• 대한수학교육학회지:수학교육학연구
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• 제22권3호
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• pp.401-427
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• 2012

2009 개정 교육과정에 따른 수학과 교육과정에서는 수학적 문제해결, 수학적 추론, 수학적 의사소통을 구성요소로 하는 수학적 과정 중심의 수학교육을 구현할 것을 강조하고 있다. 수학적 과정 중심의 수학교육이 성공적으로 이루어지려면, 학교에서 실시하는 학생 평가에 수학적 과정을 적절하게 반영하여야 한다. 본 연구에서는 교사들을 대상으로 하는 대규모 설문조사를 실시하여 수학적 과정 중심의 평가에 대한 수학과 교사들의 인식을 조사하였다. 설문조사를 통해, 수학과 평가 전반에 대한 인식, 정기고사와 수행평가에서 고려한 평가요소와 평가결과 활용 현황, 수학적 과정 구성요소 평가에 대한 인식 및 평가방법에 대한 의견을 확인하였다. 또한, 교사의 교직경력이나 소속한 학교의 학교급, 도시규모에 따라 교사들의 응답에 차이가 있는지 살펴 보았다. 연구결과를 바탕으로 수학과 평가와 수학적 과정 중심 평가와 관련한 시사점을 논의하였다.

• 대한가정학회지
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• 제49권10호
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• pp.71-79
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• 2011

When adolescents undergo the period of transition, they need to promote self-confidence from social support by parents, teachers or friends. It was believed that boosting subjective perception on their main areas of interest such as academic performance, appearance and fashion will result in happiness. The main purpose of this study was to investigate the influence of social support including family support, teacher support and friend support on self management, appearance satisfaction and fashion opinion leadership. A total of 412 questionnaires from the middle and high school students living in or near Seoul were collected and analyzed. The results indicated that teacher support and family support had a positive effect on self-management and family support had a positive effect on appearance satisfaction. Furthermore, friend support had a positive effect on fashion opinion leadership. In conclusion, implications for promoting self-confidence related to self-management, appearance satisfaction and fashion opinion leadership with the help of social support are suggested.

• 한국환경교육학회지:환경교육
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• 제19권1호
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• pp.64-79
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• 2006

This study was designed to make valuable suggestions for the development of environmental education(EE) teaching materials through teachers' and students' opinions. In the summer of 2005, an opinionnaire was sent to 1,749 secondary school EE teachers and 270 teachers of them answered. One hundred and six middle school students and 196 high school students in Kyunggi area were also participated in this survey. The opinionnaire in this study was based on the six standards, fairness and accuracy, depth, emphasis on skill building, action orientation, instructional soundness, and usability, developed by NAAEE(1998). Most teachers were totally dependent on textbooks in their teaching EE. They evaluated current EE textbooks most positively in the perspective of 'fairness and accuracy', whereas they evaluated them most negatively in the perspective of 'usability'. The problems of EE textbooks were differently recognized by teachers and students. The lack of contents stimulating students' interest was considered as the most serious problem of EE textbooks by students. Simultaneously, it was considered as the least serious problem of EE textbooks by teachers. Both EE teachers and students expect the future EE textbooks would consist of proper contents to reflect EE characteristics.

• 영어어문교육
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• 제15권2호
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• pp.121-150
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• 2009

This paper deals with contrastive analysis and interlanguage with respect to adjective ordering. It aimed to investigate how similar and different the orders of descriptive adjectives are in English and Korean, and how Korean EFL learners perceive the sequences of English descriptive adjectives. Data were collected from native English speakers and native Korean speakers and Korean EFL learners. The contrastive analysis showed that the order of English adjectives was size, opinion, condition, age, color, shape, material, and origin, whereas the Korean order was condition, age, opinion, color, size, shape, material, and origin. The relative order of the interlanguage was shown to be age, size, opinion, shape, condition, color, origin, and material, with the exceptions of the order of condition preceding age and that of size being the same position as condition. The interlanguage data manifested different aspects of ordering when compared with English and Korean: Some adjective combinations were similar to both English and Korean; Some were different from English or Korean; Some were different from both English and Korean. These ordering patterns are discussed in terms of such principles as the nouniness principle, the subjectivity/objectivity principle, the iconic principle, etc. On the basis of these results, some helpful suggestions are made.

• 영어어문교육
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• 제16권3호
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• pp.81-99
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• 2010

The purpose of this paper is to report the process of curriculum renewal of an intensive English program with focus on the perceptions of the people involved. The researcher tries to describe the five years of curriculum change. The data collected through surveys, interviews, and observations were analyzed. The findings show that throughout the years, the students that participated in the program perceived that their English skills have improved. The teachers also thought that the student's overall English skills improved. The satisfaction on the chosen textbooks was higher in the student group than the teacher group. The main goal and objectives of the intensive English program in the study changed in the process of curriculum renewal. The program that launched in order to enhance students' conversational skills in 2004 started to include TOEIC instruction in late 2005 due to students' needs. The students were content with the fact that there were many teachers in the program whereas teachers had neutral opinion. The present study aims to suggest the importance of curriculum renewal through program evaluation which can be applied to similar language programs for the continuity and longevity of the programs.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제27권3호
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• pp.283-299
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• 2013

