영어 몰입 미술수업이 영어 및 미술교과 성취에 미치는 영향

조수련 충북대학교 교육대학원 2006 국내석사

7차 교육과정의 경제 교과서 내용 분석 : 기본 개념 및 학습자료를 중심으로

조수련 연세대학교 교육대학원 2005 국내석사

청소년들에게 공식적이고 체계적인 경제교육이 이루어질 수 있는 길은 학교교육이다. 교과서는 교육과정에서 제시하고 있는 정신과 내용을 구현하는 학습자료, 학생용의 주된 교재, 학습 내용의 평가기준으로서의 학교교육에서 중요성을 지닌다. 따라서 경제교과서에서는 경제관련 내용이 어떻게 구성되고 있으며 어떤 내용이 기본 원리와 개념에 적합하지 못한 내용인가를 실제로 분석하여 보았다. 분석한 결과를 토대로 경제 목표를 달성하기 위하여 경제교육이 다음과 같은 방향으로 수정되어야 한다. 첫째, 우리 사회 현실 경제를 이해하는 데에 목표를 두고 교과 내용이 선정되어야 한다. 현실 경제생활을 이해하고, 문제 해결과 의사 결정을 위한 경제적 선택 능력 향상에 도움이 될 수 있는 경제학 개념이나 이론을 활용하되, 경제학의 추상적인 이론 체계 자체를 구별하여 학습하도록 한다. 둘째, 경제 문제를 이해하는 데에 필요한 경제 정보 활용과 능동적인 참 여 방법을 강조한다. 정보 수집과 해석 및 평가 능력을 키우도록 정보 자체를 학습 소재로 도입하는 등 경제 현상을 분석하고 경제 문제를 해결하는 과정에서 학습자가 자기 주도적으로 학습을 할 수 있도록 교과서의 내용과 관련된 자료와 정보를 능동적으로 수집하여 활용하도록 한다. 셋째, 한국 경제 현실과 문제와 관련시켜 각 경제 주체들이 가져야 할 경제 윤리 내용을 이해하고, 실천 방안을 탐색하여 행동화하는데 중점을 두도록 하며 경제교육과 관련된 소비자 보호, 에너지 교육, 환경교육 및 통일 교육등의 내용을 고려하여 연계적이고 통합적인 교수-학습이 이루어질 수 있도록 한다. 한 가지 사회적 경제현상을 이해하기 위해서는 정치적․사회적․문화적․역사적 배경을 통합적으로 이해할 수 있어야 한다. 넷째, 학습내용을 선별하여 깊이있게 구성하며 읽기자료, 탐구과제를 많이 활용하여 학습 주제와 내용을 이해하고 사실, 개념, 일반화를 추론하여 문제 해결력을 키울 수 있는 실용성을 지향한다. 다섯째 학습 내용에 따라 토론, 발표, 보고, 사례연구, 면접, 극화 활동, 현장 견학, 답사 등 체험적이고 자기 주도적인 학생 중심의 다양한 교수-학습방법을 활용토록 한다. 여섯째, 교수-학습 과정에서 추상적인 지식을 일방적으로 전달하고 암기시키는 방법을 지양하고, 학생 스스로 창의적으로 사고하고 문제를 해결할 수 있는 열린 과정이 이루어지도록 한다. 즉 경제 현상에 대한 지식의 내용은 경제적 사실, 개념, 일반화의 체계를 고려하여 과학적 탐구학습 활동을 통해 이해하도록 한다. 일곱째, 교과서에 게재되는 화보, 도표, 통계, 등 각종 자료와 예시는 학습내용과 관련이 있는 최신의 것으로 선정하여 현실 경제생활을 이해하는 데 도움을 주어야 한다. 교육과정은 고등학교 경제를 ‘체계적인 경제지식과 사고력 및 가치관을 토대로 하여 소비자․생산자로서 책임있는 민주시민의 구실을 수행할 수 있는 인간을 기르기 위한 과목’으로 정의하였다. 경제적 사고를 통한 문제 해결, 의사결정 및 미래사회 예측등 학습자 주도적 경제학습을 지향한다. 제7차 교육과정의 경제교육은 추상적 이론 중심에서 구체적 실생활 중심으로 내용을 전환하였다. 그러나 새로운 경제 환경을 반영하는 데에 부족한 내용도 많이 있다. 그러나 경제교육의 가장 중요한 내용과 더불어 교실의 교수․학습과정을 개선하여 교육과정을 경제적 역할 중심으로 구성하고, 교과서에 실용적인 탐구과제를 많이 도입하여 학습자가 적극참여하고 학습자가 문제해결 과정에 참여하여 경제문제를 합리적으로 해결할 수 있도록 교육을 하여야 한다. The way students are taught economic education formally and systematically is through school education and its textbooks. So, Textbook is of great importance in school education because it is not only the teaching materials implementing the spirit and contents presented in educational but also evaluation criteria of contents. Economy textbook should teach students the importance of economic freedom and responsibility in solving and understanding the economic problems or difficulties. Moreover, it should have effect on changing the students'' cognitive and recognizable action. It also fulfills the working principle of the market economy. So this study shows how the economy textbooks consist and analyzes which contents are not fit for basic principle and fundamental notions. Thus, this study analyzed how the contents of economic education is organized This study targets economy textbooks of and intensified elective course in seventh educational curriculum and analyze five kinds of textbooks( Du San, Gyo Hak sa, Bub mun sa, Cheoje Gyo Yuk, Dae Han Gyo Gwa Seo). economy textbooks should be revised according to the following directions to have proper understanding(cognition) of economy and achieve the objective of economy education. Firstly, the contents of a textbook should be selected for the purpose of understanding a real economic life of our society. The notions and the theories of economics