Earticle

This study was an attempt to explore how EFL college-level learners perceive flipped learning or flipped classroom approach which would be practiced with Content-Based Instruction (CBI) courses. As an effort to find a way for the CBI learners to be served more effectively in terms of earning content-knowledge and improving L2-using skills, the new approach of flipped learning has been tapped into first of all by looking into their expectations and concerns that they might have if the new approach would be employed in their CBI classroom. The analysis of the data provided by the 159 participants revealed that they did not show clear preference or strong negative attitude toward the new approach. While the young college-level learners appeared technology-savvy, they did not seem confident enough in the new approach mainly due to the on-line component of the flipped classroom approach, which would require more responsibility of their learning. The study also made suggestions on what should be considered if the new approach can be successfully implemented and help the learners earn better learning experience.

본 연구는 한국어 교육과정 관련 논저들을 분석하여 연구 동향과 성과를 확인하고, 연구 방향에 대한 제언을 하는 것을 목적으로 한다. 이를 위해 체계적 문헌 고찰이라는 연구 방법을 통해 선정된 논문 210편을 대상으로 연구 시기, 연구 목적, 연구 내용, 연구 방법에 따라 분석을 실시하였다. 그 결과, 2000년대 초반 특수 목적 한국어 특히 학문 목적 한국어 교육과정에 관련된 연구가 활발하게 이루어졌고, 국어기본법 발효와 함께 교원자격제도에 관한 교원 교육과정, 표준 교육과정, 한국어(KSL) 교육과정 등이 시기적으로 활발하게 논의되었음을 확인하였다. 연구 목적별로는 교육과정의 개발과 분석을 목적으로 하는 연구가 비슷한 분포를 보였고, 비교 연구는 거의 이루어지지 않았다. 연구 내용에 있어서는 통합 영역에 대한 논의가 주를 이루었고, 단기 거주자인 한국어 학습자를 대상으로 한 연구에서 최근에는 대학(원) 유학생, 결혼 이민자와 자녀 등의 장기 거주자로 대상이 다양화되고 있었다. 연구방법의 유형은 문헌 연구가 대부분이고, 뒤를 이어 양적 연구가 많이 이루어졌는데, 이는 요구분석 단계에서 설문조사를 주로 활용하기 때문이었다. 분석 결과를 바탕으로 이론적인 층위와 교육과정 개발의 실제 층위로 구분하여 후속 연구 과제를 제시하였다. 특히 교육 과정 개발 층위에서 학문 목적 한국어 학습자와 KSL 교육과정 대상자를 위하여 내용중심교수법(CBI)에 기반한 교육과정 개발이 필요하고, 단기 연수생을 위한 참조 기준 개발의 필요성을 제언하였다. 마지막으로 연구 방법의 다양화를 위해 요구 분석 방법 및 대상 설정의 다양화 방안을 논의하였다.

This study analyzes research trends in Korean language education curriculum and suggests further research directions. For this purpose, we collect references on Korean language education curriculum and then analyze them through a systemic review. Through search DB, 210 references were selected; the references were then analyzed by year, purpose, contents, and research methods. The results showed that the amount of Korean language education curriculum research has increased sharply since 2000, as the number of learners grew. After declaration of the Korean Language Act and KSL curriculum, teacher education curriculum research and multi-cultural background student research increased. This paper suggests two research directions: theory and practical curriculum development. First, there must be an increase in research regarding curriculum theory and detailed discussions of the meaning of Korean for each learner. Second, in order to develop curriculum for academic-purpose learners and multi-cultural background students, the curriculum should utilize content-based instruction. Furthermore, a common reference system is needed for each Korean language education center to develop the curriculum and design a syllabus for short-term trainees. In addition, it is necessary to vary the research methods and subjects to conduct needed analysis.

The purpose of this study is to find out the relation between understanding and perception of Content-Based Instruction (CBI) in an integrated English language and Physical Education course. For this study, 129 students taking a preschool Physical Education course completed a questionnaire. Before the questionnaire, 34 students in an experimental group learned about the English and Physical education integrated course, while others in a control group did not. The results of the questionnaire between the two groups were compared and analyzed statistically. The results of this study show that the experimental group’s perception including ‘degree of necessity,’ ‘possibility of application is significantly more positive than that of control group. Such a result means that leaning and understanding of Content-Based Instruction properly has a positive effect on improving the perception of Content-Based Instruction in that it removes the vague fear of teaching in English. Hence, to expand Content-Based Instruction, providing information and materials about Content-Based Instruction to non English major participants will be needed.

