중학교 2학년 영어 교과서와 활동책에 나타난 ICT 기반 언어기능 통합 활동 분석 연구

심화영,정양수 한국현대영어영문학회 2013 현대영어영문학 Vol.57 No.1

Shim, Hwa-Young?Jung, Yang-Soo “An Analysis on the ICT-based Language Skill Integration Activities of Middle School English Textbook and Activity Books”. Modern Studies in English Language & Literature 57.1 (2013): 115-38. The purpose of this study is to analyze how ICT-based language learning activities are displayed in the middle school English textbooks and activity books based on the revised 7th national curriculum. For this study, 6 English textbooks and activity books of 2nd grade of middle school were selected and analyzed by following 3 criteria: 1) how many ICT-based activities are contained, 2) how many ICT-based language skill-integration activities are distributed 3) what kinds of language skill integrated activities are presented in each textbooks and activity books. As results of this study, followings were found. 1) Listening- writing integrated tasks were presented most, listening-speaking-writing integrated tasks were the second highest frequency, and followed by listening-speaking integrated tasks in textbooks and activity books. 2) In listening-writing integrated activities, ``listen and fill in the blanks``, ``listen and fill the charts``, ``dictation``, and ``listen and correct the errors`` were mainly presented. 3) Listening-speaking- writing integrated tasks were presented most in 3 skills integrated activities. 4) 4 language skills integrated activities were presented only 3.2% of total. Based on the above findings, we know that ICT-based activities are useful for students to develop the integrated language skills. Teachers need to use ICT not imprudently, but appropriately to help students to develop their 4 language skills effectively. (Chungnam National University)

교양교육의 팀기반 학습에서 대학생의 팀효능감이 학습참여와 개인 성과에 미치는 영향

심화영,김세현 한국교양교육학회 2023 교양교육연구 Vol.17 No.6

The purpose of this study is to examine the effects of team efficacy on learning engagement and learning outcomes in team-based learning. For this purpose, we analyzed class cases conducted through team-based learning at C University's College of General Education. To achieve our purpose, the results of team efficacy, learning engagement, and learning outcomes of 130 learners who experienced team-based learning were analyzed. As a result of the study, first, from analyzing the correlation between team efficacy, learning engagement, and learning outcomes, we found that there was a significant positive correlation between the differences among the three variables. Second, in team-based learning, team efficacy had a positive effect on learning engagement and learning outcomes. Third, from analyzing whether there were differences in team efficacy, learning engagement, and learning outcomes by gender and field in team-based learning, we found that female students partook in higher learning engagement than their male counterparts. However, we also found the same statistically significant difference between female and male students in regards to their majors, as the data showed that female students enrolled in the humanities scored higher when it came to their learning engagment, but not as high as male students taking science and engineering courses. Based on the results of this study, we suggest that systematic instructional design is needed to promote the formation and development of team efficacy in order to increase learner engagement in team-based learning and to maximize learning outcomes. 본 연구는 팀기반학습에서 팀효능감이 학습참여와 개인성과에 미치는 영향을 알아보는데 목적이있다. 이를 위해 C 대학교 교양대학에서 팀기반 학습으로 진행된 교양수업 사례를 분석하였다. 연구의목적을 달성하기 위해 팀기반학습을 경험한 130명의 학습자의 팀효능감, 학습참여, 개인성과의 결과를 분석하였다. 연구 결과, 첫째, 팀효능감, 학습참여, 개인성과의 상관관계를 분석한 결과, 세 변수 간의 차이가 모두 유의미한 정적 상관관계가 있음을 발견하였다. 둘째, 팀기반 학습에서 팀효능감은 학습참여와 개인성과에 긍정적인 영향을 미쳤다. 셋째, 팀기반 학습에서 성별, 계열별로 팀효능감, 학습참여, 개인성과가 차이가 있는지 분석한 결과, 남학생보다 여학생이, 자연⋅공학⋅의학계열보다 인문⋅사회⋅사범계열이 학습참여가 높았으며 통계적으로 유의한 차이가 있음을 알 수 있다. 본 연구결과를 기초하여 팀기반 학습에서 학습자의 참여를 높이고, 개인성과를 극대화하기 위해서는 팀효능감의 형성과개발을 촉진시키기 위한 체계적인 수업설계가 필요함을 시사한다.

