디지털 교과서 인터페이스의 상대적 공간 개념에 관한 연구

김경원 한국기초조형학회 2022 기초조형학연구 Vol.23 No.2

Textbooks have been emphasized for their strictness and accuracy in content and format according to the curriculum regulations. Accordingly, it is necessary to critically analyze that current digital textbooks are designed in a way that does not utilize the characteristics and advantages of digital media and follows the appearance of printed textbooks in the visual representation and format of the original. The purpose of this study is that media discourse was reviewed from the wholistic perspective to confirm the identity and direction of digital textbooks that are changing technologically. As a research method, the meaning of the two spaces of books’ pages and digital screen was conceptually interpreted, and it was confirmed that digital textbooks should be recognized as new media and not as supplementation of printed textbooks. The interpretation of the ‘relative space of the interface’ presented in this study emphasizes that the formative composition of an absolute space in which the space of the digital as fixed medium cannot be applied, and should be recognized as a relative space for complex action in the learning process. Textbook design should be designed to effectively communicate with the current learning generation, which is digital native. Focusing on the term ‘textbook-interface-learner’ the process of substituting the internal system, external system, and learning generation of textbooks was an effective approach to embody the concept of relative space. When ‘the universal model of interface suggested by Baxley’ was applied, the concept of relative space could be systematically reviewed. As a result of the study, the concept of ‘relative space’ of textbook design in a digital environment can be applied to the internal and external systems of textbooks and learners. It was meaningful to derive a new approach to spatial composition based on current digital textbooks by comparing the conceptual differences between the books’ pages and digital screen. 교과서는 교과과정의 규정에 따라 그 내용과 형식의 엄중함과 정확성이 강조되어왔다. 따라서 현행 디지털 교과서는 새로운 디지털 매체의 특성과 장점을 활용하지 못하고 원본의 시각적 표상과 형식에있어서 인쇄된 종이책 교과서의 모습을 그대로 따르는 방식으로 디자인되고 있는 점에 대한 비평적분석이 필요하다. 이 연구의 목적은 기술 중심적으로 변화를 거듭하고 있는 디지털 교과서의 정체성과방향성을 확인하기 위해 미디어 담론을 통해 디지털 교과서를 거시적 관점에서 검토하는 것이다. 연구방법으로 종이책의 지면과 디지털 화면이라는 두 개의 공간이 가지는 의미를 개념적으로 해석했으며, 디지털 교과서를 새로운 미디어로 인식하고 서책형 교과서의 보완이 아닌 주체적 미디어로 인식해야함을 확인했다. 본 연구에서 제시하는 ‘인터페이스의 상대적 공간’에 대한 해석은 디지털 매체에 절대적 공간의 조형적 구성이 적용될 수 없으며 재현된 공간으로 학습 과정에 복합적으로 작용하기 위한상대 공간으로 인식되어야 하는 점을 강조한다. 교과서 디자인은 디지털 네이티브인 지금의 학습 세대와 효과적으로 커뮤니케이션할 수 있도록 설계되어야 한다. ‘교과서-인터페이스-학습자’라는 관계 항을 중심으로 교과서의 내적 체제, 외적 체제, 학습 세대를 대입하는 과정은 상대적 공간 개념을 구체화하기에 효과적인 접근 방법이었으며, 백스리의 인터페이스 보편 모델에서 제시하는 구조, 행동, 제시 영역을 적용했을 때 디지털 교과서 인터페이스를 체계적으로 검토할 수 있었다. 연구 결과 디지털환경에서 교과서 디자인의 ‘상대적 공간’ 개념은 교과서의 내적 체제와 외적 체제 그리고 학습자에 적용하고 교과서 디자인에서 콘텐츠의 재 구조화에 대한 인식 체계로 구성할 수 있었다. 교과서 인터페이스의 지면과 화면이 가지는 개념적 차이의 비교를 통해 현행 디지털 교과서를 기준으로 공간 구성방식에 대한 새로운 접근 방법을 도출했다는 의의가 있다.

