“互联网”时代中国高校教师信息化教学能力提升研究

리구이란(Li, Gui-Lan)(李桂兰),김현태(Kim, Hyun-Tae)(金炫兑) 대한중국학회 2020 중국학 Vol.70 No.-

With the rapid development of information technology and education informatization, the informational teaching ability of university teachers has become an indispensable ability of university teachers in the “Internet” era. Improving the ability of informational teaching and adapting to the development of the times have become the only way for the development of university teachers. This paper explores the countermeasures to the improvement of the teaching ability of teachers in colleges and universities. Firstly, the paper expounds the basic connotation of college teachers informatization teaching ability: information teaching awareness and attitude, basic ability of informatization teaching, information technology and curriculum integration ability, evaluation and innovation ability, etc. Secondly, analyzes the main problems existing in the information teaching ability of Chinese college teachers. Teachers in universities and colleges have a certain awareness of using infoumation technology in teaching, but their ability to apply information teaching technology is poor, expecially in application of informatization teaching resources. On this basis, we find out the countermeasure form the perspectives of the government, schools and teachers, aiming to promote the connotative construction and characteristic development in private colleges. 随着信息技术与教育信息化进程的飞速发展, 高校教师信息化教学能力已成为“互联网”时代高校教师不可或缺的能力, 成为高等人才培养质量的关键因素。提高信息化教学能力, 顺应时代的发展已成为高校教师发展的必由之路。高校教师能否适应信息化的发展, 如何提高校教师的信息化教学能力成为一个值得关注的问题。本文以高校教师信息化教学能力为切入点, 首先, 阐述了高校教师信息化教学能力的基本内涵, 即信息化教学认知能力、信息化教学的基本能力、信息化教学资源的应用能力、教学评价与反思能力以及融合与创新能力;其次, 分析了目前高校教师信息化教学能力存在的主要问题, 指出中国高校教师具有一定的信息技术教学意识, 但还存在信息化教学技术应用能力偏低, 尤其是信息化教学资源应用能力欠佳等问题。最后, 在此基础上, 从政府、学校、教师的角度出发探讨了提升高校教师信息化教学能力的对策, 以期更好服务于高校的建设与发展。

협동학습에서의 동료평가 결과와 자기주도학습 능력에 따른 학업 성취도 비교

진광호,정태업,이효영 대한중국학회 2013 중국학 Vol.46 No.-

Tandem学习法指的是两个不同母语的学习者通过自主地交流来学习对方的语言和文化等。通过Tandem学习法,学习者不仅能够提高自身的语言交流能力,而且还可以锻炼自主学习能力、跨文化交际能力以及协助能力等。它是一种建立在自主学习、跨文化学习和伙伴关系基础上的学习方法。因此,这种学习法跟自主学习和合作学习理论有密切关系。 本文通过研究自主学习与合作学习的相关理论,借助问卷,调查Tandem学习者的自主学习能力和同伴评价结果中汉语、韩国语学习的情况,并对问卷调查结果进行分析和讨论,从而提出改进Tandem学习法的评价模式和方法。Tandem学习的评价不同于传统的教学评价,像合作学习的评价模式一样,Tandem学习的评价模式以促进每一个学生的发展为目的,强化小组成员的积极行为,并为小组合作学习成功提供手段。 本文探讨Tandem课程中同伴评价对学习者的自主学习能力以及汉语、韩国语学习能力所起的作用。研究结果表明,在使用汉语-韩国语Tandem课程中,同伴评价对学生的汉语、韩语学习能力影响最大。因此,注重探讨同伴评价在汉语-韩国语Tandem课程中的可行性和有效性,也发现同伴评价结果和教师结果的一致性。因此只要设计合理、操作严谨,汉语-韩国语Tandem课程中的同伴评价可以作为一种有效地评价方式,融入到Tandem学习法和其他合作学习中,促进学生的外语学习。

