질문을 통한 쓰기 과제 구체화 지도 전략

전인숙 한국초등국어교육학회 2012 한국초등국어교육 Vol.48 No.-

이 연구는 초등학생 필자들이 쓰기 과제에 적절한 내용을 생성하여 필자와 독자사이에 성공적인 의사소통이 가능한 글을 쓸 수 있도록 도와주기 위한 교사의 질문을탐색하였다. 이 연구는 학생 필자의 쓰기 과정과 결과물 그리고 연구자의 쓰기 교수경험을 토대로 하였다. 쓰기 과제 구체화는 학생 필자에게 쓰기 과제로 무엇을 제시해 줄 것인가와 각구성 요소를 어떻게 정교화 할 것인가의 두 가지 측면에서 이루어진다. 이 연구는쓰기 과제를 ‘어떻게’ 구체화 하는가에 초점을 두고 있으며, 이 때 교사의 질문이 핵심적인 역할을 한다는 점에 주목하였다. 쓰기 과제를 구체화한다는 것은 필자 자신만의고유한 경험을 끌어와 글을 읽게 될 독자 및 쓰기 목적에 맞게 관련짓는다는 것을의미한다. 연구 결과에 따르면, 교사 질문은 쓸 내용을 구체화하는 것 뿐 아니라 학생 필자와교사 간에 친밀감을 형성하여 학생 필자가 자신의 경험을 쓸 내용으로 불러오는 데있어서 인지적·심리적 부담을 줄이는 역할을 한다. 이와 같은 교사 질문은 학생 필자를 쓰기 과제로 끌어들이는 질문과 쓰기 과제와 관련된 내용 생성 질문으로 대별된다. 전자에는 학생 필자와 친밀감을 형성하는 질문과 쓰기 과제에 학생 필자의 주의를 집중시키는 질문이 포함된다. 후자에는 필자 자신의 경험 끌어오기, 교사의 구두작문 시범, 초고쓰기와 관련된 질문 이 포함된다. This paper researches teacher’s questions for effective communication on the ground of elementary student writer’s producing proper contents of writing assignments. The paper was established student writer’s writing process, products, and researcher’s teaching experiences. Writing assignments specification discusses ‘what’ and ‘how’ by writing assignments. This research focuses writing assignments specification on ‘how’ specification and teacher question’s important. Writing assignments specification means that writer relates own’s peculiar experiences with writing purpose and audiences. According to research, teacher’s questions contribute not only specific contents generation but also immediacy between teacher and students. Teacher’s questions are divided into student’s attracted writing assignments and contents generation. The former contains formation of immediacy and attention of writer’s task, the latter contains visualizing of experiences, oral composition modeling and drafting.

대학생의 과제물 수행에 영향을 미치는 요인

이지연,이은혜 한국교육방법학회 2013 교육방법연구 Vol.25 No.1

본 연구는 대학생의 과제물 수행에 영향을 미치는 주요 변인을 탐색하고 과제물 표절 방지를 위해 필요한 교수-학습 차원의 개선사항을 제안하기 위해 수도권 소재 4년제 A, B 대학교 재학생 401명을 대상으로 대학생의 일반적인 과제물 수행 성향에 대한 설문조사와 면담을 실시하였다. 연구 결과, 대학생들의 과제물 수행 태도에 영향을 미치는 주요 변인들은 1) 과목구분(교양/전공), 평가방식(절대/상대), 이수학점, 수강인원 및 동료 수강생의 태도 등의 과목 변인; 2) 과제물의 난이도 및 분량, 과제물의 수행주체(팀/개인), 과제물의 성적반영률, 과제물의 형식 등의 과제물 변인; 그리고 3) 교수자의 성향 및 과제지원 정도, 표절에 대한 인식, 학습자와 교수자와의 관계 등의 교수자 변인으로 나타났다. 이 가운데에서도 특히 교수자 관련 변인이 대학생의 과제물 수행에 가장 많은 영향을 미치는 것으로 나타나 교수자의 교수-학습 차원의 통제와 노력이 대학생의 윤리적인 과제물 수행 태도 함양에 결정적인 역할을 할 수 있음을 시사하였다. 이러한 맥락에서 대학생의 윤리적인 과제물 수행을 위해 필요한 교수자 차원의 노력과 개선 방향을 정리하면, 첫째, 교수자는 학습자 간에 과제물을 표절하는 분위기가 형성되지 않도록 노력해야 하며, 둘째, 학습자의 수준에 맞추어 과제물의 난이도와 분량을 적절하게 조절하여 학습자에게 스스로 과제물을 수행하고자 하는 동기를 부여해 주어야 한다. 셋째, 교수자는 학습자가 쉽게 표절할 수 없는 형태와 주제로 과제물을 설계하여 학습자가 본인의 생각과 의견을 담은 차별화된 과제물을 작성할 수 있도록 유도해야 하며, 넷째, 교수자는 과제물 표절에 민감하게 반응하고 표절 과제물 적발 시 엄격하게 처벌함으로써 학습자가 정직하게 과제물을 수행하도록 이끌어야 한다. 마지막으로, 교수자는 과제물에 대한 구체적 설명, 예시, 중간 점검, 피드백 등을 제공함으로써 학습자의 과제물 수행을 적극적으로 지원해야 한다. Based on a survey with 401 college students and focus group interviews with 5 college students on their misuse of information resources while completing course assignments, the study attempts to answer the following two questions: (a) what are the major influencing factors for college students while completing course assignments?; and (b) what are the conceptions and experiences of college students while completing course assignments? The survey and interview results indicate that (a) three factors (i.e., course-related, assignment-related, and instructor-related factors) seemed to affect college students while completing course assignments; and (b) the instructor-related factor seemed to be most significant incluenging factors for college students while completing course assignments. Based on the findings, the study presents a set pf guidelines for college instructors to better understand the complex phenomenon of student plagiarism and improve our educational practice to promote academic integrity.