만 3~6세 아동의 모음 포만트, 모음 공간 및 말 명료도 특성

심화영,최철희,최성희 한국청각언어재활학회 2016 Audiology and Speech Research Vol.12 No.4

Purpose: This study measured vowel formants and vowel space area from 3 to 6 year-old Korean children in Jeju Island to investigate their characteristics of vowel production and speech intelligibility. Methods: A total of 80 children (10 boys and 10 girls for each age) participated. For obtaining the formants, 7 Korean vowels (/a/, /e/, /i/, /o/, /u/, / m/, /^/) were used. Vowel space areas (triangular, quadrangular) and speech intelligibility were calculated and compared based on gender and age. Results: Results showed that F1 and F2 of /e/ and /i/ vowels were significantly different as age. In particular, front vowel /e/ and /i/ was significantly lower in 3 years of age but was gradually increased with age. For gender, F2 of vowel /a/ and /e/ were significantly higher in girls while F2 of vowel /i/ was significantly higher in boys (p < 0.05). With respect to vowel space area, significant differences were found in ages (p < 0.05) whereas no differences in gender (p > 0.05). Speech intelligibility was significantly different in age (p < 0.05) while no significant difference was observed in gender (p > 0.05). Significant relationships were found between triangular vowel space areas (r = 0.299, p < 0.01) or quadrilateral vowel space areas (r = 0.570, p < 0.01) and speech intelligibility. Conclusion: Accordingly, quadrilateral vowel space area composed of /i-e-a-u/ was more sensitive than triangular vowel space area composed of /i–-u/, reflecting the vowel movement space and speech intelligibility objectively.

‘증강현실’ 모바일 입체 광고, 광고시장의 새로운 패러다임 : 애플 아이애드 등장과 모바일 광고 전망

심화영 한국언론진흥재단 2010 신문과 방송 Vol.- No.474

온라인 토론학습에서 목표지향성유형에 따른 동기지원전략이 학습참여와 지식구성단계에 미치는 효과

심화영 ( Hwa Young Sim ),송해덕 ( Hae Deok Song ) 한국교육공학회 2014 교육공학연구 Vol.30 No.4

웹기반 학습환경에서 학습지향목표 지원이 내재적 동기 및 학업성취도에 미치는 효과

심화영 ( Hwa Yong Shim ),송해덕 ( Hae Deok Song ) 한국교육정보미디어학회(구 한국교육정보방송학회) 2007 교육정보미디어연구 Vol.13 No.3

본 연구의 목적은 웹기반 학습환경에서 학습지향적인 목표를 촉진시키는 학습동기지원전략의 제공이 학업성취도와 내재적 동기에 미치는 효과를 살펴보는 데에 있다. 이를 위해 초등학교 5학년 학생 70명이 웹기반 학습환경에서 학습동기지원전략의 제공 여부에 따라 실험집단(35명)과 통제집단(35명)에 참가하였다. 실험집단의 경우 학습지향적인 목표를 증진시키기 위해 고안된 과제메시지와 학습자 중심의 과제선택권이 제공되었고, 통제집단은 이러한 전략이 제공되지 않았다. 연구 결과 웹기반 학습환경에서 학습지향적인 목표를 증진시키기 위한 동기전략들이 제공된 집단의 학습자들이 그렇지 않은 집단의 학습자들보다 학업성취도 및 내재적 동기 검사에서 높은 점수를 보이는 것으로 나타났다. 이러한 결과는 웹기반 학습환경에서 학습동기지원전략의 제공이 학업성취도와 내재적 동기를 증진시킨다는 것을 의미한다. 학습지향적인 목표와 내재적 동기, 학업성취도 사이의 상관관계의 정도를 측정한 결과 학습지향적인 목표와 내재적 동기간에 유의미한 상관관계가 나타났다. 그렇지만 학습지향적인 목표와 학업성취도간, 내재적 동기와 학업성취도 간에는 의미있는 상관관계가 나타나지 않았다. The purpose of this study is to examine the effects of providing goal-oriented context on intrinsic motivation and achievement in a web-based learning environment. Both students who received the goal-oriented context and those who did not receive the goal-oriented context participated in a web-based learning environment to study Powerpoint. The goal-oriented context was created by incorporating two contextual factors (task instruction messages, distribution of authority) to increase a learner`s learning goal orientation. Task instruction messages emphasized the importance of learning and task challenge and were presented both before and after of the each learning unit. Distribution of authority were possible by allowing learners to choose learning topics and learning paths in the study material. Study results showed that students in the goal-oriented context group earned significantly higher scores on both achievement test and intrinsic motivation test than those in the control group. This result implies that stimulating learning goal orientation influences the development of intrinsic motivation and learning outcomes. Results also showed that significant correlation were found between learning goal orientation and intrinsic motivation, and between intrinsic motivation and achievement. However, no significant correlation was found between learning goal orientation and achievement. Future studies should find the relations between learning goal orientation, intrinsic motivation, and achievements in order to identify the effect of supporting goal orientation on intrinsic motivation and achievement clearly.