Tandem 학습법을 적용한 중국어 학습자의 Tandem 학습능력에 관한 연구

이길연 대한중국학회 2011 중국학 Vol.39 No.-

Tandem是一种外语学习方法,这种方法建立在两个不同母语者合作的基础上,目的是相互学习对方的语言,或者更多了解语言伙伴的民族文化。对于外语学习者个人而言,Tandem学习法使得学习者足不出户,在一个实际的语言环境中学习外语变得简单了,因为它提供了与一个母语者进行交际的机会。它不仅提高了学习者的自主学习能力和团队协作能力,也使得跨文化的学习过程成为为可能,扩展了语言的判断能力。 在欧洲,Tandem学习法从八十年代后期受到大家喜爱并得到广泛推广,目前在德国已经制度化地固定下来。在德语地区最有名的当然是波鸿-鲁尔大学。在中国,目前只有一篇关于Tandem学习法应用的硕士论文。在韩国,釜山外国语大学首次引进了该学习法,应用于汉语、韩国语、泰国语、越南语、俄语等外语教学,自2009年第一学期到现在共进行了5个学期。因为该学习法尚处于引进试用阶段,期间出现了许多关于应用Tandem学习法的具体研究,大部分研究都集中在学习法的介绍和在课堂应用时出现的一些问题的提出等,没有更深层次的、用具体数据来进的行研究。 本文试图用比较客观的数据来分析在汉语课堂中Tandem学习法适用的情况。根据每个学习者的特点即性别组合、外语水平组合,对跨国文化的理解程度的组合,测量汉语学习者的Tandem学习能力。根据本文统计出来的数据结果将继续调整和完善Tandem学习法在汉语课堂中的应用,并且将结合外语习得理论进行更深层次的研究。

服务学习(Service Learning)在外语教学中的应用调查

이길연(Li, Ji-Lian)(李吉莲) 대한중국학회 2020 중국학 Vol.70 No.-

The development of new technology, new economy and new society requires us to cultivate compound talents of knowledge + technology + skills。 But There is a dislocation and inconsistency between higher education and the development of new technology, new economy and new society. If such inconsistencies are to be overcome, capability-based education is particularly important. This thesis explores the domestic and foreign research background of service learning in foreign language learning, and investigates and analyzes empirical cases of service learning in Chinese language teaching at domestic and abroad. According to my investigation, there are only four research papers on the use of service science in the Chinese classroom: Two of these papers are examples of Chinese culture teaching and Heritage language learning for Chinese American students,The other two are Chinese teaching research for foreign students in China, and Chinese teaching in Korean classrooms. Based on the above analysis, several suggestions are made for the application of Korean university service learning in college Chinese lessons. 新科技、新经济、新社会的发展呼吁知识+技术+技能的复合型人才的培养, 但高等教育与新科技、新经济、新社会发展存在错位与不协调的现象。要克服这一不协调现象, “能力本位(역량기반)”教育显得尤为重要。本论文探讨了服务学习应用在外语学习的国内外研究背景, 调查分析了国内外服务学习在汉语语教学中的实证案例 据本人调查, 汉语课堂运用服务学的研究论文只有四篇:其中两篇论文是针对在美国华裔学生的中国文化教学和继承语学习的案例, 另外两篇分别是针对在华留学生的汉语教学研究、针对在韩国汉语课堂的教学研究。 , 在分析的基础上对韩国高校服务学习在大学汉语课课堂的应用提出了几点建议。

新HSK의 이론적 토대 분석과 향후 對外漢語敎學에의 영향 관계 모색

정윤철 대한중국학회 2010 중국학 Vol.36 No.-

本文为了探讨新HSK的教学理念, 对《国际汉语能力标准》与《欧洲共同参照标准》进行了比较分析。通过分析,我们得到了以下的结果:第一、这两种标准在制定原则与制定目的上具有同一性质,就是一种制定教学大纲、编写教材和测试学习者语言能力的综合性参照标准,同时是以交际语言能力理论为指导, 注重语言的实际运用的语言标准。第二、这两种标准在框架与等级划分方面却有不同,这表明《国际汉语能力标准》一方面吸收了《欧洲共同参照标准》的基本理念,另一方面还继承了《汉语水平等级标准》的等级标准。新HSK在教学理念上直接受到《国际汉语能力标准》与《欧洲共同参照标准》的影响,而且与《欧洲共同参照标准》一样分为六个等级,而形成了与《欧洲共同参照标准》相似的面貌。那么,新HSK为什么在很大程度上借鉴了《欧洲共同参照标准》?这可能是与国际汉语推广有关系。为了实现国际汉语推广,首先要解决教学课程与能力标准的不一致问题。《欧洲共同参照标准》是已在欧洲各国普遍采取的国际语言能力标准,所以与它接轨的话,就能确保国际通用性。我们认为新HSK是在这样的背景下开发出来的。

海外子公司知识获取决定因素及企业绩效的影响研究

Li, Jing-Xun(李京勋),Kim, Chun-Soo(金春洙),Li, Long-Zhen(李龙,振) 글로벌경영학회 2011 글로벌경영학회지 Vol.8 No.4

