재 선택권의 유무를 떠나 높은 비율을 차지하였다. 이는 교재의 기능에 비추어 볼 때 본질적 기준을 더 중시하고 있음을 알 수 있다. 교재선택권 유무에 따른 교사들의 교재 만족도를 비교분석한 결과, 교재 선택권이 있는 교사의 경우에 만족도가 높게 나타났는데, 내용 구성의 체계성과 주제의 다양성에서 만족도가 매우 높게 나왔다. 교재 선택권이 없는 교사의 경우에는, 교재의 심미성과 구입의 용이성 등의 교재의 외적구성 부분에서만 만족도가 높게 나타났다. 교재 선택권 유무에 따른 교재선택의 영역별 만족도 간에 유의미한 차이가 있는지 살펴보기 위해 T검증을 실시한 결과, ‘교재 구입의 용이성’을 제외한 나머지 영역에서는 유의미한 차이가 있는 것으로 나타났다. 부교재 활용양상에 대한 조사결과로는 수업 시간 교재를 주로 하고, 별도의 학습 자료를 활용하여 수업하는 경우가 88.8%로 대부분의 한국어 교사들이 부교재를 활용하는 것으로 나타났으며 ‘거의 매 수업시간마다’ 부교재를 활용한다는 비율 또한 52.5%로 높게 나타났다. 많이 활용되는 부교재 유형으로는 학습지(유인물), 그림/사진, 듣기(음성)자료, 영상물의 순으로 나타났다. 그리고 부교재로 많이 활용하고 있는 영역은 문법, 어휘 영역 순이고 가장 낮게 나타난 영역은 듣기 영역으로 나타났다. 부교재 활용에 대한 어려움의 유무에 대한 조사결과는 ‘그렇지 않다’(65%)라고 대답한 교사들이 많았지만, ‘어려움을 느낀다’ (35%)는 교사 또한 적지 않았다. 부교재 활용에 어려움을 느끼는 것이 교사의 경력과 비례관계에 있는지 알아보기 위해 교차분석을 실시하였는데 유의확률은 .643으로서 유의도 p<.05수준에서 통계적으로 유의미한 결과를 보이고 있지 않은 것으로 나타났다. 다시 말해 교육경력과 부교재 활용의 곤란도간에는 아무런 상관이 없다고 할 수 있다. 부교재 활용이 어려운 이유로는 ‘재구성이 번거로워서(시간부족)’가 64.3%로 가장 많았다. 교재(또는 부교재)의 개선점에 대한 설문조사 결과로는 ‘현장 요구가 충실히 반영된 교재가 개발되었으면 좋겠다(37.5%)’가 가장 높게 나타났고, 그 다음으로는 ‘수준별 교재가 개발되면 좋겠다(28.8%)’ 인 반면, ‘교사에게 교재선택권이 주어졌으면 한다(2.5%)’는 예상보다 낮게 나타났다. 이상의 연구 결과를 볼 때, 부산지역의 한국어 교사들은 교재 선택권의 유무에 상관없이 ‘어휘 학습의 체계성’과 ‘내용 구성의 체계성’이라는 교재의 본질적 기준을 더 중시하여 교재를 선택하고 있었다. 또한 교재 선택권이 있는 교사가 교재 선택권이 없는 교사에 비해 교재의 영역별 만족도가 상대적으로 매우 높았다. 아울러 대부분의 한국어 교사들은 부교재를 활용하여 수업을 하고 있으며, 그것도 절반이상의 교사들은 거의 매 시간 마다 부교재를 활용하고 있었다. 이러한 제 요인을 고려할 때, 한국어 교사들에게 교재 선택권의 폭을 확대하고, 현장의 요구가 충실히 반영된 교재를 개발해야 할 필요성이 있다고 하겠다.

