교육용 소프트웨어 평가모델 적용 및 개선에 관한 연구

강근영 전북대학교 2001 국내석사

2015 개정 교육과정의 일반고등학교 적용 현황에 관한 연구 : 2015 개정 교육과정 총론의 '고등학교 교육과정 개정의 방향'을 중심으로

정명옥 전북대학교 교육대학원 2020 국내석사

The 2015 Revised Curriculum first introduced in 2017 has recently been applied to students entering high school in 2018. It was developed with the understanding of the need to reshape the fundamentals of school education following the impact of ongoing global trends. The curriculum has been designed to guide the nation’s school level educational system and establish the framework for school work by defining values and objectives for all Korean schools. For that reason the new curriculum laid out three key reform guidelines for high schools: introduce six new mandatory subjects for students’ basic academic and social potential; increase curriculum design and implementation authority on the part of school and thereby expanding course selections for students; and finally decrease the emphasis of three core subjects for a well-rounded education by redefining the credit allocation limit. To attain the desired outcome of the curriculum reform, steps have been taken on the national, regional, and school levels over the course of the past several years. Schools are, nonetheless, encountering unseen obstacles arising from conflicting issues surrounding high school education, as seen in college admissions policies and teacher workforce management. This study was conducted to explore how individual schools are interpreting the curriculum deciding on the details with considerable curriculum design freedom and discover possible setbacks that can block the effective implementation of the new curriculum at the early stage. The following questions were pursued in this study: ⦁To what extent, do schools adhere to the main reform directions of the new national level curriculum when designing their curriculum? ⦁What are the possible factors that can have influence on the school level curriculum design? The research has found that schools in Jeollabukdo have adopted the new curriculum in a way that lives up to the three reform goals despite varying degrees. It has also shown that two main factors can play a pivotal role in the process of developing curriculum on the high school level. The size of school and Korean CSAT—also known as Su-neung— turned out to be the two most deciding factors amongst other results However, it did not go so far as to suggest feasible solutions as it only referred to individual schools’ documented curricula that might not entirely reflect what is enforced in school. Even so, this study has its own value as it can be a useful resource for future research on the development of model curricular for high schools of different characteristics, the feasibility of Korean high school credit system—that is planned to be fully implemented in 2025—and comparisons of curricula on the inter-provincial level.

