정보처리 이론에 기반한 유아 안전교육 교재·교구 디자인 가이드 개발에 관한 연구

조경호,김현정 인제대학교 디자인연구소 2022 Journal of Integrated Design Research (JIDR) Vol.21 No.3

Background : Early childhood is a period when the potential risk of safety accidents is relatively high due to unforeseeable factors, and an effective measure to prevent this is to give toddlers the knowledge and ability to prepare for safety accidents. However, the development of early childhood safety education is relatively delayed compared and the research on the development of safety education educational materials seems insufficient. Therefore, this study aims to combine the case studies on educational materials in infant safety education and information processing theory in order to establish design characteristics that correspond to toddlers' cognition in the process of using the educational materials. Methods : This study identified the basic contents and areas of early childhood safety education through the theoretical considerations and case studies on early childhood safety education and its educational materials, selected the design characteristics corresponding to the information processing stage in the process of using the safety education educational materials by introducing the human learning and information processing principles, and derived the design characteristics of the safety education educational materials corresponding to the infant cognition through Delphi method. Results : Through the study of educational materials for early childhood safety education and the process of using them, this study classified the existing educational materials into five types. From the perspective of information processing, this study divided the process of using educational materials into basic cognition, interaction, and advanced practice stage. This study also derived six elements of the basic cognition stage, nine elements of the interaction stage, and six elements of the advanced practice stage and identified the rank of overall importance through three Delphi surveys. Conclusions : In the process of using safety educational materials, audiovisual elements are the beginning stage of the learning process using the educational materials and the basic cognition stage in perspective on human information processing; they play an important role in receiving accurate stimuli information and concentration in the toddlers' learning process. In the interaction stage, various materials can be utilized to provide the toddlers with direct sensory experiences, to encourage the toddlers to acquire safety knowledge. Moreover, The study identified that the function to determine the accuracy of the use stage and situation of the educational materials in the functional aspects and that active feedback has played an active role in bringing toddlers' psychological sense of achievement and satisfaction in the emotional aspects. 연구배경: 유아기는 예측 불가능한 요인으로 인하여 안전사고의 잠재적 위험성이 높은 시기에 해당하고, 이를 예방하는 유효적인 조치는 유아에게 안전사고에 대비하는 지식과 능력를 습득하게 하는 것이다. 하지만, 해마다 상승한 유아 비정상적 사망 추세에 대비하여 유아 안전교육의 발전은 상대적으로 지연되고 있으며, 특히 유아의 인지를 고려하고 안전교육을 보조하는 교재·교구 개발에 관한 연구는 미비한 상황으로 보이고 있다. 이에 본 연구는 유아 안전교육 교재·교구 사례조사와 정보처리 이론을 결합하여 교재·교구 사용과정에서 유아 인지에 해당하는 디자인 특성을 구축하는데 목적이 있다. 연구방법 : 본 연구에서는 유아 안전교육과 교재·교구에 관한 이론적 고찰과 사례조사를 통하여 유아 안전교육의 기본 내용 및 영역을 파악하고, 인간의 학습과 정보처리의 원리과정을 도입하여 안전교육 교재·교구가 사용과정에서 정보처리단계에 해당하는 디자인 특성을 선별한 다음, 전문가 델파이 조사(Delphi method)를 통하여 유아 인지에 해당한 안전교육 교재·교구의 디자인 특성을 도출한다. 연구결과 : 유아 안전교육 교재·교구 사례 및 사용과정 연구를 통하여 기존 교재·교구를 다섯 가지 유형(출판물, 영상물, 장식물, 일반 완구, 전용 교구)으로 구분되었으며, 교재·교구의 사용과정을 정보처리관점에서 사용과정은 기초인지, 상호작용, 심화연습의 3단계로 구분되었고, 3차례 전문가 델파이 조사결과를 통하여 기초인지단계 6개 요소, 상호작용단계 9개 요소, 심화연습단계 6개 요소를 도출하였으며, 전반적인 중요도 순위를 파악하였다. 결론 : 유아 안전교육 교재·교구의 사용과정에서 시청각 요소는 교재·교구를 사용한 학습 과정의 초보 단계이고 인간 정보처리 관점의 기초인지 단계이며, 유아의 학습 과정에 정확한 자극 정보 접수와 주의력의 집중에 대한 중요한 역할을 하고 있으며, 상호작용 단계에서는 여러 가지 재료를 활용하여 다양한 물리적 질감으로 유아에게 온도, 거친 정도 등의 직접적인 감각 경험을 제공하여 유아가 안전 지식을 습득하도록 촉진할 수 있다. 또한, 심화연습단계의 교재·교구의 피드백 요소는 피드백 기능적 표현과 특성적 표현 두 가지 측면에서 해석할 수 있다. 기능적 측면에서는 교재·교구의 사용 단계와 사용상황의 정확성에 관한 판단 기능이 포함하여야 하고, 정서적인 측면에서는 적극적인 피드백은 유아의 심리상의 성취감과 만족감을 가져다주는데 적극적인 작용을 이룬 사실을 파악하였다.