중등 과학교사의 교재연구 및 교재활용의 실태 분석

현명재 연세대학교 교육대학원 2005 국내석사

The good quality teaching, which every teacher is seeking, is a kind of teaching that gives high satisfaction to the teacher as well as improving the achievement of the student by efficient management of all the teaching processes that covers establishment of teaching target, selection and organization of teaching contents, adequate method of teachinglearning, and evaluation. Particularly, in case of selecting and organizing teaching materials, the process of restructuring the teaching contents by using various teaching materials and information as well as teacher''s specialty could be a criterion to determine the quality of teaching.It is concluded that researching and analyzing the study level of teaching materials required for middle and high school science teachers, the types of study, science related training and the status of selection and utilization of teaching materials will help forecast and enhance the possibility of good quality teaching, i.e. the possibility of doing a good teaching.The detailed hypothesis, established to find out middle and high school teacher''s perception on science teaching materials and the status of utilizing such teaching materials, is as follows:Firstly, are the required level of the study of teaching material of middle and high school science teachers different according to sex, school grade, teaching career and education?Secondly, are the types of teaching material study of middle and high school science teachers different according to sex, school grade, teaching career, teaching hours and education?Thirdly, are the status of science related training of middle and high school science teachers different according to sex, school grade, teaching career and education?Fourthly, are the selection and utilization of teaching materials of middle and high school science teachers different according to sex, school grade, teaching career and education?In order to prove the above mentioned hypothesis, detailed survey was performed against 328 science teachers of middle schools and high schools located in Seoul Metropolitan City and Kyung Gi Province. For this purpose SPSS (version 1.5) program was used to analyze the result.As a result, the following conclusions can be deduced.Firstly, it is proved that the teachers think it is very important to perform study by referring to technical books or training, to exchange information and consultation with colleague teachers. Particularly, it is proved that middle school teachers recognize such information exchange and consultation with colleague teachers more important than high school teachers. At present, when organizing and operating education courses, curriculum consultative meetings, consultative meetings and class teacher meetings are usually used and sometimes encouraged. This is anticipated because science curriculum has usually a special room called science laboratory.Even though most teachers think teaching material study is important for a better quality teaching, the first reason why they do not study teaching materials is because they do not have enough time due to ''works other than teaching'' and the next reason is that ''they do not know the method of teaching material study''.This result suggests that although enhancing teacher''s specialty is important in improving the quality of teaching, it is more important and urgent to improve the working conditions and environments.Secondly, science teachers think that time to study teaching material is insufficient due to administration works, works to do as a class teacher and other sundry works. They usually allocate time to study teaching materials in the afternoon after work. It is proved that they feel burdened by teaching because of the special character of science which requires teaching preparation focused on laboratory works and a lot of experimentation and evaluation. It is also proved that in some cases even teaching instruments and appliances were not fully utilized due to deterioration and lack of sufficient science laboratories. It is judged that in order to consolidate science basic education, securing a sufficient science laboratory is one of the most urgent tasks which science teaching is now facing.Thirdly, it