결혼이주여성들의 고졸 검정고시 학습 경험에 관한 연구

김선숙 전북대학교 일반대학원 2022 국내박사

본 연구는 결혼이주여성들의 고졸 검정고시 학습 경험을 이해하고 그들의 학습 적응 과정에서 경험하는 현상과 맥락을 파악하기 위한 것이다. 이에 근거이론 연구를 기반으로 결혼이주여성들의 고졸 검정고시 학습 경험에 대한 구체적인 내용과 구조, 유형, 경과 및 상호작용 등을 분석하여 한국적 상황에서 결혼이주여성들의 고졸 검정고시 학습 경험을 드러내는 것을 목적으로 하고자 한다. 이에 따른 구체적인 연구문제는 다음과 같다. 첫째, 결혼이주여성들의 고졸 검정고시를 통한 학습 경험은 어떠한가? 둘째, 결혼이주여성들의 고졸 검정고시 학습 경험에 영향을 주는 구조 및 개인적 요인은 무엇인가? 셋째, 결혼이주여성들의 고졸 검정고시 교육이수 과정 단계별 특징은 어떠한가? 넷째, 결혼이주여성들의 고졸 검정고시학습 경험에 대한 핵심범주는 무엇인가? 다섯째, 결혼이주여성들의 고졸 검정고시 학습 유형은 무엇인가? 여섯째, 결혼이주여성들의 고졸 검정고시 학습 경험을 통해 나타난 미시적, 거시적 차원의 상호작용은 어떠한가? 본 연구에서는 15명의 결혼이주여성들을 대상으로 일대일 심층면담을 2020년 6월부터 2021년 3월까지 수행하였고 1인당 10회, 회당 평균 50분이 소요되었다. Strauss & Corbin(1998)이 제시한 근거이론의 전형적인 분석절차, 개방코딩, 축코딩, 선택코딩 순으로 분석하였고, 선택코딩이 종료된 후 유형분석과 상황모형을 제시하였다. 결혼이주여성들의 경험 분석을 위해 한국 사회 속에서 자신과 타인과의 상호작용에 의해 구성되어진 학습경험 세계와 그 안에서 자신의 정체성을 찾아가는 과정을 살펴보는 상호작용론을 기반으로 하였다. 연구 결과는 다음과 같다. 첫째, Strauss & Corbin(1998)이 제시한 개방코딩으로 결혼이주여성들의 검정고시를 통한 학습 경험의 의미를 구성했다. 이를 위해 원자료를 줄단위로 분석한 결과 개념은 244개, 하위범주는 71개, 범주는 25개로 의미를 구성하였다. 25개의 범주를 속성과 차원으로 구분하여 제시하였다. 둘째, 결혼이주여성들의 검정고시 학습 경험에 영향을 주는 구조 및 개인적 요인을 축코딩을 통해 구성했다. 먼저 인과적 조건으로는 ‘주변인 지위’, ‘인적 자본의 취약’으로 나타났다. 맥락적 조건에서는 ‘미완의 기획’, ‘자기 삶의 고양’, ‘자기와 타자의 이해’, ‘이주민의 취약성’, ‘잠재력의 발현’, ‘한국어의 친밀성’으로 나타났다. 현상에서는 ‘자기의 교육’, ‘안정된 생활 구축 의지’가 도출되었다. 중재적 조건에서는 ‘학습 생태계’, ‘네트워크 확보’, ‘가족 결속력’, ‘학습 공동체’로 나타났다. 작용/상호작용에서는 ‘자기 주도 학습’, ‘학습과 직업의 황금분할’, ‘배가된 노력’, ‘스스로 기회 만들기’로 나타났다. 마지막 결과에서는 ‘성취 후 재도전’, ‘주체적 통합 능력배양’, ‘비판적 이해력’, ‘발전의 이해 달기’, ‘사회적 당당함’, ‘사회와의 공동 발전’, ‘질적인 성장’으로 드러났다. 셋째, 결혼이주여성들의 검정고시 교육이수 과정 단계의 특징을 과정분석으로 제시했다. 1단계는 자기 동기부여, 2단계는 비전 수립, 3단계는 주체적 역량 강화, 4단계는 성과 유지의 결과로 나타났다. 이는 시간의 흐름 속에서 단계별로 제시하였다. 넷째, 이를 연구 참여자들의 학습 경험과 모든 연구결과를 수렴할 수 있는 핵심범주는『심리적 게토에서 머물다 인정 투쟁을 통해 자기를 주체화시키고 도전하는 인간으로 진화하는 과정』으로 나타났다 다섯째, 결혼이주여성들의 검정고시 학습 유형은 결혼이주여성들의 학습경험을 분석한 결과 다섯 가지 유형으로 나타났다. 이는 ‘사회적자원동원형’, ‘학습자원협력형’, ‘정보화능력활용형’, ‘교사의지형’, ‘독자적노력형’으로 분석되었다. 여섯째, 결혼이주여성들의 검정고시 학습 경험을 통해 나타난 미시적, 거시적 차원의 상호작용은 개인/가족 수준, 학습 공간 수준, 지역사회/조직 수준, 국가/사회수준, 전 지구적 수준으로 상황분석을 제시하였다. 따라서 연구결과를 근거하여 정책적 차원으로 결혼이주여성들의 교육 증진만을 목적으로 하는 특별법 제정과 시행의 필요성 제시하였다. 평생교육을 통해 교육의 기회 확대, 다문화가정지원센터와 사회복지관을 중심으로 한 중등교육프로그램 과정 개설, 일대일 학습 멘토링 프로그램의 연계, 자기주도 학습으로 기반으로 한 공부모임 지원 방안 모색, 정보화교육기반 조성, 검정고시에 특화된 인터넷 강의와 보급 마련 등이다. 이를 위해 결혼이주여성들의 인적 자본의 확대와 사회적 자본 강화 시키고, 지식사회의 교육학적인 관점에서 다문화 교육에 대한 제언을 하였다.

