• 한국교육논총
• /
• 제43권1호
• /
• pp.183-213
• /
• 2022

들뢰즈와 가타리가 제기하는 느리고, 경험적인 교육은 시간 속에서 반복되는 지속을 경험해야만 가능하다. 잠재성과 현실성의 짝으로 이루어진 이 세계의 주체성은 '기계'로 표현된다. '기계'의 주체성은 생성 자체이다. 클라우드 상 어디에나 존재하면서 무의식적으로 빅데이터를 수집하는 정보사회의 주체성 또한 정보사회 자체이다. 정보사회는 개인의 욕망을 주체성의 발현에 앞서 관리하는 사회로 기울 위험을 안고 있다. '기계'는 언표적 배치와 기계적 배치로 이루어져 있다. 배치론에 입각한 사회과학은 반복되는 패턴, 언어성과 물질성의 공존, 경계에 대한 주의, 총체적 전체에 대한 부정이라는 특징을 공유한다. 시간 속에서 집합적 패턴이 구조적으로 변형되어 가는 양상을 띠는 배치의 교육학은 들뢰즈와 가타리의 본래 문제의식인 느리고, 경험적인 교육에 부합한다. 또, '교육-기계'의 물질성과 언표성을 고찰하는 작업은 탈인간 시대의 새로운 학습론, 교육론 확립에 기여할 것이다.

• International Journal of Computer Science & Network Security
• /
• 제23권12호
• /
• pp.129-136
• /
• 2023

Professional self-determination of the individual is a complex and lengthy process of finding and realizing yourself in the profession. The main goal of professional self-determination is clarified. The basic concepts of readiness for professional self-determination of future specialists in the modern information society are revealed. The following approaches to the consideration of the concept of readiness are defined: functional-psychological, personal, activity-based. Based on the components of readiness identified by the researchers, it can be assumed that the structure of professional self-determination of the future specialist contains motivational, cognitive and activity components. Self-determination is defined as a multidimensional process that can be considered from different points of view: as a series of tasks, that society sets for the emerging individual, and which the individual must solve in a certain period. As a process of step-by-step decision-making, with the help of which the individual forms a balance between his desires and inclinations, on the one hand, and the needs of society, on the other; as a process of forming an individual lifestyle, part of which is professional activity. A number of tasks of professional self-determination of a future specialist in the information society are formulated. Diagnostic practices for determining the degree of readiness of future specialists for future professional success are characterized. Practices are developed as a basis for creating an individually oriented correctional and development program to promote the formation of future specialists' focus on future professional success. Their task is to ensure control over the dynamics of this process, assess the effectiveness of this career guidance work. Practices are aimed at identifying the degree of thorough knowledge of the conditions for achieving professional success in the chosen field of activity among future specialists.

• 디지털콘텐츠학회 논문지
• /
• 제18권7호
• /
• pp.1259-1265
• /
• 2017

기능성 게임의 교육적 잠재력에 대한 합의가 있는 반면, 설계뿐만 아니라 분석과 평가를 지원하기 위한 방법론과 도구의 부족이 아직 존재한다. 본 논문은 기능성 게임에 요구되는 교육학 관련 연구의 분석을 통해 필요한 요소들을 알아내어 새로운 방법론 또는 설계 방향을 모색하려는 의도를 가진다. 이를 위해 4DF(Four Dimensional Framework), GOM(Game Object Model), LM(Learning Mechanics)-GM(Game Mechanics), 교사용 프레임워크에 대한 분석을 하였다. 교육적 게임이 직면한 가장 큰 쟁점 중의 하나는 교육과 게임 원리의 부적절한 통합에 있다. 이것은 게임 설계자와 교육 전문가가 공통적인 어휘나 업무영역의 관점을 공유하지 않는다는 사실을 포함하여 다양한 요인에 기인한다.

