Earticle

This paper researched how cultural contents with priority given to Japan culture introduction corner was reflected in High School Japanese textbook. Analysis target is six kinds of textbooks that the Ministry of Education, Science and Technology qualified in 11 August 2011. Method of analysis is that we classified three sections such as (1)Language behavior culture (2)Living culture (3)Traditional and popular culture information as its base on 2007 revised National Curriculum and analyzed by tracing cultural contents's material distribution. Analysis result shows that (1)Language behavior culture(39.2%), (2)Living cultrue(40.0%), (3)Traditional and popular cultre information(20.8%) which means (2)Living cultrue(40.0%) is the highest portion. Especially for Language behavior, there was difference between text books, even some didn't handle but other text books handle it in every section. We expect that this research will be reflected in future revised national curriculum for cultural contents organization.

本稿は2007年改訂教育課程における󰡔高等学校日本語 I｣改訂教科書の日本文化紹介を中心に文化的内容が教科書にどのように反映されているのかを調べたものである。分析対象は2011年度8月11日教育科学技術部検定の6種類の教科書である。分析方法として、各教科書の文化内容を2007年改訂教育課程に沿った(1)言語行動文化(2)日常生活文化(3)伝統及ぶ大衆文化に分類し、文化内容の素材の分布を調べ分析する。分析の結果、(1)言語行動文化(39.2％)、(2)日常生活文化(40.0％)、(3)伝統及ぶ大衆文化(20.8％)で、日常生活文化が最も高い割合を示した。特に言語行動文化については教科書によって差が見られ、ある教科書では全く取り扱っていないが、ある教科書ではすべての課で取り扱っていた。今後、改訂版教科書の文化内容の編成に本研究の結果が反映され改善されることが望まれる。

This is the analysis on Teacher's Satisfaction in SJP Team Teaching class of Silla University in 2011. I researched 33 teachers, including both native teachers and non-native teachers, and got effective answers. The purpose of the survey is to understand the process of SJP Team Teaching and to make it more effective. The questions are (1)basic data (2)teaching form (3)the purpose and syllabus, and (4) the content. The results show the different aspects from earlier research(KimㆍChi 2011) that evaluated teaching form. More concrete and objective survey for both teachers and learners should be done to create more effective team teaching classes.

本稿は新羅大学での2011年度1学期に行った教養日本語SJPの教員に対する満足度調査を分析したものである。調査対象は、ネイティブ及びノンネイティブのSJP担当教授の合計33名であり、すべての33名の有効回答を得た。調査の目的は、新羅大学で行われている日本語講座SJPの現状を把握し、チームティーチングの効果を高めることである。アンケートの内容は、(1)基礎資料、(2)運営形態　(3)教育目標及び講座構成 (4)敎育内容の四つで構成されている。調査の結果、先行研究(金世連他2011)の学習者の満足度と同じ傾向もあったが、いくつか違った結果もあり、特に運営形態の評価方式に相違があった。今後のSJP講座のチームティーチングに関して、いくつかの改善案と課題を提案するとともに改善案をより具体的に裏付けることができる方案を模索するため、チームティーチングの評価方式に対して学習者と教授者を対象に、より客観的かつ具体的な分析を今後の課題としたい。

Purpose: This study aimed to analyze the factors influencing self-leadership among public health nurses as they implement health promotion projects in public health centers and primary healthcare posts. Methods: The study sampled 120 public health nurses from 22 public health centers and their associated primary healthcare posts in J province. Data were collected from October 11 through October 25, 2022. Results: Employment at a primary healthcare post instead of a public health center (β=.23, p=.012), was significantly associated with self-leadership in model 1 (adjusted R2=.17, F=4.56, p<.001). Furthermore, communicative competence (β=.48, p<.001) and nursing professionalism (β=.26, p=.001) were significantly associated with self-leadership in model 2 (adjusted R2=.51, F=14.77, p<.001). Conclusion: Open and self-directed work environments, along with opportunities for education and training, are necessary to enhance communicative competence and nursing professionalism. These improvements may, in turn, strengthen self-leadership among nurses, facilitating the implementation of health promotion projects within public health institutions.

Purpose: This study aimed to compare the workload, work-related symptoms, perceived rewards, and expected rewards of frontline and non-frontline nurses during the coronavirus (COVID-19) pandemic and investigates the organizational strategies required by nurses to cope with its prolongment. Methods: A cross-sectional study involving 99 nurses, including frontline (n=67) and non-frontline nurses (n=32) working in a tertiary hospital with a dedicated ward for COVID-19 was conducted. The data were collected from December 2021 to January 2022. Data were analyzed using descriptive statistics, the x 2 test, Fisher’s exact test, and independent t-tests, and Mann Whitney U test. Results: Non-frontline nurses had heavier workloads and more severe work-related symptoms including burnout, stress, and fatigue than frontline nurses. Nurses’ perceived rewards for infection management and control were not equally distributed between the two groups. Nurses expected financial rewards including non-financial and reputation-related rewards. Conclusion: To prepare for future pandemics, medical stakeholders should develop effective strategies that include workforce management, equity-based rewards systems, and regular education and training in infection management and control for healthcare professionals.