Information Technologies as an Incentive to Develop the Creative Potential of the Educational Process

Natalia, Vdovychenko,Volodymyr, Kukorenchuk,Alina, Ponomarenko,Mykola, Honcharenko,Eduard, Stranadko International Journal of Computer ScienceNetwork S 2022 International journal of computer science and netw Vol.22 No.4

The new millennium is characterized by an unprecedented breakthrough in knowledge and information and communication technologies, and the challenges of the XXI century require modernized paradigms of interaction in all spheres of life. Education continues to play a key role in national and global growth. The key role of education and its leadership in developing creative potential, as the main paradigm of the countries' stability, have significantly influenced educational centers. The developers of educational programs use information technologies as an incentive to develop creative potential of educational process. Professional training of the educational candidate is enhanced by the use of information technologies, so the educational applicants should develop technological skills to be productive members of society. Using the latest achievements in the field of information technologies for the organization of the educational process helps to form the operational style of education applicants' thinking, which provides the ability to acquire skills of processing information, that is presented in the text, graphic, tabular form, and increase the level of general and informational culture necessary for better orientation in the modern information space. The purpose of the research is to determine the effectiveness of information technologies as an incentive to develop creative potential of educational process on the basis of the survey, to establish advantages and ability to provide high-quality education in the context of using information technologies. Methods of research: comparative analysis; systematization; generalization, survey. Results. Based on the survey conducted among students and teachers, it has been found out that the teachers use the following information technologies for the development of creative potential of the educational process: to provide video and audio communication process (100%), Moodle (95,6%), Duolingo (89,7%), LinguaLeo (89%), Google Forms (88%) and Adobe Captivate Prime (80,6%). It is determined that modular digital learning environments (97,9%), interactive exercises tools (96,3%), ICT for video and audio communication (96%) and interactive exercises tools (95,1%) are most conducive to the development of creative potential of the educational process. As a result of the research, it was revealed that implementation of information technologies for the development of creative potential of educational process in educational institutions is a complex process due to a large number of variables, which should be taken into account both on the educational course and on the individual level. It has been determined that the using the model of implementation information technologies for the development of creative potential in educational process, which is stimulated due to this model, benefits both students and teachers by establishing a reliable bilateral connection between teacher and education applicant.