2013학년도부터 초등학교 1학년과 2학년 수학 수업이 스토리텔링을 기반으로 한 수학교과서로 시작되었다. 이에 본 연구에서는 초등학교의 스토리텔링 수학 교수 학습에 대한 현직교사와 예비교사의 인식을 조사함으로써 향후 스토리텔링 수학교과서로 수업을 진행하게 될 교사를 지원하기 위한 시사점을 도출하고자 하였다. 이를 위하여 현재 초등학교에 재직하고 있는 교사 124명과 예비 초등교사 112명을 대상으로 스토리텔링 수학 교수 학습에 대한 인식과 수업을 준비하는 데 필요한 요구 사항에 초점을 맞춘 설문조사를 실시하였다. 분석 결과, 스토리텔링 수학 교수 학습의 효율성에 대한 현직교사의 인식이 예비교사보다 더 긍정적인 것으로 나타난 반면에, 수학 교수 학습 수단으로서 스토리텔링의 적절성에 대한 현직교사의 인식은 예비교사보다 더 부정적인 것으로 나타났다. 또한 초등 현직교사도 스토리텔링 수업자료의 개발과 보급을 필요로 하였고, 교사 연수를 통하여 스토리텔링 수학 수업에 대한 좋은 사례와 구체적인 시범수업에 대한 정보의 공유를 요구하는 것으로 드러났다. 특히 예비교사교육 단계에서 스토리텔링 수학 교수 학습에 대한 교육의 필요성을 인식하는 예비교사는 약 87%에 이르렀다.

• 한국초등과학교육학회지:초등과학교육
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• 제29권2호
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• pp.144-154
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• 2010

This study was conducted among elementary pre-service teachers who participated in creative story writing exercises related to science. It aimed at analyzing their perceptions, based on their own experiences in the story writing exercises, about story writing as a pedagogic method, to discover the implications on science education. First, creative story writing exercises were carried out over a period of eight weeks by 114 elementary pre-service teachers at a college of education, all of whom were non-science majors taking a course on earth science as a liberal arts elective. Afterward, an open-ended survey was conducted among them to discover their attitudes and opinions, both as students and as teachers-to-be. The majority of the subjects expressed a positive opinion about creative story writing as a pedagogic tool, stating that they would apply it in their future teaching by telling stories they wrote or having students write their own compositions. Pre-service teachers conclude a creative writing improves students' studying, leads interest and motivation. In addition, it linked with daily life and other school subjects. Creative story writing, when used at colleges of education, has didactic value as an empirical exercise for pre-service teachers who are not majoring in science.

• 한국환경교육학회지:환경교육
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• 제17권2호
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• pp.50-59
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• 2004

The environment subject has been introduced to the national curriculum in 1992 in order to overcome serious environmental problems. As using environmental issues in a class, the environment teachers inevitably face some conflicts associated with their role. By applying the questionnaire survey to 192 environment teachers, this study was conducted to understand their attitude and awareness of teacher role in the issue-based classes. The results showed that the majority(92.2%) of the participants had willingness to share their opinion on the issues under consideration with their students. This result implied that environment teachers maintain a position considerably different from the position (value-free and fair) that has been favored and suggested by previous research. This discrepancy may has been related to the unique history and identity of the environment subject in Korea. Despite their high level of willingness, the environment teachers also seemed to experience several barriers to managing issue-based classes effective such as time management, low students interest, and limited teaching materials. To make environmental issue-based classes interesting and meaningful, additional efforts are need to develop issue-based teaching modules and provide both teachers and teacher students with opportunities for learning those modules and teaching strategies.

• 컴퓨터교육학회논문지
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• 제7권4호
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• pp.131-140
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• 2004

최근 학교 현장에서는 웹 기반의 멀티미디어 자료에 대한 활용이 매우 크게 증가하고 있다. 이에 따라 멀티미디어 자료를 수월하게 검색하기 위한 다양한 메타데이터 요소 정의가 등장하고 있으나 국제 표준을 중심으로 제시되고, 국내 현장 교사들의 의견은 거의 반영되지 않고 있다. 이에 본 연구에서는 국내 현장 교사들의 의견을 반영하여 웹 페이지 안에 포함되어 있는 멀티미디어 자료들을 효율적으로 검색, 관리할 수 있는 메타데이터 요소를 정의하고 실제 활용을 위한 XML DTD를 제시하고자 한다. 본 연구 결과는 멀티미디어 자료의 공유 및 활용을 높이는데 사용될 수 있다.

• 한국환경교육학회지:환경교육
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• 제5권1호
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• pp.47-56
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• 1993

The ultimate goal of environmental education can be said to change students' consciousness and attitude of environment. From this point of view, this study has examined the definition of environment, the necessity of environmental education, the basic principles of environmental education, and significance of teachers in environmental education by surveying previous studies as theoretical background. Then, we have investigated teachers' consciousness and opinion about the real state and problems of present environmental education in schools. The result of this study is as follows. First, though most teachers are conscious of the importance of environmental education in school, they actually cannot practice it because of various preventing factors. Second, for the improvement of teacher's quality, we need studies and trainings on environmental education, Third, as we lack materials and programs necessary for the lectures on environmental education, it is impending to develop and provide it. Fourth, the content and goal of environmental education should be reconstituted and systematized so that they may conform to the viewpoint of students.