한국어교재의 유형별 분류에 대한 고찰 : 통합 교재의 명칭과 의미를 중심으로

고경민(Ko Kyoung min) 우리말교육현장학회 2014 우리말교육현장연구 Vol.8 No.2

이 글은 한국어교재에서 다루는 통합의 개념과 원리를 살펴보고, 이러한 개념과 원리에서 벗어난 교재에 대해 새로운 유형으로 분류하는 것을 제안하고자 한다. 그동안 '통합'이라는 이름으로 수많은 교재가 편찬되었고, 지금도 편찬이 이루어지고 있지만 통합 교재에 대한 특별한 기준 없이 '통합 교재'로 분류하고 있다는 문제의식에서 이 글의 논의는 시작되었다. 또한 2000년 이전에 편찬된 다수의 대학 기관 교재가 엄밀한 의미의 '통합 교재'에 적합하지 않아 이를 분류할 수 있는 근거를 세우고, '통합 교재'에 대한 개념 정립을 시도하고자 한다. 이를 위해 이 연구에서는 통합 교재 이전 40여 년에 걸쳐 간행되었던 '통합형 교재'를 '혼합 교재'로 분류하고, '통합 교재'와 차이를 두고자 했다. 현재까지 개발된 통합교재의 '통합'의 의미와 원리는 2장에서 상세히 다룰 것이며, '혼합 교재'의 의미와 개념, 필요성에 대해서는 3장에서 다루기로 한다. '통합 교재'와 '혼합 교재'를 구분하는 일은 단순히 학문적인 접근은 아니다. 이 연구는 연구자의 선행 연구를 통해 살핀 수많은 국외 편찬 교재가 일정한 개념과 원리 없이 '통합 교재'로 편찬되고 있고, 지금도 교재를 개발하고 있을 현장의 교사들에게 학습자를 위한 교재가 개발될 수 있도록 실제 현장으로의 접근을 지향한다. 또한 '통합'의 개념과 원리를 정리하고, '혼합 교재'를 추가하는 과정을 통해 향후 국내와 국외에서 개발될 통합교재가 정확한 '통합'의 의미를 담고 있는 교재가 될 수 있도록 작은 지표가 되고자 한다. This paper aims to examine the concept and principle of integration in Korean language teaching materials and classify the teaching materials out of this concept and principle into new types. The discussion of this paper started from the critical awareness that thus far, numbers of teaching materials have been published under the title of 'integration' and they are being published even now, but they are classified into 'integrated teaching materials' with no special standard. Besides, many of university institutional teaching materials published before 2000 are not appropriate as 'integrated teaching materials' in the strict sense, so this study is focused on establishing the basis of classification of these teaching materials and the concept. For this study, 'integration-style teaching materials' which had been published for around 40 years before publication of integrated teaching materials, into 'mixed teaching materials' to differentiate from 'integrated teaching materials'. In chapter 2, the meaning and principle of 'integration' of integrated teaching materials that have been developed so far, are considered in detail, and in chapter 3, the meaning, concept and necessity of 'mixed teaching materials' are considered. It isn't merely an academic approach to differentiate 'integrated teaching materials' from 'mixed teaching materials'. According to previous studies, plenty of domestic and foreign teaching materials have been published as 'integrated teaching materials' without any regular concept and principle. Therefore, this study is oriented towards the application to the actual field so that teachers can develop teaching materials for learners. Furthermore, this study would serve as a small indicator to make domestic and foreign integrated teaching materials contain an accurate meaning of 'integration' by considering the concept and principle of 'integration' and adding 'mixed teaching materials'.