웹 토론 텍스트를 통한 논술 수업의 전략과 실제

최은숙 동남어문학회 2009 동남어문논집 Vol.1 No.28

This paper, with web-discussion materials as the main text of a statement education, critically checked it and presented a strategy of lessons for seeking creative alternatives. In addition, this paper examined its educational effects by applying it to actual statement lessons. Web-discussion means for official discussions to be made in terms of various information and opinions from a variety of standpoints on social issues opened in posted writings. Web-discussion text in a statement education becomes a useful educational medium in that a learner himself can discover problems of life, that it is able to promote the critical way of thinking of a learner more positively and that it closely corresponds to a statement education as a process for solving a problem. Accordingly, this paper, as a strategy of a web-discussion use education, proposed the analysis of selection of topics for discussion, analysis of argument materials, analysis and criticism of replies and answers, and processes of seeking alternatives, and, applying such processes to an actual class, prepared the processes and contents of a class. As a result of such a class, the learners could realize a statement as a process for advancing Korean capability and solving problems of life, and thought that a statement education through web-discussion text could efficiently contribute to the stage of selecting and analyzing topics for discussion. And the learners said that they could have an easy access to current topics and thus have an opportunity to worry about and think problems of life, and also could easily access a demonstration method through an error. Considering the above-mentioned facts, it is verified that the statement lessons utilizing web-discussion text induces interest in a class and can contribute to a statement as a process of solving problems of life and to a writing class as a process. Also, it can be found the statement lessons work well as a case of a desirable media education. This paper, with web-discussion materials as the main text of a statement education, critically checked it and presented a strategy of lessons for seeking creative alternatives. In addition, this paper examined its educational effects by applying it to actual statement lessons. Web-discussion means for official discussions to be made in terms of various information and opinions from a variety of standpoints on social issues opened in posted writings. Web-discussion text in a statement education becomes a useful educational medium in that a learner himself can discover problems of life, that it is able to promote the critical way of thinking of a learner more positively and that it closely corresponds to a statement education as a process for solving a problem. Accordingly, this paper, as a strategy of a web-discussion use education, proposed the analysis of selection of topics for discussion, analysis of argument materials, analysis and criticism of replies and answers, and processes of seeking alternatives, and, applying such processes to an actual class, prepared the processes and contents of a class. As a result of such a class, the learners could realize a statement as a process for advancing Korean capability and solving problems of life, and thought that a statement education through web-discussion text could efficiently contribute to the stage of selecting and analyzing topics for discussion. And the learners said that they could have an easy access to current topics and thus have an opportunity to worry about and think problems of life, and also could easily access a demonstration method through an error. Considering the above-mentioned facts, it is verified that the statement lessons utilizing web-discussion text induces interest in a class and can contribute to a statement as a process of solving problems of life and to a writing class as a process. Also, it can be found the statement lessons work well as a case of a desirable media education.

A. N. Whitehead의 관계맺음과 자기생성과정이 교육에 주는 함의 : 교육과정과 교육평가를 중심으로

김대석(Kim Dae-seok),성정민(Seong Jeong-min) 한국교육철학회 2016 교육철학 Vol.58 No.-

In this study we studied the implications of Whitehead's Relation & Becoming to education. We particularly studied their implications centered on curriculum and educational evaluation. The process of education is evaluation itself. If the process is results and also results are the process of continuous becoming, evaluations are the process of education and the evaluations should exist in the process of education. Because if evaluation exists out of the process of education, its being(or life) terminates. This means the process of teacher's feelings and attitudes which is accompanied with evaluation is one of the process of education. The process of teacher's feelings and attitudes is evaluation itself. This is the process based evaluation. If realities are the process of continuous becoming, the process of education is also the process of becoming. If the process of becoming is the process of positioning, the process of education is also the process of finding student's position in the world. This means evaluation should be performed to assist for students to find their positions in the world. Every being or reality has duality. This means that every reality has two characteristics. One is the complex connectedness as characteristic of micro-world and the other is the clear dividedness as characteristic of macro-world. Subject knowledges are kind of reality. They also have duality. They are connected complexly. They however, are divided clearly. We therefore, need to consider subject knowledges' duality while we integrate school curriculum. Prehension are evaluation, awareness, recognition, perception, understanding etc. Prehension is feeling itself according to Whitehead. That is, prehension is feeling and feeling surely accompanies the emotional tone of the subject. This is the subjective form. If evaluation accompanies emotional tones of subject, evaluation is never value neutrality. Evaluation surely accompanies teacher's feeling about students. Teacher's feeling while evaluating is natural. Teacher needs to use his or her feeling about students desirably.