is proved that many teachers agree that science related training is important and necessary and they responded that they want training focused on new knowledge, textbook related contents and science for practical use. We realize from this suggestion that, instead of training which is focused only on theory, development of more practical and diversified training program, that can be used and applied in the actual teaching, is needed.Fourthly, most teachers responded that proper selection and utilization of teaching materials are needed in preparing the teaching and it is proved that they use reference rooms of education related institutions, science meetings in the school and teaching materials distributed from School Board of city or province. The degree of specialty of teachers themselves was the criterion for selecting teaching materials.It is proved that the many teachers seldom use teaching materials which were prepared and distributed by the School Boards of the city and province, and education related institutions. This is understood because such materials are usually focused on theory which cannot be applied in the actual teaching. There were also quite a few responses that they do not use such materials because they do not know how to use them or they did not use such materials often.This result implies that there is a need to establish and reorganize reference material system to conform with the needs of teacher''s desire for study on the teaching materials and to make a systematic data base for concerned materials. For example, it might be one of the alternatives to provide a training continuously by dispatching a guiding instructor to the school in order to make the most use of TeachingLearning Supporting Center in Seoul... 모든 교사들이 희망하는 질 높은 수업이란 수업목표의 설정, 수업내용의 선정 및 조직, 적절한 교수·학습방법, 평가에 이르는 전(全)과정을 효율적으로 운영함으로써 학생의 성취도 향상은 물론 교사의 수업만족도가 높은 수업이라 고 할 수 있다. 특히 수업내용의 선정·조직 시 본인의 교과전문성 뿐만 아니라 다양한 자료와 정보를 토대로 수업내용을 재구성하는 과정이야말로 좋은 수업의 성패를 가늠하는 척도가 될 수 있다.따라서 중등과학교사들의 교재연구의 요구수준, 교재연구의 실시형태, 각종 과학관련 연수, 교재선정 및 교재활용의 실시형태들을 조사·분석해보는 것은 질 높은 수업 즉 좋은 수업의 성공가능성을 예측하고 높이는데 도움이 될 수 있다고 판단된다. 과학교수·학습 자료에 대한 과학교사의 인식과 그들의 교수·학습자료 활용의 실태를 파악하기 위하여 설정한 구체적인 연구문제는 다음과 같다.첫째, 중등과학교사들의 교재연구와 관련된 요구는 성별, 학교급별, 교직경력, 학력에 따라 차이가 있는가?둘째, 중등과학교사들의 교재연구의 실시형태는 성별, 학교급별, 교직경력, 수업시수, 학력에 따라 차이가 있는가?셋째, 중등과학교사들의 과학관련 연수 이수실태는 성별, 학교급별, 교직경력, 학력에 따라 차이가 있는가?넷째, 중등과학교사들의 교재선정 및 교재활용의 실시형태는 성별, 학교급별, 교직경력, 학력에 따라 차이가 있는가?이상의 연구문제들을 규명하기 위하여 구체적인 연구조사를 서울특별시와 경기도에 소재하는 중·고등학교 과학교사 328명을 연구대상으로 실시하였고, 결과분석을 위한 분석방법으로 SPSS (버전 11.5) 프로그램을 이용 하였다.연구결과를 중심으로 다음과 같은 결론을 내릴 수 있다.첫째, 교재연구와 관련된 교사들의 요구수준은 전문서적이나 연수를 통한 연구노력과, 동료교사와의 정보교환 및 협의 활동이 매우 중요하다고 생각하고 있는 것으로 나타났는데, 특히 중학교 교사들이 고등학교 교사들에 비해 동료교사의 정보교환 및 협의활동을 매우 중요하게 인식하고 있는 것으로 드러났다. 현재 일선학교에서는 교육과정 편성 및 운영 시, 교과협의회, 협의회, 담임협의회 등 여러 대화채널을 활용하고 독려하는 분위기일 뿐만 아니라, 과학교과는 보통 과학부실이라는 특별실에 상주하는 경우가 있기 때문에 이러한 결과는 예상된 것이라 할 수 있다.대부분 교사들은 질 높은 수업을 위해 교재연구가 중요하다고 생각하고 있었으나, ‘수업외의 업무로 인한 시간부족’이 교재연구를 하지 못하는 첫 번째 이유이고, 그 다음으로 ‘교재연구 방법을 알지 못해서’ 라고 응답하였다.이러한 결과는 수업의 질을 높이기 위해서는 교사의 전문성 제고도 중요하지만 교사가 수업에 전념할 수 있도록 근무여건을 개선하는 것이 매우 시급하다는 것을 시사해주고 있다. 그리고 다양한 교재연구 방법과 참고자료를 쉽게 이용할 수 있도록 통합시스템을 갖추어 교사들이 쉽게 자주 이용할 수 있도록 제도적인 방침과 홍보차원의 연수가 필요하다는 것을 느끼게 해주고 있다.둘째, 대체로 과학교사들은 행정업무처리, 담임업무, 기타 잡무 등으로 인해 교재연구 시간의 부족을 느끼고 있었으며, 주로 모든 일과를 마친 오후 시간을 할애하여 교재연구를 하고 있는 것으로 나타났다. 또한 실험중심의 수업준비 및 실험평가를 많이 해야 하는 교과의 특성으로 인해 수업시수에 대해 많은 부담을 느끼고 있었으며, 교과교실(과학실험실)의 부족 및 노후화로 인해 적절한 수업교구와 매체를 충분히 활용하지 못하는 경우도 있는 것으로 드러났다. 아울러 기초과학교육의 내실화를 위해서 충분한 과학시수의 확보도 중요한 당면과제로 판단된다.셋째, 과학관련 연수의 필요성 및 중요성에 관해서는 많은 교사들이 공감하고 있었으며, 새로운 지식과 교과서와 관련된 내용 그리고 생활속에서의 과학 등의 연수를 원하고 있다는 응답이 많이 나왔다. 이는 이론중심의 연수보다는 실제 수업에 활용하고 적용할 수 있는 실질적이고도 다양한 연수프로그램의 개발이 필요함을 알 수 있다.넷째, 대부분의 교사들은 수업준비를 위해 적절한 교재선정 및 교재활용이 필요하다고 응답하였으며 교과와 관련된 유용한 정보들을 구하기 위해 교육관련 기관 자료실, 학교의 교과모임, 시·도교육청 배포자료 등을 활용하는 것으로 나타났다. 또한 교사 자신의 교과전문성 정도를 교재선정의 중요한 선택기준으로 삼고 있었다. 특히 주목할 결과는 많은 교사들이 시·도교육청 및 교육관련 기관에서 제작·보급한 자료들을 수업에 직접 활용하는 정도는 매우 낮은 것으로 나타났는데 이는 이들 자료들이 실제 수업에 적용하기에 적합하지 않은 이론중심의 내용으로 구성되어 있기 때문으로 판단된다. 또한 이러한 자료들을 자주 사용해 보지 않았거나 사용방법을 모르기 때문이라는 응답도 상당 수 있었다.이러한 결과는 교사들의 교재연구 욕구에 부응하고 관련 자료들을 체계적으로 데이터베이스화하는 자료구축 시스템을 구축·재정비할 필요가 있음을 시사해주고 있다. 예를 들어 최근 체계적으로 운영, 홍보되고 있는 서울 교수·학습 지원센터를 적극 활용할 수 있도록 학교현장에 전문 지도강사를 지원하여 지속적인 연수를 실시하는 것도 한 가지 방안이라고 할 수 있다.