고등학교 교과서 활용 및 개선에 관한 예비교사의 인식 연구

박소영(So-Young PARK) 한국수산해양교육학회 2017 水産海洋敎育硏究 Vol.29 No.3

This study investigated the perception of pre - service teachers in order to find out how paper textbooks are used in high school classes and what improvement is needed. Firstly, the results of analyzing the perception about the utilization of textbooks are as follows. First, in the case of Korean language, social studies, mathematics, science, and English, textbooks were used most frequently, and most of the respondents did not use textbooks for arts and physical education subjects. Secondly, Korean language, social studies, mathematics, science, and English textbooks are most frequently used as teaching materials. Third, in the case of Korean, social, mathematics, science, and English subjects, in addition to textbooks, problem collections were used most frequently and arts and physical education subjects showed the most use of prints. Next, the results of analyzing the perception of the improvement method of the textbooks are as follows. First, in the high school class, the response rate was high in that Korean, social, mathematics, science, and English classes needed a textbook. Most of the respondents answered that they were not necessary for the textbooks of arts and physical education subjects. Second, in order to improve the textbooks, the most demanding textbooks focused on the core basic contents, followed by self - directed learning activities, competency centered contents selection, cooperative learning activities, and teacher self - development. The demand for digital textbooks was low.

Romey 기법에 의한 고등학교 가정교과서의 탐구 성향 분석- ʻ관리ʼ 핵심 개념 중심으로-

이현정,이지수 한국가정과교육학회 2018 한국가정과교육학회지 Vol.30 No.1

Textbooks are one of the most crucial variables that determine the quality of education and one of the most influential sources for education. Textbooks should be designed with inquiring tendencies so as to help students to practice self-directed learning. inquiring textbooks can not only intrigue students but also enhance the quality of class. Here, this author is going to analyze the inquiring tendencies of a core construct, ʻmanagementʼ, in 12 different types of high school Technology & Home Economics textbooks reflecting the 2015 revised national curriculum based on the Romey method. According to the analysis results, only one type of textbook shows inquiring tendencies in the text, which means that the text is more oriented to delivering knowledge rather than to pursuing studentsʼ inquiry learning. Because analysis indexes for figures and diagrams fall under the range of desirable inquiring tendencies in 10 types of textbooks, the figures and diagrams presented in Home Economics textbooks are intended to induce particular learning activity. Learning activity indexes reveal 9 types of textbooksʼ inquiring tendencies, which means that Home Economics textbooks present a reasonable amount of learning activity in general in order to intrigue students and stimulate their inquiring mind. In terms of evaluation indexes, only 2 types of textbooks show inquiring tendencies. According to the results of examining each individual textbook, some of the Home Economics textbooks reflecting the 2015 revised national curriculum include inquiring elements in the text, figures and diagrams, activities, and evaluation all; however, some still need improvements. Regarding how to better the Home Economics textbooks, this researcher will suggest the following implications and complements. Home Economics textbooks should include inquiring elements to induce interactions properly in the class, and when they write the textbooks, the text, figures and diagrams, activities, and evaluation should be designed balancedly, and the questions need to be expressed in a way to develop studentsʼ inquiring mind. 교과서는 교육의 질을 결정하는 중요한 변수이며, 가장 영향력 있는 교육 자료이다. 교과서는 탐구적인 경향으로 구성되어 학생들의 자기주도적 학습이 가능하도록 도와주어야 한다. 탐구적인 교과서는 학생의 흥미와 관심을 높일뿐만 아니라 수업의 질을 향상 시킬 수 있다. 이에 본 연구는 2015 개정 교육과정을 반영하여 기술된 고등학교 가정교과서 12종의 ʻ관리ʼ 핵심 개념의 탐구적 경향을 Romey 기법을 사용하여 분석하였다. 분석 결과, 본문은 1종의 교과서가 탐구적인 경향인 것으로 나타나서 본문이 학생들의 탐구 학습을 지향하기보다 지식 전달 성격이 강하였다. 그림과 도표 분석 지수는 10종의 교과서가 바람직한 탐구적 경향의 범위에 있어서 가정교과서에서 제시된 그림과 도표가 어떠한 학습 활동을 이끌기 위해 사용되었음을 알 수 있었다. 학습 활동 지수는 9종의 교과서가 탐구적 경향이어서 가정교과서가 대체로 학습 활동의 양을 적당하게 제시하여 학생들의 흥미를 끌고 탐구력을 자극하고 있음을 알 수 있었다. 평가 지수는 2종의 교과서만이 탐구적인 경향으로 나타났다. 교과서별로 보면 2015 개정 교육과정에 맞춰 집필된 가정교과서들은 본문, 그림 및 도표, 활동, 평가 모든 요소가 탐구적인 교과서도 있었지만 개선이 요구되는 교과서도 있었다. 가정교과서의 시사점과 개선방안에 대해 다음과 같이 제안하고자 한다. 가정교과서는 수업시간 상호작용이 잘 일어날 수 있도록 탐구적으로 구성하며, 교과서를 집필할 때 본문, 그림 및 도표, 활동, 평가의 비중을 알맞게 구성하고 질문을 탐구력을 향상시킬 수 있도록 하여야 한다.