Use of Digital Educational Resources in the Training of Future Specialists in the EU Countries

Plakhotnik, Olga,Zlatnikov, Valentyn,Matviienko, Olena,Bezliudnyi, Oleksandr,Havrylenko, Anna,Yashchuk, Olena,Andrusyk, Pavlo International Journal of Computer ScienceNetwork S 2022 International journal of computer science and netw Vol.22 No.10

The article proves that the main goal of informatization of higher education institutions in the EU countries is to improve the quality of education of future specialists by introducing digital educational resources into the education process. The main tasks of informatization of education are defined. Digital educational resources are interpreted as a set of data in digital form that is applicable for use in the learning process; it is an information source containing graphic, text, digital, speech, music, video, photo and other information aimed at implementing the goals and objectives of modern education; educational resources on the Internet, electronic textbooks, educational programs, electronic libraries, etc. The creation of digital educational resources is defined as one of the main directions of informatization of all forms and levels of Education. Types of digital educational resources by educational functions are considered. The factors that determine the effectiveness of using digital educational resources in the educational process are identified. The use of digital educational resources in the training of future specialists in the EU countries is considered in detail. European countries note that digital educational resources in professional use allow you to implement a fundamentally new approach to teaching and education, which is based on broad communication, free exchange of opinions, ideas, information of participants in a joint project, on a completely natural desire to learn new things, expand their horizons; is based on real research methods (scientific or creative laboratories), allowing you to learn the laws of nature, the basics of techniques, technology, social phenomena in their dynamics, in the process of solving vital problems, features of various types of creativity in the process of joint activities of a group of participants; promotes the acquisition by teachers of various related skills that can be very useful in their professional activities, including the skills of using computer equipment and various digital technologies.

