교과 어휘 학습을 위한 교수 학습 방법 일고(一考)

한은수 ( Eun Su Han ) 근역한문학회 2011 한문학논집 Vol.33 No.-

52% of elementary schools throughout Korea have been teaching Chinese characters as the schools` regular curriculum(subjective, discretion activity, and special activity), and 57% included the Chinese education in the category of extra curricular activities (Morning Self-studies, After school study program). Elementary students in Korea generally complete the goals and content that is required in the education process of a textbook. Although current textbooks are only inscribed in Han-geul, most of the Han-geul vocabulary was based in Chinese characters, and therefore brings big trouble to one`s studies when one can not comprehend the meaning of the Chinese character vocabulary. So for elementary students to faithfully complete their academic studies, they essentially need a deep understanding of the Chinese character vocabulary related to the vocabulary of a subject. And in this manuscript, we will examine the actual situation of vocabulary used in subject textbooks and observe how teaching and learning was done at the scene of education. As a result, we discovered that an elementary 1st Grader needs to understand the meaning of 70 Chinese characters to complete one subject, and some subjects required understanding up to 300 Chinese characters. This type of subject vocabulary deepens more as the academic year rises. For example, for 6th grade Korean and Social Studies, a student needs to understand 1300 vocabularies to understand the subject. Since it is difficult for elementary learners to understand the numerous vocabularies above, it is necessary to at least concentrate on the concept of vocabularies. At the elementary school scene, the Chinese script was studied mainly through various Chinese character study methods of reading, writing, and activity. However, the teaching and learning methods of Chinese vocabulary has not been researched or exercised compared to the active studies done at elementary schools. This manuscript examined the Chinese characters vocabulary teaching and learning methods regarding the study of coined words, finding synonyms*antonyms studies, word puzzle playing studies, drawing a semantic network map studies and etc.. And through an analysis of some of the Chinese character teaching and learning methods, the outcome of these methods were rough and the content was slow. The practice of Chinese characters through subject studies of elementary school learners is not a study of the script, and the meaning of Chinese characters can differ according to the vocabulary. Therefore further research is recommended in this area to ensure internal stability to the studies of subject vocabulary that are in the mainstream of each academic subject.

다중선택 시험에서 부정행위자 발견을 위한 새로운 통계적 측도

한은수,임요한,이경은,Han, Eun Su,Lim, Johan,Lee, Kyeong Eun 한국통계학회 2013 응용통계연구 Vol.26 No.1

It is important to construct a firm basis for accusing potential violators of academic integrity in order to avoid spurious accusations and false convictions. Educational researchers have developed many statistical methods that can either uncover or confirm cases of cheating on tests. However, most of them rely on simple correlation-based measures, and often fail to account for patterns in responses or answers. In this paper, we propose a new statistical index denoted by a Standardized Signed Entropy Similarity Score to resolve this difficulty. In addition, we apply the proposed method to analyze a real data set and compare the results to other existing methods.

언어(言語) 학습(學習) 이론(理論)을 통한 한자(漢字) 교육(敎育) 시고(試考)

