• 한국어교육
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• 제28권3호
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• pp.1-24
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• 2017

This article explores the developmental history of TOPIK over the last 20 years and its recent trends. Over the last two decades, TOPIK underwent two major systematic reforms, achieving both quantitative and qualitative growth over the course of its 52 testing sessions. TOPIK has utilized a six-level evaluation system from its inception to the present. The evaluation system was amended from the earlier six-test set - whereby each level corresponded with a separate test (1997~2005: the $1^{st}{\sim}9^{th}$) - to the three-test set (2006~2014: the $10^{th}{\sim}34^{th}$), and finally to the two-test set (2014~present: the $35^{th}{\sim}42^{nd}$). In the earlier exams, abilities in Vocabulary Grammar, Writing, Listening, and Reading were assessed. However, beginning with the $35^{th}$ TOPIK, abilities in Listening, Reading, and Writing (only in TOPIK II) were assessed and the evaluation of the writing section was changed to a task-based process, improving TOPIK into a more qualified analysis of proficiency. Over the last 20 years, the number of countries TOPIK is administered in has greatly increased from 4 to 73 countries, and the annual number of test-takers has also significantly increased from 2,692 to 250,141. The distribution of proficiency levels of the test-takers has shifted over time - initially "Beginner>Intermediate>Advanced" in the earlier exams, to "Intermediate>Advanced>Beginner" after the mid 2000s - as the number of those studying the Korean language for specific purposes and continuing education increased. Test-takers have indicated a shift in their purpose for taking the exam, initially citing "to assess proficiency" and more recently selecting "to study abroad," and this could also correlate with changes in the proportion of test-takers' proficiency level. In general, 85~95% of beginner, 50~65% of intermediate, and 45~60% of advanced test applicants passed the respective proficiency level. To date, no practices have yet been implemented to standardize the difficulty level longitudinally across test sets.

• 한국학교수학회논문집
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• 제16권4호
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• pp.899-925
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• 2013

이 연구의 목적은 고등학교 정기고사에 제시된 수학 서술형 평가 문항이 2007개정 교육과정의 성격과 목표에 얼마나 잘 부합되는지 살펴보는 것이다. 따라서 이 연구를 위해 서울과 경기지역을 중심으로 24개 학교에서 제시된 서술형 평가 문항이 학생들에게 어떠한 인지적 노력수준을 요구하고 있는지 수학과제 분석하였고, 또한 서술형 평가 문항이 학생들에게 어떠한 능력을 요구하는지 살펴보기 위해 수학적 숙련도를 통해 서술형 문항을 분석하였다. 총 199문항의 서술형 평가 문항을 분석한 결과 학생들에게 낮은 인지적 노력수준을 요구하는 문항은 70%의 비율로 나타났고, 높은 인지적 노력수준을 요구하는 문항은 30%의 비율로 나타났다. 이러한 결과는 본 연구에서 살펴본 대부분의 서술형 평가 문항이 계산 과정을 포함하고 있었으며 단순한 알고리즘을 통해 문제를 해결하는 특징을 가지고 있음을 보여준다.

• 한국응급구조학회지
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• 제7권1호
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• pp.5-28
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• 2003

The purpose of this study which was conducted by framing of standardized advanced emergency care instructor qualification course outline and training competent instructor Course development based on following educational principle and it would be expected more improved aspect. Advanced Emergency care Instructor Qualification Course Development (1) based on advanced emergency care instructor job analysis and paramedic job description. (2) Learning of emergency care instructor qualification course is continuous. It is important to begin at the learner's level of knowledge and to relate new learning to information the learner needs. (3) Learning of emergency care instructor qualification course is purposeful and must make sense to the learner. Progress in learning must make sense to the learner. Progress in learning must be constantly appraised through feedback. The purpose of learning BLS information and skills must be kept in sharp focus. (4) Learning involves as many senses as possible. The more stimulating a learner activity is to the senses, the longer the information will be retained. Conservative figures indicate that 75% of what is heard is for-gotten after 2 days. It has been said that learners remember (5) Learning activities must be appropriate for the emergency situation through the PBL educational method. In BLS lecture skill learning, the greatest proportion of class time should be spent in manikin practice, using performance sheets as a learning tool or guide. (6) Learning must be stimulating. Instructors can motivate learners by helping them achieve higher levels of proficiency and encouraging other levels of course completion, such as instructor and instructor trainer. (7) Learning is affected by the physical and social environment. The physical environment should be conducive to both the kind of learning taking place and the activities used for learning. Advanced emergency care instructor qualification course organized educational psychology, educational methodology I,II,III, educational material making skill, lecture & conversational skill, BLS theory & pratice lecture skill, minic lecture designed PBL module. test of minic lecture & pratice lecture skill. Advanced emergency care instructor qualification course continued to active instructor training and motivated to active EMS system.