컴퓨터교과교육 : 사이버대학에서 이러닝콘텐츠 사용자 인터페이스의 질 개선을 위한 사용성 평가연구

심화영 ( Hwa Young Sim ),송해덕 ( Hae Deok Song ) 한국컴퓨터교육학회 2014 컴퓨터교육학회 논문지 Vol.17 No.1

사이버대학에서 이러닝 코스개발과정에서 질 관리를 위하여 고려할 핵심적인 사항중의 하나는 콘텐츠의 사용자 인터페이스(User Interface)이다. 사용자 인터페이스는 학습자가 불편 없이 효율적이고 사용하기 쉽게 설계 될수록 학습자의 학습을 도울 수 있다는 점에서 중요성을 갖는다. 사용자 인터페이스의 사용성의 중요성에도 불구하고, 사용성 설계요소관점에서 이러닝 콘텐츠 UI를 평가한 연구들은 거의 없는 실정이다. 따라서 본 연구의 목적은 사용성 관점에서 이러닝 콘텐츠 사용자 인터페이스 설계 시 고려해야 할 요소들을 탐색하는데 있다. 이를 위하여 서울소재 OO사이버대학의 이러닝 콘텐츠에 대하여 사용성 평가를 실시하여 사용자관점에서 이러닝 콘텐츠의 질 관리 개선을 위한 시사점을 제안하고자 한다. In the process of development the e-learning course at Cyber University, one important factor to be considered for the effective e-learning contents is the User Interface(UI) of the e-Learning content platform. The User Interface is important because the well-designed UI can help students to perform effectively and easily learning activities. Despite the importance of the usability, few attempts have been carried out to design the e-learning contents UI from the usability perspectives. Thus, the purpose of this study is to explore the usability design elements for the e-learning contents UI. For this purpose, a usability evaluation study on the e-learning contents UI of a cyber university at Seoul was conducted. Implications for the improvement of the current e-Learning contents UI was presented.

국내 직무역량 연구동향 분석: 키워드 네트워크 및 토픽모델링 분석을 중심으로

김세현,심화영 인하대학교 교육연구소 2023 교육문화연구 Vol.29 No.6

The purpose of this study is to examine the research trends in job competencies within the domestic context by utilizing keyword network analysis and topic modeling. For this purpose, 131 papers related to job competencies, published in the Korea Research Foundation registered and candidate journals from 2013 to 2022, were analyzed in the Korea Citation Index(KCI). The keyword network and topic modeling were conducted using the NetMiner 4.0 program. In the keyword network analysis, keyword frequency analysis, keyword co-occurrence analysis, and centrality analysis (degree centrality, closeness centrality, betweenness centrality) were performed. In the topic modeling analysis, latent topics and keywords within the papers were extracted using the Latent Dirichlet Allocation (LDA) technique. As a result of the keyword network analysis, key terms such as education, subject, need, development, utilization, needs, importance, and impact emerged as major keywords. From the topic modeling analysis, four main topics were identified: Topic-1 (Schooling Needs), Topic-2 (Corporate Job Performance), Topic-3 (Education Program Needs), and Topic-4 (Factors Influencing Job Satisfaction). Based on the analysis results, it was confirmed that the research has been centered on topics such as the educational needs related to job competencies and the causal relationships with various factors related to job competencies. It was suggested that future research should focus on continuous improvement and validation of the effects of educational needs in the context of individuals and organizations, as well as in a social context, regarding job competencies 본 연구의 목적은 국내 학술지에 게재된 직무역량과 관련된 논문을 대상으로 키워드 네트워크를 분석하고, 주요토픽은 무엇인지 분석하여 연구동향을 살펴보는 것이다. 이를 위하여 KCI에서 2013년부터 2022년까지 한국연구재단등재지와 등재후보지에 게재된 131건의 직무역량 관련 논문을 분석하였다. 넷마이너(NerMiner) 4.0 프로그램을 활용하여 키워드 네트워크와 토픽모델링을 수행하였다. 키워드 네트워크 분석에서는 키워드 빈도분석과 키워드 동시출현분석, 중심성 분석(연결중심성, 근접중심성, 매개중심성)이 이루어졌고, 토픽모델링 분석에서는 LDA 기법을 활용하여 논문 내에 잠재된 토픽과 키워드를 추출하였다. 키워드 네트워크 분석 결과, 교육, 대상, 필요, 개발, 활용, 요구, 중요도, 영향 등이 주요 키워드로 나타났다. 토픽모델링분석 결과, Topic-1(학교 교육 요구), Topic-2(기업 직무성과), Topic-3(교육 프로그램 요구), Topic-4(직무만족 요인) 등 총 4개의 토픽이 구성되었다. 분석 결과를 토대로, 직무역량과 관련된 교육 요구, 직무역량과 관련된 다양한 요인들과의 인과 관계 등의 내용이중심이 되어 연구가 이루어진 것을 확인하였다. 직무역량에 대하여 개인 및 조직 맥락에서의 교육 요구, 사회적맥락에서의 교육 요구를 반영하는 개선 작업과 효과를 검증하는 연구의 지속성, 학문 분야별 균형적인 직무역량연구의 필요 등을 제언하였다