『KICE 교수학습 개발센터』교수학습 자료 운영 요구 분석

진의남 한국기술교육학회 2008 한국기술교육학회지 Vol.8 No.1

This study aims at constructing and application 『KICE Teaching Learning Material Development Center』 which supports teaching of elementary and middle schools and generating operation method of teaching based on analysis of teaching materials used in schools current situations, and needs for schools. The analyzed results are as follows: First, when teachers prepare for teaching, they do that individually (9.7%) rather than by meeting for each grads or subjects (68.2%). Second, teachers use internet web sites to prepare for their class because they can find web sites that include abundant teaching materials. Third, as for the question whether they share teaching materials in the internet, 51.8% of them say they do unconditionally and 30.3% say that they will if authorship will be clarified. This means most of teachers agree an idea to share their teaching materials in internet. Fourth, as for the development of teaching process 58.5% teachers say it will be proper if it is developed by class hours and themes. Also, 58.5% teachers asked teaching materials that they can reconstruct according to progress of their own class rather than those that can use immediately (45.2%). This results mean that most teachers have recognized the developed teaching materials are not enough. Fifth, as for the role of『KICE Teaching Material Support Center』, teacher ask different service from the existing education web sites. That is, the web sits is expected to provide professional information for teachers (27.6%), and it must reflect teachers' opinions and their consistent participation (15.3%), and reconsideration of the materials (13.9%). 이 연구는 초‧중등학교 교수학습을 지원하고 있는 『KICE 교수학습 개발센터』의 구축 운영을 목적으로 학교 현장에서 운영되고 있는 교수학습 자료 운영 실태 및 요구 분석을 토대를 이를 지원하기 위한 교수학습 자료 활용 방안을 도출하고자 하였다. 본 연구 분석 결과는 첫째, 교과 수업을 준비하는 데 있어서 학년이나 교과별 협의회를 통해서 준비한다는 의견(9.7%)보다는 대부분의 교사들은 개별적으로 수업을 준비하고 있는 것으로 조사되었다(68.2%). 둘째, 교사들이 수업 준비를 위한 해당 인터넷 사이트를 검색하는 주된 이유는 우수한 학습 자료가 풍부하고 다양한 서비스를 제공하는 사이트를 주로 방문하는 것으로 인식되었다. 셋째, 교수학습 자료 공유에 대해서는 무조건 공유해야 한다는 의견이 51.8%, 저자를 밝혀주면 공유하겠다는 의견이 30.3%로 나타나, 대부분의 교사들은 교수학습용 자료의 인터넷 공유에 대하여 찬성하고 있는 것으로 조사되었다. 넷째, 교수학습 과정 안의 개발은 차시별, 주제별로 개발하는 것이 적절하다고 응답하였으며(58.5%), 또한 개발된 자료는 수업에 바로 사용할 수 있는 형태의 학습 자료 요구(45.2%)보다, 교사가 자신의 수업 진도에 따라 재 가공될 수 있는 형태의 자료를 요구하는 교사들이 53.7%에 달해 상당수 교사들이 개발된 교수학습 자료에 대해 부족함을 느끼고 있는 것으로 인식하였다. 다섯째, 『KICE 교수학습 개발센터』의 역할에 대해서는 기존의 교수학습 자료 제공 사이트와는 다른 형태의 서비스를 요구하는 것으로 조사되었다. 즉, 교사를 위한 전문 정보를 제공해야 한다(27.6%), 교사들의 의견 수렴 및 지속속적 참여(15.3%), 자료의 질 제고(13.9%) 등 측면에서 주력해야 한다는 의견 등이 나타났다.

초등과학 탐구수업 지도자료의 활용 실태

신영준,장명덕,배진호,권난주,여상인,이희순,노석구 한국초등과학교육학회 2005 초등과학교육 Vol.24 No.2

In this study, we had tried to present a plan for improving the actual conditions of practical utilization of teaching material for 6th grade science developed by Ministry of Education & Human Resources Development and distributed to all elementary schools in Korea. Also we presented ways of better utilization of the teaching material after investigating the actual conditions of practical utilization. A survey was made to investigate and collect all data in the major metropolitan cities, the Kangwon, Chungcheong, Honam, and Kyeongsang area, respectively. We surveyed 316 6th grader teachers to investigate the actual conditions of distribution and utilization of teaching material as a general research. In addition, we surveyed 46 teachers to investigate the organization and content of teaching material as a particular research. The results are as follows. First, the teaching material was not approximately transmitted and kept to 6th grader teachers. Second, the utilization guide was not made. Third, it was reported that the thematic divisions of teaching material was a strong point, but the less detailed experiment manual was a weak point. Fourth, the consideration of content difficulties and simplicity was necessary to improve the material. Fifth, additional items should be included in the introductory presentation, convenience of reorganization, activity material causing learning interest, guidance of substitution experiment, and more concrete notice of experiment activity. Finally, there were positive responses of more than 4.0 point of Likert scale (1 to 5 point scale) in detail investigations of thematic items, which could have possibility that the teaching material was helpful to elementary school science field.