수요자 요구조사를 바탕으로 한 중국어 교재 개발 試探 ― K대 『새내기중국어』 개정 사례를 중심으로

오유정 ( Oh¸ Youjeong ),정지수 ( Jeong¸ Jiesu ),김은주 ( Kim¸ Eunju ) 한국중국언어학회 2023 중국언어연구 Vol.- No.107

Understanding the demands of consumers is the foremost element in the textbook development process, and sufficient reflection of consumer demands can lead to successful learning outcomes. In this context, this paper investigated and analyzed the demands of learners and instructors for “Saenaegi Chinese”, a liberal arts Chinese textbook at “K” University, as a preliminary stage for developing a university liberal arts Chinese textbook, and discussed future textbook development and improvement directions based on this analysis. The survey of learner demands showed high satisfaction with the overall content of the textbook, including its topics, practicality, difficulty level, grammar explanation, and practice questions. However, there was a high demand for revisions of certain outdated topics and textbook design, as well as a high demand for supplementary materials such as cultural items and workbooks. In the instructors’ demand survey, instructors also responded positively to the textbook’s topics and content. They recognized the need for revisions on certain topics and the addition of cultural items. However, there was a discrepancy in perception of the learning volume between students and instructors. While many students perceived the learning volume and difficulty level of the current textbook as relatively appropriate, many instructors perceived the vocabulary volume and grammar segment difficulty as inappropriate. In addition, there were differences in demand for supplementary materials, textbook format, and design. While students showed a very high demand for workbooks, textbook format, and design, instructors showed a relatively high demand for PPT materials, and their sensitivity for textbook format and design was not as high as that of the students.

판수누적(版數累積)교과서 도입의 발행에 관한 연구

정희엽,민부자,홍후조 안암교육학회 2022 한국교육학연구 Vol.28 No.1

Textbook publication system is being simplified from government-published, government-authorized, government-approved to screening and autonomy. Therefore, this study was conducted to propose a “accumulated textbook” system as a way to improve the increasing need to prepare publishers' expertise and long-term development plans and to improve the wasteful reality of developing and using only first-time textbooks under the 5-year curriculum period. This study examined previous studies related to the cumulative editions of textbooks and the cases of other countries. The results of a survey on textbook users such as teachers and readers and textbook providers such as authors and publishers were analyzed and presented. As a result of the study, it was possible to look at cases of cumulative textbooks with at least two editions and as many as 100 editions in other countries. The survey results highly agreed to the possibility of developing low-quality textbooks, overcoming the shortcomings of frequent curriculum revisions, strengthening the maintenance and accountability of publishers, saving textbook development costs, and securing investment capacity in digital textbook development. On the other hand, it was confirmed that the possibility of a gap between the revised curriculum and the textbook reform and the possibility of monopolizing the textbook market by a small number of publishers were considered as problems. In some questions, significant differences between textbook users and providers could be seen. 본 연구는 서책 교과서 발행제도가 현재의 국정・검정・인정에서 장차 심사형과 자율형으로 단순화되어 발행사의 전문성과 장기발전 방안을 마련할 필요성이 높아지는 상황, 교육과정의 수시개정 속에서도 학교 지식은 안정적이라는 면에서 신편, 초판 교과서만 개발하여 사용하다 폐기하는 낭비적 현실을 개선하기 위한 방안으로 ‘판수 누적 교과서’ 제도를 제안하고자 수행되었다. 이를 위해 판수 누적 교과서 관련 선행연구와 다른 나라의 판수 누적 사례를 살펴보고, 교사・독자 등의 교과서 사용자와 저자・발행사 등의 교과서 공급자를 대상으로 한 설문조사 결과를 분석하여 제시하였다. 연구 결과, 다른 나라의 경우 적게는 2판, 많게는 100판이 되는 판수 누적 교과서 사례를 살펴볼 수 있었다. 설문조사 결과에서는 판수 누적 교과서 도입과 관련하여 오류 적은 질 높은 교과서 개발 가능성, 잦은 교육과정 개정의 단점 극복 가능성, 난립한 출판사의 정비와 책무성 강화, 서책 교과서 개발 비용 절약과 디지털 교과서 개발에의 투자 여력 확보 등에서 높은 동의를 하였다. 반면, 개정 교육과정과 교과서 쇄신의 괴리 가능성과 소수 출판사의 교과서 시장 독과점화 가능성에 대해서는 문제로 여기는 것을 확인할 수 있었다. 한편 대부분 문항에서 교과서 공급자들은 사용자에 비해 판수 누적 교과서 발행제 도입에 소극적인 것으로 나타났다.

