‘한국어교육론’ 교과목의 플립러닝 수업 설계 연구 -Bloom의 신 교육목표분류학에 기반하여-

이정희 국제한국어교육학회 2020 한국어 교육 Vol.31 No.1

This study illustrates an instructional model for flipped learning through an example of the ‘Introduction to Korean Language Education’ course, an introductory undergraduate course in KSL(Korean as a Second Language). Flipped learning is an instructional model that allows students to engage in active learning by creating a meaningful and motivating context for learning. The model incorporates a variety of pre-class, in-class, and post-class activities which help learners to construct/reconstruct their knowledge and develop critical thinking skills. This study demonstrates how the knowledge and cognitive process dimensions of the revised Bloom’s Taxonomy can be applied to classroom teaching and learning through an inductive approach. This study proves that flipped learning can promote students’ higher order thinking ability and can be easily adaptable to various levels and dimensions of knowledge. Based on the experience of designing and implementing a flipped learning model, the author offers a few pedagogical suggestions. First, just as instructors may feel burdened with creating various learning tasks and activities, learners can feel overwhelmed with a number of student-centered activities. The findings of this study indicate that in terms of course length, seven to eight weeks of flipped learning will be appropriate for effective learning. Second, in order to implement interactive tasks and activities as well as offer individualized feedback, it will be ideal to limit the number of students to less than 30. Finally, securing classrooms that can accommodate various group activities is essential for flipped classroom instruction.

AI는 지리 교수학습을 어떻게 바꿔놓을 것인가? - 지리탐구를 중심으로 -

이종원 한국지리환경교육학회 2024 한국지리환경교육학회지 Vol.32 No.1

This research aims to develop geographical inquiry activities that incorporate generative AI, focusing on how such integration can transform learning experiences. The study developed five inquiry materials: examining the increase in abnormally high temperature days in Daegu, analyzing Seoul subway ridership, analyzing the population pyramid in Angye-myeon, Uiseong-gun, Gyeongsangbuk-do, visualizing and analyzing wind power plant locations, and assessing population changes in regions. These activities are designed to address diverse geographical issues through data analysis, visualization, predictive modeling, and interpretation. The incorporation of generative AI in these inquiries is marked by the use of external data and an emphasis on statistical analysis. Compared to traditional textbook-based inquiries, these AI-integrated activities highlight the entire inquiry processes, increasing the authenticity and transferability of geographical inquiry. They extend beyond just ‘understand’ and ‘analyze’ in Bloom’s taxonomy of cognitive processes to include ‘apply’ and ‘create’. This approach is anticipated to enhance data literacy and foster future-oriented skills.

음악감상 수업모형의 이론적 탐색

정재은,최미영 부산대학교 과학교육연구소 2016 교사교육연구 Vol.55 No.1

체계적이고 효율적인 음악수업을 위한 모형의 개발과 적용은 수업의 질적 향상을 위한 의미 있는 시도라할 수 있다. 본 연구에서는 음악 감상교육의 내실화에 도움을 줄 수 있는 수업모형의 제시를 위한 이론적 탐색을 주목적으로 하였으며, 이를 위해 다음과 같이 연구를 수행하였다. 우선 여러 학자들이 제시한 음악 감상의 유형을 기초로 감상의 과정을 살펴보았으며, 분석 결과를 바탕으로 감상수업모형의 단계를 감각적 감상, 분석적 감상, 심미적 감상의 3단계로 설정하였다. 다음으로 블룸의 교육목표분류학을 적용하여 단계별 감상활동요소를 추출하였으며 이에 따른 감상수업모형을 제안하였다. 마지막으로, 교실에서의 감상수업에서 활용할 수 있는 감상수업모형을 적용한 예시 수업지도계획을 제시하였다. 본 연구의 결과를 바탕으로 제언을 덧붙이면 다음과 같다. 첫째, 본 연구에서 제안한 수업모형을 실제 현장에서 적용하기 위한 감상수업지도안의 개발과 적용이 필요하다. 둘째, 감상수업에 적용할 수 있는 다양한 음악적 활동의 가능성을 탐색하기 위하여 다양한 교수방법의 적용이 필요하다. 셋째, 감상수업모형의 효과적인 적용을 위해서 음악교사의 전문성이 요구된다. The development and application of different models of music appreciation instruction are meaningful which contributions to a systematic approach to music appreciation. The main purpose of this study was to explore different models of music appreciation instruction and evaluate which models were helpful in reinforcing music appreciation instruction. For this purpose, the following procedures were carried out. First, the process of music appreciation was examined based on suggestions by music educators and scholars. Second, according to the process of music appreciation: sensuous appreciation, analytical appreciation, and aesthetic appreciation, three sequence models of music appreciation teaching were designed. Third, Bloom`s taxonomy of educational objectives was applied then the models of music appreciation was suggested in order to draw upon the learning elements for each sequence models. Lastly, a sample lesson plan was applied to each of the models of music appreciation. Based on the result of the study, some implications are as follows. First, the lesson plans should be developed and applied in the music appreciation class. Second, it is necessary that various teaching methods be applied to explore the possibilities of musical activities in the models of music appreciation. Third, the music teacher``s expertise is required for the effective application of the models of music appreciation.