몽골 아동이 지각한 어머니의 양육태도가 자기결정성 학습동기에 미치는 영향

구수투무르자야 전북대학교 교육대학원 2013 국내석사

ABSTRACT The Effects of Mothers' Rearing Attitude Perceived by Mongolian Children on Self-Determination Learning Motivation by Guusuu Tumurzaya Major in Curriculum & Educational Technology Department of Education The Graduate School Chonbuk National University Supervised by Professor Kyungsu Wang, Ph. D. This study offers fundamental materials for children's self-determination learning motivation enhancement programs and for parent education by investigating the mothers' rearing attitude, a factor which has an effect on self-determination learning motivation. The hypotheses of is research for this study are as follows. Hypothesis #1: Is there a difference between sub-factor score of mothers' rearing attitude perceived by children and sub-factor score of self-determination learning motivation depending on sex? Hypothesis #2: Is there a relation between sub-factor score of mothers' rearing attitude perceived by children and sub-factor score of self-determination learning motivation? Hypothesis #3: Does mothers' rearing attitude perceived by children has an effect on self-determination learning motivation? This study performed a questionnaire survey, which was distributed to 526 students of 10 to 12 years old, enrolled in three elementary schools located at Darkhan city in Mongolia. And a measurement of parents' rearing attitude tool firstly developed by Lim Seon Hwa(1987) and revised by Yun In Suk(2012) and a self-determination learning motivation tool developed by Ryan and Connell(1989) and redeveloped by Lee Min Hi(2006) were used. Also, the data were analyzed using t-test, correlation analysis, and multiple regression analysis. The result is as follows: First, as for the rearing attitude of the mothers perceived by children, girl students got higher scores than boy students in total and all sub-factors. The total score, and the achievement and rational attitude score were significantly high. As for self-determination learning motivation, boy students got significantly higher scores than girl students in the total score, and the scores of amotivation, external regulation, and identified regulation. Girl students got higher scores in introjection regulation and intrinsic motivation. Second, while the children perceived mothers' affectionate, voluntary, and rational attitude were high, amotivation and external regulation motivation sub-factors of self-determination learning motivation, were decreased. And while children-perceived affectionate, voluntary, achievement, and rational attitudes of their mothers' were high, the introjection regulation motivation sub-factors of self-determination learning motivation, was high too. Children-perceived identified regulation motivation, subsidiary motivation, of self-determination learning motivation was decreased while affectionate, rational rearing attitude of their mothers' were high. The higher children-perceived affectionate, achievement, and rational rearing attitude of their mothers', results the higher the intrinsic motivation Third, as for children-perceived of mothers' rearing attitude and self-determination learning, classified with sub-factors, at first, the lower the children-perceived achievement, rational, rearing attitude of the mothers', the higher children's amotivation was. The lower the children-perceived rational rearing attitude of mothers', the higher children's external regulation motivation was. The higher the children perceived voluntary, achievement rearing attitude of mothers', the higher the children's introjection regulation motivation was. In addition the lower the children-perceived rational rearing attitude of mothers', the higher identified regulation motivation was. In the end, the higher children-perceived mothers' voluntary, achievement rearing attitude, the higher the intrinsic regulation was. So, in order to improve children's self-determination learning motivation, mothers have to reflect on their rearing attitude, respect children's opinions and rights, stir up achievement desire, and show consistent attitude to children rather than instant attitude.

