학부 상담학과 교육과정 현황 분석 연구

조남정,이미현,김인규 한국상담학회 2015 상담학연구 Vol.16 No.4

In this study, twenty one curriculums of the undergraduate department of counseling were analyzed to understand and improve the curriculums opened in the undergraduate course. The curriculums were analyzed by focusing on the object of the department, lectures, practice of counseling, operating procedures. As a result, the expression of ‘counseling expert’ was shown as the most frequency in the object of the department. The educational objective of most departments was to train professional counselors. In the lectures, the basic domain of counseling was mostly distributed in the freshman courses. The domain for the theory and technique of counseling was mostly distributed in the sophomore courses. The domain for the evaluation of counseling was mostly distributed in the junior courses. The domain for the statistics, research and practice of counseling was mostly distributed in the senior courses. Examining the components of counseling, the lectures related to the media counseling, mental health, practice of counseling, testing of psychology and theory of counseling were mostly included in the counseling courses. The lectures related to the ethic of counseling and the supervision of counselor training were relatively less included in the counseling courses. The domain for the general counseling was the most frequently occupied in the field of counseling. The lectures related to the philosophy, principles, engineering and economy of counseling were not opened. In relation to the practice of counseling, the counseling theory lectures were opened for the lower grades. The lectures related to the practice and site (supervision) were opened for the higher grades. Sixty to sixty six credits for the single major were the most frequently marked in the operating procedures. The characteristic advanced courses such as the courses for a certificate of qualifications, specialization projects, programs for the track system, multiple interdepartmental majors, and practice courses for the practical job experience were operated in the various universities. The improvements for the curriculums of the undergraduate department of counseling were discussed based on the suggested results. 본 연구는 4년제 대학에 설치된 상담학과 21개의 교육과정을 분석하여 학부 상담학과 교육과정의 개선점과 발전방안을 살펴보고자 수행되었다. 교육과정은 상담학과 교육목표, 교과목, 상담실습, 운영과정을 중점으로 분석하였다. 분석 결과, 상담학과 교육목표에서는 ‘상담전문가’의 용어가 가장 높은 빈도를 나타냈고, 대부분의 학과의 교육목표는 전문상담가 양성이었다. 교과목에서는 상담학 기초 영역은 1학년, 상담이론과 기법 영역은 2학년, 상담평가 영역은 3학년, 통계 및 연구와 상담실습 영역은 4학년에서 가장 많은 분포를 나타냈다. 상담학 교과목에서는 매체상담, 정신건강, 상담실습, 심리검사, 상담이론의 교과목이 높은 비율의 분포를 나타냈고, 상담윤리, 상담자교육 수퍼비전의 교과목은 상대적으로 낮은 비율의 분포를 나타냈다. 상담학 영역에서는 상담일반 영역이 가장 많은 분포를 차지하였으며, 상담철학, 상담원론, 상담공학, 상담경제 등 관련 영역의 교과목은 개설되지 않았다. 상담실습에서는 저학년은 상담이론, 고학년은 실습과 현장(수퍼비전) 교과목이 많이 운영되었다. 운영과정에서는 단일전공 졸업이수학점은 60-66학점의 분포가 가장 많았으며, 자격과정, 특성화사업, 트랙제, 연계전공, 실무형 실습과정의 특색있는 과정을 운영하였다. 제시된 결과를 토대도 학부 상담학과 교육과정의 개선점 및 발전방안을 논의하였다.

