Earticle

거꾸로 교실(flipped classroom)은 계속해서 주목받고 있는 새로운 교육적 모델이다. 본 연구는 거꾸로 교실의 아 이디어를 적용한 체육수업인 ‘거꾸로 체육수업’에 주목하고, 초등 거꾸로 체육수업 실천 사례연구를 통해 수업 단계 를 정립하고 교육적 가치를 도출하였다. 그리고 이러한 거꾸로 체육수업의 중요성을 초등체육 관점에서 논의하였 다. 이를 위해 서울 소재 D초등학교에서 2015년부터 거꾸로 체육수업을 실천하고 있는 초등교사를 찾아 그가 가르 치고 있는 6학년 학급(남 9, 여 9)을 대상으로 질적 연구를 수행하였다. 연구를 위한 자료는 학급 게시물, 교수․학습 계획 및 과정안, 수업 비참여 관찰, 심층면담을 통해 수집하였다. 연구를 위한 주요 제보자는 교사 1명과 초등학생 4명(남 1, 여 3)이었다. 연구 결과는 다음과 같다. 첫째, 초등 거꾸로 체육수업은 1) 영상 시청, 2) 영상 확인, 3) 학 습 활동, 4) 학습 정리 순으로 운영되었다. 둘째, 초등 거꾸로 체육수업의 가치는 1) 새롭고 다양한 체육활동을 할 수 있어서, 2) 몇 번에 걸쳐 정확히 이해해 수준을 맞출 수 있어서, 3) 신체활동 시간이 늘어날 수 있어서, 4) 배움 중심 체육수업이 될 수 있어서, 5) 학생 중심의 생산적 체육수업으로 변모할 수 있어서로 범주화되었다. 이러한 초 등 거꾸로 체육수업은 2015 개정 교육과정의 핵심역량인 자기관리 역량, 지식정보처리 역량, 창의적 사고 역량, 심 미적 감성 역량, 의사소통 역량, 공동체 역량 증진에 긍정적이기에, 체육수업 모형으로서 중히 여기고 학교 현장에 서 적극 활용할 필요가 있다.

The flipped classroom is a new educational model that continues to be in the spotlight. This study is focused the flipped physical education class (FPEC) based on the idea of flipped classroom. First of all, the class procedure was established through the elementary FPEC practice example. Second, the educational needs was explored. Also this study tried to find out the educational meaning of this FPEC. To this end, Kim and his sixth-grade class (9 boys, 9 girls) at D Elementary School in Seoul was selected as example. Kim has been practicing FPEC since 2015. The materials for the study were collected through class postings, teaching․learning plans, class non-participating observations, and in-depth interviews. Participants for the study were one teacher and four elementary school students (1 boys, 3 girls). The results of the study are as follows: First, FPEC in elementary school was operated in order of pre-school video sharing, video checking in class, physical activity and completion of learning. Second, value for the FPEC have been categorised into five categories : 1) because of new and various physical activities; 2) because we can accurately understand the level of physical activity; 3) because of the increase in physical activity time; 4) to become a learning-focused physical education class; and 5) to become a productive physical education class centered on students. FPEC was able to identify positive educational implications in terms of self-management skills, knowledge information processing skills, creative thinking skills, aesthetic sensibility, communication skills and community skills that were being pursued in the revised 2015 curriculum in Korea.