Textbook Evaluation Program

박동욱(park donguk),백삼균(PAIK Samkyun),곽덕훈(Dukhoon Kwak),박경애(Kyeongae PARK) 한국방송통신대학교 미래원격교육연구원 2005 평생학습사회 Vol.1 No.2

Because of the large number of students and textbooks at Korea National Open University (KNOU), no study has been conducted to evaluate the quality and content of textbooks for more than 30 years. We developed an evaluation method for textbooks that was appropriate for a distance learning university with so many students. The objective of this study was to report the first term results of the textbook evaluation method. 382 textbooks developed by professors of KNOU from 20 departments were evaluated. The evaluation method was composed of three consecutive steps. In the first step, all students who received a grade higher than C+ (39,449 students in the first term and 47,227 students in the second term) were invited to respond to the evaluation sheets, which were sent to them by e-mail. The response rate by department ranged from 31.5 % to 57.3 % in the first term and 26.9 % to 53.9 % in the second term, which was large enough to represent the student population. All students who responded to the questionnaire were provided with a chance to win a prize. This seemed to encourage students to participate. Forty textbooks (two textbooks per department x 20 departments) were screened by student evaluators and thus step two began. External adjunct professors, using these 40 textbooks in the regional study centers of KNOU, were responsible for the second step of the evaluation. Two external adjunct professors per textbook were randomly selected and asked to evaluate the textbook using the same evaluation sheets as the students. A correlation test indicated that the evaluation scores by students in the first step, and adjunct professors in the second step, were not significantly different (r= 0.534 in the first term and r=0.662 in the second term). This result proved that students could fairly evaluate the textbooks. Finally, The Textbook Publication Committees (TPC) monitored each step in the evaluation process to ensure that they were appropriately conducted, and then selected the four best textbooks(20 books in the second term) on the basis of score and qualitative judgment. This study concluded that the KNOU evaluation system for textbooks could be applied to distant or open universities with tens of thousands of students.

한국어 교재 개발 현황 및 과제 -국립국어원 개발 한국어 교재를 중심으로-

박정진 한국언어문화교육학회 2010 언어와 문화 Vol.6 No.2

Textbooks should be based on a curriculum. Because the curriculum is related to show a structure in each field of study. So if someone knows the curriculum of Korean Language Education as a foreign language, he/she can understand the phenomenon of that field. Then they can construct the textbooks systematically. Especially, It is very important for the Korean Language textbooks to be made for teachers who live in abroad. Because that have to be developed considering the level, region, and situation of learners. So, we need to construct the curriculum before the textbooks. This paper is concentrated on the textbooks and its policy that have developed by The National Institute of The Korean Language. Because most of them was provided a basis for the curriculum, it will be meaningful for researchers to explore them. Textbooks should display the process of teaching and learning obviously. The teachers who work in school abroad want to know what and how to teach learners mostly. The learners also want to know what and how to learn. So we have to let them know the ways of use of the textbooks through the explicit construction. In addition, the textbooks have to be reflected the context where learners and teachers live. In order to develop the textbooks that are appropriate the context, we should consider the active two-way communication. Because language usually do not include the message, but also the culture of the local areas. Lastly, I want to emphasize that selecting and supplying the textbooks is more important than developing them. So we need to pay careful attention to select and supply the excellent textbooks. Textbooks should be based on a curriculum. Because the curriculum is related to show a structure in each field of study. So if someone knows the curriculum of Korean Language Education as a foreign language, he/she can understand the phenomenon of that field. Then they can construct the textbooks systematically. Especially, It is very important for the Korean Language textbooks to be made for teachers who live in abroad. Because that have to be developed considering the level, region, and situation of learners. So, we need to construct the curriculum before the textbooks. This paper is concentrated on the textbooks and its policy that have developed by The National Institute of The Korean Language. Because most of them was provided a basis for the curriculum, it will be meaningful for researchers to explore them. Textbooks should display the process of teaching and learning obviously. The teachers who work in school abroad want to know what and how to teach learners mostly. The learners also want to know what and how to learn. So we have to let them know the ways of use of the textbooks through the explicit construction. In addition, the textbooks have to be reflected the context where learners and teachers live. In order to develop the textbooks that are appropriate the context, we should consider the active two-way communication. Because language usually do not include the message, but also the culture of the local areas. Lastly, I want to emphasize that selecting and supplying the textbooks is more important than developing them. So we need to pay careful attention to select and supply the excellent textbooks.