The present study explored the relative efficacy of English and Korean mediated lectures in content learning(operationalized as the number of recalled idea units) and vocabulary acquisition(operationalized as the number of newly learned academic terms). The participants were assigned to either an English-mediated(EM) or a Korean-mediated(KM) lecture condition. They watched a videotaped lecture corresponding to their lecture condition, and then responded to a battery of free recall and cloze tests. The major findings are as follows. First, analysis of free recall data shows that students in the KM condition outperformed their counterparts in the EM condition to a statistically significant degree, with a large effect size detected(d=0.75). Second, analysis of the cloze test results indicate that the mean scores of the two groups did not differ significantly, with a negligible effect size observed(d=-0.02). The empirical evidence delineating from this study demonstrates the first evidence with regard to the potential limitations of EM lectures for Korean EFL undergraduate students.

The aim of this study is to provide foundational material for program development of short-term Korean language and history program for Chinese Korean. For this, three kinds of needs analysis are conducted. An analysis of Korean history program in the related organizations, an analysis of text books for overseas Korean, and a questionnaire for students and teachers, which was based on a small group interview are conducted in this research. On the basis of the analysis, this study shows syllabus of three weeks Korean language and history program for Korean Chinese. The syllabus for Korean history program is designed for content-based instruction with Korean meaningful historic event mainly based on modern and contemporary history. The tasks for Korean history program includes various activities for encouraging participation such as presentation, investigation, field learning and so on.

This paper investigates student responses to CBLI(Content-Based Language Instruction), considered to be a prerequisite for CBI(Content-based instruction) in EFL situations. Even though a growing number of Korean universities have implemented CBI, English-medium instructions are criticized and lead to a number of issues. Straight(1997) divided CBI into CBLI focusing on language teaching and CBCI(Content-Based Content Instruction) focusing on subject matter. Seo(2010) suggested a modified version of CBI and contended CBLI should precede CBCI in order for students to be prepared for CBI. To lower students' affective filter, instruction was delivered in Korean in CBLI, but students received language input from authentic materials. Based on Seo’s(2010) suggestions, an experimental class was conducted with 3 university students using the script of Desperate Housewives(2006) as study material. The teacher encouraged students to the content and avoided linguistic explanation as much as possible. The results and implications were as follows: first, CBI ought to be modified in EFL contexts because students seem to be obsessed by language learning where content learning should be a primary concern; second, it is necessary to enlighten students to the fact that a primary concern of content is related to language development; third, teachers need to monitor students frequently so that they maintain their interest in the content.

The study examines English texts in CBI classes to show how the functional grammar can help English learners understand the main ideas of the texts. More specifically, to find out what messages the writers try to convey through the texts, the Theme-Rheme constructions of the texts are analyzed to find out what language elements appear in the Theme position and how often they appear in the position. As a result, we found out that the writers used the same phrases repeatedly in the Theme position to emphasize what s/he wanted to talk about to the readers in both texts. Moreover, the patterns of Theme-Rheme constructions are different according to the level of the texts. While only the simple Theme is used in the beginner-level text, both simple and multiple Theme are used in the intermediate-level text.