한은수 ( Eun Su Han ) 한국한자한문교육학회 2007 漢字 漢文敎育 Vol.18 No.-

한자와 한자어는 우리말을 형성하고 있는 중요한 요소이며, 한자와 한자어를 떠난 언어생활은 상상할 수 없다. 우리의 언어생활에서 한자와 한자어가 비록 문자 언어로서 기능하고 있지만 그 쓰임은 구두 언어와 다름없다고 할 수 있다. 본고는 언어 학습의 이론 가운데 하나인 스키마 이론과 문식성 이론에 기반을 두고 한자 교육을 논의하였다. 먼저 독자의 인지 구조로서 ``사전 지식`` 또는 ``배경 지식``의 의미를 지닌 스키마(scheme) 이론에 근거하여 한자·한문 스키마를 활성화시킬 수 있는 방법을 살펴보았다. 한자·한문 스키마의 활성화는 국어 교육에서 읽기 교육의 스키마 활성화 방법을 원용하여 고찰하였는데, 그 방법으로 질문하기, 연상하기, 예측하기, 추론하기 등을 활용하였다. 이와 같은 한자·한문 스키마 활성화는 학습자들이 능동적으로 텍스트를 이해할 수 있는 힘을 길러준다. 또한 교사들에게 텍스트를 학습하기 전과 학습하는 중간, 학습한 후의 활동이 각각 중요한 것이라는 인식을 하게 한다. 그 결과 교사들은 텍스트를 교수하는데 동기 부여 활동이 매우 중요하다는 생각을 갖게 된다. 다음으로 文識性(literacy) 이론에 근거하여 한자·한문에서의 문식성을 정의하였다. 본고에서는 한자·한문의 문식성이란 ``文字의 解讀(decoding)과 意味의 理解``라고 정의하였다. 한자의 음과 뜻을 알아야 한자어의 음과 뜻을 알 수 있고, 이를 토대로 한문 문장이나 한시를 이해할 수 있으므로 한자·한문 교육에서는 일차적으로 한자를 읽고 뜻을 이해하는 것이 중요한 과제라고 본 것이다. 본고에서는 한자의 문식성 능력을 키우기 위해 한자의 형·음·의를 식별하는 학습 방법과 그림에 맞는 한자·한자어를 연관지어 학습하는 방법을 제시하였다. 학습자들이 言語를 통해 知識을 구성한다는 構成主義와 관련하여 기초 기능 수준의 문식성(minimal level of literacy skills)과 고등 기능 수준의 문식성(high level of literacy skills)을 살펴보았다. 기초 기능 수준의 문식성이란 메시지 전달의 매체인 글을 읽어 낱낱의 語彙나 文章의 意味를 讀解하는 내용 위주의 읽기와 머리 속에 떠오르는 대로 생각을 글자로 옮기는 단순한 쓰기 수준의 문식성을 말한다. 한문과 敎育課程과 관련하여 볼 때, ① 한자의 음과 뜻 알기 ② 자전에서 한자의 음과 뜻 찾기 ③ 한자로 이루어진 한자어를 이해하고, 언어생활에 활용하기 ④ 한자를 이용하여 문장의 내용 이해하기 ⑤ 한자어의 음과 뜻 알기 ⑥ 한자어를 바르게 읽고 쓰기 ⑦ 학습한 한자어를 언어생활에 활용하기 등이 기초 기능 수준의 한문 문식성이라고 할 수 있다. 고등 기능 수준의 문식성이란 글을 읽고 글의 내용이나 구조를 학습자 나름대로 構成하고 分析하고 批判하는 수준의 문식성을 말한다. 한문과 교육과정과 관련하여 볼 때, ① 한자의 음과 뜻을 한자의 짜임을 통해 알기 ② 한자어의 짜임을 통해 한자어를 바르게 이해하기 ③ 성어를 풀이하고 속 뜻 이해하기 ④ 한자어에 담긴 선인들의 삶과 지혜 이해하기 ⑤ 격언·속담, 명언·명구를 풀이하고 일상생활에 활용하기 ⑥ 한문에 담긴 선인들의 삶과 지혜 이해하기 ⑦ 문장의 형식을 알고 문장 풀이에 활용하기 등이라고 할 수 있다. 본 논의는 언어학습 이론을 한자 교육에 적용해 본 시론적 탐색이라고 할 수 있다. 한자·한자어·한문이 우리 언어생활에서 사라진 언어가 아니라 살아있는 언어로서 기능하고 있 Chinese characters and Sino-Korean are the important factors consisting of our language, and our language life without Chinese characters and Sino-Korean is unthinkable. Though Chinese characters and Sino-Korean function as the written language in our daily language life, it can be said that the use of them is as good as the verbal language. This study discussed the education of Chinese characters based upon the schema theory and literacy theory which are the ones among language learning theories. First of all, based upon the schema theory which has the meaning of ``Prior Knowledge`` or ``Background Knowledge`` as the cognitive structure of readers, the method to activate the Chinese character schema was studied on. The method to activate the schema for reading education in Korean language education was quoted for the study on the activation of Chinese characters and Sino-Korean schema, for which methods the questioning, associating, predicting and reasoning were used. This activation of Chinese character·Sino-Korean schema enables the learners to cultivate the ability to actively comprehend the contents of texts. In addition, it makes the teachers recognize that each activity before, during, and after learning is important respectively. As a result, teachers become to think that the activity of motivation is very important for teaching the texts to learners. Next, the literacy for Chinese characters and Sino-Korean was defined based upon the literacy theory. In this study, the literacy for Chinese characters and Sino-Korean was defined as ``decoding of characters, and comprehension of the meanings``: One should know the sounds and the accompanying meanings of Chinese character in order to know the sounds and meanings of Sino-Korean, based upon which one can understand the sentences and poems written in Chinese characters. Accordingly, in the first place, it is regarded as an important task to read Chinese characters and to understand their meanings with regard to the education of Chinese characters and Sino-Korean. In the study, suggested were the learning method for how to identify the shapes, sounds, and meanings of chinese characters, and another learning method to associate the pictures with Chinese characters and Sino-Korean that fit the contents of the pictures in order to enhance the literacy skills for Chinese characters. With regard to the Constructivism which claims that learners shall construct their knowledge through the languages, in the study examined were the minimal level of literacy skills and the high level of literacy skills. The minimal level of literacy skills means the reading focusing the contents while reading and comprehending the meaning of every word, vocabulary and sentence of writings which are the medium for sending messages, and the simple level of writing what comes into mind. Regarding the curriculum of Chinese characters subject, the minimal level of literacy skills are as follows; ① To know the sounds and meanings of Chinese characters ② To look up the sounds and meanings of Chinese characters in a dictionary ③ To understand the Sino-Korean consisted of Chinese characters, and to use it in language life ④ To understand the contents of sentences by using Chinese characters ⑤ To know the sounds and meanings of Sino-Korean ⑥ To properly read and write Sino-Korean ⑦ Use Sino-Korean which have been learned, etc. The high level of literacy skills means the level that learners can construct, analyze and criticize the contents or structure of writing after reading it in their own ways. Regarding the curriculum of Chinese characters subject, the high level of literacy skills are as follows; ①To know the sounds of meanings of Chinese characters through the structures of them ②To properly understand Sino-Korean through the structure of it ③To interpret and comprehend the inner meanings of fables and phrases ④To understand the life and their wisdoms of forefathers in Sino-Korean