회계교육에 있어 학생특성이 교육성과에 미치는 영향 - 전공과정과 교양과정의 차이를 중심으로-

오상희 한국상업교육학회 2011 상업교육연구 Vol.25 No.4

본 연구의 목적은 회계학 수강생들을 대상으로 교양 선택 과목으로 회계학 수업을 수강하는지 아니면 전공과목으로 회계학 수업을 수강하는지에 따라 학업성적, 수업만족도 그리고 회계필요성에 차이가 나타나는지를 살펴보고자 한다. 연구결과 첫째, 회계과목을 교양과목으로 선정할 필요성에 대한 인식 및 성적에 대해서는 남, 여간 차이를 나타내지 않았으나 수업만족도에서는 남자와 여자 간 큰 차이를 보였다. 또한 사전학습 유무에 따라서 성적과의 차이를 나타내었고, 사회경험 유무에 따라서는 회계과목의 교양필요성이나 수업만족도에서 유의적인 차이를 나타내었다. 둘째, 개인성격과의 관련성에서는 회계학의 경우 인내심이 있고 적응력이 높으며 내성적인 성격이 상대적으로 성적이나 수업만족도에 큰 영향을 미치는 것으로 나타났다. 셋째, 교양과정과 전공과정에서 회계학이 전체 교양필수로 선정하는 필요성에는 전공과정학생이 더 필요하다는 의견을 보였으며, 성적 및 만족도 또한 교양과정보다 전공과정에서 더 높은 유의적인 차이를 나타내었다. 그리고 수업 후 학습효과에서도 전공과정이 교양과정보다 유의적으로 회계과목이 유용하다고 나타났으며 경제 관심도 또한 유의적으로 차이를 나타내었다. 마지막으로 교양수강생을 대상으로 한 수업에서는 수업 성적이 높은 학생과 수업만족도가 높을 학생일수록 추가적으로 회계학을 수강하고 싶어 하는 것으로 나타났다. 본 연구는 회계학이 전공이 아니라 교양과목으로 수업되고 있는 현실에서 학생의 전공(계열)이 아닌 교양수업과 전공수업으로 나누어서 분석한 것에 의의를 둘 수 있다. The purpose of this study is to examine the difference of factors on the required undergraduate courses and elective general courses. This results can be summarized as follows. First, in the gender, there are no significant differences to necessity of elective general courses and results. Also Man is significant differences to class satisfaction. In addition, students who have background knowledge in Accounting have better results than who have not, and then students who have a social experience are significant differences to necessity of elective general courses and class satisfaction. Second, in the character of students, who have a patience, adaptation and introspective are significant differences to results and class satisfaction. Third, students of the required undergraduate courses are significant differences to students of the elective general courses in a necessity of elective general courses, results and class satisfaction. And study's effect of after study are significant differences to the required undergraduate courses than he elective general courses in the useful and concern of economics. Last, students who have high results want to student addition accounting class and students who have high satisfaction want to student addition accounting class

Course-based research experience of undergraduate medical students through project-based learning

시지현 한국의학교육학회 2020 Korean journal of medical education Vol.32 No.1

Purpose: This study aimed to design and implement an introductory-level course-based research experience (CRE) through project-based learning (PBL) for undergraduate medical students and investigate their learning experience and research skill development, with the ultimate objective of exploring whether CRE can be effectively utilized for undergraduate research experience. Methods: This study included 40 second-year premedical students enrolled in “Scientific thinking and medical research,” which was developed as an introductory-level CRE through PBL. It was a three-credit course and the students met twice a week for one semester. The students’ learning experiences were examined with a 15-item survey including three open-ended questions, while their research skills were assessed through the research reports using a research skill rubric at the end of the course. Results: The findings showed that the students perceived the course structure as appropriate and helpful. They also considered the group work experience to be positive and productive. Learner satisfaction items also earned positive responses in general. Regarding the research skill assessment, the mean value of the research skill scores of each group was 19.11 out of 27 and the mean value of each research skill score was 2.12 out of 3. Conclusion: Overall, the students were satisfied with their research experience, and their research skills were developed, suggesting that this introductory CRE through PBL can be effectively and efficiently utilized for undergraduate research experience.

선택특화교육과정 시행 경험

이영미(Young-Mee Lee),안덕선(Duck-Sun Ahn),소연희(Yeon-Hee So) 한국의학교육학회 2001 Korean journal of medical education Vol.13 No.2

Background: The College of Medicine at Korea University has lunched the new curriculum which incorporated optional elective courses in 2000. Optional elective course is consisted of 10 subjects. 8 subjects are conducted in classroom lectures and 2 of them are active experiences in research or community service. The purpose of this study is to identify the level of achievement of its own educational goals and objectives. Also, we tried to explore the possibilities of improving this course for the maximum educational effectiveness.. Material and Method: We conducted a survey and the subjects of this study were second, and third year medical students who finished this course. Results: 84.8% of respondents were aware of the goals of the course. 91.1% of them agreed this course is needed to enhance the effectiveness in undergraduate medical education. Most students agreed the course provide an opportunity to broaden their perspectives of field of medicine (81.4% of respondents). Also, this course provided good informations for students future career choice (78.6% of respondents). However, students wanted to have more in-depth learning experience. Interpretation: The implementation of the optional elective course at the Korea University, Medical College was successful. Despite of its initial success, the course has to be revised to allow students to get more in - depth study according their own interests.

