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.

Professional Development through Designing Language Teaching Materials

Soo Joung Choi 한국인적자원관리학회 2016 인적자원관리연구 Vol.23 No.3

materials development class, this qualitative case study aimed to explore the way their participation in the materials development process was connected not only to their increased knowledge of and skills in materials development but also to their self-perceived confidence as prospective teachers, contributing to their professional development. The data were collected from multiple reflection papers and were analyzed qualitatively. The findings demonstrated that the materials development class offered the preservice teachers an opportunity to gain insight into the importance of materials in language education and of teachers being knowledgeable and skilled in materials design and development. They also came to a new realization that teachers were active agents who could take initiatives in adapting and developing materials, rather than passive users following the prescribed textbooks. The materials development class further taught them the need to prioritize the goal of promoting successful language learning when developing materials and to take a critical approach in order to counteract any biased cultural representations and their negative consequences on students’ worldviews. Gaining confidence, the preservice teachers spoke highly of their experiential learning in the class as they thought the experience prepared them to become more competent teachers.

Professional Development through Designing Language Teaching Materials

Soo Joung Choi 한국외국어교육학회 2016 Foreign languages education Vol.23 No.3

Examining the experiences of seven preservice teachers enrolled in a materials development class, this qualitative case study aimed to explore the way their participation in the materials development process was connected not only to their increased knowledge of and skills in materials development but also to their self-perceived confidence as prospective teachers, contributing to their professional development. The data were collected from multiple reflection papers and were analyzed qualitatively. The findings demonstrated that the materials development class offered the preservice teachers an opportunity to gain insight into the importance of materials in language education and of teachers being knowledgeable and skilled in materials design and development. They also came to a new realization that teachers were active agents who could take initiatives in adapting and developing materials, rather than passive users following the prescribed textbooks. The materials development class further taught them the need to prioritize the goal of promoting successful language learning when developing materials and to take a critical approach in order to counteract any biased cultural representations and their negative consequences on students’ worldviews. Gaining confidence, the preservice teachers spoke highly of their experiential learning in the class as they thought the experience prepared them to become more competent teachers.

초등학교 사회과 교재 개발,활용 실태 및 개선 과제

허종렬 ( Jong Ryul Hur ),강현미 ( Hyun Mi Kang ),이선영 ( Sun Young Lee ),조의호 ( Eui Ho Jo ) 서울敎育大學校 初等敎育硏究所 2015 한국초등교육 Vol.26 No.1

본 논문은 사회과 교재 개발 및 활용실태에 관한 연구를 하는 것을 목적으로 하였다. 이를 위해 사회과 교재를 교과서, 부교재, 학습자료로 분류하고, 총 20여개 학교에 걸쳐 228명의 초등학교 교사를 대상으로 교재에 대한 개발 및 활용 실태 및 현황을 설문조사하여 그 개선 방안을 도출하였다. 교사 인식 조사 및 분석 결과 사회과교과서에 대해서는 흥미와 학습 분량 부분을 제외하고는 교육과정 반영, 학습 목표 달성, 학생 실생활에의 도움, 외적 체제, 개념이나 용어 제시 측면에서 높은 만족도를 보였다. 지역 교과서를 포함한 사회과 부교재에 대해서도 내용에 대한만족도 및 활용도가 비교적 높았다. 단, 자료 제시 방식으로 서책보다는 CD나 사이트를 통한 배포 방식을 선호하였다. 학습 자료에 관해서는 인터넷을 통해 교사 커뮤니티에 공유되어 있는 개발 자료를 가장 많이 사용하는 것으로 파악되었다. 설문 조사 결과를 바탕으로 사회과 교재에 대한 개선방안은 다음과 같다. 첫째, 교과서를 개발.활용할 때 열린 교과서관을 가지고 흥미와 분량을 고려하여 다양한 교과서 활용 방안을 참고하고 연구할 필요가 있다. 둘째, 사회과 부교재개발 및 활용을 위한 꾸준하고 활발한 기관별 시도와 사회과 부교재 데이터 베이스 구축 및 이에 대한 접근성 향상을 위한 지원을 확대해야 한다. 또한 교사들의 학습자료 활용실태를 감안할때, 교사들의 자발적인 교재개발과 공유에 대한 직.간접적인 지원이 필요하다. This research is to study development and use of social studies materials to find out their improvement plan. The social studies materials is sorted into textbooks, auxiliary materials and the other materials. Based on these concepts, 228 teachers over 20s elementary schools were surveyed about development and use of social studies materials. According to survey analysis, except students’ interest and amount of study in social studies textbooks, almost factors such as representing curriculum, achieving goals, helping students’ real life, external framework, presenting concepts or terms were satisfied highly by teachers. It was also found that the degree of contents satisfaction and usage of auxiliary materials including regional textbooks were relatively high among teachers. But more teachers preferred CDs or web-sites over books when it comes to getting regional teaching materials. And there were tendency that teachers had been using materials through internet teachers community at the highest rate. The improvement plan of social studies materials could be reasoned from the survey results. First, flexible viewpoint on textbooks could ensure a variety of ways in using textbooks considering students’ interest and amount of study. Second, it needs more support to boost up developing and using social studies auxiliary materials by various institutes as well as establishing database systems and its own easy access. Finally, regarding using other teaching materials by teachers, it is necessary to build up direct-indirect support for teachers voluntary development and sharing of materials.