are used to help learners understand the real economic life and improve economically deciding ability for problem-solving and decision-making. What is more, the abstract theory system itself ought to be excluded. distinguished. Secondly, we should emphasize the practical use of economic information necessary to comprehend economic problems and a way of active participation. We collect and utilize the material and information related to the contents of the textbook for students'' self-directed learning in the process of analyzing economic phenomenon and solving economic problems like introducing information itself as learning material to improve the ability collecting, interpreting and evaluating information. Thirdly, a textbook should help learners to understand economic ethics that each economic subject must have in relation to our economic reality and problems, to search for how to put it into action and to focus on making it work. In addition, by using it, we make an correlative and integrative teaching and learning achieved we have to consider consumer protection, energy-saving education, environmental education and education about unification which are connected with economy education. Learners ought to be able to comprehend political, social, cultural and historical backgrounds on the basis of integration to understand only the economic phenomenon in a society. Fourthly, We organize it profoundly after selecting the contents well, understand subjects and contents by utilizing reading material and assignment for inquiry greatly and aim for practicality to improve problem-solving ability by reasoning facts, notions, generalization. Fifthly, the textbooks should have several teaching methods like debate, presentation, report, play, interview, and field trip to make students understand the contents well. Sixthly, in the process of teaching-learning, it is recommended that textbooks would rather help students think creatively and solve the problem by themselves than teach students abstract knowledge one-sidedly and just let the students memorize knowledge. In order words, students must understand the knowledge of economy through economic fact, concept, system and scientific investigating method. Lastly, textbook continually have to changed the old-fashioned drawings, diagrams, statistics, etc. into up-to-date ones to make students understand today''s economic situation well. Curriculum has defined High School Economic Education as a subject which makes students democratic citizens who are both customers and producers and which makes students have systemic economic knowledge, thinking power and a sense of value. In addition, high school education aims to make students those who can predict the future society and make decisions through the economic thought. The seventh highschool educational curriculum has introduced many specific contents which are very useful for daily life. But it can''t catch up with new economic circumstance completely. So the textbook has not only many useful contents but also interesting and practical questions so that students can enjoy the subject. Moreover, the textbooks have to change the traditional teaching methods by introducing new student-centered teaching methods and teaching plans.

