• 한국수학교육학회지시리즈D:수학교육연구
• /
• 제19권4호
• /
• pp.267-278
• /
• 2015

The study is about the influence of literal, symbolic and graphics languages on mathematics reading. The results show that the scores of symbolic language volume are significantly lower than that of literal language volume. The abstractness of the mathematical symbols will not have a significant impact on the students with excellent mathematical academic, but as for the medium and poor students, abstract mathematics symbols will cause their cognitive impairment. Due to picture-superiority-effect, the test scores of the graphics language volume are significantly higher than that of the symbolic language volume. Graphics language will have a significant impact on the excellent and medium students, but has no impact on the poor students.

• 한국멀티미디어학회논문지
• /
• 제24권1호
• /
• pp.117-124
• /
• 2021

Korean education in China began at Peking University in the 1950s. At present, The Korean language education in China has made remarkable progress in many aspects such as scale, scope, level and achievement. In addition, with the increasingly frequent economic and cultural exchanges or cooperation between China and South Korea and the increasing trend of internationalization, the prosperity of Korean wave culture and the sound development of China-South Korea relations, the country's demand for Korean language talents is increasing day by day. However, with the rise of Korean education in China in recent years, some hidden problems also surfaced. In this paper, the Korean language proficiency test(TOPIK) is used to evaluate the Korean language proficiency of Korean learners, and Chinese juniors are used to evaluate the Korean language proficiency. In addition, a questionnaire survey was conducted to analyze the learning media of Chinese Korean learners at the present stage, and the relationship between learning media and learning outcomes was concluded. At the same time, deficiencies and problems existed in Korean education in colleges and universities were proposed and their own ideas were put forward.

• Educational Technology International
• /
• 제10권1호
• /
• pp.59-78
• /
• 2009

Language Capital is one of the most important academic abilities and competencies for new era of globalization worldwide. In Europe and Asia where English is not the native language, it is necessary to encourage higher education to improve language competency from both qualitative and quantitative aspects. In so far as online university concerned, it appears of significance to prepare for globalization from the perspective of cross border education, and it needs to focus on how to design and develop English-medium teaching (EMT) or in other words English mediated instruction(EMI) for both teachers and students. In order to provide supportive programs of English-mediated class for teachers and students, the study examined and analyzed what abilities are needed for teachers based on DACUUM approach, suggesting teachers' competency as well as strategies for online- EMT. Based on literature review, DACUUM analysis, focus group interview with teachers and students who experienced online EMT, online programs supporting both teachers and students for online EMI were developed. This program expects to play roles of practical guidelines and reference for both teachers and students online in an extension of language capital improvement.

• 비교문화연구
• /
• 제36권
• /
• pp.149-173
• /
• 2014

This paper examines language policies of Ghana and Tanzania (former British Colonies) since independence. The view that language use in education is a problem for African countries is evident in the ever changing language in education policies in many African countries. Because of the inevitable multilingual situation in many African countries, there are unavoidable challenges in their quest to adopt a language policy that works for the entire country since it is not practical to adopt all the languages spoken in the country as Media of Instruction. Ghana is not immune to this challenge and has fallen victim to this tendency to change the language in education policy from time to time in an attempt to adopt a satisfactory policy which would yield the intended results. Tanzania, however, is one of the few African countries that have found a sustainable language in education policy since independence. Nonetheless, it has its fair share of challenges as a consequence of the perceived competition between Kiswahili and English as official languages. The paper discusses the challenges that both Ghana and Tanzania face against the background of colonization. The paper also offers a discussion on possible future perspectives for the two countries.