• 한국초등과학교육학회지:초등과학교육
• /
• 제35권1호
• /
• pp.98-110
• /
• 2016

The purpose of this study is to identify pre-service elementary school teachers' difficulties and needs in the science class utilizing smart technologies. The participants were nine pre-service elementary teachers who had practical training at an elementary school and took classes related to technology, pedagogy, and science knowledge. The data was collected through semi-constructed and in-depth interviews. The documents such as participants' guidance plans, daily records produced in teaching practice was collected and analyzed. The results of the research are as follow: Pre-service teachers have usually used the technology as a secondary transfer media to convey the knowledge. We found that the pre-service elementary teachers had 15 difficulties in the science class utilizing smart technologies. In addition, they needed a class to focus more on teaching them by integrating technology knowledge, pedagogy knowledge, and science knowledge, and by sharing a real case of science class utilizing smart technologies.

• International Journal of Computer Science & Network Security
• /
• 제22권7호
• /
• pp.421-426
• /
• 2022

This study aimed to determine the effectiveness of the Moodle system in the organization of independent work of students of pedagogical profile.The purpose of the article is to analyze the Moodle platform as an innovative element of educational and pedagogical strategies and a component of the educational and methodological content for the self-study of students.Methodology is divided into clusters: general scientific (analysis, classification), ICT methods (modeling, informatization), and philosophical (synergetics). The study revealed the reorientation of Moodle from an auxiliary element to an alternative format in the organization of independent work of student teachers. Prospects for further scientific research determined in the interest of all participants in the educational process in the further development of Moodle as an effective tool for self-education of future teachers.

• 대한지구과학교육학회지
• /
• 제13권1호
• /
• pp.90-99
• /
• 2020

본 연구의 목적은 초등예비교사의 남·여 성별에 따른 과학수업능력과 과학교수법 성취도에 어떤 차이가 있는지와 과학교수법 성취도와 과학수업능력사이에는 어떤 상관관계가 있는지를 알아보는 것이다. 또한 초등예비교사들의 남·여 성별에 따라서 과학 수업을 평가할 때 적용하는 평가요소가 무엇인지를 알아보는 것이 연구의 목적이다. 본 연구는 부산광역시 소재 P교육대학교 1학년에 재학 중인 초등예비교사 88명에 대하여 2019년 9월부터 2019년 12월까지 수행되었다. 연구대상 88명의 학생들은 3개 학과에 재학 중이며, 남학생 32명, 여학생 56으로 구성되어있다. 이 88명의 학생들은 '초등과학교수법'을 수강한 학생들로 강의 초기에 학생들에게 배포된 강의계획서에서 예고된 과학수업실기 평가를 받았다. 과학 수업실기 평가는 동료들에 의한 다면평가의 형식으로 수행되어 평가점수가 부여되었으며, 과학학업능력은 '초등과학교수법'의 정기고사에서 학생들이 획득한 점수로 부여되었다. 본 연구의 결론은 다음과 같다. 첫째, 초등예비교사들의 남·여 성별에 따른 과학수업능력을 분석한 결과 여자 초등예비교사들이 남자 초등예비교사들에 비하여 과학수업능력에서 통계적으로 유의미한 차이가 나타났다. 둘째, 초등예비교사들의 남·여 성별에 따른 초등과학교수법 성취도를 분석한 결과 여자 초등예비교사들이 남자 초등예비교사들에 비해서 '초등과학교수법'의 점수가 통계적으로 유의미하게 높게 나타났다. 셋째, 초등예비교사들의 남·여 성별에 따른 과학수업능력과 초등 과학교수법 성취도 간에는 어떤 관계가 있는가를 분석한 결과 남·여 모두 과학수업능력과 과학교수법 성취도 사이에는 통계적으로 유의미한 차이가 나타나지 않았다. 이것은 초등예비교사들의 과학수업능력을 결정하는 요인에는 초등과학교수법과 관련된 이론적인 영역뿐만 아니라 초등예비교사들의 실천적 지식도 함께 작동한다는 사실을 시사해 주고 있기 때문에 추후 이러한 교사의 실천적 지식에 대한 연구가 필요하다고 생각된다. 넷째, 초등예비교사들의 과학수업에 대한 평가준거로 활용된 요소를 분석한 결과 남·여 초등예비교사 모두 수업자의 목소리 톤, 말투 등의 언어적 요소가 가장 높은 빈도수를 차지하였다. 이것은 남·여 초등예비교사들의 수업평가에 있어서 수업자의 언어적 요소가 가장 중요한 평가 요소라는 사실을 말해주고 있다.