黃興의 정치활동에 관한 일고찰

조수련 숙명여자대학교 대학원 2004 국내석사

Huang-Hsing is an outstanding patriot in the modern history of China. From his days of youth, he pursued the truth of saving his country, suffering the unjust persecution under the Chang dynasty and lived a long vagrant overseas life suffering difficulties until his death after having done all his best. His thought of loving country is just the noble spirit we should succeed to as our spiritual heritage. Huang-Hsing never got a contact with the western bour geoisde mocracy but sought for revolution line, in the severe circumstance of his national crisis. Huang-Hsing is regarded as an important person who combined his strong patriotism to save the country with the bourgeois democracy closely in the constant political thought. From the end of 19th century to the beginning of 20th century, the crisis of Chinese nation grew rapidly warning it consecutively. From 1844 to 1889, Japanese imperial caused the Japan-China War and China surrendered to Japan and entreated peace with Japan and shared the holy land, Formosa, to Japan. From the start of German occupation on China by force, the imperial strong nations began to share China by lease. In 1900 8 imperial nations made allied forces to invade China and collapsed Beijing. The ruler of Ching dynasty who fled to the west coast made haste to proclaim to associate with the imperial countries in his royal edict unexpectedly without shame. This circumstance caused greatly all the patriots preparedness and made them stand against Ching dynasty. And Huang-Hsing is one of the important figures of anti-Ching dynasty line. 본고는 黃興의 성장배경과 교육활동을 통해 그의 정치사상이 어떻게 형성되었으며, 구체적인 정치활동은 어떠했는지 살펴보는데 목적이 있다. 황흥은 1874년 湖南省 長沙에서 출생하여 아버지의 영향으로 어려서부터 정통 한학교육을 받고, 武昌의 兩湖書院에 입학하여 공부하였다. 유신운동 등 개혁활동의 중심지가 되었던 호남에서 생활했기 때문에, 점차 혁명에 대한 생각을 키워나가게 되었다. 시대의 변화는 젊은 황흥을 文士의 길에서 革命家의 길로 이끌었던 것이다. 1902년 관비유학생으로 선발되어 일본 유학을 가게 되었는데, 이는 황흥의 일생에서 커다란 전환점이 되었다. 유학생활 중에 황흥의 反淸감정은 더욱 커졌고, 교육과 군사의 역할을 인식하게 되면서 1903년 몇몇 학생들과 ‘軍國民敎育會’라는 애국단체를 조직하기도 하였다. 1903년 6월 귀국하여 ‘拒俄義勇隊’를 결성하여 활동하다 가, 송교인 등과 함께 호남성 최초의 혁명조직인 ‘華興會’를 만들어 본격적인 혁명 활동에 나서게 되었다. 가로회와 힘을 합쳐 장사에서 거병하였으나 실패하여 일본에 망명하였다. 1905년에는 동경에서 孫文 등과 ‘中國革命同盟會’를 조직하고 서무간사가 되어 손문 다음가는 지위에서 활약하였다. 이후 광동, 광서, 운남에서 여러 차례 무장봉기를 지휘하였다. 1911년에는 광주 봉기에도 참여하였고, 무창에서 신해혁명이 일어나자 혁명군 사령관이 되었으나 漢口 방위에는 실패하였다. 이후 상해.남경에 가서 혁명정부 수립에 분주하다가, 1912년 1월 中華民國 임시정부가 수립되자 육군총장에 취임하여 임시 대총통이 된 손문을 보좌하였다. 당시 혁명세력은 손문이 이끄는 興中會, 황흥이 이끄는 화흥회, 장병린이 이끄는 光復會 등으로 이루어져 있었다. 혁명의 대업을 완수하기 위해서는 모두의 힘을 모아야 했는데, 혁명파 사람들은 모두 자신들의 주장만을 내세워 화합하기가 어려웠다. 이때 황흥은 대의를 이루기 위해 혁명세력의 화합을 주장하며 손문에게 양보하였던 것이다. 1913년 袁世凱를 반대하는 2차 혁명 당시 남경에서 거병하였으나 실패하여 미국에 망명하였다가, 1916년 귀국하여 손문과 합작하였으나, 얼마 후 상해에서 과로로 사망하였다. 황흥의 정치사상과 혁명 활동에 여러 가지 착오와 한계가 있었던 것은 사실이지만, 황흥의 화흥회 활동은 兩湖에서 혁명운동이 기초를 다지는데 결정적인 영향을 끼쳤다고 할 수 있다. 특히 신해혁명시기 황흥은 무장봉기의 기본군사방침을 지도하였으며, 투철한 애국주의 사상을 가지고 중화민국 건설에 많은 공헌을 하였다. 따라서 필자는 황흥을 혁명의 숨은 지도자로서 보다 적극적으로 평가해야 한다고 생각한다.