본 연구는 중고등학교의 영어와 생활 과학 중심의 STEAM적 융합교육 방안을 제시하는 것을 목적으로 한다. 기존의 융합교육은 수학과 과학 중심의 지식 체계 형성에 초점을 두고 있어 융합의 근본적인 요소인 언어적 함의에 대한 비중이 미약하였고, 특히 세계화 시대에 영어 교과를 기반으로 한 융합교육 모형에 대한 연구가 미비하였다. 따라서 본 연구에서는 다학문적 융합 방식을 통해 영어와 과학 교과를 중심으로 기술, 공학, 예술, 음악적인 영역을 융합하는 수업 모형을 개발하여 학생들의 비판적 사고와 창의적 능력을 향상시키는데 중점을 두고 있다. 수업의 단계마다 필요한 STEAM적 요소를 적용하였으며, 외국어 교육의 내용중심교수법을 활용하여 융합교육 방안을 개발하였다. 구체적으로 ‘혈액형의 구성과 활용’이라는 우리 생활에 밀접한 과학적 주제를 선택하여 과학적 지식, 개념, 원리 등을 이해하고 다양한 영어적 능력을 배양할 수 있도록 하였다. 또한 기술 및 공학, 예술적 요소를 통합한 디지털 스토리텔링을 제작하여 언어적 함의와 학습자 개인의 삶이 연결될 수 있는 수업구성으로 내용 지식 학습을 구체화하였다. 개발된 영어-과학 중심의 STEAM 교육적 방안은 학생들에게 실제적인 영어 능력 항상과 과학적 지식 함양뿐만 아니라 중등교육에서 융합 교육이 추구하는 다양한 분야와의 의미있는 교류와 학습적 성과를 이룰 것으로 기대한다.

This study aims to develop a English-Science convergence(STEAM) model for secondary education by enhancing content-based instruction to the EFL classroom. The traditional STEAM programs have been mostly focused on math and science. They are not much concerned about linguistic implications, which is one of the fundamental elements of convergence, and English learning. Therefore, this study will present an English-centered STEAM model that converges on science, technology, engineering, and art areas in order to cultivate students’ critical thinking and creative skills. This English-STEAM model for secondary education utilizes content-based instruction to promote the student’s English language skills and life science knowledge. This model particularly selects bloodtype, which is familar to our life, as a scientific major theme and focusing on improving scientific knowledge, conceptual understanding of scientific principles and English language skills. It also creates digital storytelling as the final production, which is rooted in the student’s personal life and can integrate engineering, technology, arts, music, and verbal narration. The English-Science convergence model not only is helpful for students to achieve practical English skills and scientific knowledge but also sheds light on developing a new approach to convergence learning in secondary education.

Recent demand of English writing skill development in Korean secondary schools has changed the qualification of competent English teachers’knowledge of effective English writing instruction as well as proficiencyof English writing. This study is designed to explore effects of CBIon development of pre-service secondary English teachers’ Englishwriting skills and their knowledge related to English teaching and onchanges in their affective factors. Twenty two seniors majoring Englisheducation participated in the study which asked them to take pre-andpost-writing tests and to self-assess CBI lessons with 15 survey questionsand two open questions. The findings show that CBI is beneficial forpre-service secondary English teachers (1) to develop their Englishwriting skills, (2) to increase their interest and competence in Englishwriting but to decrease their anxiety of English writing, and (3) toacquire knowledge of English education. Pedagogical implications andsuggestions for a future study are also provided.

목적 본 연구는 내용중심 언어 교수법을 기반으로 한 유학생 교양수업의 전체 모델을 제안하는 것을 목적으로 하며, 나아가 실제사례를 바탕으로 구체적 교육 방안을 제시, 공유하고자 하였다. 이는 현행 유학생 교육의 문제점을 해결하기 위한 방법의 하나로서모색된 것이다. 방법 유학생 교육의 현황 및 문제점 파악, 그리고 내용중심 언어교육의 필요성 확인을 위해 선행연구들을 검토하는 문헌연구법을적용하였다. 이어서 서울 소재 4년제 A대학에서 2018년부터 2021년까지 병존모델을 적용하여 ‘한국현대사의 이해’ 과목을 운영한사례에 대해 케이스 스터디를 실시하고, 이를 바탕으로 유학생 교육에 유효한 수업구성과 스캐폴딩 방식을 추출하였다. 결과 현행 유학생 교육의 문제점을 보완하기 위해 내용중심 교수법을 단계별로 확대 적용하는 유학생 교양수업 모델을 마련하였다. 특히 그 중 병존수업 방식이 초기 단계 유학생들을 위한 대안적 수업 형태가 될 수 있음을 관련 사례를 통해 확인하였다. 결론 유학생 대상의 교양교육은 내용교육과 함께 한국어 능력과 한국 대학에서의 수학 능력을 제고시키는 방향으로 이루어져야 하며, 이를 위해 내용중심 교수법을 단계별로 확대 적용하는 모델을 활용할 필요가 있다. 특히 병존수업 방식은 본격적인 전공 수업에진입하기 전 유학생을 위한 맞춤형 수업 방식으로 적합하다.