To reveal the inhibitory mechanism of NO-dependent vasorelaxation by quinone derivatives (OQ1 and OQ21), we have compared the generation of free radicals by oxidative stress and the formation of cellular adducts by arylation. First, we measured oxygen consumption by quinone derivatives as a marker of oxidative stress in order to investigate whether these quinone compounds could generate reactive oxygen species. Both OQ1 and OQ21 generated free radicals and OQ21 was more potent. These results suggested that free radicals be involved in the inhibition of vasorelaxation by quinones. Next, we measured the binding capacity of quinone derivatives with intracellular GSH and protein thiols (-SH) in order to investigate whether these quinones have arylation capacity. Compared to positive control groups (menadione), both OQ1 and OQ21 depleted intracellular GSH and protein thiols very slightly. These compounds have low toxicities in mammalian tissues. From these results, we concluded that the inhibition of vasorelaxation by quinone derivatives (OQ1, OQ21) may be cuased by generation of free radicals.

최근 심혈관질환 수술에서 경침습 술기가 다양하게 적용되고 있다. 본 인하대학교 흉부외과에서는 승모판 교련절개술 후 재발한 착증에서 흉골측면 소절개를 이용한 경침습 접근을 통해 판막치환에 성공하였기에 보고하는 바이다.

Minimally invasive techniques for various cardiac disease are widely accepted in these days. We report a successful case of reoperative mitral valve replacement approached successfully by a small right parasternal incision.

본 연구는 GPS (Goal-Process-Success) 기반 디지털 피드백이 적용된 수업 환경에서 예비교사가 해당 피드백을 어떠한 방식으로 인식하는지를 분석하는 데 목적이 있다. 이를 위해 일어교육과 전공 교과목에 GPS 모형을 적용한 에듀테크 융합 플립러닝 수업을 설계·운영하고, 수업에 참여한 예비교사를 대상으로 사전·사후 설문, 수업 만족도 조사, 디지털 러닝 포트폴리오 및 성찰 자료를 수집하였다. 수집된 자료는 기술통계 및 신뢰도 분석을 통해 정량적으로 검토하였으며, 주관식 응답에 대해서는 내용 분석 방법(content analysis)을 적용하여 학습자 인식을 정성적으로 분석하였다. 분석 결과, 예비교사들은 GPS 기반 디지털 피드백을 단순한 학습 결과의 공유를 넘어, 피드백을 학습 목표의 인식, 학습 과정의 점검, 학습 결과에 대한 성찰을 유기적으로 연결하는 요소로 인식하였으며, 수업 과정 전반에 대한 몰입과 적극적인 참여와 관련된 요소로 인식된 것으로 나타났다. 또한 디지털 피드백은 학습자의 수행 결과를 가시화하고, 자기 성찰과 상호 비교를 가능하게 하는 매개로 인식되었으며, 이는 학습 경험에 대한 인식 형성 과정에서 의미 있는 역할을 수행한 것으로 확인되었다. 나아가 이러한 수업 경험은 학습자 관점의 인식에 그치지 않고, 예비 일본어교사로서 향후 수업을 설계하고 디지털 도구를 활용한 교수･학습 활동을 운영할 수 있을 것이라는 인식으로 이어지는 양상을 보였다. 본 연구는 GPS 모형을 디지털 피드백 관점에서 재조명함으로써 일본어교육 맥락에서 피드백 중심 수업 설계의 가능성을 구체화하고, 예비교사 교육을 위한 교수·학습 설계의 실천적 시사점을 제공한다.

This study examines pre-service teachers’ perceptions of GPS-based digital feedback in a Japanese language education context. To this end, a flipped learning course incorporating the GPS instructional model was designed and implemented in an undergraduate Japanese language education program. Data were collected from pre-service teachers through pre- and post-course surveys, course satisfaction questionnaires, digital learning portfolios, and reflective reports. Quantitative data were analyzed using descriptive statistics and reliability analysis, while qualitative data from open-ended responses were examined through content analysis. The findings demonstrate that pre-service teachers regarded GPS-based digital feedback as an efficacious tool for enhancing awareness of learning objectives, overseeing learning processes, and promoting reflection on educational outcomes. In particular, process-oriented activities combined with immediate digital feedback were recognized as positively influencing learner engagement and understanding of the learning process. Furthermore, digital feedback was perceived as a mediating tool that visualizes learning performance and enables self-reflection as well as comparative review. By reexamining the GPS instructional model from the perspective of digital feedback, this study extends the discussion on feedback-centered instructional design in Japanese language education and offers practical implications for designing teacher education courses that foster pre-service teachers’ digital teaching competence.