고등학교 국사수업에 있어서 사료학습의 실제 : 조선후기 실학을 중심으로

조수련 경희대학교 교육대학원 2004 국내석사

부산지역 일부 중학생들의 영양지식,식태도,식습관의 상관관계

조수련 인제대학교대학원 2010 국내석사

부산 사하구에 소재한 중학교 2학년 남, 여학생들을 대상으로 160명을 본 연구의 대상자로 선정하여 2009년 11월 16일~ 11월 30일까지 설문조사를 실시하여 영양지식과 식태도, 식습관의 상관관계에 대해 알아보고 중학생들로 하여금 바람직한 식생활을 실천할 수 있도록 하는 영양교육의 기초 자료를 제공하는데 그 목적이 있으며 그 연구 결과는 다음과 같다. 조사 대상은 부산지역 중학교 2학년 학생이며 남학생 93명(56.6%), 여학생 69명(43.4%)였다. 주거형태는 단독주택이 39.4%로 가장 높은 비율을 차지했으며 그 다음 순서로 아파트, 빌라로 숫자가 많았다. 가족의 수는 4명으로 48.8%로 가장 많았으며 그다음으로 5명, 3명 순서로 많았다. 아버지의 학력은 고등학교 이상이 53.1%로 가장 많았으며 어머니의 학력 역시 65.6%로 과 반수이상을 차지하였다. 그리고 어머니의 직업은 “있다”가 62.5%로 절반 이상을 차지하였다. 한 달 용돈은 5만원 미만으로 74.4%로 가장 많았으며 영양지식의 습득 경로로 인터넷이 43.8%, 그다음으로 “영양에 관한 지식이 없다”가 25.5%를 차지했으며 그 외에 라디오 TV, 신문 잡지를 통해서 습득한다는 순서로 응답했다.