A Workflow for Practical Programming Class Management Using GitHub Pages and GitHub Classroom

에런,이충호 한국실천공학교육학회 2023 실천공학교육논문지 Vol.15 No.2

In programming classes, there is always a need to efficiently manage programming assignments. This is especially important asclass sizes and assignment complexity grows. GitHub and GitHub Classroom makes the management of student assignments muchsimpler than uploading files and folders to a LMS or shared online drive. Additionally, git and GitHub are industry standard tools, sointroducing students these tools in class provides them a good opportunity to start learning about how software is developed in thereal-world. This study describes a workflow that uses both GitHub Pages and GitHub Classroom for more efficient classroom andassignment management. The workflow outlined in this study was used in two practical web programming classes in Spring 2023with 46 third and fourth-year university students. GitHub Pages was used as a classroom website to distribute class announcements,assignments, lecture slides, study guides, and exams. GitHub Classroom was used as a class roster and assignment managementplatform. The workflow presented in this study is expected to assist other lecturers with the formidable tasks of distributing, collecting,grading, and leaving feedback on multiple students’ multi-file programming assignments in practical programming classes.

대학 글쓰기 심화를 위한 과제 제안

김미향(Kim Mi Hyang) 인천대학교 인문학연구소 2013 인문학연구 Vol.20 No.-

A "Basic Writing" class, a required subject for freshmen, is the class to usually lecture about the writing and to practice it. However, it is true that professors of the class have little time to read, to discuss, and to evaluate students" writings. So, the professors generally give students assignments on the writing for the mid-term and final. Therefore, I performed a "6 weeks project for writing" to make students systematically and effectively carry out the assignments. This project was planned to enforce students" ability "to generalize by analyzing meanings got from their experiences", "to set the subjects", and "to find proper information and to use it." This is a project to connect assignments with lectures and to extend class field from the writing to a discussion. You can find through this thesis that the project drew the students" active participation by changing those who had bored time in the writing class and upgraded students" writing ability through the six times additional writings besides the practices in the class. Also, if we improve limits and problems of the project. it is possible to propose this project as a new model of the "Basic Writing" class which can develop self-motivated writing ability.

Backbone NMR assignments of a putative secretory protein from Helicobacter pylori, using a high-field (900 MHz) NMR

Sim, Dae-Won,Ahn, Hee-Chul,Won, Hyung-Sik Korean Magnetic Resonance Society 2009 Journal of the Korean Magnetic Resonance Society Vol.13 No.2

The HP0902, a homodimeric 22.1 kDa protein, has been suggested as a putative secretory protein from Helicobacter pylori, although the protein possesses no signal peptide for secretion. Since it may be associated with the virulence of the bacterium, NMR study has been initiated in terms of structural genomics. In our previous effort to assign the backbone NMR resonances, using 800MHz NMR machine at pH 7.8, the resonances from eight of the 99 residues could not be assined due to missing of the signals. In this work, to enhance the extent of assignments, a 900 MHz machine was employed and the sample pH was reduced down to 6.5. Finally, almost all signals, except for those from G9 and S24, could be clearly assigned. The determined secondary structure using the assined chemical shifts indicated that the HP0902 consists of 11 ${\beta}$-strands with no helices. In our database search result, HP0902 was predicted to interact with VacA (Vacuolating cytotoxin A), which is a representative virulence factor secreted from Helicobacter pylori. Thus, molecular interaction between HP0902 and VacA would be worthy of investigation, on the basis of the present results of NMR assignments.