이주 아동을 위한 한국어 수업과 교재

이금진(Lee Geum-jin),허재영 우리말교육현장학회 2008 우리말교육현장연구 Vol.2 No.1

  이 글은 성동외국인근로자센터 지구촌 학교에서 필자가 2년 반 동안 이주아동에게 한국어를 가르치며 얻은 경험을 바탕으로 작성한 글이다. 지구촌 학교에서 진행하고 있는 한국어 수업을 훑어보며, 특히 필자가 사용해 본 교재들을 정리해보고, 그 속에서 바람직한 이주 아동용 한국어 교재를 생각해 보았다.<BR>  우선 지구촌 학교의 현황을 살펴보고 입학한 학생들의 여러 가지 상황에서 비롯된 수업환경과 변수들에 대해 살펴보았다, 그리고 필자가 진행했던 한국어 수업을 각 반별로 나누어 그간 사용해 본 교재들에 관해 느낀 점과 수업에 필요하다고 생각했던 점들을 짚어보았다. 특히 기초용 교재는 현재 시중에 나와 있는 두 가지 아동용 한국어 교재를 중심으로 교재가 갖추어져야 할 사항들을 세분하여 고찰해보았다.<BR>  이 글은 많지 않은 기간 필자의 경험을 바탕으로 한 주관적인 의견을 적은 글이다. 그러나 각 현장 교사들의 다양한 의견을 모으는 일이 좋은 교재를 만드는 밑거름이 될 것이라는 생각에서 바람직한 한국어 교재에 관해 몇 가지 의견을 제시해 보았다. 교육의 기본권을 누리지 못하고 소외되고 있는 많은 이주 아동들이 재미있게 배워 효율적으로 쓸 수 있는 좋은 한국어 교재가 나왔으면 하는 바람이다.   This essay has been written based on the experience I gained by teaching Korean to migrant children for two and half years at the Global School of Sungdong Migrant Worker"s Center. As I looked through the Korean class being taught at the Global School, I tried organizing the teaching materials that I had used above all things and thought about the ideal Korean teaching material for migrant children among them.<BR>  First, I had examined the present conditions of Global School as well as the class environment and variables originated from various situations of enrolled students. Then I pointed out the things I felt about teaching materials used so far and the things I thought was necessary for lecture by dividing the Korean class that I was teaching into groups. Especially for the basic teaching material, I had investigated by categorizing the items which teaching materials must possess centered on two types of Korean teaching materials for children that are currently on the market.<BR>  This essay is the one that has written a subjective opinion based on my experience for a short period of time. But I have presented several opinions on desirable Korean teaching materials by thinking that gathering various opinions of teachers in the field would become a basis for making good teaching materials. I hope a good Korean teaching material that many migrant children who are being neglected without being able to receive the basic rights of education could use effectively and have fun learning would come out.

论非目的语环境下汉语教材的国别化建设

?金?(양금화) 중국문화연구학회 2013 중국문화연구 Vol.0 No.22

The boom that Chinese teaching is experiencing all over the world needs to be supported by corresponding Chinese teaching materials. However, we find it quite common those within non-target language context are flawed. First, Most Chinese teaching materials are published for general purpose in Mainland China, which are only applicable to domestic Chinese teaching. However, when they are transferred to be applied in foreign countries, the language context for learners has changed along with the disappearance of previous applicable environment for teaching materials. ‘Time has changed’ as Chinese teaching materials become ‘endemic’. Second, due to insufficient basic and theoretical research as well as corresponding supportive syllabus, there are quite a few problems in aspects such as types, depth and series of Chinese teaching materials compiled by different countries. Nevertheless, distinctive Chinese teaching material can only be found in few countries including Singapore. This article discusses the theoretical basis, necessity and feasibility for nationalization of Chinese teaching materials under non-target language context from two perspectives?instrumental and social cultural. It points out that Chinese teaching under non-target language context is different from domestic Chinese teaching characterized by Chinese rich culture. It should be aligned with place, time and people, together with consideration of non-target cultural and living environment to nationalize Chinese teaching materials so as to enhance their pertinence and affinity. It is believed in this article that nationalized Chinese teaching materials can not be compiled without some early groundwork, for instance, to design a syllabus, to compare between language elements, to study international teaching for English and French and learn experiences from their success, and to collate relevant materials to cater for various learning objectives and interests. Inaddition, nationalized Chinese teaching materials should be focused on cultural integrity, practicability and enjoyment as well as their standardized and systematic features.