장애를 주제로 한 영역별 교재활용이 장애유아에 대한 일반유아의 태도 변화에 미치는 영향

김수정 우석대학교 교육대학원 2001 국내석사

본 연구의 목적은 장애를 주제로 한 영역별 교재를 활용함으로써 일반 유아의 장애유아에 대한 태도변화에 미치는 영향을 알아보는 것이다. 이러한 목적에 따라 다음과 같은 연구 문제를 설정하였다. 1. 장애를 주제로 한 영역별 교재활용이 장애유아에 대한 일반유아의 전반적 태도 변화에 영향을 미치는가? 2. 장애를 주제로 한 영역별 교재활용이 장애유아에 대한 일반유아의 4개 하위 영역별 태도변화에 차이가 있는가? 본 연구의 대상은 익산시에 소재 하는 공립유치원으로 5세아 2학급, 4세아 2학급에 재학중인 총 100명의 유아들이다. 일반유아의 장애유아에 대한 수용태도를 측정하기 위한 도구로는 이현숙(2000)이 제작한 설문지를 사용하였다. 설문지 문항은 4가지 하위 태도 영역별 총 16개 문항으로 구성되어 있다. 본 연구의 실험은 총 7주 동안에 걸쳐 유치원 일과 중 자유선택활동시 간에 실시되었다. 연구의 목적을 달성하기 위하여 장애를 주제로 한 영역별 교재 21종을 체계적으로 유아들에게 제시하여 활용하도록 유도하였다. 7주의 실험이 끝나는 주간에 사전검사와 동일한 방법으로 인터뷰 내용을 녹음하는 사후검사를 실시 하였다. 회수된 자료는 SAS system을 이용하여 분석하였다. 본 연구의 분석결과는 다음과 같다. 첫째, 전반적인 태도 변화에서 장애를 주제로 한 영역별 교재 활용에 참여한 일반유아의 실험집단은 참여하지 않은 통제 집단에 비해 높은 수준의 태도 변화를 보였으나 일반유아의 4세와 5세아 집단간에는 영향을 미치지 않은 것으로 나타났다. 둘째, 하위 영역별 태도 변화에서도 장애를 주제로 한 영역별 교재활용에 참여한 실험집단유아는 참여하지 않은 통제집단 유아에 비해 높은 수준의 태도변화를 보였으나, 4세와 5세의 연령간에는 큰 영향을 미치지 않는 것으로 나타났다. 즉 장애를 주제로 한 교재 활용을 통해 장애유아에 대해 보다 긍정적으로 인식하게 되었고 장애유아와 친밀한 관계를 유지하였으며 중재 후에도 일반유아의 장애유아에 대한 관심과 사랑은 계속 유지되었다. 장애유아의 통합교육에서 선행되어야 조건 중에 일반유아의 긍정적인 태도는 중요하다. 본 연구에서는 일반유아의 장애유아에 대한 태도를 긍정적으로 변화시키는 하나의 중재 방법을 제시하였다. The purpose of this study was to explore how general young children's attitude toward preschoolers with disabilities be affected by the use of disability-related learning materials in each activity area(hereinafter called the learning materials) For the purpose, the following research questions were addressed: 1. Does the application of the learning materials have an effect 0n general young children's overall attitude toward young children with disabilities? 2. Does the use of the learning materials make any effects on general young children's attitudes in the four sub-attitude domains toward preschoolers with disabilities? The subjects in this study were a total of 100 general young children in a public kindergarten in the city of Iksan, who were in four different classes: two for four year old children and two for five year old children. They were divided into two experimental groups and two control groups. The instrument to measure the general children's attitude toward the preschoolers with disability was the questionnaire developed by Lee(2000), which included 16 items consisted of 4 sub-domain attitudes. The experiment was conducted in two experimental classes for 7 weeks. 12 kinds of the disability-relate learning materials ware presented to the children in the two experimental classes step by step. All of the children in those classes were encouraged to utilize the learning materials. The scores of pre-and post-test were compared between experimental groups and control groups and 4-year old groups and 5-year old groups. The collected data were analyzed with SAS system. The findings of this study were as below: First, the experimental group that was exposed to the disability related learning materials underwent more significant change in the general attitude toward the disabled than the control group. However, there were no significant differences between four year-old and five year old group. Second, the experimental group that utilized the learning materials also showed a significant change in all of the four sub-domain attitudes toward the disabled than the control group did. But there were no significant differences between the groups of four and five, This fact suggested that the general children came to have more positive view on the disabled by using the disability-related learning materials and keep a close relationship with them. Even after the intervention completed, they continued to present affective attitude toward young children with disabilities.