Objectives The purpose of this study is to propose an whole model of liberal arts education based on contentbased language instruction for international students, and furthermore, to present and share specific educational plans through actual cases. This was sought as one of the ways to solve the problems of the current international student education. Methods the literature research method was applied to understand the current status and problems of international student education and to confirm the necessity of the content-based language education. Subsequently, a case study was conducted on the class of ‘Understanding Korean Modern History’ which has been appling the adjunct model for years, and based on this, we extracted the effective class composition and scaffoldings for international student education. Results In order to compensate for the problems of the current international student education, this study presented a foreign student liberal arts class model that applied the content-based instruction step by step. In particular, it was confirmed through related cases that the adjunct model can be an alternative class form for early-stage international students. Conclusions Liberal education for international students should be conducted in the direction of enhancing Korean language and the ability to adapt to Korean universities and complete their studies along with content education. And for this, it is necessary to utilize a model that applies content-based language education. In particular, the adjunct model is suitable as a customized teaching method for international students before entering a full-fledged major class.

본고는 본교를 비롯하여 국내 대학에서 진행되는 현행 대학 교양중국어 교육의 한계와 문제점에 주목하여, 이러한 문제점을 해결할 새로운 교수법을 고안할 필요성을 느껴 본 연구를 진행하게 되었다. 본고에서는 학습자들이 교양중국어 학습의 흥미와 능률을 함께 제고할 수 있는 방법으로 서양 여러 국가에서 오래 전부터 활발하게 시행하고 있는 ‘주제중심 교수법’을 활용하여, 전공 지식과 중국어 학습을 연계한 교양중국어 강의를 진행하여 그 효용성을 살펴보고자 하였다. 연구는 크게 다음이 몇 단계로 진행하였다. 첫째, 사전 준비 작업. 사전준비 단계에서는 교내 교양중국어 강의 현황과 학습자의 수요 파악 및 새로운 교수법 적용의 필요성을 확인하기 위해 설문 조사를 진행하였다. 설문조사 결과, 학생들의 교양중국어 학습에 대한 능률 제고에 교수자의 역할의 중요성, 전공이나 향후 진로와의 연계성에 대한 인식을 제고할 필요성을 확인할 수 있었다. 또한, 설문조사 결과를 토대로 차학기에 진행될 주제중심 교수법을 적용한 교양중국어2 강의의 강의계획서를 수립하였다. 둘째, 주제중심 교수법을 활용한 교양중국어 교육. 이 단계에서는 사전에 수립한 강의계획서에 따라 중간고사 이전 전공별로 4~5명으로 구성된 팀을 구성하고 팀 이름 및 관심 주제를 선정하게 한 후, 중간고사 이후부터 2~3주 동안 팀별로 주제별 관심 어휘와 예문 등을 선정하고 중국어로 검색하여 정리하게 하였다. 이후, 검색과 사전 피드백 및 발표 준비 작업을 마친 조부터 차례로 주제별로 정리한 전공-중국어 연계 발표를 진행하였다. 발표 시 어려운 발음은 교수자가 적절히 도와주고, 발표 내용 및 태도 등에 대한 피드백은 현장에서 바로 해주며, 발표를 마친 후에는 해당 주제에 대해 다 함께 토론하는 시간을 가졌다. 마지막으로, 주제별 선정된 어휘와 예문에 대한 피드백은 오탈자 교정이나 자주 사용되는 어휘와 표현들을 함께 제시해 주어 중국어 어감을 기를 수 있도록 하였고, 주제별 사용 빈도가 높은 어휘와 예문을 정리하여 학생들에게 이클래스와 현장 학습을 통해 함께 학습하고 공유하였다. 모든 발표가 끝난 후에, 주제중심 교수법의 실효성과 학생들의 성취도와 의견을 파악하기 위한 설문조사를 진행하였다. 그 결과, 몇 가지 개선점들을 보완한다면 주제중심 교수법이 교양중국어 교육의 질적 제고를 실현할 수 있는 효과적인 교수법일 될 것이라는 결론을 얻었다.