웹 기반 협동학습에서 상호작용 방식이 학업 성취도 및 학습동기에 미치는 영향

朴賢珠 全北大學校 敎育大學院 2005 국내석사

The purpose of this study was to investigate the effects of interaction method on learner's performance and learning motivation in web-based cooperative learning. In order to accomplish this purpose, the research questions were as follows. (1) Does the interaction method (teacher-directed interaction method, student-directed interaction method) enhance learner's performance in web-based cooperative learning? (2) Does the interaction method (teacher-directed interaction method, student-directed interaction method) enhance learner's learning motivation in web-based cooperative learning? In order to examine the research questions, The school homepage for web-based cooperative learning was used. This research was carried out with 40 students of 2 classes identified with equal level of academic achievement, 1st-year students of 'J' High school in Jin-an. To analyze the results, one-way ANOVA was conducted by using SPSS 11.0 for windows The results of this study can be summarized as follows : 1. There was significant difference in learner's performance according to the interaction method. The group with student-directed interaction method was more effective in learner's performance than teacher-directed interaction group in web-based cooperative learning. 2. There was significant difference in learning motivation according to the interaction method. The group with student-directed interaction method was more effective in learning motivation than teacher-directed interaction group in web-based cooperative learning. Based on the above results, the student-directed interaction method was more effective than the teacher-directed interaction method on learner's performance and learning motivation in web-based cooperative learning.

ARCS 모델을 활용한 중국어 수업이 학습 동기와 학업성취도에 미치는 효과 : 중국 초등학교 6학년을 대상으로

채산삼 전북대학교 일반대학원 2021 국내석사

This study aims to verify whether Chinese instruction of sixth graders in primary school has an effect on students' learning motivation and academic achievement through applying Keller's ARCS model. To achieve the aim, the following steps were conducted based on the theoretical knowledge about Keller's ARCS model. First of all, Keller's ARCS model was used in the actual teaching situation to explore how to stimulate students' learning motivation. Next, ARCS model applied classroom of sixth graders was compared with the traditional mode classroom, so as to study how the students' learning motivation is influenced by ARCS model. At the same time, the differences in the effects of the above two classes on students' academic achievement were also examined. This study selected the sixth graders of a primary school in china, a total of 80 pupils as the research subjects. They were assigned to the experimental group and the control group, which consisted respectively of 40 pupils. In the experimental group, ARCS model was used for teaching, while the traditional mode used in the control group. The changes of their learning motivation and achievement level before and after the experiment were tested and analyzed. Meanwhile, t-test was used to statistically analyze the survey results. The results were as follows: first, there were significant differences between the experimental group and the control group in terms of attention, relevance, self-confidence and learning motivation, while there no obvious difference in the terms of classroom satisfaction between the two groups. Second, the students of the experimental group showed higher attention, correlation, self-confidence and classroom satisfaction. Thirdly, in terms of learners' learning achievement, compared with the traditional Chinese classroom, the use of ARCS Model improved learning achievement more effectively. Therefore, this study verified that ARCS Model in Chinese classroom had a significant positive impact on learning motivation and academic achievement.

사이버대학 온라인 콘텐츠 유형과 개발모형 : W대학 사례를 중심으로

김별해 전북대학교 교육대학원 2023 국내석사

이러닝의 개념과 교수설계 모형을 중심으로, 실제 사이버대학 현장에서의 설계와 모형의 활용방법을 알아보고, 문제점을 파악하고 개선방향을 제언함

Students' Perceptions of the Effectiveness of Computer-Assisted Language Learning (CALL) for Developing Their Listening and Speaking Skills in English

바이런레이즈 전북대학교 일반대학원 2016 국내석사

The purpose of this research was to determine how students perceive the effectiveness of Computer-Assisted Language Learning (CALL), which they have used to develop listening and speaking skills in English. To collect the necessary information, a survey was conducted using a four-option Likert scale that was designed specifically for this study, and which included a total of fourteen items; seven of which were related to listening skills and the other seven related to speaking skills. The instrument was applied online to the entire sample of 12th grade students from a private school in Guatemala City. The population consisted of 27 females and 83 males, giving a total of 110 respondents. The findings of the study showed that, based on the frequency of results, students perceived CALL as an effective approach for developing six of seven listening skills and four of seven speaking skills. However, based on the outcomes of the t-test, a statistically significant difference between listening and speaking results did not exist. Moreover, in regard to results by gender, statistically significant differences existed for the following items: understanding the information provided in casual contexts, expressing ideas coherently, expressing ideas fluently, using adequate stress and intonation, and using an appropriate vocabulary depending on the context.