부모의 성취압력이 초등학생의 또래애착을 매개로 행복감에 미치는 영향 : 학교폭력 피해경험 유무에 따른 잠재평균분석과 다집단분석

한은수(Han, Eun-su) 학습자중심교과교육학회 2022 학습자중심교과교육연구 Vol.22 No.8

목적 본 연구에서는 부모 성취압력이 초등학생의 행복감에 미치는 영향에서 또래애착의 매개효과를 확인하고 학교폭력 피해경험 유무에 따른 효과 차이를 검증하는 것이다. 방법 한국아동패널(PSKC) 11차년도(2018) 데이터에서 4학년 1,390명을 대상으로 하였다. 수집된 자료는 SPSS 18.0 프로그램을 사용하여 기술분석을 실시하였으며, AMOS 18.0 프로그램으로 구조방정식모형을 분석하고, 부트스트래핑 분석으로 매개효과의 유의성을 검증하였으며, 잠재평균분석과 다집단 경로 차이 분석을 하였다. 결과 첫째, 부모의 성취압력과 행복감 간의 관계에서 또래애착은 매개효과가 있었다. 둘째, 잠재평균분석 결과, 학교폭력으로 인한 피해경험이 있는 집단이 피해경험이 없는 집단보다 또래애착과 행복감의 평균은 낮고, 부모의 성취압력의 평균은 높은 것으로 나타났다. 셋째, 학교폭력 피해 경험에 따른 다집단 경로 분석 결과 또래애착과 행복감의 경로에 차이가 있었다. 학교폭력 피해 미경험 집단에서는 부모 성취압력이 행복감에 통계적으로 유의한 영향이 있었으나, 학교폭력 피해경험 집단에서는 유의한 영향이 없었다. 결론 따라서 초등학생의 또래애착을 높이는 적절한 개입을 통해 행복감을 가질 수 있도록 학급 내에서 전략이 필요함을 시사해준다. Objectives The purpose of this study was to examine the mediating effect of peer attachment on the effect of parental achievement pressure on the happiness of elementary school students and to confirm the difference in effect according to the experience of school violence. Methods The participants were 1,390 elementary school students(4th graders) from the 11th year survey of ‘The Panel Study on Korean Children’. The collected data were analyzed descriptive statistics using SPSS 18.0, and structural equation model analysis, bootstrapping analysis were performed to verify the significance of the mediating effect, potential mean analysis, and multi-group path difference analysis using AMOS 18.0. Results First, the relationship between parents’ achievement pressure and happiness was found to be mediated by peer attacment. Second, as a result of latent mean analysis, children with experience of school violence victimization showed lower mean of peer attachment and happiness and higher parents’ achievement pressure than children with no experiences. Third, as a result of analyzing the multi-group path according to the experience of school violence victimization, there was a difference in the path of peer attachment and happiness. In the group that did not experience school violence victimization, parental achievement pressure had a statistically significant effect on happiness, but in the group that experienced school violence victimization, there was no significant effect. Conclusions Therefore, it suggests that class-level strategy is necessary so that elementary school students can have a sense of happiness through appropriate intervention to increase peer attachment.