• 영어어문교육
• /
• 제17권4호
• /
• pp.229-250
• /
• 2011

Despite the social turn in literacy studies, few empirical studies have investigated the practical applications and learning experiences of multimodal composition pedagogy. Using a qualitative research approach, this study examines undergraduates' experiences in producing multimodal texts. Findings report that students' experiences in a multimodal composition class epitomize enjoyable learning. Students enjoyed their learning process because (a) the multimodal literacy curriculum filled the pedagogical gap between the conventional school-sponsored alphabetic literacy pedagogy and widespread out-of-school multimodal literacy practices and (b) the usefulness of the curriculum helped students enhance their intrinsic motivation to learn and compose. By questioning fundamental assumptions about what counts as knowledge in the current ecology of literacies, the authors argue for a dynamic view of literacy into practice.

• 영어어문교육
• /
• 제17권4호
• /
• pp.313-337
• /
• 2011

The purpose of the study is to investigate the effectiveness of the cultural instruction based on the critical pedagogy through film. The participants were 21 college students enrolling 'Understanding American/British culture'class and the class was 15 week long. During class, they discussed and selected the cultural topics related to the movies, complete the research papers, and then gave presentations. The students' portfolio, which consists of the goal statements, research papers, and the reflective journals, was analyzed to investigate the effectiveness of the instruction. The results showed that the instruction was effective in five aspects. They are, 1)accumulation of the cultural knowledge, 2)better understanding of the target culture and its people, 3)acquisition of the critical perspectives toward the target and their own cultures, 4)teaching method, and 5)increase of the motivation for studying other cultures. The study suggested that the instruction should be applied to English-medium class with more advanced students.

• Architectural research
• /
• 제15권3호
• /
• pp.111-121
• /
• 2013

This paper examines the interdisciplinary practice within design realms including urban planning, architecture, landscape architecture and interior design. It discusses the pedagogical approaches at design schools to foster designers capable of design challenge with interdisciplinary skills. As the complexity of contemporary multicultural society increasingly requires a higher level of expertise in professional service, no individual designer can be expert in all fragmented expertise across the whole design and associated engineering areas. A designer, therefore, should rely on the expertise of other practitioners in areas where he or she doesn't possess proficiency and educational background. From this sense the need of interdisciplinary approaches across diverse range of design and engineering through the collaboration is rising. Historically most of discussion made on interdisciplinary approaches is limited to collaboration between architecture and supporting engineering. This paper focuses on the collaboration with design realms. Three case studies done in an interdisciplinary firm are explored, focusing on design process that is non-linear and complementary. Finally the integrative pedagogical approaches to provide students with more exposure to allied disciplines are navigated with exemplary student work from interdisciplinary design studio.

• 한국수학사학회지
• /
• 제28권6호
• /
• pp.311-320
• /
• 2015

In 1613 the official-scholar LI Zhi-zao (李之藻) of the Ming Dynasty, in collaboration with the Italian Jesuit Matteo RICCI (利瑪竇), compiled the treatise Tongwen Suanzhi (同文算指). This is the first book which transmitted into China in a systematic and comprehensive way the art of written calculation that had been in common practice in Europe since the sixteenth century. This paper tries to see what pedagogical lessons can be gleaned from the book, in particular on the basic operations in arithmetic and related applications in various types of problems which form the content of modern day mathematics in elementary school education.