이 연구의 목적은 S 대학교 교양 필수 과목 중 하나인 교양 영어의 효과적인 수업을 제안하고 학습효과에 대 해 분석하고자 한다. 이 과목은 1학년 전공이 다른 학생들을 대상으로 하고 학습 목표는 일상적인 상황에서 학생들의 영어 능력, 특히 문장을 문법적 요소로 분석하여 읽기 능력을 향상시키는 데 있다. 본 논문은 코로나 시대에 교양 영 어 수업을 어떻게 융합 수업 형태로 진행하여 학생들의 학습동기를 유발하고 학습효과를 낼 수 있는지 고찰해 본 것 이다. 이 융합 수업의 형태는 첫째, 강의 영상, 둘째, Webex 실시간 비대면 수업, 셋째, 대면 수업이다. 이 연구에서 는 실제 한 학기 동안 이루어졌던 수업 중 1차시 수업의 수업 절차를 예시로 제시하였다. 연구자는 구체적으로 수업 전 수강 설문지를 조사하여 그 결과를 통해 학생들의 영어 실력과 학습자의 특성 등을 파악하여 수업을 진행하였다. 그리고 수강 후 설문지를 30개 항목으로 조사하여 그 결과를 분석하였다. 구체적으로 강의 구성에 대한 만족도, 강의 영상에 대한 만족도, 대면 수업에 대한 만족도, 학생들과의 상호작용, 학습효과 등에 관한 결과를 분석하였다. 이 수 업 제안은 융합 형태의 학습자 중심의 모형이다.

The purpose of this study is to propose an effective class of College English, one of the essential liberal arts subjects of S University, and to analyze the learning effect. This subject targets students with different majors in the first grade, and the learning goal is to improve their reading skills by analyzing students' English skills, especially sentences, as grammatical elements in everyday situations. This thesis examines how College English classes can be conducted in the form of convergence class in the COVID-19 era to induce students' learning motivation and create learning effects. The form of this convergence class is as follows. First, lecture videos, second, Webex real-time non-face-to-face classes, and third, face-to-face classes. In this study, the class procedure of the first class among the classes that were actually conducted during the semester was presented as an example. The researcher specifically surveyed the pre-class questionnaire and conducted the class by grasping the students' English skills and characteristics of the learners through the results. And after taking the course, the questionnaire was surveyed into 30 items and the results were analyzed. Specifically, the results of satisfaction with the composition of the lecture, satisfaction with the lecture video, satisfaction with the face-to-face class, interaction with students, and learning effects were analyzed. This class proposal is a learner-centered model in the form of convergence.

Boundary value problems are common in nature. Here we restrict our attention to the second order differential equations of the form $$ (1.1) \frac{d^2 y}{dx^2} = P(x)y(x) + Q(x), 0 \leq x \leq 1, $$ $$ y(0) = \alpha, $$ $$ y(1) = \beta, $$ where P(x) and Q(x) are continuous functions with $P(x) \geq 0, x \in [0, 1]$.

This paper proposes a simplified elastic-plastic analysis procedure using the penalty factors presented in the Code Case N-779 for strain-based fatigue assessment of nuclear safety class 1 components under severe seismic loads such as safety shutdown earthquake and beyond design-basis earthquake. First, a simplified elastic-plastic analysis procedure for strain-based fatigue assessment of nuclear safety class 1 components under the severe seismic loads was proposed based on the analysis result for the simplified elastic-plastic analysis procedure in the Code Case N-779 and the stress categories corresponding to normal operation and seismic loads. Second, total strain amplitude was calculated directly by performing finite element cyclic elastic-plastic seismic analysis for a hot leg nozzle in pressurizer surge line subject to combined loading including deadweight, pressure, seismic inertia load, and seismic anchor motion, as well as was derived indirectly by applying the proposed analysis procedure to the finite element elastic stress analysis result for each load. Third, strain-based fatigue assessment was implemented by applying the strain-based fatigue acceptance criteria in the ASME B&PV Code, Sec. III, Subsec. NB, Article NB-3200 and by using the total strain amplitude values calculated. Last, the total strain amplitude and the fatigue assessment result corresponding to the simplified elastic-plastic analysis were compared with those using the finite element elastic-plastic seismic analysis results. As a result of the comparison, it was identified that the proposed analysis procedure can derive reasonable and conservative results.

One of the main objective of manufacturing industries is to assess the capability performance of different processes. In this paper, we use the lifetime performance index $C_L$ as a criterion to measure larger-the-better type quality characteristic for evaluating the product performance. The lifetimes of products are assumed to follow a general class of inverted exponentiated distributions. We use maximum likelihood estimator to estimate the lifetime performance index under the assumption that data are progressive type I interval censored. We also obtain asymptotic distribution of this estimator. Based on this estimator, a new hypothesis testing procedure is developed with respect to a given lower specification limit. Finally, two numerical examples are discussed in support of the proposed testing procedure.