재외국민 대학생의 학업적 어려움과 문식성에 관한 연구

이경신 전북대학교 일반대학원 2022 국내석사

본 연구는 재외국민 대학생이 학업 과정에서 경험하는 어려움을 이들의 문식성 발달과 관련하여 탐구하기 위해 수행되었다. 먼저 재외국민의 성장 배경과 관련하여 TCK로서 이들의 특성을 이해하고자 하였고, 문식성 발달에 관한 내용을 이론과 선행연구를 통해 살펴보았다. 이를 종합하여 재외국민 대학생이 대학에서 학업을 수행하는 과정에서 경험하는 어려움에 영향을 준 요인으로 학습 언어로써 한국어 사용의 미비함, 즉 재외국민 대학생의 부족한 문식성을 다층적으로 살펴보고자 하였다. 이로써 재외국민 대학생의 대학 생활 적응과 지속적인 학업을 위한 교육적 지원에 대한 시사점을 주고자 하였다. 또한 문식성을 갖추는 것이 단순히 언어 문제에만 국한되는 것이 아니라는 점을 밝혀 체계적인 모국어 교육의 필요성을 다시금 강조하는 것과 동시에, 재외국민 대학생의 학업뿐만 아니라 소속감이나 동질감에도 영향을 미치는 문식성의 중요성에 대한 인식을 돕고자 하였다. 이러한 연구목적을 지향한 본 연구를 위해 12년 이상(초․중․고 교육과정 포함) 외국에서 거주한 선교사 자녀들 중 20대 대학생 또는 졸업생을 중심으로 그들의 경험을 다루기 위해 인터뷰와 포커스 그룹 인터뷰를 실시하였다. 연구 결과를 요약하면 다음과 같다. 첫째, 재외국민 대학생들은 입학을 준비하면서부터 여러 증명서와 서류, 자기소개서를 비롯한 여러 가지 보고서 작성과 면접 등을 겪으면서 처음으로 자신의 한국어 사용능력에 문제가 있다는 것을 깨닫기 시작한다. 준비과정에서는 부모님과 주변 어른들의 도움을 받아 그나마 어려움을 극복하지만, 이것은 시작에 불과했다. 대학에서 매일 참여해야 하는 강의와 지속적으로 주어지는 과제, 주기적으로 이뤄지는 시험 등 학업을 수행하는 과정에서 다양한 어려움을 겪고 있었다. 한국어로 학습경험이 없음에도 본인이 한국어를 구사하는 데에 전혀 문제가 없다고 생각해 왔던 재외국민 대학생들은 대학에서 본격적으로 학업을 시작하게 되면서부터야 자신의 한국어 실력이 대학에서 공부할 수 있는 수준은 아니었음을 깨닫기 시작한다. 둘째, 재외국민 대학생들이 학업을 수행하는 과정에서 겪고 있는 어려움들에 반영된 문식성을 살펴보면, 이들은 가정에서의 모국어 사용으로 인해 기초 문식성은 발달하였으나 그 외에 경험이 없기 때문에 한국어에 관한 언어지식이나 언어문화에 대해 이해가 부족한 것을 알 수 있었으며, 모국어로 말하고 듣는 것에 자신 있었음에도 강의와 면접 등과 같은 고등수준의 정신작용이 요구되는 말하기와 듣기 능력은 미비한 것으로 보였다. 학업을 하는 과정에서 텍스트를 읽고 이해하는 것은 매우 중요한데, 이들은 한국어로 된 텍스트 읽기, 특별히 교과와 전공을 학습하기 위한 읽기 경험이 거의 없기 때문에 어려움을 겪고 있었다. 전문용어의 등장에 어려움을 겪는다는 것에서 재외국민 대학생들의 미숙한 한국어 읽기 능력을 알 수 있다. 또한 읽기와 쓰기 능력이 동시에 요구되는 시험이나 과제에서 이들이 경험한 어려움을 살펴보면 한국어로 정보를 이해하고 처리하는 능력이 부족하여 겪게 되는 어려움으로 이해할 수 있다. 셋째, 재외국민 대학생들은 자신이 겪고 있는 어려움에 대해 시간이 지나면 자연스럽게 적응하게 되는 부분이라고 여기거나 본인만 겪는 문제가 아니라고 생각하는 등의 어려움에 대해 깊이 고민하지 않는 듯 보였다. 누군가에게 도움을 요청한다거나 의지하기보다는 스스로 해결하려는 모습을 보이기도 했다. 강의 내용을 녹음하거나 번역기를 사용하여 수업 내용을 이해하려는 모습을 보였고, 온라인 수업의 경우 반복해서 강의를 들으며 집중하려 하였다는 것을 알 수 있었다. 그러나 그 외에 한국어 능력을 개발하기 위한 별도의 노력을 하지 않는다는 점과 독서 계획을 세운다거나 작문 연습을 한다는 등의 구체적인 방법 등은 시도하지 않고 있다는 점에서 우려와 안타까움이 있었다. This study aims to understand the importance of literacy for returning overseas Korean students by exploring the academic difficulties of those who are attending Korean colleges. For the purpose, it analyzes experiences related to linguistic factors among academic difficulties, and tries to find ways to support overseas Korean students. The subjects of the study are students or graduates of Korean Colleges who have lived abroad for more than 12 years. The data about overseas Korean students’ experiences were collected by interview and focus group interview. Overseas Korean students of this study hardly ever learned Korean other than the experience of using Korean at home. In the beginning of research, overseas Korean students thought that they had no problem in using Korean for themselves, but it was found that they actually felt difficulties at class, assignments, exams and so on. It seemed that overseas Korean students had difficulties when they found academic terms while reading textbooks or listening to lectures in class. In addition, writing in assignments and exams is considered professional writing, so it must have been very difficult for them who lacked literacy in Korean. In the process of preparing for the exam, they felt burdened in the amount and time of