농림축산식품부 식생활교육 활용교재의 다문화교육 내용 분석

이주원 동아대학교 교육대학원 2022 국내석사

학교 외 교육으로 식생활교육은 다문화교육이 지향하는 문화다양성, 사회정의, 평등 면에서 연관, 교차되는 지점이 많은 교육이므로, 다문화교육의 확산에 도움이 될 수 있는 교육이다. 이에 본 연구는 농림축산식품부의 식생활교육 시 활용되는 유아·초등·중등·고등 및 성인대상의 교재 10종 교재에 나타나는 다문화교육 내용을 살펴보고자 한다. 이를 위해 설정한 연구문제는 다음과 같다. 첫째, 농림축산식품부의 식생활교육 활용 교재에는 다문화교육 내용 요소(정체성·다양성 및 다원성·사회정의)가 포함되어 있는가? 둘째, 농림축산식품부의 식생활교육 활용 교재에는 다문화교육 내용 요소(정체성·다양성 및 다원성·사회정의)가 어떠한 방식으로 반영되고 나타나는가? 이 연구를 위하여 농림축산식품부에서 유아·초등·중등·고등 및 성인대상으로 개발한 식생활교육 활용 교재 10종의 본문, 사진 및 그림 자료, 활동지 등을 분석하였다. 다문화적 내용요소 분석준거는 조영달 등(2009)의 분석틀을 활용하였다. 분석결과는 다음과 같다. 첫째 연구문제의 분석결과는 유아·초등·고등 및 성인 식생활교육 교재에는 정체성, 다양성·다원성, 사회정의 다문화교육 내용 요소가 나타난다. 중등 식생활교육 교재에는 정체성, 사회정의 다문화교육 내용 요소가 주로 나타나고 다양성·다원성 요소는 없거나 일부만 나타난다. 둘째 연구문제의 분석결과는 다문화교육 내용 요소 중 정체성은 전반적으로 국민 정체성과 민족 정체성의 내용의 편향적으로 나타난다. 다양성·다원성은 단순한 문화비교에만 그치는 형태로 나타난다. 사회정의의 경우, 유아, 초등용 교재는 직접적인 사회정의감의 형태보다는 편견과 고정관념을 심어주는 차별의 이미지가 많이 나타나고 중등, 고등 및 성인 교재에는 지속가능성의 기조에 따라 사회정의감의 내용이 많이 나타난다. 정체성의 측면에서는 국민적 정체성의 함양도 중요하지만, 다양한 문화 시민 정체성, 지역적 정체성, 개별 정체성과 더불어 세계 문제 해결에 적극적으로 나서는 세계 시민으로서의 정체성도 필요하다. 10종 교재의 다양성·다원성의 내용 요소의 포함은 나타나기는 하지만, 아직 많이 부족한 것으로 나타났다. 다문화 사회에서 다문화 시민으로 살아가려면 다양한 개인들과 집단의 존재를 인정하고 존중하는 마음이 무엇보다도 필요하고 학생과 시민이 이러한 지식, 기능, 태도를 갖추기 위한 다문화교육이 무엇보다 필요하다. 매년 학교 외 기관에서 실시되는 식생활교육 내용 중에 다문화시민 정체성·문화다양성 및 다원성, 사회정의와 인권의 다문화교육 내용이 포함되어야 한다. 또한, 교육의 기초 자료인 교재의 개정·개발과 학교 외 식생활교육에서 활용할 수 있는 다문화 교육과정 가이드라인도 후속 연구를 통해 개발이 필요해 보인다. 사회 각 분야는 다문화교육이 어느 한 분야에서만 실행하는 것이라는 고정관념에서 탈피해야 한다. 다양성이 심화한 사회에서 구성원 간의 갈등을 줄이려면 구성원들에게 통합과 공존을 위한 다문화교육이 필요하고 그 교육은 다양한 분야에서 지속적으로 이루어져야 한다.