Backbone NMR assignments of a putative secretory protein from Helicobacter pylori, using ahigh - field (900MHz) NMR

Dae-Won Sim,안희철,원형식 한국자기공명학회 2009 Journal of the Korean Magnetic Resonance Society Vol.13 No.2

The HP0902, a homodimeric 22.1 kDa protein, has been suggested as a putative secretory protein from Helicobacter pylori, although the protein possesses no signal peptide for secretion. Since it may be associated with the virulence of the bacterium, NMR study has been initiated in terms of structural genomics. In our previous effort to assign the backbone NMR resonances, using 800 MHz NMR machine at pH 7.8, the resonances from eight of the 99 residues could not be assined due to missing of the signals. In this work, to enhance the extent of assignments, a 900 MHz machine was employed and the sample pH was reduced down to 6.5. Finally, almost all signals, except for those from G9 and S24, could be clearly assigned. The determined secondary structure using the assined chemical shifts indicated that the HP0902 consists of 11 -strands with no helices. In our database search result, HP0902 was predicted to interact with VacA (Vacuolating cytotoxin A), which is a representative virulence factor secreted from Helicobacter pylori. Thus, molecular interaction between HP0902 and VacA would be worthy of investigation, on the basis of the present results of NMR assignments.

코로나 시대 대학생의 온라인 수업 만족도 연구

김영신 ( Youngshin Kim ) 사단법인 아시아문화학술원 2021 인문사회 21 Vol.12 No.6

본 연구는 2020년 2학기 A대학에서 이루어진 온라인 강의를 대상으로 학습자의 만족도와 선호도 및 온라인 강의에 대한 장점과 단점을 조사하였다. 학습자들은 대면수업보다는 온라인수업을 선호하는 것으로 나타났는데, 가장 큰 이유는 반복학습의 가능과 편의성 때문이었다. 학습자들은 온라인 수업에 수반되는 과제의 양에 대해서는 부담을 느끼고 있는 반면, 교수자로부터 과제에 대한 피드백을 충분히 받지는 못하고 있다는 것을 확인할 수 있었다. 따라서 과제의 제시를 통해 학습자의 자기주도적 학습능력과 습관을 정착시키는데 있어서, 미흡한 점이 있는 것으로 보인다. 적절한 과제의 제시와 성실한 피드백의 제공은 결국 학습자와 교수자와의 상호작용을 증진할 것이며, 학습자의 자기주도적 학습능력을 신장시킬 것이다. 본 연구는 이와 같은 미흡한 점을 교수자가 보다 더 과제에 대한 피드백을 충실히 제공함으로써, 개선시켜 나갈 수 있을 것으로 판단된다. This study attempts to investigate the students’ satisfaction of on-line class provided by A university during the 2nd semester of 2020. It was found that students preferred online classes rather than face-to-face classes, and the biggest reason was the possibility and convenience of repeated learning. While students felt burdened by the amount of assignments involved in online classes, they did not receive sufficient feedback on assignments from instructors. Therefore, it seems that there is room for improvement in establishing learners’ self-directed learning ability and habits through providing instructor feedback. The results of this study suggests that such shortcomings can be improved by the instructor faithfully providing feedback on the assignments.

Millennials’ Avoidance of International Assignments in the Middle East: A Case in the EPC Industry

Chi-Poong Kim,Joo-Young Hong,Hyun-Taek Koh 한국무역연구원 2022 The International Academy of Global Business and T Vol.18 No.4

Purpose – Working in the Middle East used to be a “must-have” experience in the Engineering, Procurement and Construction (EPC) industry. However, these days, millennials are not willing to accept such assignments. By adopting expectancy theory, this study explores the antecedents causing their reluctance. Design/Methodology/Approach – We adopt consensual qualitative research method with 21 in-depth interviews of expatriates with working experience in the Middle East from three EPC companies in South Korea. In particular, our study covers expatriates working in Qatar, Morocco, Algeria, Oman, Iraq, and Kuwait, which are rarely studied in the existing literature. Findings – We find that millennial expatriates are sensitive to harsh working environments that lead to limitations in their personal lives. Our study also shows that millennials perceive the reward as too low, especially when compared to expatriates in other countries or those at headquarters. Furthermore, they think working in the Middle East is not helpful to their future career. Research Implications – South Korean EPC companies should identify the characteristics of these millennials and make adjustments to current HR practices, such as pay raises and career support. Allowances for long-term employees in remote parts of the Middle East should also be increased. It is necessary to give extra points to promotion for those who have worked in secluded areas.