• 비교문화연구
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• 제38권
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• pp.297-329
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• 2015

Since 1989 about one million Jews from Former Soviet Union have immigrated to Israel. Now Russian speaking Jews are the second largest ethnic groups after the Israeli Jews who were born in Israel. Although FSU Jews have returned to their ethnic homeland, they continue to live as 'foreigners' due to a cultural distance between sending and receiving society, such as, lack of knowledge about Jewish tradition and religious practice and low level of Hebrew proficiency. Because of this reason FSU immigrants tend to continue remain strong ties with Russian language and culture. There are several reasons for such a relatively slow process of language shift of FSU Jewish immigrants, the language shift to Hebrew. Firstly, majority of FSU immigrants moved to Israel since the 1990s are older than 45. Secondly, their first residences in Israel are mostly located in small and mid-sized cities, where the proportion of Russian speaking immigrants is more than 30%. And finally they consider Russian culture is 'superior' to Israel's Levantine culture. For many Jewish diasporic communities, Judaism was a dominant factor for self-consciousness, but because of Soviet regime, aimed to break all the religious institution including Jewish, Soviet Jewry was uprooted from their religious traditions. Besides about 30% of FSU immigrants are not defined as Jews by the Jewish religious law(Halakhah). And many of them are reluctant to convert to Judaism. FSU Jewish immigrant agree that Israel must be a Jewish state, but for them 'Jewish' does not include religious elements. FSU immigrants consider that religious affiliation of citizens of Israel should not affect their civic rights.

• 환경생물
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• 제37권4호
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• pp.483-492
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• 2019

번식기 유부도 일대의 조수 경계부에서는 검은머리물떼새(Haematopus ostralegus osculans) 성체와 미성체가 한데 모여 복족류(서해비단고둥, Umbonium thomasi)와 이매패류를 섭식하는 것이 관찰된다. 본 연구는 성체와 미성체 간의 섭식 능력에 차이가 있는지 알아보고자 해당 먹이원을 섭식하는 개체들의 행동을 영상으로 녹화한 후 성체와 미성체로 구분하여 단위 시간당 걸음수, 먹이원 탐색시도횟수 및 탐색방법 구성비율, 섭식성공횟수, 조작시간, 머리 들어 올리기횟수를 비교하였다. 서해비단고둥을 섭식할 때 먹이원 탐색방법의 구성 비율, 이매패류를 섭식할 때 먹이원 탐색시도횟수와 머리 들어올리기횟수에서 유의한 차이를 나타냈으나, 단위 시간당 걸음수, 탐색시도횟수, 섭식성공횟수는 차이가 없었다. 결과적으로 번식기 유부도 일대에 서식하는 검은머리물떼새 미성체가 성체에 비해 비록 열세이고, 먹이원의 위치를 파악하는 능력이 부족하지만, 전반적인 섭식 능력은 성체와 유사한 수준임을 의미한다. 월동기간 동안 고도의 섭식 능력을 갖추어야 섭식이 가능한 이매패류를 지속적으로 섭식한 것에 기인한 것으로 판단된다.

• 대한인간공학회지
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• 제35권4호
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• pp.293-305
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• 2016