반구형 그물망을 이용한 배수시 생성되는 공기 기둥 억제 연구

한은수(Eun Su Han),박일석(IL Seouk Park),손창현(Chang Hyun Sohn) 한국가시화정보학회 2011 한국가시화정보학회지 Vol.9 No.3

?;?;When draining takes place through an axially located drain port in a cylindrical tank without any prevent, a vortex with an air core occurs. In this study, semi spherical concave and convex meshes with different size inner hole are used to find the air core can suppress. The study is carried out with different values of inner hole of mesh and different install direction of semi spherical mesh using PIV and measured velocity distribution. By providing a mesh, the air core can be prevented, even if the ratio of inner hole of mesh and diameter of cylinder is around 0.66. The experimental results show that a convex mesh type is more effective to suppress the air core generation than a concave mesh type.

학습자 중심의 한자 교수·학습 방법 : 구성주의 자원 학습법을 중심으로

한은수(Han, Eun-su) 동양한문학회(구 부산한문학회) 2009 동양한문학연구 Vol.28 No.-

교수·학습 방법은 교사와 학생의 상호작용에 의해 학습이 이루어진다는 전제 아래 교수와 학습의 원리가 실제로 교실 수업에 적용되는 방법을 말한다. 지금까지 교실 수업 현장에서 한자 학습에 대한 다양한 교수·학습 방법이 모색되었다. 그렇지만 이러한 교수·학습 방법이 학습의 주체인 학습자를 중심으로 하여 이루어지기 보다는 교사 중심의 교수·학습 방법으로 이루어지는 경우가 많았다. 그러므로 제7차 교육과정의 근본정신인 학습자 중심의 교수·학습 방법과는 괴리가 있었다. 필자는 학습자가 학습의 주체이며 학습자 스스로 한자 학습에 대한 지식을 구성할 수 있다는 인식 아래 구성주의 인식론의 시각으로 한자의 자원 교수·학습에 대한 연구를 할 필요성을 느꼈다. 이를 위해 구성주의 인식론과 문자학 연구 성과를 토대로 ‘구성주의 자원 학습법’을 창안하고 그에 따른 학습 방법을 제시하였다. 필자는 구성주의 자원 학습법을 현장에 적용하여 봄으로써 학습자들의 한자 및 한자 어휘 학습에 대한 이해능력을 기르고 나아가 학습자 스스로 한자 지식을 구성할 수 있는 능력을 기르고자 하였다. 필자가 직접 구성주의 자원 학습법을 교실 수업에 적용하여 본 결과 한자 이해 능력과 한자 어휘 이해 능력을 기르는데 유의한 교수·학습 방법임을 확인하였다. 필자가 제안한 구성주의 자원학습법에 따른 한자 자원 교수·학습 방법이 효과를 거두려면 학습자들이 한자의 자원 학습에 대한 스키마를 활성화하여 유의미한 지식이 되도록 재구조화하고, 반성적 사고를 하여 한자 지식을 종합적으로 구성하여야 한다. 또한 학습자는 수업에 자발적·능동적으로 참여해야 한다. 학습자들이 적극적으로 참여하고 자신의 의미 있는 경험과 교과의 내용을 통합하여 새로운 지식으로 재구성할 때 참다운 한자 지식으로 형성되는 것이다. 학습자들이 단지 학습의 방관자로서 존재할 때에는 이 또한 유의미한 학습 방법이 되지 못할 것이다. 필자는 구성주의 자원 학습법의 방법으로 ‘이미지 컷 대조하기’, ‘비슷한 자형 찾기’, ‘자형 변화 그려보기’, ‘자의 추론하기’ 등의 활동을 통해 수업을 진행하였으며, 이를 활용한 어휘 학습 방법도 고찰하여 보았다. 또한 학습자 중심의 수업 전략으로 협동 학습의 수업 기법을 적용해보기도 하였다. 그 결과 협동 학습의 수업 전략이 학습자 중심의 기법으로 성공적으로 수행되기 위해서는 학습자 개개인의 한자 학습 능력과 모둠 구성원의 상호작용 능력을 고려한 모둠을 구성하여야 하며 아울러 학습 촉진자로서 교사의 충실한 역할이 이루어져야 함을 알게 되었다. Teaching-learning method is to be applied in a classroom on the premise that it is rendered with interaction between a teacher and students. Various teaching-learning methods have been tried in classes of Chinese characters so far, but in fact, more classes have been teacher-centered than student-centered, which deviated from the principle of the 7th education curriculum which is learner-centered teaching-learning method. I felt the necessity of study on teaching-learning method of constructive instruction method of etymology of Chinese characters with a recognition that students are the subjects of learning and they can construct knowledge of Chinese characters on their own, and so I devised constructive instruction method of etymology on the basis of constructivist epistemology and the result of study of graphology, and suggested a learning method accordingly. And I tried to apply the method in actual class through comparison of image cuts, finding of similar origins of characters, drawing of change of origins of characters and deduction of meaning of a characters, and I also considered a vocabulary leaning method. For the constructivist education of etymology of Chinese characters which I suggested to get a result, students should use schema of learning origins of Chinese characters to reconstruct their knowledge to be meaningful and synthetically construct knowledge of Chinese characters by reflective thinking. And students should actively participate in class and the teacher should properly function as a promoter of learning.