论非目的语环境下汉语教材的国别化建设

양금화 중국문화연구학회 2013 중국문화연구 Vol.0 No.22

The boom that Chinese teaching is experiencing all over the world needs to be supported by corresponding Chinese teaching materials. However, we find it quite common those within non-target language context are flawed. First, Most Chinese teaching materials are published for general purpose in Mainland China, which are only applicable to domestic Chinese teaching. However, when they are transferred to be applied in foreign countries, the language context for learners has changed along with the disappearance of previous applicable environment for teaching materials. ‘Time has changed’ as Chinese teaching materials become ‘endemic’. Second, due to insufficient basic and theoretical research as well as corresponding supportive syllabus, there are quite a few problems in aspects such as types, depth and series of Chinese teaching materials compiled by different countries. Nevertheless, distinctive Chinese teaching material can only be found in few countries including Singapore. This article discusses the theoretical basis, necessity and feasibility for nationalization of Chinese teaching materials under non-target language context from two perspectives—instrumental and social cultural. It points out that Chinese teaching under non-target language context is different from domestic Chinese teaching characterized by Chinese rich culture. It should be aligned with place, time and people, together with consideration of non-target cultural and living environment to nationalize Chinese teaching materials so as to enhance their pertinence and affinity. It is believed in this article that nationalized Chinese teaching materials can not be compiled without some early groundwork, for instance, to design a syllabus, to compare between language elements, to study international teaching for English and French and learn experiences from their success, and to collate relevant materials to cater for various learning objectives and interests. Inaddition, nationalized Chinese teaching materials should be focused on cultural integrity, practicability and enjoyment as well as their standardized and systematic features.

교재교구 제작과정에서 나타난 예비유아교사의 경험 및 변화과정 탐구

김경철(Kyung-chul Kim),정혜승(Hye-seung Jung) 인문사회과학기술융합학회 2018 예술인문사회융합멀티미디어논문지 Vol.8 No.7

The purpose of this study is to investigate the process of making teaching materials for pre - service early childhood teachers. The purpose of this study is to analyze the meaning of experience in the process of making the teaching materials. The subjects of this study were 28 pre - service infant teachers in early childhood education department. The subjects of this study were experienced in the production of teaching materials in various subjects and studied from September to December 2016. The results of this study can be summarized as follows: First, it was possible to provide preliminary early childhood teachers with a guideline for the preparation of teaching materials. Second, through the process of making a systematic teaching materials, it was possible to minimize unnecessary trial and error and to produce efficient and attractive teaching materials. Third, in the process of producing the teaching materials, various problems were encountered and various attempts were made to solve the problems in various aspects. Fourth, pre - service early childhood teachers who experienced the characteristics of education and various problem situations that can occur during the production of teaching materials through teaching process of teaching materials were able to have high knowledge about teaching materials by accumulating various knowledge and experience about teaching materials. 본 연구는 예비유아교사 본 연구는 교과교재연구 및 지도법 강의를 수강하는 예비유아교사가 경험하는 교재교구 제작과정에 대해 살펴보고 그 과정에서 경험의 의미를 분석해보는데 그 목적이 있다. 연구 참여자들은 유아교육과에 재학 중인 예비유아교사 28명을 대상으로 실시하였으며 기존의 여러 교과목에서 교재교구 제작 경험이 있는 상태이며 2016년 9월부터 12월까지 연구를 진행하였다. 연구결과 첫째, 체계적인 교재교구 제작과정을 경험하면서 생활주제 및 영역 선정, 재료선정, 도구 선정 등에 어려움을 느끼는 예비유아교사들에게 교재교구 제작을 위한 지침서의 역할을 제공할 수 있었다. 둘째, 체계적인 교재교구 제작 과정을 통하여 불필요한 시행착오를 최소화 하고 효율적이고 매력적인 교재교구 제작을 할 수 있었다. 셋째, 교재교구를 제작하는 과정에서 다양한 문제 상황에 직면하였고 여러 측면에서 문제를 해결하고자 다양한 시도를 하여 문제를 해결할 수 있었다. 넷째, 교재교구 제작과정을 통해 교육의 특성과 교구 제작 시 발생할 수 있는 다양한 문제 상황에 대해 경험한 예비유아교사들은 교재교구에 대한 다양한 지식과 경험이 쌓여 교재교구에 대한 높은 안목을 가질 수 있었다.