In this paper, we provide a Cultural Chinese lectures that connects major knowledge and Chinese learning by utilizing the 'content-based instruction' that has been actively implemented in many Western countries for a long time as a way for learners to enhance the interest and efficiency of learning Chinese in general We proceeded to examine its effectiveness. The research proceeded in several stages as follows. First, preparatory work. In the pre-preparation stage, a survey was conducted to confirm the current status of liberal arts lectures in the school, the needs of learners, and the need to apply new teaching methods. As a result of the survey, it was possible to confirm the importance of the teacher's role in enhancing students' efficiency in learning the liberal arts, and the need to raise awareness of the connection with their major or future career path. Second, liberal arts Chinese education using content-based instruction. At this stage, according to the pre-established syllabus, a team of 4-5 people per major is formed before the midterm exam, and the team name and topic of interest are selected. Vocabulary and example sentences were selected and searched in Chinese to organize them. After that, from the group that completed the search, preliminary feedback, and presentation preparation work, the major-Chinese related presentations organized by topic were carried out in turn. During the presentation, the instructor properly helped with difficult pronunciation, gave feedback on the presentation content and attitude, etc. on the spot, and after the presentation, everyone had time to discuss the subject. Finally, After all the presentations, a survey was conducted to understand the effectiveness of the content-based instruction and students' achievement and opinions. As a result, it was concluded that the content-based instruction would be an effective teaching method that can realize the qualitative improvement of the liberal arts Chinese education if several improvements are made.

The purpose of this study is to synthesize the effectiveness of English language instruction using Content-Based Language Teaching in primary school in EFL environment through quantitative meta-analysis. This study selected 25 experimental studies on teaching English language using Content-Based Language Teaching for primary school students. The number of subjects, mean, and standard deviation from individual studies were analyzed by meta-analysis. This study examined the mean effect size of the English language instruction using Content-Based Language Teaching in primary school, the differences among 6 sub-categories such as grade, treatment period, content type, and the differences among dependent variables such as English competence and affective factors. The mean effect size of the English language instruction using Content-Based Language Teaching in primary school was .542 (z=13.757, p=.000), a middle-sized effect. The low level grades(1-2 grade) were more effective than the high level grades(5-6 grade). For the long-term treatment period, 9-16 weeks were more effective than the short-term period (1-8 weeks). For the content type, mathematics was the most effective in other contents such as physical education, music, science, art, and social study. Through these findings, the English language instruction using Content-Based Language Teaching showed that it could have a positive impact on primary school students in EFL environment.

본고는 내용 중심 교수법을 활용한 한국어문화 수업 설계 방안을 마련하는 데에 목적이 있다. 특히 여성결혼이민자와 자녀를 위한 한국어문화 교육 프로그램의 하나로 전래동화를 활용한 수업 설계 방안을 제시하였다. 이를 위해 먼저 내용 중심 교수법의 특징과 유형을 살펴보고, 실제 언어-내용 통합 수업에 적용하기 위해 북미 지역에서 주로 소개된 다양한 교수 모형의 유형을 살펴보았다. 또한 언어-문화 교육에서 전래동화의 역할과 의의에 대해 탐구한 선행연구들을 두루 살펴보았다. 아울러 수업의 제재로 사용될 전래동화의 교육적 활용 가치, 선정 기준, 개작 원리 등에 대해 논의하였다. 이러한 논의 내용을 바탕으로 여성결혼이민자와 자녀를 위한 한국어문화 교육 프로그램의 개요와 전체적인 구성을 구안하고, 전체 수업의 주제와 제재, 차시별 구성, 수업 단계별 활동과 실제적 교수 방안을 제시하였다.

The objective of this study is preparing class design for married women immigrants and their children using traditional fairy tales. The author delved into possibility of content-based Instruction model to class design and proposed an alternative. In in Chapter Two, the author reviewed previous studies dealing with the value and applicability of traditional fairy tales to class teaching. In Chapter Three, discussion of various types and characteristics of content-based Instruction models, value of traditional fairy tales in educational practice, and some criteria of fairy tales choices and remake of traditional fairy tales. In Chapter Four, a substantive class design of multi-cultural teaching that uses traditional fairy tales is suggested for the purpose of educating married women immigrants and their children. Outlines, structures, and flows of teaching class are included in the class design and various activities in each stages of class are also provided in it. The significance of this study is supporting multi-cultural family assistance program that is expanding since this provides class design, ideas for operation of class and substantiated teaching alternatives while laying theoretical and practical foundations for follow-up studies in the future.