• 영어어문교육
• /
• 제15권4호
• /
• pp.109-136
• /
• 2009

This study investigates English medium instruction (EMI) in an institution of higher education in Seoul, Korea to see whether this course creates cultural correction (reproduction of inequitable relations of power in EMI settings) or cultural continuity (opportunities for transporting students into a third space and enabling them to explore cultural diversity and to create new knowledge for themselves). A single site where EMI is carried out, a class on fairy tales and child education taught by a native English speaking professor, was chosen because it was hypothesized that the professor would display some of her unconscious dominant cultural orientation. The results of the study show that there more cases of cultural correction than there were of cultural continuity. Cases of cultural correction included lack of knowledge about the local context, fixing Korean classroom discourse as if it were American classroom discourse, and reproducing orientalism in the local educational setting. Cases of cultural continuity included using comparison to consider the cultural reality of the milieu, creating new knowledge for the local milieu, and learning as a dynamic ongoing process. Implications of this research are discussed including the important realization that EMI should be managed by subject specialists who are trained in language education and have knowledge of the students' needs and discourse in the L1 and in the local context.

• 한국연극학
• /
• 제40호
• /
• pp.451-502
• /
• 2010

The thesis is to look for the method of applying process drama for bilingual education in multicultural society. This purpose can be resolved in three steps: first, to understand the purposes and functions of education changing to multicultural society; second, to survey the need of bilingual education conformed to its purposes and functions; last, to understand the theoretical background of process drama and seek the method of utilizing it to bilingual education. Recently, the Korean society is also changing to multicultural society with international marriages and immigrant workers. But they have difficulties in communicating in Korean, and their children have even the same. Under the basis of multiculturalism wanting peace and mutual respect between cultural groups, they have to be educated in equality. This is why the bilingual education is needed in our society. Process drama, a widely used term for educational drama in Britain, claims its effectiveness for L1, L2 and bilingual education, for the principal medium in drama is language and what drama delivers is related to meaningful human experiences. It is also supported on script theory of linguistic therapy. Kase-Polisini classifies the developmental process of education drama into 1) planning, 2) playing and 3) evaluation. This process can be applied to educational drama for language as well. Rather, educational drama applying to bilingual education has even more availability with the varieties of group organization and subject matter. Conclusively speaking, the group of dual language schools can be organized into 1) mother-tongued group, 2) mother-tongued and L2 group, 3) multilingual group, or 4) L3 group in educational drama activity, as the class generally consist of the mixed multilingual children. And the subject matter can deal with 1) the Korean society and culture, 2) the society and culture of the purposed language country, or 3) the society and culture of the third nations.

• 영어어문교육
• /
• 제18권3호
• /
• pp.25-51
• /
• 2012

The study explores the way professors working in a private university in Korea perceive the recent English-medium instruction (EMI) frenzy in Korean higher education (HE) and the way they respond to its manifestation at their institution. Working within a qualitative research paradigm (Merriam, 2009), I gathered data primarily via one-time semi-structured interviews with ten participants who have offered or are offering EMI at the time of data collection and used a qualitative data analysis method. The findings illustrate that the professors view external factors residing outside individual universities, such as the college rankings and the university evaluation parameters, as the principal drive behind the current EMI boom in Korean tertiary education. Acknowledging the importance of strengthening the international competitive edge of Korean HE in the global era, the professors perceive the EMI policy positively expecting it to be beneficial for both students and institutions. They, however, problematize the blind acceptance of EMI policy and externally forced EMI expansion movement in Korean HE, which they believe will lower the standard of the academic experience of students. Experiencing first-hand the inadequate manifestation of the EMI policy at their university, the professors claim that a systematic long-term implementation plan and context-suitable approaches should be taken at both the national and institutional level for successful future EMI implementation and expansion efforts.

• 공학교육연구
• /
• 제7권1호
• /
• pp.87-96
• /
• 2004

영어가 세계적인 공용어로 인식 되어감에 따라 특히 공학과목의 영어 강의가 전 세계적으로 확산되고 있다. 영어강의의 효과를 극대화하기 위해서는 교수 및 학생의 영어능력과 강의를 지원해주는 시스템이 모두 중요하지만 현실적으로는 이에 대한 별도의 지원이 거의 없는 현실이다. 본 연구는 Y 대학교 공과대학에서 전공과목의 영어강의를 하고 있는 교수들의 영어강의에 대한 지각성향과 개선방향에 대한 의견을 조사를 하였다. 교수들은 자신의 전공영어능력에 대해 긍정적인 평가를 하였으나 영어강의에 대해 스트레스를 가지고 있었다. 무엇보다 학생들의 영어강의에 대한 준비의 부족이 효과적인 영어강의의 방해요인으로 생각하고 있어서 이에 대한 학교당국의 지원이 무엇보다 필요하다고 인식하고 있다.