中等敎師의 自律硏修 實態 및 要求에 關한 硏究

조수련 東國大學校 2008 국내박사

Teachers are forced to do their studies continuously in response to resent changes : such as changes in society, students, educational program and system as well as advanced learning. They should reach at a certain level through efforts to improve their abilities and become more professional to do their duties. Teachers are well aware of what they need to develop and they satisfy their lack with self-control rather than compulsive and directive way. Yet, to date, formal and passive teacher training programs have been practiced, which is far from reality. With the free choice of purposes, contents, methods and institutions, now we need to make a refreshing change in the program. In addition, teachers have to actively participate in training programs improving their capacities to cope with knowledge-based society. After taking part in training and getting required knowledge and techniques, they apply what they learned to the school system and modify it to fit their needs. In the course of training, teachers' professional development and self-esteem are guaranteed. Independent teacher training is the key to make these happen. Teacher training program, which constantly requires professional development and self-improvement, goes by 'the Rule of Teacher Training'. In reality, however, the program has been run perfunctorily while teachers are not in favor of it and see it in a negative way. The problems of ongoing teacher training are complex : there is uniform education for all subject teachers, limited chances and ineffective contents or teaching methods as it doesn't meet teachers' needs and demand. To overcome its problems, energize teacher training and increase awareness that training is essential for professional development is to insure teachers' independent and active participation. After investigating the actual conditions and the needs of independent teacher training, we have found differences shown by gender, schools, working areas and careers also we pursue systemic support to energize training. Therefore we can make following conclusions. First, there is a suggestion for improvement which connects teacher evaluation to teacher training according to the recent teacher evaluation policy. It means that the training and the evaluation need to be linked together for the personal profession development. Yet teachers engage in the program because they expect either promotion or reward, not because it is related to evaluation. Some would say it is not fit in the initiative object if teacher use the program as a tool of promotion, however its aim - professional development and self improvement - can be achieved as teachers take the program at will. To be a groundwork of professional development as well as a trigger of promotion, teacher training program should be diverse and meet needs and demand of teachers. Moreover, it has to be turned into a new one which is systemic, professional, effective and connected with teacher evaluation. Second, in a survey result, most teachers find it positive to participate in the program not granting promotion or reward. The result shows that the junior teachers expect professional development through the training while the senior hope to receive applicable education at school. In addition teachers who decide to join the training are male, work in rural area where they can get additional points to promote and have careers as long as 10 to 20 years. They engage in it to achieve their goal. These point out that two reasons to lead teachers to take training exist. The first one is to get useful education at reality and the other is to meet their own needs. Teacher training program should be designed to meet needs and demand of teachers in the field. Also it needs an inducement to attract their active and voluntary engagements. Still, many don't feel quite satisfied with the program because of its weak motivation and fragile inducement. The results of independent training program influence on educational grade point or research achievement evaluation along with a job and a license evaluation : though only small part of independent training programs are applicable. Unlike some training programs which do not grant benefits to be promote, the programs which are advantageous to be advanced attract many people. On the other hand, learning from clubs which are not related to additional points, such as teachers' clubs or subject studies, produces high quality of education and leads to fruitful result. We expect more teachers would participate in such dependent training programs which guarantee nothing if additional points for promotion and reward system like support by national funds are expanded. In recent, a great number of teachers, specially majoring in English, want to go abroad study to exercise language skill or get degrees from college. Yet, as they pay a large part of the high cost, have insufficient time and have little chances to get national funds, it is inevitable that training participation rate appears low. When it comes to incentive, teachers will do all out of efforts if they take dependent training and that offers advantages for professional development and self-improvement. Third, we need to give a great deal of weight on teachers' free choice to attract their attention : free choices of content, method, time, period, place, group and institution. Teachers have felt stifling in uniform and theoretical training under the control of the systemic government, now they determine to participate in new teacher training program. Some worry and even make negative judgement about the new way to utilize training program for promotion, however, we should put our trust in teachers' own choices. Various and informal independent training programs by teachers' clubs or association gather a lot of teachers. While actively taking part in those, they learn proper and pragmatic ways of teaching technique, students guidance and personality guidance. What makes these training programs successful is teachers' free choice and it needs to enlarge the range of it. At last, the systemic support for teacher training should be primary. Also, it needs a certain system guaranteed to develop teachers' abilities and supports to encourage their voluntary studies.