‘공예 대중화’를 위한 메이커 교육 프로세스 연구 -디자인 씽킹 방법론(W-I-P-R)과 전문가 인터뷰를 통하여-

박혜영,나건 한국디자인문화학회 2020 한국디자인문화학회지 Vol.26 No.2

The biggest paradigm shift in Korean education happened when creative education was emphasized through education reform in 1995. Subsequently, the ‘Basic Plan for Creativity and Personality Education’ was announced in 2009. The international community tends to emphasize the importance of education for ‘cultivating creative talent’, as the global economic paradigm shifts from the industrial and economic centers to the cutting-edge knowledge economy centered on innovation, creation, information, and knowledge. In the field of crafts, it is necessary to study various viewpoints on the advancement of expertise and the direction of convergence education by reflecting this trend at the turning point in the experience-oriented era where anyone can experience crafts. The purpose of this study was to find the direction and reference point of the craft convergence education for the popularization of crafts by analyzing concepts that include “crafts education”, examples, processes, and structural precedent research intensively. As a research method, interviews were conducted with experts in related fields to promote creativity in crafts and collect opinions on convergence education. Afterwards, the educational process was induced, which approached it with an extended craft concept including maker utilizing design thinking-based creative workshop process. For the study, 42 out of the 107 significant data from prior studies related to craft education published in the past 10 years were used. They were classified based on 5 educational targets: infants, elementary school students, secondary school students, college students, and adults. Then, the main common keywords were identified by analyzing the contents of craft education of the previous researchers. As a result of examining the direction of craft education in three aspects such as targets of education, the subject of education, and the contents of education, it was found that the concept of craft is expanding into makers. In addition, four craft education implications were drawn: the lack of research in integrated education in the craft field, the lack of understanding of convergence knowledge in connection with industry, the need to study the changing technology grafting process, and the importance of researching alternative programs for the general public. Based on the findings, it is tried to propose the process of maker education by linking the direction of the craft education that was drawn up with the industrially activated Design Thinking. Accordingly, among design processes, we focused on the W-I-P-R (Word-Image-Prototype-Role Playing) process, which can be applied to objects of various backgrounds and can be used by extending the basic model according to the field. In order to find an efficient way to combine the design process and craft, we interviewed craft experts, design experts, W-I-P-R experts, and maker training experts to gather expert opinions on the maker training process. After comparing and analyzing the process of design education and maker education by reflecting the results of the interview, the concept of each step was organized to construct a creative process applicable to both the public and experts. As a result, three expected effects were presented: demonstration of individual creativity, utilization of means of communication between fields, and opportunity for market entry through the applying the W-I-P-R-W⁺ maker process. 한국 교육의 가장 큰 패러다임의 변화는 1995년 교육개혁을 통해 창의성 함양교육을 중요시하기 시작한 시점부터이며 이후 2009년도 ‘창의⋅인성교육 기본방안’ 이 발표되면서 구체화되었다.1) 세계 경제 패러다임의흐름 역시 산업과 경제 중심에서 혁신적 창조⋅정보⋅ 지식 중심의 첨단지식 경제로 전환됨에 따라 국제사회는 ‘창의 인재 양성’을 위한 교육 중요성을 더욱 강조하는 추세이다.2) 누구나 공예를 경험할 수 있는 경험 중심 시대의 전환점에서 공예 분야 또한 이러한 시대적흐름을 반영하여 전문 지식 고도화와 융합 교육 방향성에 대한 다양한 관점의 연구가 필요하다. 이에 본 연구는 ‘공예 교육’을 포함하는 개념, 사례, 과정, 구조적 선행연구를 집중 분석하여 공예 대중화를 위한 공예 융합교육 방향성 및 기준점을 모색하고자 하였다. 연구 방법으로는 공예의 창의성 증진 및 융합 교육에 대한 의견 수렴을 위해 연계 분야 전문가와 인터뷰를 진행하였다. 이후 디자인 씽킹 기반 창의 워크숍 프로세스를 활용하여 메이커를 포함한 확장된 공예 개념으로 접근한교육 프로세스를 도출하였다. 연구의 범위는 지난 10년간 발행된 공예 교육 관련선행 연구 자료 중 유의미한 107건 중 42건의 자료를유아, 초등, 중고등, 대학, 일반 5가지 교육 대상을 기준으로 분류하였고, 선행 연구자의 공예 교육 내용을분석하여 주요 공통 키워드를 선별하였다. 교육 대상, 교육 주체, 교육 내용의 세 가지 측면으로 공예 교육의 방향성을 살펴본 결과 공예의 개념이 메이커로 확장하고 있음을 알 수 있었다. 또한 공예 분야 내 통합교육의 연구 부족 산업과 연계한 융합 지식 이해 부족, 변화하는 기술 접목 프로세스 연구의 필요, 일반대중을 위한 대안 프로그램 연구의 중요성이라는 네가지 공예 교육 시사점을 종합적으로 도출하였다. 이후 도출한 공예 교육의 방향성을 산업적으로 활성화된 디자인 씽킹(Design Thinking, 디자인 사고)과 연계하여 메이커 교육의 프로세스를 제안하고자 하였다. 이에 디자인 프로세스 중 하나로 다양한 배경의 대상에게 적용 가능하며 분야에 따라 기본 모델을 확장하여 활용 가능한 W-I-P-R(Word-Image-Prototype- Role Playing) 프로세스를 중점적으로 살펴보았다. 디자인 프로세스와 공예를 접목하는 효율적 활용 방안을 모색하기 위해 공예 전문가, 디자인 전문가, W-IP- R 전문가, 메이커 교육 전문가 등과 인터뷰를 진행하여 메이커 교육 프로세스에 대한 전문가 의견을 수렴하였다. 인터뷰 결과를 반영하여 디자인 교육과 메이커 교육의 프로세스를 비교 분석 후, 단계별 개념을정리하여 공예 분야뿐 아니라 대중과 전문가 모두에게 적용 가능한 창의적 프로세스를 구성하였다. 최종도출한 W-I-P-R-W⁺ 메이커 프로세스를 적용한 교육을 통해 개인의 창의성 발현, 분야 간 소통의 수단활용, 시장 진출에 대한 기회 확보라는 세 가지 기대효과를 결과로 제시하였다.