중국 대학교의 피아노 교육 연구 : 내몽골의 대학교 피아노 교육을 중심으로

이징요 가톨릭대학교 대학원 2025 국내박사

초등학교 영어교육에서 실생활 중심 교재 활용에 관한 연구

황창녕 朝鮮大學校 大學院 2001 국내박사

The purpose of this study is to see how elementary students motivation in English learning is affected by the use of easily approachable authentic materials and to investigate their effect in the motivation of English learning, development of English learning strategies, and the improvement of English fluency. In order to establish a basis for this study, questionnaires, interviews, and preliminary applications were done to find interesting authentic materials and the possibility of their classroom application. Also, the whole language approach was introduced as a theoretical background. It is desirable for us to focus on real language use with authentic materials because language is real, integral, and authentic. First, authentic materials were defined not as materials like textbooks made for language education, but as real[genuine] materials used by people living in English countries stuff like pamphlets, children's books, newspapers, magazines, advertisements, Internet websites, stories, borrowed words, and language experiences. Further, in this paper, it was clearly demonstrated that authentic materials which are compatible with elementary school children in an EFL situation must be appropriate to the learners' level, and meet the learners' feelings. Also, some case studies which have used authentic materials like domestic and foreign stones, content from other subjects, and borrowed words were investigated to develop instructional strategies where authentic materials can be applied effectively. On the basis of these definitions, conditions, and cases, the diversified materials were developed through examining six fields: drama, stories, borrowed words, cooking, mathematics, and the Internet. Here elementary children's interest and preference were considered to facilitate effective learning. These materials were organized for class instruction and were applied to 14 children who participated in extra English programs as follows. In the first unit, the drama, 'What does she do on Sunday?' was chosen as an authentic play. The drama was shown on video to the children and it was performed by them on a real stage. The drama presented by the children was videotaped and shown to evaluate their performance and correct their mistakes. Furthermore, the learners reviewed the main expressions of the unit through investigating their own performance and learned some important expressions through their own acting. In the second unit, the story, 'Chicken-Licken' was selected as a basic authentic story. The story was presented to facilitate children's understanding through listening and reading with illustrations. Children were instructed to retell the stories while using props and pictures. Also, "How many are there~?" was taught in relation to connected with the number of animals from the same story 'Chicken-Licken.' More activities such as exchanging American money in the math unit and other stories were added to help children read and write correctly. In addition, the examination and correction of borrowed words(Konglish) used in textbooks of the 5th and 6th grade was done. In the third unit, a short story, 'A Pretty Duckling' was selected. For the introduction of vocabulary related to birds and the main phrases were taught through class activities. Then using the vocabulary, children were instructed to organize stories and their own books and to read them to the other students. 'Rainy Day' and 'An Old Lady' in which similar expressions and structures are used also helped to facilitate learning. In the fourth unit, for a lesson done through 'Language Experience,' cooking was introduced. First, the mimming of making cookies was presented to facilitate motivation of learning through experience. For experience learning, children were instructed to make sandwiches themselves. And then they made invitation cards written in English for a sandwich party and sent them to their friends. An actual party was given at their houses. To learn borrowed words frequently used such as "sandwich," videotapes were played and borrowed words from words found in magazines, newspapers and pamphlets were read, written and classified by the children. In the fifth unit, an investigation and guessing was done about two stories. Next, children read the books for a thorough understanding. Based on what they read, they guessed the ending to complete the story. Using sports videos, chanting and class activities, important expressions and prepositions in the story were learned. Pictures and puzzles found among American newspapers for children that were appropriate to the students' level were used for extended vocabulary learning. In the sixth unit, the Internet was used as an authentic material. Computers were used directly and borrowed words related to the Internet were searched for. Correct reading and writing like e-mail were presented as an experience activity. Children were encouraged to search for English sites related to elementary students. Interesting stories were searched for and discussed in groups. An appropriate story was selected and acted out on the stage by the children. Finally, activities such as puzzles; games, data searching, story writing and listening were offered depending on the students' own choice. The result of the use of authentic materials was demonstrated through quantitative analysis such as questionnaires and qualitative analysis such as general and direct observation of classes, the children's own evaluation cards, portfolio and interviews with parents. First, in, order to see, the effect of authentic materials on the motivation of learning, an examination of the materials was made before and after the activities. The students answered that they were interesting. However, a slightly negative response was given to English learning through mathematic materials. Also, journals of observation were kept every hour to see if the materials were interesting, challenging and appropriate, to see if actual learning was accomplished, and how long the students concentrate. According to the observation results it was demonstrated that sandwich-making, story-telling 'A Pretty Duckling' and 'An Old Lady,' using the Internet and performing dramas were most effective in inducing the motivation of learning. Pre- and post- investigation and observation were positively utilized to see if authentic materials are effective as a learning strategy. As a result, through meaningful application of materials and active use of strategies, it is possible for children to use learning strategies more actively than before. Examples of learning strategies are as follows : understanding through experience, learning vocabulary through dictionaries, understanding through context and continuing use of what they learned. The effect of authentic materials on the improvement of English fluency was examined through pre- and post- investigation and observation of classes. Result showed that both female and male students had a higher motivation to use English in an actual situation. Most female students were highly encouraged in learning English and their skills of listening and writing improved more than the male students.' The simple exercise did not focus on mastering English skills, but the use of authentic materials that have cognitive qualities were encouraged for English classes. Through the classes, students had meaningful and diverse experiences in language, and gained a broader understanding of English culture, and expanded their capability to be a more fluent English user. Authentic materials are considered as valuable in that they offer a basis for improved communication capabilities. However, they should be supplemented in that they are poor in providing diversified activities and tasks depending on the multiple intelligences of students. When students select and perform tasks which are appropriate to their level, it is considered that better learning of English can be possible. Therefore, for learner-focused education, the level of the learners should be analyzed thoroughly and authentic materials and tasks that are appropriate to their level should be used. This study is intended to present a meaningful model and focus to establish an improved English curriculum and to reorganize English classes through the use of authentic materials that are based on actual materials and situations.