본 연구는 S대 교양일본어 스피치 콘테스트에서 학습자 요구를 분석하고, 3D 메타버스 플랫폼 “스페이셜(Spatial)”을 활용한 비교과 활동의 활성화 가능성을 탐구하였다. 설문조사 결과, 스페이셜 기반 학습 환경이 학습 흥미와 참여를 증진하고, 긍정적인 학습 동기를 부여하는 데 효과적임을 확인하였다. 1학기 파일럿 조사와 2학기 설문조사를 비교한 결과, 학습자들의 참여 동기가 “기타”와 같은 불명확한 이유에서, “새로운 경험을 쌓기 위해” “회화 실력을 향상하기 위해” 등 구체적인 목표로 변화하였다. 또한, 평균 “보통 이상” 응답 비율이 1학기 80.8%에서 2학기 85.1%로 상승하여, 비교과 활동 개선이 학습 동기 형성과 참여 유도에 긍정적인 영향을 미쳤음을 보여주었다. 특히 3D 메타버스 기반 전시실은 학습자들에게 몰입적이고, 창의적인 학습 경험을 제공하며, 스피치 콘테스트 참여에 대한 심리적 장벽을 낮추는 데 기여하였다. 다만, 본 연구는 설문 응답자의 표본 수가 제한적이며, 단기간에 걸친 조사라는 한계를 지닌다. 또한, 메타버스 미활용 집단과의 비교 연구가 이루어지지 않았다는 점에서 향후 연구에서 보완이 필요하다. 따라서 장기적이고 통시적인 연구를 위해 더 큰 표본을 대상으로 한 추가 연구가 요구된다. 본 연구 결과를 바탕으로, 학습자 맞춤형 프로그램 개발, 기술적 접근성 향상, 콘텐츠 다양화, 장기적 평가 체계 구축 등의 개선 방안을 제안하였다. 이를 통해 3D 메타버스 플랫폼 “스페이셜”이 학습자 중심의 비교과 활동 설계에 유용한 도구로 자리 잡을 가능성을 확인하였다.

This study explores the potential of 3D Metaverse-based environments, specifically using the platform"Spatial" to enhance co-curricular activities in liberal Japanese language education, focusing on the S University Speech Contest. The study shows that by looking at what learners want and their experiences from surveys, the Metaverse is effective in increasing engagement, sparking interest in learning, and encouraging positive motivation. A comparison between the first-semester pilot study and the second-semester survey revealed that learners’ motivations shifted from vague reasons such as “other” to specific goals like “gaining experience” and “improving conversational skills.” The percentage of "average or above" responses wentup from 80.8% in the first semester to 85.1% in the second semester. This shows that improvements in co-curricular activities helped boost student motivation and participation. The 3D Metaverse platform "Spatial" was particularly effective in providing immersive and creative learning experiences, reducing psychological barriers to participation in the speech contest. However, this study is limited by the small sample size and the short-term nature of the investigation. Future research should include a larger sample and employ longitudinal analyses for more comprehensive results. The study recommends ways to improve co-curricular activities using 3D Metaverse environments. These include creating programs focused on learners, making them more accessible, offering varied content, and setting up long-term ways to evaluate their effectiveness. These findings demonstrate that the 3D Metaverse, particularly through the platform "Spatial," can serve as a valuable tool for learner-centered co-curricular activity design and contribute to advancing educational practices.

본고는 2015개정『고등학교 일본어I』8종 교과서의 ‘교실활동’을 중심으로 활동유형과 ‘다중지능’의 영역별 반영도를 살펴보았다. 그 결과, 교과서별 학습자중심의 활동 교육 콘텐츠의 재고와 보완할 필요성이 제기된다. 먼저, 15개정 8종 교과서에서 다루어진 활동은 참여자 구성 형태에 따라 주로 ‘모둠(48%) 또는 개별(33.3%)’활동으로 나타났다. 특히 B교과서는 ‘모둠활동’에 87.5%로 높은 편향을 보이고 있어서, 활동의 다양성을 개선할 필요가 있다. 둘째, 8종 교과서의 활동유형을 분석한 결과, ‘체험’(26.7%)과 ‘게임’(25.3%) 활동이 가장 높은 비율을 차지했으며, ‘제작’(14.7%)과 ‘노래’(12%)도 상당한 반영도를 보였다. 그러나 ‘프로젝트활동’은 2.7%로 가장 낮은 반영도를 보여, 학습자 중심의 수업설계를 강화하기 위해 향후 ‘프로젝트활동’의 보완이 필요하다. 셋째, 교과서별 다중지능의 반영 분포를 분석한 결과, 전체 평균은 62.3%로 나타났다. 특히, G(71.9%)와 H(70.3%)교과서가 높은 반영도를 보였으며, 다른 교과서들은 대체로 평균 이하의 반영도를 보였다. 또한 다중지능의 영역별 분포에 있어서는 ‘①언어지능’이 전체 평균비율에서 98.6%로 가장 높은 반영도를 보인 반면, ②논리수학(36.8%), ⑤음악(18.1%), ⑧자연친화(8.8%) 지능은 전체 평균보다 훨씬 낮은 반영도를 보였다. 이러한 결과는 교과서 활동이 특정 다중지능 영역에 상대적으로 집중되어 있음을 시사하며, 교육방향성을 재고하여 다양한 다중지능을 균형 있게 고려할 필요가 있다. 향후 의사소통역량 강화를 위한 교수-학습활동은 다양한 다중지능을 확장시킬 수 있는 활동을 최대한 포함하는 것이 중요하다. 단원별 모든 활동이 모든 다중지능을 다룰 필요는 없지만, 각 단원에서 다루어지지 않은 다중지능을 다른 단원에서 다루어 균형 잡힌 학습 경험을 제공하여 학습자에게 다양한 활동의 기회를 제공하길 기대한다.