오픈액세스 자원의 논문 및 저자 연구업적 평가모형 개발에 관한 연구

조수련 成均館大學校 2006 국내박사

Open Access (OA) has been flourishing during the past decades. In OA environment the main body of publication is no longer publishers but authors. As such, authors may choose to submit their papers to peer-reviewed OA journals where they have to pay high prices in return for the strong reputation or they may opt to submit theirs to free repositories or authors' web sites to save money at the cost of weak reputation. To facilitate OA publications in spite of the risk and burden mentioned above, it is claimed that academic influence of OA articles should be established so that authors publishing their articles in OA can be duly awarded by academic reputation and/or research grant flow. However, in OA environment, OA journals cover only limited number of articles because a lot of articles are posted in repositories or the authors' homepages. Therefore, proper evaluation should be focused on individual article or author rather than journal. In this regard, article-oriented or individual author's academic achievements-based evaluation systems for OA resources should be developed. Followings were the main criteria along which new evaluation systems for OA articles and authors' academic achievements were developed. New evaluation systems: 1. should be individual paper-based assessment. 2. should incorporate into a composite index more than two assessment elements such as usage and citation. 3. should be developed as a general purpose system. 4. should be applicable as soon as articles are published. 5. should adopt new concept of continuity of papers in use for the evaluation of articles and also introduce productivity of authors for the evaluation of authors' academic achievements. Evaluation elements for the system have been selected from the elements available in the web log data or meta-data. To investigate how the results of evaluation could change according to the structure and normalization of indexes, newly developed normalized composite evaluation index was compared to single unit index and non-normalized composite index in terms of time-driven bias and power of discrimination. Normalization was done either with time-biased element or with non time-biased elements. In terms of time-driven bias, the correlation between evaluation index and article age or duration of research of an author was calculated. As results, single index was superior to the composite index when it was not normalized by time-biased element. Unfavorable result for the composite index may have come from the fact that the non-normalized composite index included two time-biased elements in one index, allowing these elements to increase bias without normalization. However, normalization of the composite index with time-biased element provided superiority compared to the single index and non-normalized composite index. Normalized composite index normalized by non time-biased elements was more affected by time-biased element than the single unit index just as non-normalized composite index was more affected by time-biased element than single unit index. In the aspect of power of discrimination, the duplicate rate in the ranking of index has been compared. Non-normalized composite index was superior to single index, while normalized composite index was superior to non-normalized composite index with one exception of the normalized composite index when it was normalized only by duration of research of authors. In addition, it was also revealed that direct comparisons of indexes could not be made among different subject areas or different types of e-prints (preprint, postprint). To build a composite index, allocating appropriate weights for each element and removing biases should be achieved. In this regard, I suggest further study to calculate optimal weights for each element. Further study is also needed to encompass additional evaluation elements that were discovered but not included in the present study.

학문의 주제별 특성에 따른 자동색인기법의 비교연구 : 약학분야와 도서관, 정보학 분야를 중심으로

조수연 숙명여자대학교 대학원 1988 국내석사

본 연구는 서로 다른 주제를 갖는 장서내의 통계적 용어특성에 따라 적합한 자동색인기법을 제시하는데 그 목적이 있으며 약학분야와 도서관·정보학분야를 대상으로 하여 두개의 자동색인기법을 비교, 평가하였다. 사용된 자동색인기법은 역문헌빈도가중기법과 문헌분리가(文獻分離價)가중기법이며 총장서빈도와 문헌빈도로 정의되는 용어특성과 자동색인기법으로 할당된 가중치들 간의 관계를 분석함으로써 얻은 주요 결론은 다음과 같이 요약할 수 있다. 1. 서로 다른 주제를 갖는 장서들의 용어특성 간에는 차이가 있다. 2.. 대상장서의 용어특성에 따라 자동색인기법의 성능이 달라진다. 3. 약학분야에는 역문헌빈도가중기법이, 도서관·정보학분야에서는 문헌분리가가중기법이 더 적합한 것으로 나타났다. 따라서 주제에 따라 그에 적합한 자동색인기법을 선정하기 위해서는 대상장서의 용어특성이 우선 고려되어야 할 것이다. The Aim of this study is to present a relevant automatic indexing technique in accordance with the statistical term characteristic in a collection comprising different subjects, by comparing and evaluating two automatic indexing techniques in the fields of Pharmacology and Library & Information science. The Automatic indexing techniques used in this study are Inverse Document Frequency Weighting Technique and Term Discrimination Value Weighting Technique and we can summarize the important conclusions reached by analyzing the relationships between the term characteristic defined as a Total Collection Frequency and a Document Frequency, and the weights assigned by automatic indexing technique as follows: i) there are differences between the statistical term characteristics of a collection comprising different subjects. ii) the performance of automatic indexing technique varies with term characteristics in a collection. iii) the Inverse Document Frequency Weighting Technique is more relevant in the field of Pharmacology, whereas the Term Discrimination Value Weighting Technique is more relevant in the field of Library & Information science. Therefore, the term characteristic in a collection, above all, must be taken into consideration in order to choose a befitting automatic indexing technique according to subjects.