일본 대학에서 사용하는 한국어 교재 분석 - 사용 빈도가 가장 높은 교재를 중심으로 -

박소연 국제한국어교육학회 2011 한국어 교육 Vol.22 No.1

Textbooks are a major element in the education field along with teachers and learners. There are 3,399 volumes of Korean Textbooks published at home and abroad, and according to a research, 45% of the books were published in Japan. In order to take a look at these various Japanese Korean textbooks, on the basis of the report of Universal Forum of Cultures, this researches analysed 5 textbooks which are used most frequently at the universities in Japan. At first, in chapter 2, this researches reviewed the previous researches on the evaluation criteria of textbook analysis and set a standard evaluation criterion for textbook analysis. In chapter 3, this researches reviewed the educational goals and curriculum of the textbooks, and the construction of the whole units of the textbooks. Also focusing on the first unit of introduction of each textbook, this researches reviewed the construction of the unit and the contents. In chapter 4, this researches pointed out the problems in the analysed textbooks, and then actually constructed a unit as a suggestion. The analysis and study on the textbooks is for the development of better textbooks, and furthermore, it will be the foundation for the growth of Korean language education.

Korean College Students’ Perceptions and Preferences in Their English Textbook Evaluation

( Soo-jin Shim ),( Chi-hyun An ) 대한영어영문학회 2016 영어영문학연구 Vol.42 No.4

This study investigates students’ evaluations and perceptions of the textbooks after they use them. The findings reveal which factors influence students’ textbook preferences and identify whether there are any achievement differences between two student-groups using different textbooks. 118 low-level college students in English proficiency participated in this study, which employed a mixed methods approach using both quantitative and qualitative data: a textbook-evaluation survey, student interviews, and achievement scores. The results suggest that the students tend to be more attracted and motivated by the physical make-up of textbooks: layout, organizational and illustrative clarity, and visually clear representation of content with graphic devices (e.g., colored boxes and tables). Also, the detailed explanation for textbook exercises is considered important. In light of students’ achievement, the two groups showed a statistically significant difference in their vocabulary achievement. Textbook B group evaluated their textbook more highly than Textbook A group did, and it showed higher vocabulary score. It is generally assumed that more clearly organized presentation of vocabulary/relevant exercises and students’ preference about it might have positive effects on their learning motivation and achievement. (Hanyang University & Kyunghee University)

교과용도서 모니터링(수정·보완)의 관점과 원리 탐색

박삼서 ( Park-samseo ) 서울대학교 국어교육과 2019 先淸語文 Vol.46 No.-

Textbooks are organisms that can improve quality by revising(correcting) and supplementing government-designated, authorized, approved, and free-issue textbooks. Textbooks can maintain their status as ‘good textbooks’ only when they are constantly revised and supplemented. From now on, it is necessary to change the positive perception about revision and supplementation of textbooks. It is possible to set up and examine the revision and supplementary views through the textbook policy, procedure of development, textbook construction, teaching-learning plan, contents of civil service counseling, and monitoring results. In addition, the establishment of the revision and supplementary views and exploring the principle of ability to develop textbooks, expand the meaning of correction and supplementation, present the perspectives and criteria of revision and supplementation, systematic improvement of correction and supplementation capabilities, search for general principles of revision and supplementation, and revision of textbooks in the future. Correction and supplementation of textbooks create harmonious values. Textbook monitoring is necessary for the development of good textbooks. Therefore, the textbook monitoring team needs to be proud that it is a promoter of the quality management of the textbook and a stepping stone to Korean education.