This study examines the reflection of activity types and the distribution of multiple intelligences in the context of "classroom activities" in eight textbooks revised in 2015 for "High School Japanese I." The results indicate the need to review and supplement the content of learner-centered activity education in the textbooks. First, the analysis of the types of activities covered in the eight textbooks revised in 2015 shows that group activities (48%) and individual activities (33.3%) are predominant. In particular, textbook B shows a high bias towards group activities at 87.5%, suggesting the need to further diversify activities. Secondly, the analysis of the types of activities in the eight textbooks shows that experiential activities (26.7%) and games (25.3%) have the highest proportions, with production activities (14.7%) and songs (12%) also showing significant representation. However, project activities show the lowest reflection at 2.7%, indicating a need for future improvements to strengthen learner-centred lesson design through enhanced project activities. Third, the analysis of the distribution of multiple intelligences in the textbooks shows an overall average of 62.3%. Specifically, textbooks G (71.9%) and H (70.3%) show high levels of reflection, while other textbooks generally show reflection levels below the average. In terms of the distribution of multiple intelligences, "① Linguistic" has the highest reflection rate at 98.6%, while "② Logical-Mathematical" (36.8%), "⑤ Musical" (18.1%), and "⑧ Naturalistic" (8.8%) have reflection rates significantly lower than the overall average. These results suggest a concentration of textbook activities in specific areas of multiple intelligences, highlighting the need to rethink educational directions and balance the consideration of different intelligences. Finally, it is important for the development of communicative competence that instructional activities encompass a variety of multiple intelligences that can be expanded upon. While it may not be necessary for every activity in each unit to cover all of the multiple intelligences, it is hoped that by addressing intelligences not covered in one unit in other units, learners will have a balanced learning experience that provides them with opportunities for diverse activities.

본 연구는 부산 S대 교양일본어 SJP강좌의 디지털 리터러시 교육 실태와 그에 따른 학습자의 만족도 조사를 분석하여 그 개선 방향을 검토한 것이다. 조사대상은 22학년도 2학기 교양일본어 SJP 강좌 전체 수강자204명, 응답자는 167명으로 81.9%의 응답률을 보였다. 분석결과, 첫째, ‘리터러시’ 용어는 24.6%의 낮은 인지도를 보여, 용어 자체를 생소하고 다소 낯설어하는 경향을 보였다. 둘째, 수강자에게 가장 친숙한 리터러시는 디지털리터러시(46%)와 미디어리터러시(26%)로 나타나, 디지털 사회에서는 디지털 역량과 가장 관련성이 높은 디지털 리터러시가 통용되고 있음을 알 수 있었다. 셋째, 디지털 리터러시 역량 강화를 위해 수업의 전체 영역에 적용된 비율은 33.8%로 나타났다. 특히 ‘교수-학습법’에서 37.7%의 가장 높은 적용률을 보이고 있으며, 문법과 회화수업에서의 적용단계의 상이점은 보이지 않고, 거의 동일한 양상을 보였다. 넷째, 디지털 도구의 활용도는 퀴즈게임(31.1%)과 내용설명(26.6%)에서가장 높게 나타났다. 다섯째, 디지털 리터러시 강화 교육의 장애요인으로 인식부족(42.2%)과 교육환경의 미비(23.4%)를 지적하였다. 여섯째, SJP 디지털 리터러시 적용 여부에 따른 만족도 평균 차이를 알아보기 위한 t- 검정 결과, 문법수업의 디지털 리터러시 적용 시 교수 만족도는 평균 4.57(SD=.76), 미적용 시 교수 만족도는평균 4.10(SD=1.22), 이러한 차이는 t=2.05, p<.05로 유의미한 차이가 있는 것으로 나타났다. 따라서 향후 디지털 리터러시를 적용함으로써 수강자의 교수 만족도 향상을 기대할 수 있을 것이다. 향후 SJP강좌의 디지털 리터러시 강화 수업설계의 개선 방향으로 STCPR 방식의 디지털 스토리텔링을 도입한 학습자 맞춤형 프로젝트 교육과정 개편과 다양한 디지털 플렛폼 및 도구 활용을 부분교사에서 전체교수로 확대하여 다양한 에듀테크 활용을 제안한다. 끝으로 본고의 설문결과가 향후 디지털 기반 수업의 대응 전략으로 활용되길 바라며, 교양교육에서의 일본어 디지털 리터러시 역량 강화를 위한 실천 사례연구가 계속 이어지길 기대한다.

This study analyzed the current state of digital literacy education in the SJP course at Busan S University and the learners' satisfaction with it, and examined the direction for improvement. The subjects of the survey were 204 students in the second semester of the 2022 academic year in the general Japanese SJP course, and 167 respondents, for a response rate of 81.9%. As a result of the analysis, first, the term 'literacy' showed a low awareness of 24.6%, indicating that the term itself was unfamiliar. Second, the most familiar types of literacy among students were digital literacy (46%) and media literacy (26%), indicating that digital literacy, which is most relevant to digital competence in a digital society, has gain broad currency. digital literacy in all areas of the classroom to enhance digital competence was 33.8%, with the highest rate of 37.7% in 'teaching and learning methods', and there was no difference in the level of application in grammar and conversation classes, showing almost the same pattern. Fourth, the utilization of digital tools was highest in quiz games (31.1%) and explanations (26.6%). Fifth, lack of awareness (42.2%) and inadequate educational environment (23.4%) were pointed out as obstacles to digital literacy education. Sixth, a t-test was conducted to determine the mean difference in satisfaction by applying SJP digital literacy and not applying digital literacy in grammar classes, and the mean difference was 4.57 (SD=.76), and the mean difference was 4.10 (SD=1.22), which was significant at t=2.05, p<.05. Therefore, we can expect to improve students' satisfaction by applying digital literacy in the future. In order to improve the design of digital literacy courses in SJP courses in the future, we suggest reorganizing the curriculum of learner-customized projects that introduce digital storytelling in the STCPR method and expanding the use of various digital platforms and tools from partial to full professors to utilize various edtech. Finally, we hope that the findings of this study will be utilized as a response strategy for digital-based classes in the future, and we look forward to the continuation of practical case studies for enhancing Japanese digital literacy in liberal arts education.