近年来, 全球经济环境正日益显现出动态、复杂、不确定性特征, 顺应这一特征, 全球学习能力成为跨国公司赢得竞争优势的关键。全球学习过程主要通过各海外子公司自主灵活的学习, 创造新知识, 并迅速有效地在整个跨国公司内部进行传递与整合来实现。因此, 海外子公司本地知识获取已经构成了跨国公司知识管理的重要组成部分。基于组织学习理论, 本文考察了影响海外子公司知识获取决定因素及本地获取的知识对企业绩效的影响。研究结果表明, 海外子公司的吸收能力和经验多样性对知识获取有正向影响, 但时间经验和网络嵌入性对知识获取没有显著作用。此外, 本土化战略和知识获取绩效评价标准对知识获取有显著影响, 同时海外子公司在本地获取的知识对子公司绩效有显著的正向影响。这些结果表明, 海外子公司自身学习能力和母公司对海外子公司的管理方式是影响知识获取的重要因素, 而海外子公司本地知识获取是跨国公司成功实施国际化战略的一个重要条件。 In recent years, international business scholars have been paying greater attention to MNEs global learning. This study developed an integrated framework, tries to analyze the determinants of knowledge acquisition and its impact on subsidiary performance. Our results show that absorptive capacity and diversity of experience have positive effect on knowledge acquisition, but intensity of experience and network embeddedness have no significant effect. In addition, we also find that localization strategy and subsidiary performance appraisal system stressing the development of new knowledge have positive effect on knowledge acquisition. Lastly, knowledge that acquired host country has positive effect on subsidiary performance. This finding implies that it is necessary to acquire local knowledge for successful internationalization. In conclusion, this study implies that subsidiary’s learning capacity and parent’s management style are important to knowledge acquisition and the extent of knowledge acquisition also important to subsidiary performance.

大学生的创业接触、创业认同与创业自我效能感的关系研究 : 基于在韩中国留学生的实证研究

천영화(Qin, Yonghua),이용진(Li, Longzhen),김용열(Kim, Yongyul) 글로벌경영학회 2020 글로벌경영학회지 Vol.17 No.3

创业自我效能感是创业行动的预测因素, 是大学生创业研究中最引人注目的心理变量之一。如何培养和提高大学生的创业效能感, 是创业研究中的一个重要领域。 本研究基于293名在韩中国留学生的问卷调查数据, 实证考察了创业接触和创业认同感及创业效能感之间的关系。研究结果表明,直接创业接触和间接创业接触都与创业认同呈正向关系, 同时也都与创业效能感呈正向关系,而且创业认同感在创业接触和创业效能感之间有部分中介效应。 此外, 鉴于实证对象的特殊性,本研究验证了在韩中国留学生的韩国语能力在创业直接接触和创业认同感及创业效能感之间的调节作用。根据这些结果, 提出了本研究的理论及实践意义。 Entrepreneurial self-efficacy is one of most attractive psychological variable in the college student’s entrepreneurship research, as the prerequisite of entrepreneurial behavior. How to cultivate and stimulate the entrepreneurial self-efficacy of the college students, is recognized as an important field of entrepreneurship research. Based on the survey data of 293 Chinese students studying in Korea, this study examines the relationship between entrepreneurship exposure and entrepreneurship identity and entrepreneurial self-efficacy. The empirical results show that there is a positive correlation between entrepreneurial exposure, including direct and indirect entrepreneurship exposure, entrepreneurial identity. Entrepreneurial identity plays a mediating role in the relationship between entrepreneurial exposure and entrepreneurial self-efficacy. Addition, this research tested the korean ability s moderate effection among the entrepreneurial exposure with entrepreurial identity and entrepreurial self-efficacy. Based on these results, the study proposed the implications both of theory and practices, indicate the direction of further research.