학부생들의 교직과목 이수 경험 과정에 대한 질적사례연구 : 일반대학 교직과정 학생들을 중심으로

안희진,김병찬 안암교육학회 2018 한국교육학연구 Vol.24 No.4

본 연구는 교원양성기관 중 교직이수가 가능한 일반대학에서의 교직과목 이수 경험을 통해 학부생들은 어떤 방식으로 교직과목 수강하고 있는지, 교직과목 이수를 통해 어떤 변화가 일어났는지를 알아보고자 한다. 이를 위해 교직이수가 가능한 일반대학인 A대학교에서 수학하고 있는 학부생들을 대상으로 수업 참여관찰과 심층면담을 중심으로 한 질적사례연구를 진행했다. 연구결과, 교직과목 수강전략에 있어서 ‘불편함과의 동거’, ‘적당한 이수’를 하고 있는 것으로 나타났다. 이러한 현상에는 전공은 본전공, 교직은 부전공으로 생각하는데 기인하기 때문이다. 수업경험에 따른 변화로 ‘그림자 공부’, ‘교직에 눈뜨기’와 같은 모습을 보이고 있는 것으로 드러났다. 이는 교생실습을 나가기 전까지 교직에 대해 경험할 기회가 없기 때문이다. 따라서 교직과목의 교육목표 달성을 위해 전공과 교직이 공존할 수 있는 구조적 변화, 현장과의 연계, 일부 교직과목의 경우 중등학교에서 수업이 의무가 아닌 전공을 고려해 운영해야 한다. The following research shows what teaching profession courses are undergraduates attending and how this has changed undergraduates by completing it. To be specific, research has been done in University A, where completing a course of education is possible, by lecture participation and depth interview of undergraduates. As a result, the existence of inconvenience, and reluctant completion have been shown as a tactic of attending an teaching profession lecture. These events happen because mostly undergraduates consider their major as utmost importance and teaching profession as a minor. Similar tragedies also appear on the class experience. These happen because undergraduates don't really gain their actual experiences, which ignite their passion, until they exercise their educating practices. To alleviate these following problems, course shifts for the coexistence of, major and teaching profession link to the actual field for vivid experiences to undergraduates, and few teaching profession lectures should be managed under the consideration of nonmandatory courses on the secondary teaching profession.

중국 내 ‘한국어 강독 수업’에 언어 중심의 문화교수법의적용 연구 : 4년제 대학을 중심으로

양해승 서울대학교 언어교육원 2015 語學硏究 Vol.51 No.1

This paper mainly adopted Language-Based Culture Teaching approach, combined with many other teaching approaches to explore and study in depth college Korean intensive reading course’s teaching model in China. To this end, this paper is mainly divided into two parts. First, this paper takes a fresh look at previous scholars’ opinions about the definition of Korean intensive reading course. Based on the discussion on the goal of talent cultivation on minor languages major which is promulgated by China’s ministry of education and college Korean intensive reading course’s importance, nature and status, this paper redefined the college Korean intensive reading course and came to the conclusion that the college Korean intensive reading course should be aimed at raising students’ capability of the following five categories: Basic Korean language knowledge, Korean language skills on listening, speaking, reading, writing, and translating, Korean communication and interpersonal ability, Understanding of varieties of Korean culture, Korean Studies’ research ability. Secondly, this paper divided college Korean intensive reading course into pronunciation course and dialogue- text course, mainly adopting Language-Based Culture Teaching approach, combined with many other teaching approaches to build a new college Korean intensive reading course’s teaching model in China.