본 연구는 21학년도 2학기 진행된 교양일본어(SJP) 비대면 원격수업에 대한 운영 실태와 그에 따른 학습자의 만족도 조사를 분석하고 개선 방향을 검토한 것이다. 조사대상은 21학년도 2학기 교양필수 SJP강좌 13클래스 전체 수강자 272명이고, 설문에 참여한 사람은 179명으로, 참여율 65.8%의 응답을 얻었다. 조사목적은 SJP 비대면 원격수업의 질 개선을 위한 수강자의 인식과 요구도 분석을 통해 실태를 파악하고, 향후 학습자 참여형 비대면 원격 수업의 개선 방향을 탐색하기 위한 실증적인 기초자료를 마련하는데 있다. 설문조사는 11월23일부터 12월7일 2주간에 걸쳐 진행되었고, 조사방법은 네이버 설문조사 URL을 공유하여 익명으로 실시하였다. 설문내용은 피조사자의 (1)기초정보 (2)수업유형 (3)학습동기 (4)수업운영 (5)교수-학생 간의 상호작용 (6)성취도평가 (7)학습자요구 등에 관한 7가지 사항이다. 분석결과, 첫째, 비대면 원격 수업유형의 대부분은 ‘동영상과 실시간 원격화상’의 병행 또는 혼합수업이 68.7%로 가장 많았다. 반면, 수강자가 바라는 향후 원격수업의 유형은 비실시간 ‘동영상’수업을 가장 선호하고 있음을 알 수 있었다. 둘째, 실시간 화상수업에 참여하기 전에 반드시 동영상 수업을 먼저 듣고 참여하려는 학습동기를 보였으나, 스터디 관련 비교과 활동에 관한 관심은 별로 없는 것으로 나타났다. 셋째, 팀티칭 운영의 전체적인 만족도는 87.5%가 긍정적인 만족도를 보였다. 특히 만족 영역은 ‘수업내용’인 반면, 불만족 영역은 ‘교수-학생 간의 상호작용’과 ‘수업진도’로 나타났다. 넷째, ‘교수-학생 간의 상호작용’의 수단은 ‘LMS의 공지사항과 게시판’활용이 가장 높게 나타났다. 특히 문법수업의 패들렛(Padlet) 활용과 회화수업의 PPT 플랫폼에 흥미를 보였으며, 실시간 화상수업에서는 스피드 퀴즈게임에 적용한 Kahoot!에 흥미를 보였다. 향후 비대면 학습자 참여형 원격 수업설계의 개선 방향으로 첫째, ‘교수-학생’, ‘학생-학생’ 간의 원만한 상호작용을 위한 다양한 테크놀로지의 교육적 활용을 제안한다. 둘째, 학습자의 협업과 도전역량을 향상시킬 수 있는 다양한 비교과 활동 기획을 제안한다. 셋째, 교과목 ‘수업개선연구회’ 모임의 활성화를 제안한다. 끝으로 본고의 설문결과는 객관성과 일반화에 한계는 있지만, 비대면 원격수업의 실천보고로서의 학습효과를 가늠해 볼 수 있길 바란다.

This paper analyzes the performance of non face-to-face remote learning in Silla Japanese Program (SJP) conducted in the 2nd semester of 2021 by studying the satisfaction survey among students, and explores ways to improve the method. A total of 179 students participated in the survey. The purpose of the study is to understand the actual situation by analyzing students' perceptions and needs with a view to improving the quality of SJP non face-to-face remote learning, while also compiling empirical raw data to help improve non face-to-face remote classes with increased learner participation in the future. The questionnaire consists of 7 items related to the subject's (1) basic information (2) class type (3) learning motivation (4) class operation (5) professor-student interaction (6) achievement evaluation (7) suggestions for improvement. The findings are as follows: First, among various non face-to-face remote learning methods, recorded video classes and real-time streaming classes are most common at 68.7%. On the other hand, it was found that non real-time 'video' classes were most preferred by the respondents who also want the same format in the future. Second, while respondents had a motivation to watch video classes before participating in real-time streaming video classes, but they showed little interest in non-curricular study activities. Third, as for the overall satisfaction level of team teaching operation, 87.5% gave a positive answer. In particular, they were particularly satisfied with ‘class content’, but were dissatisfied with ‘professor-student interaction’ and ‘the pace of the class’. Fourth, as a means of interaction between professors and students, the use of 'LMS notices and bulletin boards' were found to be the most common. In particular, they showed interest in the use of Padlet in grammar classes and the PPT format in conversation classes. As for suggestions for future improvement, we first propose the educational use of various technologies for smooth interaction between ‘professor-student’ and ‘student-student’. Second, we recommend a variety of extracurricular activities that are intellectually challenging and improve learners' collaboration. Third, we propose the revitalization of the ‘Class Improvement Research Group’. One final caveat is that the results of this study are limited in terms of objectivity and generalization.