일본어 교육에 있어서 시각교재활용에 관한 연구

이자영 고려대학교 교육대학원 2003 국내석사

최근 일본어 교육계에서는 학습자와 학습목적의 다양화가 진행되고, 그에 따른 각종 교재와 교수법이 연구, 소개되고 있다. 그 중에서도 시청각교육의 가장 기본적이고 전형적인 학습 보조 자료로서의 시각교재의 중요성은 오래 전부터 인식되어 왔다. 그러나, 실제 수업에서 바로 사용할 수 있는 시각교재를 실은 책은 아직 그 수가 적다. 바로 이러한 이유로 현장의 교사들은 자신들이 직접 아이디어를 내어서 시각교재를 제작하고 있다.

그림책을 활용한 수학 교육 활동이 유아의 수학 능력발달에 미치는 효과

김효실 경성대학교 교육대학원 2004 국내석사

This study examined how the math education activity applying picture books would have an effect on the full age 3 infants mathematical ability development. The study matters for this study are as follows. 1. Will the math education activity applying picture books have an effect on infants mathematical ability development? 1-1. Will the math education activity applying picture books have an effect on regularity of an object of infants? 1-2. Will the math education activity applying picture books have an effect on counting numbers among numerical concepts of infants? We performed the math education activity 30 times for 9 weeks and read both the experimental group and control group picture books. By performing the related math activity to picture books only to the experimental group, we produced the mean(M), standard deviation(SD) of pre & post tests of the experimental and control groups, and performed a t-test for the increase of a mean. The conclusions are as follows, based on the results obtained from this study. First, it was shown the math education activity applying picture books had the positive on effect on the mathematical ability development in infants. Secondly, the math education activity applying picture books has shown to be positive influential on regularity of on object among mathematical ability development in infants. Thirdly, the math education activity applying picture books has shown to be positive influential on counting numbers among mathematical ability development in infants. Therefore, it could be said that providing an experiment of mathematical activity through picture books causes kids to be interested and help in developing an infants mathematical ability by extending the understanding of the mathematical concept further. As mentioned above, experiencing the mathematical activities through picture books which are connoted with mathematical concept helped infants picking up the conneted mathematical concept which are in the book. These results are abundant vehicles and rather than simply using the scrap piece of paper to teach math its desirable to use the mathematical contained childrens books and we could see that opinion of this case is supportive for by reading books infants extend experiments further and become more creative and are more capable of studying math naturally and we could see that its a vain like the result of experiment of Ward(Jung Sook Hwang, 1996) which the appropriate for infants math education activity is shown to be enhanced the mathematical attitude than math education activity which intellectual communication is the main point. As seeing from these results, studies regarding teachers continuous care and activities experiments are needed to follow on the spot of infant educational institutes.