박물관ᐧ미술관 교수ᐧ학습매체 개발과 활용 방향: 어린이 박물관ᐧ미술관을 중심으로

김해경(Hai-kyung Kim) 한국문화교육학회 2017 문화예술교육연구 Vol.12 No.1

박물관ㆍ미술관 교육에서 대부분의 학습이 교수자 없이 이루어지는 상황을 고려하면 교수ㆍ학습 매체는 박물관ㆍ미술관 교육에서 매우 중요한 위치에 있다. 따라서 본 연구에서는 현재 사용되고 있는 교수ㆍ학습 매체의 문제점을 알아보고 교수ㆍ학습 매체의 개발과 활용 방향에 대해 논의해보고자 하였다. 박물관ㆍ미술관의 교수ㆍ학습 매체가 갖고 있는 문제점으로는 학습자의 요구와 상황에 맞추어 세분화되지 않은 점, 교수ㆍ학습 매체의 종류 및 형식이 유사한 점, 어린이 박물관ㆍ미술관 내 전시물에 진품 전시가 드물다는 점, 작동이 되지 않는 전시물이 그대로 방치되는 점을 지적하였다. 이러한 박물관ㆍ미술관의 교수ㆍ학습 매체 개발과 활용 방안으로는 다양한 관람객의 상황에 맞추어 교수ㆍ학습 매체를 세분화할 것, 교재보다 교구 형태의 교수ㆍ학습 매체 개발에 더 많은 관심을 가질 것, 새로운 종류와 형식의 교수ㆍ학습 매체 개발에 관심을 가질 것, 교수ㆍ학습 매체 개발과 유지에 드는 비용 대비 효과를 고려할 것, 어린이 박물관ㆍ미술관 내에서 진품 전시를 고려할 것, 고장 및 훼손에 대비한 예산 확보와 관리 지침을 수립할 것을 제안하였다. 교수ㆍ학습 매체 활용 방안으로는 첫째, 관람객의 연령별로 관람 동선을 제시하거나 전시물의 이용 방법을 달리 안내할 것과 교구재 대여 사업을 하는 박물관ㆍ미술관의 경우 교육 전문가가 원거리 교육 지원을 통해 교구재 활용을 지원할 것을 제안하였다. Considering most learning to be happened without a instructor in museum except participating in education program, teaching-learning materials are very important in museum education. Therefore, it is needed to find out problems of currently being used teaching-learning materials in museum education and to discuss the directions of developing and applying them. The first problem of teaching-learning materials in museum education is not to meet the needs of diverse visitors. Second, the types and styles of them are similar. Third, children s museums rarely exhibit real remains or artworks. Fourth, broken exhibits are neglected without immediate repair. The directions of development of teaching-learning materials in museum education are 1) to be subdivided teaching-learning materials by visitors age, types and degrees of disability, education, etc; 2) to concern for developing hands-on type teaching-learning materials; 3) to consider substitutes for high-priced teaching-learning materials; 4) to seek for the ways to use real remains and artworks as teaching-learning materials in children s museum; 5) to secure a budget for repairing and to develop a care instructions for teaching-learning materials. Two ideas are suggested as applying teaching-learning materials in museums. First, diverse visitors paths can be developed according to visitors needs and interests, so visitors can know which exhibits are suitable for their needs and interests. And, same teaching-learning materials can be applied in different ways. For example, kindergartners can learn about the name of color with pieces of a puzzle and primary school students can put the puzzle together. So, the way to apply teaching-learning materials in diverse ways can be suggested. Second, a museum educator can co-teach with a teacher by videotelephone who are borrowed teachers package.