Objective: This study aims to measure cognitive load levels by analyzing the EEG of Koreans and foreigners, when they read a Korean text with care selected by level from the grammar and vocabulary aspects, and compare the cognitive load levels through quantitative values. The study results can be utilized as basic data for more scientific approach, when Korean texts or books are developed, and an evaluation method is built, when the foreigners encounter them for learning or an assignment. Background: Based on 2014, the number of the foreign students studying in Korea was 84,801, and they increase annually. Most of them are from Asian region, and they come to Korea to enter a university or a graduate school in Korea. Because those foreign students aim to learn within Universities in Korea, they receive Korean education from their preparation for study in Korea. To enter a university in Korea, they must acquire grade 4 or higher level in the Test of Proficiency in Korean (TOPIK), or they need to complete a certain educational program at each university's affiliated language institution. In such a program, the learners of the Korean language receive Korean education based on texts, except speaking domain, and the comprehension of texts can determine their academic achievements in studying after they enter their desired schools (Jeon, 2004). However, many foreigners, who finish a language course for the short-term, and need to start university study, cannot properly catch up with university classes requiring expertise with the vocabulary and grammar levels learned during the language course. Therefore, reading education, centered on a strategy to understand university textbooks regarded as top level reading texts to the foreigners, is necessary (Kim and Shin, 2015). This study carried out an experiment from a perspective that quantitative data on the readers of the main player of reading education and teaching materials need to be secured to back up the need for reading education for university study learners, and scientifically approach educational design. Namely, this study grasped the difficulty level of reading through the measurement of cognitive loads indicated in the reading activity of each text by dividing the difficulty of a teaching material (book) into eight levels, and the main player of reading into Koreans and foreigners. Method: To identify cognitive loads indicated upon reading Korean texts with care by Koreans and foreigners, this study recruited 16 participants (eight Koreans and eight foreigners). The foreigners were limited to the language course students studying the intermediate level Korean course at university-affiliated language institutions within Seoul Metropolitan Area. To identify cognitive load, as they read a text by level selected from the Korean books (difficulty: eight levels) published by King Sejong Institute (Sejonghakdang.org), the EEG sensor was attached to the frontal love (Fz) and occipital lobe (Oz). After the experiment, this study carried out a questionnaire survey to measure subjective evaluation, and identified the comprehension and difficulty on grammar and words. To find out the effects on schema that may affect text comprehension, this study controlled the Korean texts, and measured EEG and subjective satisfaction. Results: To identify brain's cognitive load, beta band was extracted. As a result, interactions (Fz: p =0.48; Oz: p =0.00) were revealed according to Koreans and foreigners, and difficulty of the text. The cognitive loads of Koreans, the readers whose mother tongue is Korean, were lower in reading Korean texts than those of the foreigners, and the foreigners' cognitive loads became higher gradually according to the difficulty of the texts. From the text four, which is intermediate level in difficulty, remarkable differences started to appear in comparison of the Koreans and foreigners in the beginner's level text. In the subjective evaluation, interactions were revealed according to the Koreans and foreigners and text difficulty (p =0.00), and satisfaction was lower, as the difficulty of the text became higher. Conclusion: When there was background knowledge in reading, namely schema was formed, the comprehension and satisfaction of the texts were higher, although higher levels of vocabulary and grammar were included in the texts than those of the readers. In the case of a text in which the difficulty of grammar was felt high in the subjective evaluation, foreigners' cognitive loads were also high, which shows the result of the loads' going up higher in proportion to the increase of difficulty. This means that the grammar factor functions as a stress factor to the foreigners' reading comprehension. Application: This study quantitatively evaluated the cognitive loads of Koreans and foreigners through EEG, based on readers and the text difficulty, when they read Korean texts. The results of this study can be used for making Korean teaching materials or Korean education content and topic selection for foreigners. If research scope is expanded to reading process using an eye-tracker, the reading education program and evaluation method for foreigners can be developed on the basis of quantitative values.

• 한국인구학
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• 제24권2호
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• pp.255-286
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• 2001

해외로 이주한 이민자들의 언어능력 계발은 이민국 내에서 경제적으로 적응하는데 있어 중요한데, 이는 현지사회에서의 언어 소통능력이 이민국의 노동시장에 얼마나 적합한지 나타내는 이민자의 기술 수준 중에서 중요한 부분을 차지하기 때문이다. 게다가 언어는 이민자가 사회에 적응하고, 다양한 인종과 민족집단으로 구성된 미국과 같은 사회에서 사회적, 정치적 응집력을 나타내는 이민자의 기술 수준 중에서 중요한 부분을 차지하기 때문이다. 게다가 언어는 이민자가 사회에 적응하고, 다양한 인종과 민족 집단으로 구성된 미국과 같은 사회에서 사회적, 정치적 응집력을 나타내는 데 매우 중요한 역할을 담당한다. 이 연구의 주 목적은 미국 내의 한국인과 다른 아시아 이주자들의 영어능력에 대한 결정요인을 분석하는 것이다. 본 연구의 분석을 위해서 질적, 양적인 측면에서 가장 대표성을 담보하고 있는 미국의 센서스 자료(PUMS, A, 5%)를 이용하였다. 서열화된 범주를 가지고 있는 영어사용능력의 질적 격차를 분석하기 위해서 본 연구에서 사용된 통계기법은 Ordered Probit이다. 분석 결과는 미국에 오래 거주한 경우, 가족 중에 자녀가 있는 경우, 모국어가 보다 적게 사용되는 지역에 거주하는 경우, 이주를 할 때의 연령이 보다 낮은 경우, 학력이 보다 높은 경우에 영어를 보다 유창하게 사용한다는 사실을 알 수 있었다. 하지만, 아시아 이민자들의 영어사용능력의 수준은 출신국별 이민역사와 모국어의 차이별로 두드러진 차이가 존재하였다.