게이미피케이션을 적용한 디지털 교육 콘텐츠 개발 프로세스 - 정보중심 콘텐츠 제작 교육과정 중심으로 -

한지애 한국전시산업융합연구원 2019 한국과학예술융합학회 Vol.37 No.1

The purpose of this study is to improve the lesson for fostering digital education content designers, specifically to suggest the process of developing digital education content that make learners encourage to engage in learning in a voluntary manner. The study has adopted the concept of gamification, which means application of game thinking, mechanic, and factors into non-game areas to bring about immersion, behavior induction, and interest to be able to effectively develop digital education content from a content developer's perspective, instead of a learner's perspective. This study is comprised of three stages: literature study, proposal for a development process, and process application. First, the literature study on the gamification and digital contents design has identified process development factors and the educational effects. Second, the study has proposed the process of developing digital content designs with the application of the gamification technique. Third, the development process has been applied to the education curriculum to identify what differentiates the development process. Following the literature study, the study presented the elements of the gamification classified into the system elements and the contextual elements. The contextual elements (aesthetic elements) have been incorporated into the development process to come up with the seven-stage processes: requirement analysis, media analysis, content definition, content structuring, content substantialization and testing. These seven-stage processes have been applied to the junior year design curriculum of the design engineering, which resulted in the following four educational meanings and potentialities. First, students have been able to be flexible in changing the priority of information in the information structuring stage. Second, it is found to be effective in inducing various types of information structuring. Third, the contextual elements of a game have served as the concept of content and a motif of deriving graphics. Fourth, students have discovered potentials to discover new methods and to apply them to creating content. Based on these identified potentials, the study will continue to work on specific development methods in line with the concerned educational fields or educational purposes. 본 연구의 목적은 디지털 교육 콘텐츠 디자인 인재 양성을 위한 교육과정을 개선하는 것, 구체적으로 학 습자의 자발적 학습을 유도할 수 있는 디지털 교육 콘텐츠의 개발 프로세스를 제안하는 것이다. 학습자의 관점이 아닌, 콘텐츠 개발자의 관점에서 교육 콘텐츠 를 처음 개발해 보는 학생이 디지털 교육 콘텐츠를 효과적으로 개발하기 위해 몰입, 행동유도, 흥미를 유 발하기 위해 게임적 사고 방식(Game Thinking), 게임 기법(Mechanic) 게임 요소 등을 비게임 분야에 적용 한다는 의미의 게이미피케이션(게임화)을 적용하였다. 본 연구는 문헌연구, 개발 프로세스 제안, 프로세스 적용 3단계로 진행되었다. 첫 번째, 게이미피케이션, 디지털 콘텐츠 디자인에 관한 문헌연구 바탕으로 프 로세스 개발 요소와 교육적 효과를 도출하였다. 둘째, 게이미피케이션을 적용한 디지털 교육 콘텐츠 디자인개발 프로세스를 제안하였다. 셋째, 개발 프로세스를 교육과정에 적용하여 개발 프로세스의 교육적 의미를 도출하였다. 문헌 연구를 통해 게이미피케이션의 요소 를 시스템 요소와 맥락적 요소로 나누어 제시하였으 며, 맥락적 요소(이이갸, 미적요소)를 개발과정에 반영 하여 요구분석, 매체분석, 콘텐츠 정의, 콘텐츠 구조화, 콘텐츠 실체화, 콘텐츠 구현, 테스트 7단계 프로세스를 제안하였다. 본 연구에서 제안한 7단계 프로세스를 디 자인공학과 3학년 교육과정에 적용하여 가지 교육적 의미와 가능성을 도출하였다. 첫째, 학생들이 정보 구 조화 단계에서 정보의 우선순위에 변화를 줄 수 있었 으며, 둘째 다양한 정보 구조화를 유도하는데 효과적 이었으며, 셋째, 게임의 맥락적 요소가 콘텐츠의 컨셉 및 그래픽 도출의 모티브 역할을 담당했으며, 넷째, 학 생 스스로 새로운 방식을 발견하고 콘텐츠에 적용하는 능력을 배양 할 수 있다는 가능성을 발견하였다. 이러한 가능성을 바탕으로 향후 교육 분야 또는 교 육 목적에 따른 구체적인 개발 방법에 대한 연구를 지속하고자 한다.

Re-Engineering of Educational Contexts in the Digital Transformation of Socio-Economic Interactions of Society

Tsekhmister Yaroslav,Tetiana Konovalova,Tsekhmister Bogdan International Journal of Computer ScienceNetwork S 2024 International journal of computer science and netw Vol.24 No.3