시편 중심 교재교구개발을 통한 기독 예비 유아교사의 변화

김민정 한국기독교교육학회 2018 기독교교육논총 Vol.55 No.-

The purpose of study is to explore the development of teaching materials for Christian early childhood education by exploring the changes of christian pre - service early childhood teachers through the development of Psalm-centered teaching materials. I collected data through 29 interviews, questionnaires, production plan and portfolio of reflection from 29th March, 2018 to 29th Christian education students who participated in the development of Psalm-centered teaching materials, which is a detailed subject of the development of teaching materials for children. The collected data were analyzed to derive core categories and categorized them. In order to objectify the data analysis and interpretation, two theologians and early childhood education experts were identified. As a result, the experiences of pre - service early childhood teachers on the development of Psalm - centered teaching materials were categorized into knowledge, personality, and behavioral changes. First, the change of the knowledge of Christian pre - service early childhood teachers showed confusion and stability. Christian pre-service teachers have been confused by the idea of ​​creating and making ideas about the development of psalm-centered teaching materials. Stability has come as they learned theories of teaching materials through lectures and workshops. Christian pre-service early childhood teachers in the stability are interested in the development of Christian teaching materials and it was recognized that the development of psalm-centered teaching material should be 'infant-centered', 'concrete production', and 'safe production'.In other words, the Christian pre-service early childhood teacher learned the practical knowledge of the teaching materials that integrate the philosophy of Christianity and the methodology of early childhood education. Second, the personality change of the Christian pre-service early childhood teacher appeared as Christian spirituality 'close to God', cooperative community 'close to peer', and personality 'close to me' in the process of development of Psalm - centered teaching materials. In the process of developing the psalm-centered teaching materials for the group, we pondered on the Psalms and frequently thought about God. In the process of trial, error, failure, and success of the community collaboration process, we have a positive attitude and persistence, confidence and achievement, joy and reward. Third, behavioral changes of Christian pre - service early childhood teachers were found in 'searching for detail', 'searching again' and 'searching for new' in the process about development of Psalm - centered teaching materials. Unlike in the early weeks of class, the Christian pre-service early childhood teachers continued to concentrate and participated in the process of making and developing the teaching materials precisely, carefully and actively. The exploratory behaviors of diverse objects and recycled materials were overlooked by the Christian pre - service early childhood teacher. In addition, the Christian pre - service early childhood teacher wanted to apply the teaching material development activities in this class to other subjects or to Bible story. Christian pre - service teachers could expect to improve the efficacy of Christian early childhood teachers by experiencing the integration of Christian philosophy and early childhood education teaching and learning methods through the development of Psalm - centered teaching materials. Based on the results of this study, I provide basic data on the development of teaching materials and instruction methods in Christian early childhood education. 본 연구는 시편 중심 교재교구개발을 통한 기독예비유아교사의 변화를 탐구하여 기독유아교육의 교재교구개발 방향을 모색하는 데 목적이 있다. 유아교과교재연구 및 지도법의 세부 주제인 시편 중심 교재교구개발에 참여하는 기독교교육과 학생 29명을 대상으로 2018년 3월 2일 ~ 6월 29일 동안 면담, 설문조사, 제작계획안, 성찰이 담긴 포트폴리오 등을 통해 자료를 수집하였다. 수집된 자료를 분석하여 핵심 범주를 도출하고 이를 범주화하였다. 자료분석 및 해석의 객관화를 위해 신학 및 유아교육 전문가 2인의 동료확인을 거쳤다. 연구결과, 시편 중심 교재교구개발에 대한 기독예비유아교사의 경험은 지식적 변화, 인성적 변화, 행동적 변화로 범주화되었다. 첫째, 기독예비유아교사의 지식적 변화는 혼란기와 안정기로 나타났다. 기독예비유아교사들은 시편 중심 교재교구개발에 대한 아이디어 창출과 제작 방법에 대해 고민하는 혼란기를 지나, 강의 및 워크숍을 통해 교재교구 이론을 습득하면서 안정기가 되었다. 안정기 안에 있는 기독예비유아교사들은 기독교 교재교구 개발에 관심을 갖고, 시편 중심 교재교구 개발은 ‘유아중심으로 제작’,‘구체적으로 제작’,‘안전하게 제작’해야 함을 인식했다. 즉, 기독예비유아교사는 기독교의 철학과 유아교육의 방법론을 통합하는 교재교구의 실제에 대한 지식을 형성했다. 둘째, 기독예비유아교사의 인성적 변화는 시편 중심 교재교구개발 과정에서 ‘하나님과 가까이’하는 기독교 영성, ‘동료와 가까이’하는 협동 공동체 인성,‘나와 가까이’하는 개인 인성으로 나타났다. 조별 과제인 시편 중심 교재교구개발과정에서 시편을 묵상하고 하나님에 대해 자주 생각하게 되었으며, 공동체 협업 과정의 시행착오와 실패, 그리고 성공 속에서 개인적인 긍정의 자세와 끈기, 자신감과 성취감, 기쁨과 보람을 경험하였다. 셋째, 기독예비유아교사의 행동적 변화는 시편 중심 교재교구개발과정에서 '자세히 찾기', '다시 찾기', '새로이 찾기'로 나타났다. 수업 초기와 달리, 기독예비유아교사들은 지속적인 집중력을 발휘하였고, 교재교구제작 및 개발과정에 꼼꼼하고 세밀하고 적극적으로 참여하였다. 기독예비유아교사가 간과했던 다양한 사물과 재활용품 활용의 탐색하는 행동이 나타났다. 또한, 기독예비유아교사는 본 수업에서 이루어진 교재교구개발 활동을 다른 과목 또는 성경 이야기에 적용하고자 하였다. 기독예비유아교사는 시편 중심 교재교구개발을 통해 기독교 철학과 유아교육 교수학습방법의 통합을 경험하면서 기독유아교사의 효능감 향상을 기대할 수 있었다. 본 연구의 결과를 토대로 기독유아교육의 교재교구개발 및 지도 연구에 대한 기초자료를 제공하고자 한다.