Developing English Language Teaching Materials Using a Text-driven Approach

박혜옥 중앙대학교 외국학연구소 2014 외국학연구 Vol.- No.27

This study explores a group of eighteen graduate school students' experiences with a text-driven approach during an English materials development class conducted in the spring semester of 2013 in Seoul. The research was designed to raise awareness of the effectiveness of the text-driven approach suggested by a number of researchers as an effective method of developing language teaching materials. Its emphasis rests on personal responses to texts by using various multidimensional mental representations such as visualization and inner speech. Unlike conventional reading activities, a text-driven approach does not check readers' comprehension by asking true- or-false types of questions. Instead, it provides various opportunities to experience the text with the reader's experiences and allows the readers to take advantage of all the knowledge they have. Despite its benefits for English second language learners, however, many Korean ELT practitioners are unaware of its very existence. The researcher, therefore, designed a seven-week project to introduce and to raise awareness of the approach to the graduate students who took the ELT materials development class. The participants of this study experienced the whole process of writing text-driven materials, from brainstorming topics for text writing to assessing materials developed by peers. Questionnaires, semi-structured interviews, and materials developed by the students were used to collect the data. The results of the questionnaires revealed that the students not only raised the awareness of the approach, but also recognized its differentiating features from conventional reading activities and its possible effectiveness as an ELT materials development method. The students' semi-structured interviews and the materials represented how much they had learnt about the approach from the project. Longitudinal classroom research where the text-driven material is taught was suggested as continuing research in order to localize the approach in the Korean context.

재사용 재료 웹 구현을 위한 디자인 개발

하숙녕 ( Ha Sooknyung ) 한국공간디자인학회 2021 한국공간디자인학회논문집 Vol.16 No.6

(Background and Purpose) Today, with the advent of the era of the user-customized web, characterized by participation, sharing and openness on the web, real-time Internet access using mobile devices such as smartphones and tablet PCs as well as PCs has become commonplace, and it is being systematized so that desired information can be easily found. In other words, this study was conducted in a time when it is possible to rapidly respond to spatial individuation and diversification, and trends in the face of a high-speed information society where everything is connected, and it becomes the center of a more intelligent society. This design study on the provision of re-used materials information on the web has significance in promoting the use of re-used materials by designing a website optimized for materials from the point of view of unspecified individuals in need of re-used materials to select desired materials. (Method) This study proceeds as follows. First, the concept of re-used materials is reviewed and research trends related to design web are examined. In addition, the direction for systematizing the database for web design is explored by searching the websites of domestic and foreign companies handling re-used materials, examining the current status, and comparatively analyzing them. Second, the stages of the reuse website largely proceeded in the order of material selection, design and process, and design results. Third, it derived the reuse website through contents in a flexible way that can be applied to reality. (Results) The contents of the design development were as follows. First, in the material selection stage, supplier information and a design gallery can be searched starting from the main window. In the design gallery, spaces and products completed using re-used materials are searched, which has the effect of increasing applicability during design. Second, in the design and process stage, each material that needs to be supplied are arranged as Search materials, Locate materials, Select materials, Details in materials, Q&A and Order and delivery. It will be supplemented through future demonstrations. Third, in the design results stage, it aims to increase and spread the applicability of materials by sharing the image of the space after construction. (Conclusions) In the process for web implementation in the future, this study intended to build and realize a material information website that integrates the sharing function on SNS platforms by utilizing geolocation and map API through the processes of system specification configuration, database design, website implementation, testing, and distribution after collecting and analyzing the requirements for the web design of this study to be supplemented and developed.