외국인 신입생 대상 학부 한국어 교육과정 개설 현황 분석 - 유학생 수 상위권 서울 소재 대학을 중심으로 -

이유경,장미경 민족어문학회 2024 어문논집 Vol.0 No.101

본 연구는 외국인 신입생을 대상으로 각 대학이 최적의 한국어 교육과정을 설계하기 위해 미리 살펴야 할 중요한 요인들을 고찰하는 것을 목적으로 한다. 특히, 입학 여부 결정 시점으로부터 본격적인 전공과목 수강 전까지 신입생을 대상으로 한국어 교육과정 및 과목을 효율적으로 설계하는 것은 매우 중요한 작업이다. 이를 위해 외국인 유학생의 성공적인 학업 수행지원을 위한 외국인 전용 교양교육과정을 논의한 연구들을 간략히 검토하였다. 그 결과를 바탕으로, 유학생 수 상위권 13개 대학의 외국인 신입생 모집 요강, 학과별 홈페이지, 교양과목 개설 안내자료 등을 검토하여 한국어 교육과정 설계에 필수적인 3가지 요인을 도출하였다. 즉, 신입생 입학 시점의 한국어 자격 요건, 외국인 전용 학부(학과)의 개설 여부, 외국인 신입생 대상 한국어 교육과정 개설 및 운영 주체 등을 중심으로 자료를 분석한 결과 다음 세 가지 경향성을 파악하였다. 첫째, 외국인 신입생에 대한 한국어 자격 요건의 점검 시기 및 충족 방식의 다변화가 나타나고 있었다. 둘째, 이러한 다변화의 결과로 외국인 학생들의 전공 진입 전 한국어 교육과정 개설 필요성이 늘어났으며 이를 전담하는 주체가 대학 내 언어교육원에서 학부 수준의 교양과정 전담 기관으로 옮겨가는 것을 확인할 수 있었다. 셋째, 단순히 한국어 자격 요건의 다변화에 그치지 않고 외국인 유학생들을 더욱 적극적으로 유치할 수 있는 추가적인 진입 경로를 개설하는 학교들이 많아지고 있었다. 이러한 경향성을 바탕으로 향후 신입생 유치 및 관련 교육과정을 개설하려는 대학에서 각자 처해 있는 상황에 맞게 세 가지 요인을 잘 연계하여 최적의 한국어 교육과정을 설계할 수 있는 시사점을 제시하였다는 점에서 본 연구의 의의를 찾을 수 있다. The purpose of this study is to examine important factors that each university should consider in advance to design an optimal Korean language curriculum for new international undergraduate students. In particular, it is a very important task to efficiently design Korean language curriculum and subjects for new students during the period from the time of admission decision until the selection of major courses. To this end, we briefly reviewed studies that discussed foreign-only general education courses to support succesful academic performance of international students. Based on the results, we reviewed the foreign student recruitment guidelines, department-specific websites, and information materials for opening liberal arts courses at the 13 universities with the highest number of international students, and derived three factors essential for designing the Korean language curriculum. In other words, the following three trends were identified as a result of analyzing the data focusing on the Korean language qualification requirements at the time of new student admission, whether or not a foreign-only department was opened, and who established and operated the Korean language curriculum for foreign freshmen. First, there was diversification in the timing of inspection and method of meeting Korean language qualification requirements for new foreign students. Second, as a result of this diversification, the need to establish Korean language courses for foreign students before entering their majors has increased, and it has been confirmed that the entity in charge of this has shifted from language education centers within universities to institutions dedicated to general education courses at the undergraduate level. Third, more and more schools are opening additional entry routes to more actively attract foreign students, rather than simply diversifying Korean language qualification requirements. The significance of this study can be found in that it suggests implications for universities planning to open related curricula for new students in the future to design an optimal Korean language curriculum by linking the three factors based on these trends.

학부과정에서의 중국어통번역수업 : 현황과 방법

김난미 한국통역번역학회 2011 통역과 번역 Vol.13 No.1

It was around the year 2000 when Chinese interpretation and translation classes were set up in undergraduate courses. The fact that language courses and further Chinese interpretation and translation classes were added to the curriculum having revolved around Chinese literature classes reflects the trend that emphasizes the practicality of learning. This study examined the current situations and problems about interpretation and translation classes offered by China-related departments at four-year colleges and then tries to suggest effective teaching methods based on my teaching experience since September 2000. In conclusion, by suggesting that undergraduate courses have interpretation and translation classes not just for would-be interpreters, this thesis discusses the necessity of setting up at least a class linked to interpretation and translation if the curriculum in undergraduate courses involves Chinese language classes.