본 연구는 사범대 일어교육과 1학년 전공 교과목인 ‘기초일본어II’에 프로젝트학습을 적용한 사례연구이다. 연구대상은 본 교과목 수강생 25명이며, 팀 빌딩은 원활한 팀 프로젝트 활동을 위해 한 팀을 5명씩 총 5팀으로 편성하였다. 프로젝트학습의 수업 적용은 중간고사 이후부터 4주간(12시간)이고, 수업절차는 ‘준비-계획-실행-평가’의 4단계로 진행되었다. 본 프로젝트 수업의 전 과정에 학습자의 주도적 참여로 스스로 생각해내고 다양한 방법을 시도하며, 팀원들과 함께 협력하여 문제를 해결해나가는 수행 과정을 통하여 “소통역량과 협력역량”이 향상된 성과를 보였다. 아울러 기존의 교수 일방의 구조식 강의보다 학습자 중심의 프로젝트 활동을 통하여, 팀 내의 역할분담과 의견 조율을 통해 서로의 부족함을 채워주면서 연대감을 형성하고 배운 지식을 결과물에 적용해보는 좋은 기회를 제공함으로써, 교내 2020 학생성공 PBL 온라인 경진대회에 참가하여 우수상을 수여한 팀도 생겨 “도전역량”의 성과도 보였다. 본 프로젝트 수업에 대한 만족도 고찰을 위해 사후 설문조사 결과, 교수자 강의평가는 5점 만점에 4.45로 나타난 반면, 학습평가는 4.29로 다소 낮게 나타났다. 한편, 학습평가의 만족도는 4.5로 나타났으며. 특히 프로젝트수업에 대한 기대감과 검색 및 일본어 능력 향상이 4.5이상으로 높은 만족도를 보인 반면, 역할 분담은 4.14로 가장 낮은 만족도를 보였다. 향후 프로젝트학습의 수업 적용 시 학습자 눈높이에서 보다 비구조화된 실용적인 문제를 테마로 정하되, 수행평가에 대한 보다 구체화된 객관적인 기준을 마련하고 효율적인 역할분담의 조율을 강구해야 할 것이다.

This study is a case study of Project-Based Learning(PBL) applied to 'Basic Japanese II', a major course in the first year of the Department of Japanese Language Education. The subject of this study is 25 students taking this course, and for the purpose of team project activities, each team consisted of 5 people. PBL was applied for 4 weeks (12 class hours) after the midterm exam, and the course was conducted in the four stages of ‘preparation ?planning ?execution -evaluation'. Throughout the entire course of this project, the learners' participation in the course of the project led them to thinking themselves, and learners tried various methods while working with team members to solve problems. In addition, the project activities centered on learners rather than structured lectures by the professor provided a good opportunity to form a sense of solidarity while filling each other's gaps through the division of labor and consensus-building within the team, and for students to apply the newly acquired knowledge to the outcome. The team that applied this educational method participated in the 2020 Student Success PBL Online Contest on campus and received an excellence award, showing achievements of “challenge competence”. The results of a post-question survey to review the satisfaction with this project class suggest that the instructor's lecture notched 4.45 out of 5 points, with the learning evaluation slightly lower at 4.29. On the other hand, the satisfaction level of the learning evaluation was 4.5, especially with PBL expectations, search and improvement in Japanese language skills, while the division of labor fared worst at 4.14. When applying PBL in the future, therefore, more unstructured practical problems should be chosen as a theme from the perspective of learners, but more concrete objective standards for performance evaluation should be prepared, and effective coordination of labor division should be sought.

본 연구는 일반대학원 교육만족도 모형을 구안하고, 일반대학원 교육만족도 요인 모형을 실증적으로 탐색하는 것을 목적으로 한다. 구체적으로 본 연구에서는 선행연구를 바탕으로 일반대학원 교육만족도 측정도구를 개발하여 전문가 12인에게 내용타당도를 검증받았다. 또한 일반대학원생 332명을 대상으로 설문을 실시하였으며, 불성실한 응답을 제외한 318부의 자료를 대상으로 탐색적 요인분석과 확인적 요인분석을 실시하였다. 통계분석 결과, ①교육과정, ②교수학습, ③학습성과, ④연구지도, ⑤연구문화, ⑥행정지원, ⑦연구활동 지원의 7요인 모형이 도출되었으며, 모형에 대한 내적일관성 및 구성타당도, 수렴타당도, 판별타당도.를 검증하여 최종적으로. 총 39개 문항으로 구성된 측정도구를 개발하였다. 본 연구는 일반대학원생의 교육만족도를 다차원적으로 접근하여 신뢰도와 타당도가 입증된 측정도도구를 개발하였다는 점에서 그 의의가 있다.

This study aimed to develop and validate educational satisfaction scales for the graduate school students. The survey was developed based upon literature and total 318 data was collected. The data was analyzed using exploratory factor analysis and confirmatory factor analysis. As a result, internal consistency reliability and construct validity were both found to be adequate for the educational satisfaction measure. Finally, the model was drawn to have the following seven factors: 1) curriculum, 2) teaching and learning, 3) outcomes from classes, 4) research apprenticeship, 5) research culture, 6) administrative support, 7) support for research activities. This study has significance in that the educational satisfaction scales attempted to broaden the understandings of the concept of educational satisfaction by embracing multidimensional factors into the scales.