多數 時調集 收錄 平時調에 관한 硏究

정혜진 忠南大學校 大學院 2002 국내석사

This study analyzed shijo works recorded in more than 29 shijo collections based on 『Gyobonyeokdaeshijojiensoe』and their characteristics, and examined their applicability for teaching materials. 1. The object of the study is 98 shijoes of 29collections from『Gyobonyeokdaeshijojiensoe』. since the works written in 28 collections are much more than 100, given that the appropriate number of shijoes to be analyzed is 100. 2. As a result of examining authors of the selected 98 shijoes, 81% of them have a certain author or more than 2 authors. It suggests that the genre of shijo was thought highly of since its author is more identifiable than any other genre like a novel and a gasa. It. means there was a well- known author or a professional writer as well. For the standard to identify authors, in the case that the author is indicated as the same person in more than 5 collections, it is selected as the first tested book. If more than 2 persons were recorded as the authors in over 5 collections, the one with more authors is selected. Even when a person is recorded as an author in less than 5 kinds of shijo collection, the person is regarded as the author if thought. to be an author rightly through other documents. 3. Considering the number of writings according to authors and their social status and times, I can identify the authors with 5 different kinds of social ranks, government. officials, Confucian scholars, courtly writers, and writers, and kinyeos. A large number of government official writers composed shijo, and then that song writers, Confucian scholars, courtly writers, and kinyeos writers, respectively, in orderly way. Most of shijos were written by the government official authors, and then by song writers, Confucian scholars, courtly writers, and kinyeos in orderly way. The difference within yangban ranks, main creators of shijo, seems to be caused by a cultural difference and the development of an urban feast culture due to alienation of cultural exchange between trends. In addition, the works by courtly writers, kinyeos, and song witers frequently appear, and therefore we can recognize the popularity of their shijos. I divided the times of shijo composition according to author's life and death by the 100 year unit before the Japanese invasion of Koea in 1592 and then by 50 year unit after that, considering that author's creating period is after thirty years old. As a result, I can identify that shijo won public favor steadily, in that the authors of shijos and their works cover more than 10% of literature over all he period by times. However, in the period of King Sooking to King Jeongjong, the low frequency of appearance of shijo shows that the its popularity of shijo was falling in that period. 35% of the writers with definite identities created more than 2 shijos. Especally, the group of writers, who consist of song writers, kinyeos, and courtly writers, wrote more than 2 shilos, and it shows that they were relatively popular writers. 4. The subjects of shijos are classified into 9 groups such as river and lake, ethics, love, man's heroic temper, feast, revelation. critical satire, impression of objects, and village. The classification of subject based on the writer's class and status and on the collection with a large number of shijos shows that, overall, a majority of subjects were river and lake, feast impression of objects, ethics, and critical satire. However, in the case of non-object authors, the frequency of subject was love, river and lake, and village in order, and, except for river and lake, the frequency of the appearance of subject, which was high in object authors, was low in non-object authors. This aspect of the high appearance of the subject, river and lake, shows that the works representing the writers' emotion were coexisting with those stressing artistic sides. 5. 98% of shijos were vernacular, and 78% had joint form in the linking type of the verses of a shijo. 38% of the first foots of the last of the three verses of a shijo were repetitive in more than 2 shijos and idiomatic in their usage. These features are considered as influencing the transmission and spread of shijos. 6. The shijos appearing in the textbooks and in a large number of collections have been examined. In the case of the shijos in the textbooks, they were usually idealistic in subject and written by famous high officials because the readers of the textbooks are middle and high school students. And, in terms of expression, the works with the expressions found in common Pyeongshijo were appearing in the textbooks, but, in terms of subjects and writers, they were limited in variety. Thus, a more variety of subjects and writers should be selected because there may be a misunderstanding for the students, who first read shijos through the textbooks. 7. Found in the respects of theme, author, and expression of shijo collections. the generall characteristic of Pyeongshijo is not greatly different from the typicality of frequently composed shijos. The typicality is not only the reason that shijo is preferred but also the value as materials. Focusing on Pyeongshijo recorded in shijo collections, I examined the characteristics of shijo writers and their works, and compared them with those in currently used textbooks. Without more detailed analysis of Saseolshijo in connection with Pyeonshijo. I feel something wanting in this study. A further study also should be done on the transformative aspects of Yeonshijo, the examination of shijo in the collection with many shijos as popular literature, and close analysis on the form of those works.

이야기를 활용한 한국어교재 개발과 활용 방안 연구

장용수 전북대학교 일반대학원 2013 국내박사

The purpose of this study is to develop Korean textbook based on story, and to find the usage of Korean textbook based on story. Story has been produced, distributed, and handed down among humans. Since making a story is a natural way to accumulate worldly experience and a large stock of knowledge. Stories exist in human actions that human have chosen cult status, formed a tradition, made honor and so on. So, there is no outer space of story in human history. From the viewpoint of story, teaching content and the methodology of language teaching uses story. That is, from the viewpoint of story, teaching is to teach the story with a story. Therefore, in language teaching situation, making good use of story is an important factor to improving learning outcome. This study had been begun to expect of a positive result in learning effect and stimulating learner's interest if story was used in language teaching situation. But unexpectedly the discussions about teaching Korean based on story are poor. Some people may think differently that many discussions about teaching Korean methodology with the application of literature have been continued. Of course, teaching Korean methodology with the application of literature have been discussed all the while. But that discussion's effect is very poor. So this study will try to suggest a more effective method without the limitations of the earlier studies. From the viewpoint of teaching Korean, all story were not useful. So, if teaching Korean is story-based, then Korean language teacher, Korean language teaching textbook, Korean language learner's situation-which are the basic elements of teaching Korean- should be taken into consideration. In addition, the contents of study should suggest substantial and realistic measures that are suitable for the education curriculum. After much consideration, this study takes note of teaching textbook. Above all things, the cause is that realistic and proper way of teaching Korean based on story is to utilize korean textbook based on story. That said, this study concluded that the idea of teaching Korean based on story in the education field would reach through Korean teaching textbook based on story. It is an incontestable fact that teaching textbook make up a very large portion of the education curriculum; the same goes with teaching Korean education field. But most of the established Korean teaching textbooks were comprised of the aspect of functional skills such as speaking, reading, writing and listening. Therefore, Korean teaching couldn't get out of teaching method which focused only on explanation. So this study proposed the development of Korean teaching textbook based on story to overcome this limitations. This is to reach educational objectives effectively through the improved format of Korean teaching textbook and the textbook's composition based on context which corresponds with learner's interests. In order to accomplish the purpose of this study, five essential parts were crafted. First, this study examined the issue which has been established upon Korean teaching based on story. Second, this study provided a development plan for Korean teaching textbook based on story. Third, this study provided a plan on Korean teaching textbook format based on story after reviewing existing Korean teaching textbook format. Fourth, this study provided the outcome of Korean teaching textbook based on story. Fifth, this study provided usage plan and usage result of Korean teaching textbook based on story. Finally, this study looks forward to groundwork for the Korean language education based on story.