study, and it was assumed that they also experienced more difficulties and burdens in reading and understanding textbooks due to their level of literacy in Korean. However, overseas Korean students didn't seem to think deeply about the difficulties. They thought that difficulties were a natural part of getting used to over time, moreover they didn't think that they were the only ones having such problems. These attitudes continued during the interview about attempts and efforts to overcome difficulties encountered in lectures, assignments, and exams. Rather than asking or relying on someone for help, they seemed to be trying for them to solve it for themselves. They recorded lectures or used a translator to understand the class, and tried to concentrate on the online class by listening to the lectures over and over again. However, no extra effort was made to develop Korean language skills. For overseas Korean college students to develop Korean literacy, it is necessary to have more diverse native language experiences. Their development of basic literacy can be seen as starting from experiences with the families surrounding them. However, it seems that the overseas Korean students experienced difficulties in the process of returning to their home country and living at university because there was hardly any process that expanded their native language experience beyond their parents or siblings. Language develops more while having experience of using the language above all, so opportunities should be provided so that overseas Korean students can experience their mother tongue as a learning language beyond their home language. In order to study at a university, it is necessary to reach the level of disciplinary literacy beyond the development of basic literacy and intermediate literacy. Overseas Korean college students, who cannot be considered to have mastered the basic and intermediate literacy completely, would not have entered the disciplinary literacy stage. The literacy theory states that most learners also face many difficulties in the process of advancing to the academic literacy stage. In this respect, the study was able to understand the reason why overseas Korean students do not advance to a later stage where they can understand the highly academic texts of universities. Literacy is an important factor in ensuring that overseas university students are not left behind in the academic community. It can be seen that the linguistic ability of literacy affects not only academic performance but also a sense of belonging and identity in the academic community. To this end, overseas Korean college students will also have to work tirelessly to acquire the literacy required by the academic community.

예비대학생의 경험학습양식에 따른 자기결정성 학습동기 및 학습태도와 학업성취의 관계

박진희 全北大學校 2015 국내박사

The present study examines how experiential learning style, self-determined learning motivation, and learning attitude influence academic achievement of pre-college students. Experiential learning style has an effect on students’ self-determined learning motivation, and learning attitude. It aims to empirically analyze the association between these two factors and students’ academic achievement.