일본『신학습지도요령』의 배경과 이념 - 학력관과 학습관 및 수업상을 중심으로 -

남경희(Nam Kyong-Heui),한용진(Hahn Yong-Jin) 한국일본교육학회 2019 한국일본교육학연구 Vol.23 No.3

21세기 접어들어 선진 각국이 핵심 역량이나 21세기 스킬 등을 중시하는 커리큘럼 개혁을 도모함에 따라 일본의 2017년『신학습지도요령』은 이를 적극 수용하여 학교교육의 변화를 도모하고 있다. 이 글에서는 유치원부터 초중고교에서 시행될 예정인『신학습지도요령』이 등장하게 된 배경과 그 이념을 3가지로 정리하고 그 구체적 내용에 대하여 살펴보고자 한다. 즉, 자질능력 중심의 학력관과 액티브러닝 중심의 학습관, 그리고 변화된 수업상이다. 사회에 열린 교육과정을 표방하고 주체적이고 대화적이며 깊이 있는 학습의 관점에서 수업 개선을 도모하기 위한 이러한 시도는 최근 일본 교육개혁이 나아가는 방향을 확실하게 보여주기 때문이다. 그리고 이러한 변화는 전통적인 수업상을 벗어나서 새로운 수업상, 즉 자질․능력과 액티브러닝 중심의 수업을 구현하기 위해 지식의 사용 단계와 관련한 지적, 기능적, 정의적인 측면에서 종합(synthesis) 차원의 경험을 제공하고자 한다. 또한 학습 방법으로서 주체적인 배움은 주체 간의 대화를 통하여 의사소통을 증진하고 대상 세계에 몰입하는 깊은 배움에 연결을 시도하고 있다. 결국『신학습지도요령』에 의한 일본 학교교육의 변화를 이끌어 가는데 가장 중요한 변인은 변화된 학력관과 학습관에 따른 수업상의 구현과 이를 뒷받침하는 커리큘럼 관리의 성공 여부라 하겠다. In this paper, we examine the background of the emergence of New National Curriculum Guidelines in Japan and the three perspectives on the basis of capacity-centered scholastic ability, active learning-oriented learning, and changed class image. New National Curriculum Guidelines expresses the curriculum that is open to society and aims to improve the class from the viewpoint of subjective, interactive and deep learning. In other words, it is trying to provide a synthesis-level experience in terms of intellectual, functional, and definitional aspects related to the use stage of knowledge in order to implement the lesson centered on qualities and ability and active learning. In addition, as a learning method, subjective learning attempts to enhance communication through dialogue between subjects and to connect to deep learning that is immersed in the target world.

協働学習の問題点

奈呉,真,理 일본어문학회 2010 일본어문학 Vol.49 No.-

協働学習の過程を観察する目的で授業を録画しアンケート調査の結果と共に考察したところ、問題点が明確になった。協働学習は円満な相互作用が前提で、フィードバックの充実や有効な結論もそこから生じる。調査の結果、相互作用を阻害するのはただ乗りと独走の存在であり、原因として、グループの人数、日本語能力と学習者タイプの違いが挙げられる。そして学習 者タイプは日本語能力より優位な要因であることがわかった。グループの人数としては3人の相互作用が4人より充実していた。また、日本語能力と学習者タイプの組み合わせの内、固定系グループが問題を内包している。《上位+固定グループ》の主な関心はボーナスポイントにある。このグループは能力が等しく親しいメンバー同士では効率的に結論を生産できるが、親しくない学習者との相互作用に関心が薄くポイント獲得に向け独走する可能性がある。《下位+固定グループ》は親しい関係での楽しい学習を望み、能力向上への関心は相対的に薄い。協調的で能力の高い学習者のリードに出会えば相互作用にも参加し楽しく学習できる。だが、親しくない能力が高い学習者が複数いるグループでは発言することを控えることもある。このように、固定系グループは非固定系に比し外的環境の変化によって生じる変数が大きい。

일본어문장 암기 시의 분산학습효과 검증 : 한국인 일본어학습자를 대상으로

주인원(Ju, In-Won) 일본어문학회 2021 일본어문학 Vol.94 No.-

語彙や表現文型を覚える際、一度にまとめて集中的に学習するよりも、短い時間でも繰り返して分散的に学習する方が、記憶に残りやすいことが経験的に、理論的に知られている。この現象は、分散効果と呼ばれ、第二言語学習の場面でもその有効性が示されているが、韓国の日本語教育学会における関心度は低い。そこで本研究では、この現象がなぜ見られるかについて、先行研究の分散学習効果の説明理論を概観した上で、韓国語を母語とする日本語学習者を対象とし、繰り返し音読によって日本語の文を覚える際の分散学習効果を検証した。 調査では、韓国人中級日本語学習者30名に、同一の文を集中的に反復呈示する条件と分散的に呈示する条件を設け、両条件間で文の記憶成績を比較した。その結果、分散学習条件の方が集中学習条件よりも記憶成績が高くなるという分散学習効果が見られた。 韓国人日本語学習者が語彙や文型表現を繰り返し分散的に暗記し、音読練習を行うことで、効率の高い学習や習得が可能になることが示唆された。 It is more effective to memorize sentences distributively than to memorize one thing intensively. This is called ‘spacing effect’. In this study, first, we have a detailed overview of the explanatory theory of spacing effect. And this study was designed to examine the spacing effect on repeated reading in Korean students learning Japanese as a second language. In the experiment, an intermediate class of Korean students learning Japanese were required to memorize visually-presented Japanese sentences through reading aloud. The massed repeated condition and the distributed repeated condition were adopted to analyze the performance of oral cued-recall test and O/X memorizing test. The results showed that distributed repeated reading led to better recall than massed repeated reading on Korean students learning Japanese as a second language. The spacing effect was observed in the second language learning condition. It is suggested that distributed repeated reading enhances memorizing of Japanese sentences as a second language. Finally, it was emphasized that instructors and learners should know this spacing effect and use it for learning.