• 정보교육학회논문지
• /
• 제13권1호
• /
• pp.69-76
• /
• 2009

본 논문에서는 레고 마인드스톰 NXT라는 로봇을 활용하여 프로그래밍을 재미있게 수업할 수 있는 방안에 대해서 모색하였다. 수업의 목표는 단편적인 지식 습득이 아닌 미로찾기라는 문제해결을 목표로 한다. 이 로봇은 컴퓨터에 설치된 NXT-G라는 GUI와 USB를 통해서 통신을 하도록 되어있다. 이 GUI는 텍스트 기반 방식이 아닌 아이콘 기반 방식 프로그래밍 도구이다. 본 논문에서는 16주를 초급 단계, 중급 단계, 고급단계로 나누어서 계획하였다. 초급 단계에서는 GUI 사용 방법과 로봇의 센서들의 작동방법을 익히는 것에 주안점을 두었다. 중급 단계에서는 저(低)난이도 미로를 설계하여 프로그래밍하는 단계로 구성하였다. 고급 단계에서는 중(中)난이도와 고(高)난이도의 미로를 설계하여 프로그래밍하는 단계로 구성하였다. 모든 미로찾기 문제는 알고리즘 작성, 순서도 작성, 스택을 이용한 프로그래밍이라는 3가지 과정을 거치도록 구성하였다.

• 한국엔터테인먼트산업학회논문지
• /
• 제15권7호
• /
• pp.71-86
• /
• 2021

본 연구는 외국인을 대상으로 하는 한국어 문화 수업에서 뮤지컬을 활용하는 방안을 모색하고 그 의의를 밝히는 데에 목적이 있다. 한국어 교육은 의사 소통 능력 신장을 목표로 하고 있으며 이를 위해서는 언어 지식뿐 아니라 사회적 배경 및 맥락의 이해를 돕는 문화 교육의 필요성이 제기된다. 이에 연구자는 그동안 한국어 교육에서 주목받지 못했던 뮤지컬 콘텐츠를 활용하여 한국어 문화 수업을 구성하였다. 뮤지컬은 뚜렷한 서사 구조와 음악을 중심으로 화려한 볼거리를 제공하여 한국어 학습자들에게 매력적인 문화콘텐츠이다. 특히 본 연구에서 다루는 뮤지컬 <스웨그 에이지: 외쳐 조선!>은 현재 사회에서도 유효한 문제의식을 지녔으며 작품의 주인공들이 부르는 '시조(時調)'는 한국 문학 수업 자료로도 활용가능하여 다양한 문화 수업을 진행할 수 있는 교육적 자료라 여겨진다. 연구자는 위와 같은 특성을 바탕으로 한국 뮤지컬<스웨그 에이지: 외쳐 조선!>을 활용하여 '시조'를 교수하는 문화 수업 방안을 제시하였다. 수업은 중급 이상의 학습자를 대상으로 한 4차시 과정으로 이루어지며 각 차시는 '뮤지컬 작품의 전체적인 내용 이해하기(1차시)', '한국 시조에 대해 학습하기(2차시)', '자신의 이야기를 시조로 쓰기(3차시)', '창작한 시조 작품 발표하기(4차시)'로 진행된다. 본 문화 수업은 시조를 소극적으로 학습하는 데에 그치지 않고 시조의 의미를 내재화하고 창작하며 적극적인 향유로까지 영역이 확장된다는 데에 의의가 있다. 더불어 그동안 한국어 문화 수업에서 주로 다루어졌던 영화, 드라마, 연극, 대중가요 등을 넘어 뮤지컬이라는 공연 장르를 더함으로써 한국어 학습자들에게 교육은 물론 폭넓은 한국의 대중문화를 소개하고 경험하게 하는 고무적인 수업이 될 것으로 기대된다.