Bloom의 신 교육목표 분류학에 기초한 2015와 2022 개정 교육과정 중·고등학교 정보 과목 성취기준 비교 연구

김성재,이승진,최현종 한국컴퓨터교육학회 2024 컴퓨터교육학회 논문지 Vol.27 No.8

Understanding the changes in achievement standards following curriculum revisions is essential for identifying the current direction and future improvements in informatics education. However, research focusing on these changes in achievement standards is limited. This study aims to compare and analyze the achievement standards of informatics subjects in middle and high schools between the 2015 and 2022 revised curricula to identify the points of change and provide corresponding implications. For this purpose, the achievement standards of informatics subjects in both curricula were analyzed according to Bloom's revised taxonomy of educational objectives. The analysis revealed that, in middle school informatics subjects, the 2022 revised curriculum shows a shift toward emphasizing higher cognitive processes. In high school informatics subjects, there is an increased emphasis on "analyzing" along with a rise in conceptual knowledge. Additionally, in the newly introduced artificial intelligence domain in the 2022 revised curriculum, conceptual knowledge holds the highest proportion in both middle and high schools. Based on these findings, the study suggests the need to diversify the types of knowledge and to utilize various higher-level cognitive processes in achievement standards.

브룸(Bloom) 교육목표 분류에 따른 전투역량과 정신전력 중요도 실증연구

남덕현 국방정신전력원 2025 정신전력연구 Vol.- No.80

한국군은 유·무형전투력 확보를 위한 다각적 노력을 통해 강한 군대로 전환해야 한다. 이에, 본 연구는 무형전력인 ‘전투체력’, ‘전투기술’, ‘정신전력’의 교육목표 설계에 따른 분석을 시도하고자 블룸(Bloom)의 교육목표 분류학에서 제시한 인지·정의·심동적영역과 연계를 통한 재해석과 각각의 중요도를 판별하였다. 구체적 내용은 다음과 같다. 첫째, ‘정신전력’은 주로 인간 마음과 관련된 특성을 확인하는 정의적영역과 연관되었고 ‘전투체력’과 ‘기술전력’은 신체활동의 숙달 역량에 중점을 둔 심동적영역과 상관성을 보였다. 둘째, 인지적영역에서는 전투기술, 전투체력, 정신전력 요인에 대한 지식 습득과 관계되고, 정의적 영역에서는 전투기술, 정신전력, 전투체력을 강화하는 가치 부여와 수동적 통제를 강조하였고, 심동적영역에서는 정신전력과 전투체력의 역량강화가 군인의 기본자세로 체력단련과 전투기술의 숙달을 통한 시·청각 지각능력의 향상에 의미를 두었다. 셋째, ‘정신전력’은 인지·정의적영역과 관련된 기본 기식 함양을 요구한다. 따라서 군에서 정신전력을 강화하기 위해서는 지휘관의 수동적 통제에 따른 주기적 교육을 시행해야 한다. The Korean military must transform into a stronger force through multifaceted efforts to secure both tangible and intangible combat capabilities. This study aims to analyze the educational objectives related to intangible forces, such as 'combat fitness,' 'combat skills,' and 'mental strength,' and reinterpret them through the cognitive, affective, and psychomotor domains proposed in Bloom's Taxonomy of Educational Objectives. The importance of each domain was also evaluated. The specific findings are as follows: First, 'mental strength' is primarily associated with the affective domain, which identifies traits related to the human mind, while 'combat fitness' and 'combat skills' show correlations with the psychomotor domain, focusing on the mastery of physical activities. Second, in the cognitive domain, the acquisition of knowledge regarding combat skills, combat fitness, and mental strength is emphasized. In the affective domain, the focus is on fostering values that strengthen combat skills, mental strength, and combat fitness, as well as passive control. In the psychomotor domain, enhancing mental strength and combat fitness is considered fundamental for soldiers, emphasizing physical training and the mastery of combat skills to improve visual and auditory perception abilities. Third, 'mental strength' requires the cultivation of basic values linked to both the cognitive and affective domains. Therefore, to strengthen mental strength in the military, periodic training based on passive control by commanders must be implemented