The article examines the key constants of reengineering the modern educational cluster, associated with the processes of digital transformation of all spheres of modern socio-cultural space. The first constant is the strategic rethinking of the educational process organization and awareness of the new roles of all participants (tutors, applicants, controlling elements, etc.). The other constant involves practical re-design of the system of educational services, which consists in the reorientation from the traditional model of education functioning for society to the implementation of the educational format in the form of new projects (structural, target, business). Consequently, the purpose of the study is to highlight the attitudes relevant to the modern realities of information and technological support of education in the context of socio-economic interactions of society. The criteria for the reengineering of educational concepts and the structural organization of the educational sphere are defined. The modern world is going through a period of complete digital transformation of all spheres of public activity. The scientific intelligence notes that education is no exception in these processes, as the dependence of educational realities on information and computer technologies is now noted. The COVID-19 pandemic, for all its tragedy, was also a kind of trigger, clearly marking the new components that have become defined in the organization of the educational process. The conclusion is made that the use of digital technologies in the organization of the educational institution or in the organization of the educational process has become not an auxiliary element, but a dominant factor. Mobility, dynamism, interdisciplinarity, synergy - all these aspects are relevant for socio-economic interactions of society and should be provided by educational programs. The results of the study can be used in the reorganization processes of educational institutions and institutions. Further research requires aspects of the analysis of the foreign experience of reengineering in education, carried out taking into account digital transformations of modern sociocultural space.

표기형 선택 경험을 중심으로 한 표기 의식 고양 교육 내용 연구

이주영 ( Ju-young Lee ) 서울대학교 국어교육과 2018 先淸語文 Vol.45 No.-

The purpose of this study is to draw up the contents of grammar education to enhance ‘spelling awareness(language awareness about spelling)’ of middle school learners. Conventional orthographic education has been associated with ‘writing correctly and accurately’ or ‘understanding the norm of the written language’, but since it focused on consequential accuracy, there was a lack of attention in the judgment process of learners. The experiences are necessary for the learners to connect knowledges and to think grammatically within orthographic education, and that middle school learners who experienced this ‘maximization of experience’ can mostly achieve ‘growth of linguistic subject in terms of accuracy.’ To this end, the subject of this study is learners in the third year of middle school that can be considered to generally have experience in all orthographic education provided at the middle school level. I want to establish educational contents to provide learners with the experience of ‘grammaring’ in orthographic education, through analyzing their awareness shown in the process in which the learners are selecting orthographic forms in various aspects. First, Chapter II set the definition of ‘spelling awareness’ in this study based on the concept of ‘language awareness’. This study defines it as ‘conscious perception and knowing of language and orthographic behaviors of the linguistic subject in the act of spelling.’ This has the characteristic of metacognition for orthography and the characteristic of problem-solving process for actual orthographic forms, and it is also a broad concept that embraces not only knowledge in orthography but also grammatical awareness and attitude. Next, this study explored the specific process in which spelling awareness is actualized. spelling awareness occurs in the process of selecting a specific orthographic form, which, as mentioned above, is characterized by the process of problem solving. As a result of examining the ‘process of selecting orthographic forms’ by experts through interviews, this study could divide the process into the following steps: ‘judging the orthographic context- polishing options- selecting the option by analyzing options- verifying the selection results.’ These steps can be used to expand the vertical experience of learners. Furthermore, this study explored the factors that affect the process in which spelling awareness is actualized. Three dimensions of factors were established based on studies related to taxonomy of educational objectives or inquiry learning of grammar, as well as data from interviews with experts. The three factors are ‘knowledge,’ ‘cognitive process’ and ‘options,’ and they are then divided into sub-factors. These can be used to expand the horizontal experience of learners. Chapter III analyzed the spelling awareness patterns of learners based on the process and factors established above. Two surveys are conducted on learners in the third year of middle school, and data was collected by interviewing learners that showed distinctive features as a result of the surveys. First, in the ‘process of selecting the orthographic form,’ it was found that two criteria - accuracy and appropriacy - have an effect on the process in which learners judge the orthographic context, that their act of polishing options is poor, and that the selection of the orthographic context is one-sided and does not undergo the verification step. With regard to ‘options’, it was found that learners tended not to think systematically as they did not focus on options that were candidates for selection, thereby narrowing the scope in which knowledge combines with the cognitive process. With regard to ‘knowledge,’ it was discovered that learners made judgments based mostly on empirical knowledge and lacked connection among knowledge, and that there were many deficiencies and errors in knowledge. In particular, it was found that measures must be taken for education on orthographic principles. With regard to ‘cognitive process,’ learners tended to depend mostly on intuition, used the cognitive process fragmentarily, and used each cognitive process non-strategically. Based on these patterns, Chapter IV selected the contents of education and set the direction of organization. First, in terms of knowledge, detailed contents of knowledge were drawn up, which require more details and improvement. In terms of systemization, types of knowledge that need to be linked were presented. As for the cognitive process, it was found that it is necessary to provide experience of multilateral thinking and strategic thinking as the content of education, which can be implemented in two methods of activity considering the tendency of combination with knowledge. Lastly, it is necessary to secure authenticity by providing the experience of selecting the orthographic form as the content of education, expand vertical and horizontal experience, and provide education on attitudes in terms of accuracy and appropriacy. Moreover, this study presented actual cases of implementing each content of education by focusing on knowledge, cognitive process and experience of selecting orthographic forms. This study has significance in that it approached orthographic education, which had been focused on consequential accuracy or understanding the norm of the written language, in the perspective of the linguistic subject’s awareness. Learners will be able to make a habit of thinking grammatically through the cognitive experience in various aspects and actively approach spelling in life.