This study suggests a class procedure which uses a movie to maximize interest and motivation to do writing. It also suggests a way in which learners can assess their own writing. Using a movie, a teacher leads students to expressing their views and opinions about a specific situation and context. In the first half of a 15 week semester, various writing skills and strategies were learned using a general writing text. In the second half, students expressed their opinions in an essay about a specific situation that showed logical development. A key part of this study is the assessment of the writing product. This study emphasizes that students need to focus on the story flow and logical construction while also considering context. A way of assessment is suggested with individual, pair and group activities that focus on three factors: context, organization and grammar. The factor students focus on is observed for a whole semester and how the focus shifts is checked from interviews and a questionnaire. This encourages students to be aware of the constituents of their essays. This awareness directly shows that the activity of writing is complementary to writing assessment.

하나의 애플리케이션은 기업의 업무를 분석하여 어떻게 만들지 설계를 하고, 설계를 바탕으로 설계의 내용을 그대로 개발로 구현하게 된다. 설계의 내용을 그대로 개발로 반영하기 위해 소스코드에 대한 설계도 이루어져야 한다. 다양한 방법에 대해 연구되어 왔지만, 경험기반의 설계가 반영되어 설계자 및 개발자 간에 의사소통의 오류가 발생하고, 미경험자가 설계절차를 수행하기에는 어려움이 존재한다. 이를 해결하기 위해 본 연구에서는 분석된 업무를 바탕으로 정의된 화면설계를 바탕으로 클래스로 변환되는 절차를 제안하여 초심자가 효율적으로 설계절차를 수행할 수 있을것이며, 개발자 간에 원활한 의사소통이 이루어질 것이라 기대한다.

하나의 애플리케이션은 기업의 업무를 분석하여 어떻게 만들지 설계를 하고, 설계를 바탕으로 설계의 내용을 그대로 개발로 구현하게 된다. 설계의 내용을 그대로 개발로 반영하기 위해 소스코드에 대한 설계도 이루어져야 한다. 다양한 방법에 대해 연구되어 왔지만, 경험기반의 설계가 반영되어 설계자 및 개발자 간에 의사소통의 오류가 발생하고, 미경험자가 설계절차를 수행하기에는 어려움이 존재한다. 이를 해결하기 위해 본 연구에서는 분석된 업무를 바탕으로 정의된 화면설계를 바탕으로 클래스로 변환되는 절차를 제안하여 초심자가 효율적으로 설계절차를 수행할 수 있을것이며, 개발자 간에 원활한 의사소통이 이루어질 것이라 기대한다.

본 연구에서는 K대학 유아교육과에서 실시하고 있는 영유아 참여 모의수업의 수행과정을 소개하고, 모의수업 실시에 대한 예비유아교사들이 인식한 양적․질적 결과를 알아보고자 하였다. 연구 참여자는 유아교육을 전공하는 3학년 총 37명이며, 모의수업에 참여한 유아교육기관 수는 총 10곳, 영유아들은 총 214명이었다. 연구결과 첫째, 영유아 참여 모의수업의 전반적인 수행과정은 영유아 참여 모의수업의 계획과 준비, 수행 및 종합평가로 나뉘어졌다. 둘째, 예비유아교사가 인식한 영유아 참여 모의수업 수행의 양적 평가를 살펴본 결과, 예비유아교사들 중 영유아가 직접 참여하는 모의수업이 적절하다고 인식한 총점 평균은 36.3/40점이었으며, 영유아 참여 모의수업을 다음 학기에도 다시 계획하는 것이 더 적절하다고 응답한 총점 평균은 36.5/40점으로 나타났다. 셋째, 예비유아교사가 인식한 영유아 참여 모의수업의 질적 평가 결과는 ① 상대적 긴장감 뒤에 다가오는 더 큰 만족감의 획득, ② 사실감 있는 수업 체감, ③ 향상된 수업 수행력, ④ 궁금증과 관심의 증폭: 영유아의 발달적․심리적 특성 및 의사소통기술, ⑤ 다음 모의수업 준비에 대한 열의 증진으로 나타났다. 이를 토대로 본 연구의 교육적 시사점 및 추후 방향에 대해 논의하였다.