학교 밖 청소년의 사회적 낙인감이 스마트폰 중독에 미치는 영향: 자아탄력성의 매개효과 검증을 통한 활동 방향 탐색

한은수 ( Han Eun Su ) 한국청소년활동학회 2021 한국청소년활동연구 Vol.7 No.2

Background & Purpose: The study was conducted to verify how the mediating effect of ego-resilience has an effect on out-of-school youth perceived social stigma and it goes to smart phone addiction. Methodology: For the research, the data was taken from the National Youth Policy Institute which surveyed the Out-of-School Youth Panel in 2014, the second survey of the Youth Panel found mediating effect by using the structural equation. Findings/Conclusions: First, the analysis on the average smart phone addiction out of school adolescents showed a hight percentage for girls than boys. Second, the social stigma showed a statistically significant influence on smart phone addiction. Third, ego-resilience showed partial mediation effect in relation between social stigma and smart phone addiction. Implications: On the findings, in order to lessen smart phone addiction caused by the social stigma, we suggested that we should find different kinds of ways to improve ego-resilience and conduct follow-up researches.

한ㆍ중ㆍ일 농산물 경쟁력 평가에 관한 연구

한은수(Eun-Su Han),이용기(Yong-Kee Lee) 한국무역학회 2010 무역학회지 Vol.35 No.1

The purpose of this paper is to examine the competitiveness of Korean agricultural products relative to those of China and Japan, assuming that agricultural markets will be opened through free trade agreements. The competitiveness for twenty-five selected agricultural products is evaluated and compared using the relative price, trade specification index (TSI), and comparative advantage by countries (CAC) index. Also, correlation coefficients between the evaluation indexes are computed, and hypothesis tests for Spearman's rank correlation are conducted to see how the evaluation indexes are correlated with each other. Then, an attempt has been made to provide a single composite competitiveness index by incorporating the results from the three evaluation indexes so that the agricultural products examined can be ordered in terms of their competitiveness. The results of this study show that Korea has a strong disadvantage relative to China for almost all products, while it has a comparative advantage over Japan for most products. The results of correlation analysis show that price competitiveness alone does not have a significant influence on the pattern of Korea's agricultural trade with China and Japan, implying that non-price factors also play an important role in determining the trade patterns across these countries. The analysis of the composite competitiveness index provides important information on the competitiveness rankings for the products considered. Sesame, red pepper, carrot, garlic, and ginger are identified as the products for which China is expected to have the most competitiveness over Korea, while Korea is expected to have the most competitive advantage over Japan with regard to tomato, strawberry, garlic, cucumber, red pepper, and mushroom.