교육실습과정에서 교육실습생의 학생들과의 관계의 의미에 대한 탐색

강경리 ( Kang Kyunglee ) 인하대학교 교육연구소 2021 교육문화연구 Vol.27 No.4

본 연구의 목적은 교육실습과정에서 교육실습생의 학생들과의 관계의 의미에 대해 탐색하는 것이다. 본 연구에서는 D대학교 교직과정을 이수 중인 교육실습생 11명을 대상으로 성찰일지 작성하기와 심층면담을 통해 자료를 수집하고 분석하였다. 본 연구에서 교육실습생의 학생과의 관계의 의미는 학교교육현장에서 교육실습생이 바라본 교육실습생과 학생의 모습과 교육실습과정에서 교육실습생의 학생과의 관계 맺기의 의미를 중심으로 살펴보았다. 첫째, 학교교육현장에서 교육실습생의 모습과 관련하여 교육실습생은 교육실습생에 대해 무관심한 학교문화, 교육실습생에 대해 학생들의 부담 없는 접근이 가능한 교실을 경험한 것으로 나타났다. 학교교육현장에서 학생의 모습과 관련하여 교육실습생은 학생의 인권을 존중하는 학교문화, 학생의 자율성이 인정되는 교실을 경험한 것으로 나타났다. 둘째, 교육실습과정에서 교육실습생의 학생들과의 관계 맺기의 의미는 교육실습생과 학생의 상호 간의 존중을 토대로 한 교육실습생의 교직에 대한 정체성 형성 과정, 교육실습생과 학생의 상호 간의 소통을 토대로 한 교육실습생의 학생들에 대한 이해와 공감대 형성 과정, 교육실습생의 좋은 수업을 위한 노력과 학생들의 적극적인 참여를 토대로 한 교직 전문성 형성 과정으로 나타났다. 본 연구 결과에 기초하여 교육실습생의 학생들과의 관계성을 고려한 효과적인 교육실습과정에 대한 시사점을 제언하였다. This study aims to explore the meanings of educational trainees’ relationships with the students in the educational practice process. In this study, data were collected and analyzed by writing a reflection diary and in-depth interviews with 11 educational trainees who are studying in the teaching course at University D. The results were divided into the perception of educational trainees and students by educational trainees in the school education field, and the meanings of educational trainees’ relationships with the students in the educational practice process. First, the perception of educational trainees by educational trainees in the school education field showed a school indifferent to educational trainees and classrooms in which students approached educational trainees unburdened. In the school education field, the perception of the students by the trainees appeared to be a school that respects the human rights of the students and a classroom reflecting their autonomy. Second, the meanings of the educational trainees’ relationships with the students is an educational trainees’ identity formation process for the teaching profession based on mutual respect between the educational trainees’ and the students, an educational trainees’ understanding and sympathy formation process with the students based on mutual communication, and an educational trainees’ professionalism formation process based on the efforts of the educational trainees for a good class, and the active participation of the students. The results of this study suggest implications for an effective educational practice process considering the relationships between the educational trainees and the students.