학문 목적 외국인 학습자의 한국 유학 경험에 대한 인식 연구

김윤희 ( Yoonhee Kim ) 사단법인 아시아문화학술원 2021 인문사회 21 Vol.12 No.3

본 연구의 목적은 학문 목적 외국인 학습자의 한국 유학 경험에 대한 인식을 분석하여, 유학생들이 성공적으로 학업 목표에 도달할 수 있도록 하는 데 도움이 될 만한 요소들을 탐색하는 데 있다. 연구자는 국내 대학 부설 한국어교육원의 한국어 연수과정 학습자 372명, 국내 대학의 학부 과정 학습자 54명을 대상으로 설문 및 인터뷰를 시행하여 한국 유학 경험에 대한 인식을 조사하였다. 학습자 인식 분석 결과, 유학생들은 국내 학부 과정 진입 전 국내 대학 부설 한국어교육원에서의 경험을 매우 긍정적으로 인식하고 있음을 확인하였다. 한국어 교사에 대한 만족도가 높았으며 학부 과정 진학 대비를 위한 입학 지도 프로그램과 한국 문화 체험 프로그램에 대한 만족도는 상대적으로 낮았다. 학부 과정의 유학생은 전공 교육과정에 대체로 긍정적으로 인식하고 있었다. 상대적으로 낮은 만족도를 나타낸 요소는 ‘강의 시간’으로 나타났다. 유학 생활의 어려움으로 ‘부족한 한국어 능력’, ‘학비 부담’을 꼽았다. 학부 과정 유학생들이 교육과정 개선안으로 ‘한국인 학생과의 다양한 활동 프로그램 운영’, ‘실습 시간 확대’, ‘외국인 전공생을 위한 개론서 발간’ 등을 언급하였다. 본고의 결과가 유학생들의 성공적인 학업 목표 수행을 위한 교육과정 구축 및 유학생 학업 지도에 작은 보탬이 되기를 희망한다. The purpose of this study is to analyze the perception of foreign learners for academic purposes on their experiences in studying in Korea and to explore factors that can help them reach their academic goals successfully. The researcher surveyed 372 Korean language course trainees at the Korean Language Education Center attached to domestic universities and 54 international undergraduate students at domestic universities to investigate their perception of their experiences in studying in Korea. As a result of analyzing learner awareness, it was confirmed that international students recognized the experience of Korean language education center attached to domestic universities very positively before entering the domestic undergraduate course. The satisfaction level of Korean teachers was high, and the satisfaction level of the entrance guidance program and the Korean cultural experience program for the undergraduate course was relatively low. The international students in the undergraduate course generally recognized the curriculum positively, and the factor that showed relatively low satisfaction was ‘lecture time.’ The difficulties of studying abroad were ‘lack of Korean language ability’ and ‘burden of tuition.’ As a plan to improve the curriculum, undergraduate students mentioned ‘operating various activity programs with Korean students’, ‘expanding practice time’, and ‘publishing an introduction for foreign students.’ I hope that the results of this study will contribute to the establishment of curriculum for successful academic goals of international students and to the guidance of international students.

통・번역 과정 개설이 학업성취도에 미치는 영향에 관한 연구

이승권,양미애 한국통번역교육학회 2011 통번역교육연구 Vol.9 No.2

The primary aim of this study is to examine how undergraduate course works of interpretation and translation influence students' achievements by examining such highly demanding courses' intellectual and non-intellectual aspects. Secondly, this study aims to offer some suggestions on a number of effective preparatory measures for successful operation of an undergraduate program of interpretation and translation, which has been traditionally taught on a graduate-school level to highly qualified students. We do so through the examples of C University which currently offers such an undergraduate program. The results of the study are as follows:First, in order to maintain its students' high level of foreign language capabilities for the purpose of education in interpretation and translation, the sample college has appropriately introduced an advanced placement program. Students have to obtain more than 10 credits in total in their respective languages they study. This is expected to enable students to boost their foreign language competence. Second, by offering virtual courses and dual courses in a small class size under 20 students, the college can effectively operate the interpretation and translation classes at the undergraduate level while motivating the students to excel in the field.