한국어 학습용 `표준 외래어 목록` 선정을 위한 연구

이소영 ( Lee So-young ) 영주어문학회 2017 영주어문 Vol.36 No.-

The purpose of this study is to help loanword learning of Korean language learners by building basic data for selecting `a standardized loanword list` for Korean language learning in domestic and overseas Korean language teaching materials. For this study, (domestic and overseas) Korean language teaching materials and listed vocabulary materials were analyzed and statically processed to provide a standardized loanword list, which fits each stage and level of learners. Though curriculums for various learners like `learners for academic purposes`, `married immigrant women` and `immigrant workers` have been designed and related teaching materials developed, there has been no precise research on the criteria to select loanwords in teaching materials, yet. To design a curriculum of loanwords for Korean language learners and develop teaching materials, research on selection of `a standardized loanwords list` must be conducted. In order to approach this research purpose effectively, key research contents were classified as follows. First, basic data analysis is required for drawing up a standardized vocabulary list. This study is targeted at domestic and overseas teaching materials published at certain times, Analyzing and organizing loanwords in teaching materials helps in building basic data to draw up a list. Especially, this study is focused on Chinese and Japanese teaching materials that occupy a considerable proportion of overseas teaching materials in order to lay the foundation for drawing up a standardized loanword list, which is not restricted to the country. Second, once a basic study including a research paper and a report is finished, a DB for a standardized loanword list is constructed, based on the data analyzed. Aspects of loanwords in teaching materials can be analyzed, based on some criteria by examining the frequency of loanwords in each teaching material and using the DB constructed. Third, loanwords in a standardized loanword list are verified. This is to draw up a list necessary in daily life by examining how much the loanwords in teaching materials are used in Korean society, actually. For establishing the research purpose and contents, a discussion was carried out using the following methods. The first stage is data gathering. This is to gather domestic and overseas(Chinese and Japanese) Korean language teaching materials, which have been published since 2000, focusing on those that were listed in the preliminary study and to classify them by level and purpose. So far, listing and collecting domestic teaching materials has been partially completed and a collected list of Chinese and Japanese teaching materials is being drawn up. Especially in the first stage, `a study on the needs of learners` is conducted together, as stated in the research method. The results of the preliminary study are revised or supplemented, prior to the main survey. The second stage is to analyze loanwords in domestic and overseas Korean language teaching materials that were collected in the first stage, by time, country and level. First, domestic Korean language teaching materials are organized by level and overseas(Chinese and Japanese) Korean language teaching materials are analyzed in order. The kinds of loanwords, meanings, orthographies and pronunciations in each teaching material are analyzed and organized in order and they are compared by level and country. The third stage is to construct a DB, based on the data of domestic and overseas Korean language teaching materials, which were analyzed and organized by time, country and level. As shown in the example above, a standard for drawing up a list is established and data are structured, based on the DB of the analysis results. The last stage is to draft a standardized loanword list for Korean language learning in consideration of frequency, difficulty and range of use. This list is based on the DB, which includes all of domestic Korean language teaching materials, overseas Korean teaching materials and previous research results and the results of `the study on the needs of learners` conducted in the first stage are reflected in the list too.