This paper surveyed and analyzed the current situation for practical training of Japanese aspiring teachers who participated in a Japanese language camp as an extra-curricular activity for Japanese language education. The subjects of the survey were 20 students from Silla University who participated as teaching assistants in the ‘2019 Busan Local Secondary School Japanese Language Camp for 12th Graders’. However, in order to compare the subjects' satisfaction levels with those of the middle and high school students who participated as learners, the results of the questionnaire already reviewed were used. The purpose of the survey is to enhance the efficiency of extra-curricular field training for would-be teachers and to improve the contents and the quality of the program. The contents of the survey mainly consist of two categories: the first category asks the satisfaction with extra-curricular programs in terms of (1) participation level, (2) benefit, (3) curriculum, (4) interaction, and (5) safety; the second category asks the satisfaction with extra-curricular educational training in terms of (1) motivation, (2) curriculum for training teachers, (3) presentation methods, (4) media effect, (5) regular examination The survey results showed an average of 92.5% satisfaction levels with the extra-curricular program, while those with the on-site training was 79.2%. Particularly with the extra-curricular program, teacher hopefuls were more interested in experiencing traditional games and festivities (80%), while a majority of middle school participants preferred shopping (76.1%). We found the preferences diverge between the two groups. Therefore, the program should embrace diverse activities that can complement each other to meet the needs of different groups of participants It is expected that the conclusion of this paper can serve as a basis for planning better education programs and a guiding principle for extra-curricular programs in order to improve the practical skills of potential teachers.

This paper is to analyze the survey of the learner's satisfactions regarding SJP. We got a 83.1% valid response from 428 participant for all 515 students. The purpose of the survey is to understand the current situation through the learner's awareness and needs in order to improve the curriculum. In addition, it is imperative to prepare empirical basic data to search for an efficient and customized curriculum centered on learners rather than existing programs. The questions include (1) basic data (2) course operation (3) purpose and syllabus (4) contents (5)educational evaluation and (6) course improvement. The results show that learner's level of satisfaction was much higher in ‘the contents(88.1%)’ and ‘educational evaluation(84.6%)’ compared with ‘course registration (63.8%)’ and ‘placement test (54.9%)’. Especially, the basic data analysis proves that 48.8% of the learners replied ‘I learn Japanese for the first time’ in the distribution of their learning experience whereas 51.2% of them answered ‘I learned Japanese during the secondary school or individual learning. As was mentioned in the previous study(2011), I urge the placement test to be organized immediately. So, I'd like to suggest the following improvement measures. First, the reorganization of educational adminstration system should be made with customized curriculum for learners. Second, the autonomy of required courses should be done in reorganizing current educational administration system. Currently, SJP levels of learners lie in ‘the progress of classwork’ not in ‘ classes by level’. Learners should be able to select the courses which suit their needs by specifying the required credits to embody learner-centered teaching and learning Third, I strongly suggest developing the models of instruction by purpose and dividing students into classes that they want to join. Lastly, to reorganize SJP which should be learner-centered course, we should consider the new SJP system which will suit ‘the purpose of learners’ and ‘learning experience’ with various and differentiated customized Japanese program.

The purpose of this study is to investigate how 'learning goals' are reflected in text book focused on 'Unit Evaluation', which is the practice problem of 7 kinds of textbooks of 『High School Japanese-I』 written in current education curriculum and the following results were obtained by classifying linguistic contents and cultural contents into language function and language material in the "evaluation" system of current curriculum. First, in the 7th textbooks, the average rate of reflection of learning objectives was 82.8% in the basic expressions of communication, while only 46.5% in the cultural area. Second, according to the results of analysis according to the function of language, the results show (35.9%)> listening (18%)> integrated function (17%)> reading (15.3%)> culture (8.7%> speaking (5.1%). Third, the top 4 items based on basic expression of communication of language materials were analyzed as follows: ⑤ Information request (26.4%)> ① Personnel (16.8%) ⑦ Action request (16.4%) ③ Consideration and attitude (12.3%) respectively. Fourth, as a result of analyzing the thirty question of CSAT of the 2017 academic year, the overall frequency of questioning appears communication (53.3%)> culture (16.7%)> grammar (13.3%)> pronunciation & letter (10%)> vocabulary (6.7%). Fifth, as a result of examining the correlation by frequency rate between CSAT questions of the 2017 academic year and seven types of current textbooks, the rate of reflection of the total of seven textbooks was only 35.6%, and the rate of unit evaluation was only 17.7%. Based on the results of this study, it is necessary to reexamine the role of current 'textbook' and 'unit evaluation' for the development of CSAT related officials and next textbooks, in order to be redefined as a unit evaluation that can be used as a learner-led learning tool in public education, increasing the proportion of 'textbooks' and 'unit evaluations' of public education, which are not supplementary materials of private education but 'textbook' and 'unit evaluation' of public education, from the CSAT will reduce the burden on learners and will contribute to the activation of Japanese language.