Backbone (1)H, (15)N, and (13)C Resonance Assign-ments and Secondary Structure of the Tollip CUE Domain

Hugo F. Azurmendi,Sharmistha Mitra,Iriscilla Ayala,Liwu Li,Carla V. Finkielstein,Daniel G.S. Capelluto 한국분자세포생물학회 2010 Molecules and cells Vol.30 No.6

The Toll-interacting protein (Tollip) is a negative regulator of the Toll-like receptor (TLR)-mediated inflammation response. Tollip is a modular protein that contains an Nterminal Tom1-binding domain (TBD), a central conserved domain 2 (C2), and a C-terminal coupling of ubiquitin to endoplasmic reticulum degradation (CUE) domain. Here,we report the sequence-specific backbone 1H, 15N, and 13C assignments of the human Tollip CUE domain. The CUE domain was found to be a stable dimer as determined by size-exclusion chromatography and molecular crosslinking studies. Analysis of the backbone chemical shift data indicated that the CUE domain exhibits three helical elements corresponding to 52% of the protein backbone. Circular dichroism spectrum analysis confirmed the helical nature of this domain. Comparison of the location of these helical regions with those reported for yeast CUE domains suggest differences in length for all helical elements. We expect the structural analysis presented here will be the foundation for future studies on the biological significance of the Tollip CUE domain, its molecular interactions,and the mechanisms that modulate its function during the inflammatory response.

주제의 깊이 확보를 위한 대학 작문 교과의 피드백 방안

임상우,김남미 한국 리터러시 학회 2017 리터러시 연구 Vol.- No.19

This paper’s aim is to present a method to support college student to construct a depth of theme. For this purpose, we analyzed the results of writing in the class which utilizes the teaching method for the extension of the writing skills of the university, and investigated the problem which must be improved. College student who received evaluation under writing discovered that it is not possible to derive a depth of theme by not being able to fully see ‘coincidence of assignments’ or ‘Hierarchy among contents’. It is essential to continuously provide opportunities for learners to check their themes in order to allow learners to create compositions of methods to ensure theme depth. However, it revealed that the subject does not satisfy the sustainable provision of the writing style which the subject is already carrying out, providing feedback, providing opportunities for correction and so on. The fact that the learners did not secure the depth of the theme became clear also because it was not able to properly catch the premise presented by TA and tutor. In order to improve this, we have to search for a feedback method that enables learners to better utilize given opportunities for writing, corrections, and feedback opportunities. One of the solutions must provide diverse opportunities for learners to ascertain common premises that are reflected in the objectives of composition subjects. Lecture-type feedback and printed materials for shared premises can be useful. In addition, opportunities to discover clues that can access the deep sexuality of the result of learner relocation, and to develop an accident around this should be reflected in tutoring and feedback. 이 논문의 목적은 학습자들이 깊이 있는 주제를 구성할 수 있도록 돕는 방안을 제시하는 데 있었다. 이를 위하여 대학글쓰기 능력 신장을 위한 교수법을 활용하는 수업 내 글쓰기 결과물을 분석하고 더 개선해야 할 문제가 무엇인지를 살폈다. 글쓰기에서 하의 평가를 받은 학습자들은 ‘과제부합성’이나 ‘내용 간의 위계’를 제대로 살피지 못함으로써 깊이 있는 주제를 이끌어 내지 못하고 있다는 점이 발견되었다. 학습자가 주제의 깊이를 확보하는 방식의 글쓰기를 할 수 있도록 이끌기 위해서는 일단 학습자가 자신의 주제를 확인할 수 있는 계기를 지속적으로 제공하는 것이 필수적이다. 하지만 교과가 이미 수행하고 있는 글쓰기 과제의 지속적 제공이나 피드백 제공, 수정의 기회 제공 등으로 충분하지 않음을 밝혔다. 학습자들은 TA나 튜터(tutor)가 제시한 전제를 제대로 포착하지 못함으로써 주제의 깊이를 확보하지 못한다는 사실도 밝혀졌다. 이를 개선하기 위해서는 학습자가 주어진 글쓰기 기회나 수정, 피드백의 기회를 더 잘 활용할 수 있는 피드백 방식을 모색해야 한다. 해결 방안의 하나로 학습자들이 글쓰기 과제의 목적에 반영되어 있는 공통된 전제들을 확인할 수 있는 다양한 기회를 제공해야 한다. 공유된 전제에 대한 강의형 피드백이나 유인물이 도움을 줄 수 있다. 또한 학습자들의 이전 결과물을 대상으로 심층성에 접근할 수 있는 단초들을 발견해 내고 이를 중심으로 사고를 전개할 수 있는 기회가 튜터링이나 피드백에 반영되어야 한다.