한문(漢文) 기초(基礎) 학습자(學習者)의 한시(漢詩),한문(漢文) 교육 방안 모색 -초등학교 4학년 학습자를 중심으로

한은수 ( Eun Su Han ) 한국한문교육학회 2011 한문교육논집 Vol.37 No.-

Since each elementary school grade has a different stage of cognitive development and learning ability, not all grades can be educated on traditional Korean poems and Chinese characters. Our school tried to teach 4th grade students traditional Korean poem and Chinese characters and we found out that, even if they were elementary school students, with an appropriate course materials in teaching Korean poems or short phrases, our students had no problem understanding them. We also discovered that if the course material only focused on Chinese character vocabulary practices, the students will quickly lose their interest in learning-they could even distaste Chinese characters. On the contrary, if students learn Chinese characters through learning traditional Korean poems and short phrases, they will feel that it is fun and interesting to learn Chinese characters and their perception of Chinese characters will become positive. Students will be able to see the images of life that ancients did, and will learn ancients`emotion of life so they can form a value which they will need to live their lives. Therefore, we should not take their chances of learning Chinese character away just because elementary school students have lack of Chinese characters knowledge. Traditional Korean Poem Education is a core of Chinese Characters Studies where students can learn their linguistic and cultural distinctiveness. For students whose background knowledge of Chinese characters is elementary, teachers need to focus on helping the students to develop the esthetic appreciation skill other than having them to study hard on Chinese reading ability like middle school students do. In addition, teachers need to create course materials adjusted for the beginner learners and provide them to have a chance to appreciate the Korean poem works of our ancients. Through this process, they will be able to study and appreciate traditional Korean poems in their own level. Also it is necessary to change the way we regard to acknowledge that studying Korean poems based that has been translated on students` level other than original text is another way of Korean poem education. The goal of traditional Korean poem and short phrases education has to differ for elementary school students from the middle school students`. It is necessary to put the point on regarding the poem and phrases as fun and understanding for elementary school students. This will make their learning of ancient wisdom and values in the poem more adoptable to their life. At the same time, studying traditional Korean poem and short phrases develops a reflective thinking ability for the students. This is an advantage where students will be able to prepare for a higher level of education for the future.

초등교육에서 창의,인성교육을 위한한자,한자어 교육

한은수 ( Eun Su Han ) 한국한문교육학회 2013 한문교육논집 Vol.40 No.-

This study aimed to the raise of creativity and personality of education curriculum in an elementary school from 2013 by means of Chinese character and Sino-Korean words education method. As for the 2009 Revised Education Process Curriculum which is implemented from 2013 clearly remarks the student focused education process stressing autonomous and creativity of learners”. As for the curriculum structure policy in the introduction, it indicates that “the curriculum is made to raise creative personnel who practice consideration and sharing,’ and ‘every education activity is constructed to practice personality education, which clearly demonstrates the significance of ‘creativity’ and ‘personality’. And, in the educational object in the elementary school, it also remarks that ‘the education in the elementary school stresses basic ability improvement for learning and ordinary life, forming basic life habit and forming right personality.” Creativity means an ability or tendency to make independent and valuable thinking and to produce creative outputs which includes fluency, flexibility, accuracy and uniqueness as sub-factors. Personality is ‘thinking, attitude and behavioral characteristics of a person’. What is ‘personality education?’ It is to teach ‘people to have right character.’ In other words, it is to educate moral value and quality to develop individual`s personal character. The virtue of personal education is selected by reflecting the social reality. Thus, it varies by time and country. This study numerates the virtues of personality education as respect, consideration, responsibility, reliability, justice (fairness), and citizenship. To embody creativity and personality education in the school field, it is necessary to introduce both characters comprehensively and integrally. But, in this study, the two was separated from each other for discussion. First of all, as for the personality education, Chinese character and Sino-Korean words education details by 6 virtues were exampled among which the education method was reviewed focusing on respect and consideration. Creativity education was reviewed in the next. To achieve creativity, it is essential to have internal motivation. For this purpose, it is important to have interest and fun in learning Chinese character and Sino-Korean words, which would be effective for high learning achievement and creativity. And, the textbook text is important for creativity. The examples of Chinese character and Sino-Korean words to raise fluency, flexibility, uniqueness and accuracy were explored. It was followed by the practical review of the embodied contents in the textbook to raise creativity. While creativity and personality education is the main issue of current education, its specific realization method may vary and is developed by educational specialists in the school field. To take a deep root for the creativity and personality education in the field, it is essential to set educational goal for the development level of learners. And, it is also necessary for related specialists to keep studying on the topic with macroscopic viewpoint and without being impatient for short-term effects.