Connecting learner needs to a lesson plan: Reading materials development

고명희 팬코리아영어교육학회 2010 영어교육연구 Vol.22 No.2

This study intends to demonstrate how to connect the findings of needs analysis to materials development using five steps: (a) understanding program context; (b) connecting findings to a lesson plan; (c) searching for an appropriate teaching approach; (d) setting up mission, goals, and objectives; and (e) producing sample materials. The link between needs analysis and materials development is very important considering the fact that they are two crucial factors for successful instruction. Learner needs of the English reading program at University K were identified using survey questionnaires. Grounded in the needs analysis, it explains how the main findings could be connected to an English reading lesson. After that, a process of searching for an appropriate teaching approach is discussed in order to justify why a particular approach was selected and adapted for the program. Then a program mission statement, goals, and objectives are presented in line with the new approach. Finally, grounded in objectives, a sample of teaching materials for English Reading 1 is presented. Given that we rarely come across studies on systematic materials development, this study may be a good reference for teachers or materials designers when preparing materials for a course or a language program.

자습용 한국어 기본 문법 학습 교재 모형 개발 연구

김명회 ( Myeong Hoe Gim ) 한국문법교육학회 2006 문법 교육 Vol.5 No.-

The purpose of the study is to consider the various aspects of developing teaching materials for Korean as a foreign language and especially, to suggest the necessity of textbook development, which is related to a learner-oriented grammar education in Korean. Ahead of this, the study conducted a research from the practical perspective of grammar education, which its role had been decreased because of the speaking-oriented teaching based on the result on the existing grammar textbooks. The study examines the relationship between the principles of foreign language education and the grammar teaching. Then the need of grammar education is emphasized and suggests a grammar model of the existing materials for teaching-leaning. Also, it provides an analysis standard of practice type through theoretical explanation on the plan and development of the teaching materials. The selection of the teaching materials for analysis in the study considered grammar study books that were primarily published as a separate volume in Korea, and materials of elementary level from the legal education agencies along with their workbooks were involved. But, the teaching materials from the legal education agencies had the integrated function in language, thus, the models that were related with grammar teaching-learning were distinguished and analyzed separately in the contents. The introducing model and teaching models of grammar and the analysis of practice type were set based on references from the existing study on teaching materials analysis and itemized into the size, purpose, principles and structure, introduction and explanation of grammar rules, practice type, and appendix of media sources. Finally according to the analysis of teaching materials, the direction of developing a self-teaching material for the basic Korean grammar was discussed. In order for this, the considerations to develop a self-teaching material for the basic Korean grammar model were suggested based on the result of the study on the existing grammar teaching materials after the direction of the basic Korean grammar book for self-teaching was established through the analyzed data from the study. Also, a frame of model for teaching material was introduced even though it was not sufficient. Through the result that was obtained through this study, there should be more considerations on the taste of a learner`s learning tendency and be more study and development on the necessary teaching materials to instruct Korean that reflects dynamic point of views. Also, I hope to get results from such dynamic studies to apply the results in the real educational setting, thus, give more opportunities of selecting study materials and studying to learners.

초등학교 영어 내용 중심 통합 교재개발을 위한 기초 조사

이선아(Lee Sun-Ah) 팬코리아영어교육학회(구 영남영어교육학회) 2007 영어교육연구 Vol.19 No.3

  The purpose of this study is to investigate basis for developing a sample unit of science content-based materials for elementary school English education in order to increase the limited time allotment of teaching English and let students allow to have a chance to learn English more meaningfully. For developing the materials, the questionnaire for analyzing educational background of teaching and learning English and needs was distributed to 1507 elementary school students except first and second grades and 214 teachers. The results were used for information in examining a possibility of adopting the materials in Korean elementary school and deciding appropriate subject and contents for developing the materials. In addition, the science materials published in Korea, Singapore and the USA were analyzed in order to develop texts, tasks and activities within the science content-based English materials. These investigations can be useful information as a guide for the concrete and systematic procedure of developing materials to teachers or researchers who want to develop their own materials. Based on this study, it is necessary to develop the materials including students’ book and teachers’ guide. Piloting and revising the materials are the next step.

영어 교재 개발을 위한 ChatGPT의 활용 인식 분석

김해동 현대영미어문학회 2024 현대영미어문학 Vol.42 No.1

This paper aims to identify materials developers’ perceptions of using ChatGPT for their English Language Teaching (ELT) materials development. A total of 29 graduate students took a course related to ELT materials development. They utilized ChatGPT for their final project, which involved creating a textbook lesson for Korean primary or secondary school students. A questionnaire, interviews, and journals revealed that ChatGPT was perceived as being effective for setting up aims and objectives, editing and drafting different stages of materials. Specifically, it proved effective in developing pre-, while-, and post-reading activities, creating vocabulary lists, presenting sample writing text dialogs, and designing speaking activities on particular topics. There were also perceived limitations such as challenges in selecting texts that engaged learners’ interests and designing a syllabus that reflects the national curriculum. Interestingly, novice teachers showed a greater preference for using ChatGPT in their materials design practices. The findings suggest that ChatGPT could be a potentially effective AI tool in ELT materials development workshops, provided it is used with careful control to avoid issues of plagiarism and over-reliance.