.본고에서는 내용 중심 교수법에 기반한 다문화 배경 학생의 학습 한국어 교육 방안에 대해 논의하였다. 특히 내용 중심 교수법 중에서도 주제 중심 모형을 적용해 수업 내용을 구성하는 방안에 대해 살펴보았다. 이를 위해 먼저 다문화 배경 학생 대상 한국어(KSL) 교육 관련 연구에서 학습 한국어가 어떻게 정의되고 있는지, 그 내용 구성은 어떠하며, 이 개념이 다문화 배경 학생의 한국어 교육에 어떠한 의미가 있는지, 현재 어느 수준까지 연구가 진행되어 왔는지 등에 대해 살펴보았다. 또한 프로그램 설계를 위한 이론적 기반으로 내용 중심 교수법이 무엇인지, 그 세부 모형에 어떤 유형들이 있는지, 우리의 KSL 교육 현장에 적용하기에 어떠한 가능성이 있는지 등을 논의하였다. 마지막으로 중학교 사회 교과에서 추출한 주제와 화제를 활용하여 교수요목을 설계하고, 텍스트, 과제, 활동 등을 구성하여 프로그램을 운영하는 방안에 대해 제언하였다.

This study deals with the academic Korean language education for students who have multi-cultural backgrounds. The theoretical foundation of this study can be traced in content-based instruction and, specifically speaking, this study is about application of the theme-based instruction for the establishment of class contents. For this end, the study delves into several issues; definition of academic Korean language education for students who have multi-cultural backgrounds, contents of the education model, appropriateness of the academic Korean language education definition from the perspective of teaching students who have multi-cultural backgrounds, and the current level of related studies in this area. Also, this study deals with overview of contents-based instruction, specific models of contents-based instruction, and the possibilities of application of the models for KSL education. Lastly, this study provides operational alternatives for middle school social studies class by designing syllabus and forming texts, tasks, and activities for the KSL class.

This study aims to present efficient measures for Korean history education based on content-based instruction for academic-purpose Korean language learners who study in a college. For academic-purpose Korean language education, Korean language education should aim for Korean language learners' smooth performance of their major study based on improvement in their Korean communication capabilities in their ordinary routines. Accordingly, this study aimed to achieve significant learning performances of Korean language learners by presenting measures to teach "Interesting Korean History" based on a theme-centered language learning model on the basis of content-based teaching method that can efficiently improve their communication capabilities and enhance their major study performance capabilities.

이 논문은 통일 전 동독에서의 국가시민과 교육의 목적, 내용, 교수법에 대한 연구를 통해 동독의 정치적·이데올로기적 교육에 대한 교육사적 및 비교교육학적 이해를 제공하고 나아가 한반도 통일에 주는 교훈과 시사점을 제시하는 데 목적이 있다. 동독의 학교에서 독립적인 교과목이자 수업원리, 나아가 생활원리로 기능했던 국가시민과는 사회주의적 인격 양성이라는 교육목적 하에 사회주의, 마르크스주의·레닌주의, 노동자 계급의 역사적 사명을 체화시키는 교육내용을 전수하였다. 그 교수법과 관련 수업방법에서는 토론식이 시행되었고 제한적으로 교사의 재량권을 허용하였으나 본질적으로는 이데올로기 교육과 교화 교육을 시행하였다. 특별한 관심을 끄는 것은 동독에서는 교사 및 교육학자의 의견개진 및 논쟁이 허용되었다는 점이지만 이 역시 국가시민과 교육 목적과 내용을 변화시킬 수 있는 수준은 아니었다. 다만, 이데올로기 교육과 교화 교육은 결국 의도했던 바와는 달리 비판적 의식을 성장시킴으로써 간접적으로 체제붕괴에 기여했다는 점을 확인할 수 있었다. 이로부터 이 논문은 전체주의적 이데올로기 교육과 교화 교육이 전체주의 체제에 미치는 역설적 의미를 확인하고 한반도 통일 역량 강화를 위한 교훈과 시사점을 도출한다.