The aim of this paper is to examine how the tasks for the learner studying seven kinds of textbook are handled to realize learner-centered teaching -learning activity and the most significant part is culture education under the current curriculum, especially the Korean-Japanese tasks for understanding different culture. Analysis target is the current seven kinds of high school text book 1. I investigated three domains ; first, cultural contents are covered independently, second, cultural contents are specified in learning objective, third, the content of the tasks and types are well organized. Analysis result shows that (1) there is a culture introduction column in the current seven kinds of high school text book apart from language function. (2) six kinds of textbooks consist of language function and culture except E textbook, which suggest “learning objective” with 84.5% on average. It reveals that such a result has greatly improved compared to Kim Se Ryun(2013)'s rate of goal suggestion that was 57% in 2007 revised textbook. (3) the single tasks and comparative tasks coexist and the rate of Korean-Japanese comparative tasks 67.1%, life culture area 63.8%, tradition and pop culture area 36.2%. Kim Se Ryun(2013)'s 2007 revised textbook leaned to life culture area 5.9% while the small deviation is in the current textbook. I also found that the way to suggest the tasks varied according to textbooks and every unit. (4) the way to suggest the tasks are ‘～let's investigate’, ‘～let's compare’, ‘～let’s research and present’, which contribute to develop learner's independent and comprehensive judgement in the task-centered learning. This result seems to reflect learner-centered discussion rather than teacher-centered knowledge delivery. However, the lack of specified experiental activity is unfortunate. I think the most important part in the class is the textbook, which should be well organized in the domain of learning objective and the tasks under the current curriculum. In addition to, in the light of mutual of cultural education, the higher tasks should be established to attract learner's motive and so many ways must be invented to meet learner's needs. I expect that this research will be great helpful in developing future textbook.

The aim of this paper is to analyze the number of vocabulary related to culture, the specific words and forms of writing in explaining the cultural contents with prioritygiven to culture introduction columns of national curriculum in current high school Japanese textbook I. It is critical and indispensible for the beginners to acquire foreign vocabulary. Analysis target is seven kinds of textbooks revised in 2009. Methods of analysis is thatwe classified two sections such as (1) daily life culture except speech and behavior culture (2) traditional and popular culture by studying and analyzing the vocabulary distribution, glossarial index and using Korean-Japanese-Chinese. Analysis result shows that the number of vocabulary related to culture( 96.9 words), living culture (55.2%), popular culture(44.8%) and vocabulary related to culture in culture introduction column(40.2%), and using Korean-Japanese-Chinese simultaneously(41.4%). Especially the words expressed in Korean related to culture will lead to misunderstanding of learners in reading and writing which are different from each other. We expect that this research will be reflected in future revised national curriculum.

본 연구는 교육이 학습과 수업을 모두 포괄하는 개념이라는 점에 주목하였다. 이에 이러닝 환경에서도 학습자와 교수자 변인에 대한 통합적 관점의 필요성을 제시하고, 이러닝 준비도와 교수 실재감의 관계 및 이들이 수업참여도와 학업성취도에 미치는 영향의 구조적 관계에 대하여 살펴보고자 하였다. 이에 이러닝 준비도가 학습자 참여에 영향을 미치고 이가 인지된 학업성취에 영향을 주는 기본 경로에서 교수실재감이 이러닝 준비도와 학습자 참여를 매개하며, 교수실재감이 인지된 성취도에 간접적으로 영향을 미친다는 가정 하에 모형을 설정하였다. 연구대상은 방송고에 재학 중인 2학년과 3학년을 대상으로 총 287명에게 설문조사를 진행하였다. 응답자 전원이 여성으로 50세 이상 응답자가 약 80%를 차지하였다. 교수실재감의 매개효과 분석 및 연구모형의 적합도 검증을 위해 AMOS롤 통해 구조방정식 모형 분석을 하였다. 연구결과, 이론모형의 적합도 검증결과가 만족스럽지 못하여, 모형수정 과정을 통해 수정모형을 도출 및 적합도를 검증하여 최종모형을 제시하였다. 최종모형을 통해 교수실재감이 이러닝 준비도와 수업참여도를 매개하는 것을 확인하였으며, 이러닝 준비도와 교수실재감은 수업참여도와 인지된 학업성취도에 큰 영향을 미치는 것으로 나타났다. 또한 이러닝 준비도가 수업참여도에 주는 직접효과보다 교수실재감을 매개로 주는 영향이 큰 것으로 나타났다.

E-learning is a common delivery medium for education within many organizations. However, while both the supply and demand for e-learning opportunities has risen in recent years, many professionals are beginning to question whether e-learners are prepared to be successful in an online learning environment. E-learning courses should offer learners both the opportunities and resources that are necessary to build useful learning strategies, skills, and techniques for adapting to the online classroom. Also, e-learning courses should offer learners to teaching presence which means the level of students’ meaningful perception of education about instructor. The purpose of the study was to investigate the students’ e-learning readiness and teaching presence variables influencing to learning effects (learner participation, learning satisfaction, perceived achievement). The research was conducted to 287 students in K cyber highschool located in Seoul area. Amos 21.0 was used for data analysis. Correlation and multiple regression analyses were conducted to analyze the data being collected. The following conclusions were drawn. First, the e-learning readiness predicted the learner participation in a positive way and teaching presence influenced positively on learners’ e-learning readiness through learner participation as a mediator. Secondly, the e-learning readiness predicted the learning satisfaction in a positive way. Also teaching presence influenced positively on learners’ e-learning readiness through learning satisfaction as a mediator. Thirdly, the e-learning readiness predicted the perceived achievement in a positive way. Also teaching presence influenced positively on learners’ e-learning readiness through perceived achievement as a mediator.