This study sets out to analyze the characteristics of ‘Staatsburgerkunde’ in the DDR in an attempt to understand its educational implications for the preparation of the Korean Reunification. After the World War II, an educational reform was implemented in the DDR, centering on the Staatsburgerkunde. The status of the Staatsburgerkunde, which is also a school subject, can be considered as an educational principle that runs through teaching Marx-Leninism. Interestingly, this opportunity to involve students in lessons such as debates and discussions was ensured as an instructional method for Staatsburgerkunde, and there was a room for some ‘teacher discretion’ deciding what to teach. Of course, it is fair to say that the nature of Staatsburgerkunde can be characterized as indoctrinating a population into Marx-Leninism rather than valuing education for its emancipating power. However, it is worth noting that Staatsburgerkunde brought about unintended consequences. Although the purpose of the introduction of the Staatsburgerkunde was to indoctrinate the youth to be unquestioning citizens of the state, teaching Staatburgerkunde helped teachers enhance students’ critical thinking, partially contributing to the collapse of the DDR.

본 연구는 수학의 다양한 표상이 학습자의 분수, 소수 및 퍼센트에 대한 이해에 어떤 영향을 주는지 분석하는 것을 목적으로 하였다. 다양한 표상을 활용한 교수법을 전통적 알고리즘 교수법과 비교하고자 87명의 중학교 학생들을 대상으로 사전, 사후 검사를 실시하였다. 사전, 사후 검사는 각각 5개의 비슷한 문항으로 구성되었으며, 문항에 대한 학생들의 답안을 양적, 질적으로 분석하였다. 양적 분석 결과에 따르면, 전통적 알고리즘 교수법으로 지도 받은 학생들이 다양한 표상을 활용한 교수법에 의해 지도받은 학생들에 비하여 높은 점수를 나타내었다. 또한, 다양한 표상을 활용한 교수법이 학생들의 수학적 개념에 대한 이해를 보장해 주지는 못함이 드러났다. 질적 분석 결과에 따르면, 수학 교실에서 다양한 표상을 제한적으로 활용할 경우, 오히려 다양한 수학적 표상은 학생들이 문장제 문제를 푸는 과정에서 응용을 방해하는 것으로 나타났다. 본 연구결과에 따르면, 교사는 수학 교실에서 다양한 표상을 활용함에 있어서 반드시 여러 가지 예시와 연습을 통해 학습자들이 다양한 표상을 제대로 이해하고, 연습할 수 있도록 도와야 할 것이다.

The purpose of this study was to investigate the impact of multiple representations on students' understanding of fractions, decimals, and percent. The instructional approach integrating multiple representations was compared to traditional algorithmic instruction, a form of direct instruction. To examine and compare the impact of multiple representations instruction with traditional algorithmic instruction, pre and post tests consisting of five similar items were administered with 87 middle school students. Students' scores in these two tests and their problem solving processes were analyzed quantitatively and qualitatively. The quantitative results indicated that students taught by traditional algorithmic instruction showed higher scores on the post-test than students in the multiple representations group. Furthermore, findings suggest that instruction using multiple representations does not guarantee a positive impact on students' understanding of mathematical concepts. Qualitative results suggest that the limited use of multiple representations during a class may have hindered students from applying their use in novel problem situations. Therefore, when using multiple representations, teachers should employ more diverse examples and practice with multiple representations to help students to use them without error.

The purpose of this study is to improve English online content at Cyber University for adult students. The study begins with the problems of that online foreign language classrooms lack face to face interactions between teacher-students and students-students. Communicative Language Teaching(CLT) is known for one of the best teaching methods to improve students’ foreign language communication skills. The online general English course, Pop Song English, was developed as Content-based Instruction(CBI) based on CLT. Students’ reactions at online freeboard and answers from survey questionnaires were collected for three years and analyzed both qualitatively and quantitatively. The result shows that the pop songs as learning content were meaningful, and top-down approach was useful. This study found that students feels it is meaningful when content is familiar, easy, and interesting. Also, when the content moves students emotionally, learners tends to think it is meaningful. The top-down approach was used by presenting the song first and the study subject later. This approach offers students to focus on the content learning.