This research aims to introduce the procedure of simulated classes with the participation of young children that is implemented in the early childhood education department of K University and to analyze the quantitative and qualitative evaluation of the simulation as perceived by the pre-service teachers. The study participants include 37 third-year students majoring in early childhood education, 10 early childhood education institutions that participated in the simulation, and 214 young children. The results of the study showed the following. First, the general procedure of the simulated classes for the young children was divided into lesson planning, lesson preparation, performance, and comprehensive evaluation. Second, the teachers’ perceptions of the simulation’s quantitative evaluation revealed that pre-service teachers who perceived it appropriate to hold simulated classes with young children participation gave a score of 36.3/40 while those who responded that it was appropriate to plan a simulated classes with the participation of young children for the following semester gave a score of 36.5/40. Third, the simulation’s qualitative evaluation as perceived by the pre-service teachers include: (a) relatively greater satisfaction of achievement after the feeling of tenseness, (b) a realistic feel to the lesson, (c) an upgrade in performance capability, (d) increase in curiosity and interest: the developmental and psychological characteristics and the communication techniques of young children, and (e) an increase in enthusiasm for the preparation of subsequent simulated classes. Based on these results, the educational implications and directions for further research are discussed.

Class certification is an unique procedural step for class actions. For a certain class to be certified, the class shoud satisfy all the requirements Federal Rules of Civil Procedure Rule 23 (a) and (d) set. Rule 23(a) calls for numerosity, commonality, typicality, and adequacy of representation. Rule 23(b) devides class actions into three category and demands different requirements according to specific type of class actions. Because of these requirements class certification functions as a gate keeper to filter out lawsuits not suitable for a class action format; and sets grounds for a class action to proceed. In addition, once certified, the class action is more likely to be disposed through settlement due to settlement pressure to the defendnat and other reasons. In Dukes v. Wal-Mart stores, 5-4 decision that denied class certification for a proposed class, the majority opinion established a new standard for a commonality requirement. The new standard substatially considers strength of merits of the claim under the name of ‘rigorous analysis’; and focuses significantly on dissimilarities among class members. This case has numerous implications including: 1) the ‘dissimilarities approach’ of the majority opinion is doubtful when considering languages of Rule 23(b)(2) and (b)(3); 2) the decision manifests the Robert Court’s strong willingness to regulate frivolous lawsuits using stricter standards; 3) the new standard would practically bar class actions that has ‘too big’ classes; 4) the decision undermines case law that had prohibited consideration of merits at class certification stage; 5) the decision attempts to regulate class actions in federal courts in furtherance of Class Action Fairness Act of 2005 that attracted more cases to federal courts; 6) MDL does not seem to be an effective alternative to class actions when class certification is denied; and 7) the new standard in Wal-Mart decision would substatially limit Rule 23(b)(2) type anti-discrimination class actions.

This study aims to examine how Korean English readers (L2) of different undergraduate majors perceive metaphor of time and metaphoric expressions by gender. Based on Baker (1997) and West and Fenstermaker's (2002) 'Membership Categorization Analysis' model, this paper has investigated some cases of L2 leaners' judgement for the metaphoric expressions. In particular, 248 students' perception of contextual metaphor in their reading texts or assignments is examined in depth, and metaphorical expressions are indeed recognized from their classes or member categories. It means that students’ background, membership, as well as their gender, affect the L2 readers' perception of metaphor. To capture the findings, this paper proposes a new explanation for the rhetorical languages that derive from the Korean L2 readers' background and their classes or membership categories in reading classes. We argue that this new model, in fact, can provide the students with more resonable grounds for understanding the contextual metaphor.

특수학급의 증가는 특수교육 요구 학생에게 있어서 특수교육 기회의 양적 증가를 가져 왔다. 그러나 질적인 면에 있어서는 많은 문제점을 가지고 있다. 이에 특수교육의 질적 향상을 위해 특수학급 입급·배치를 위한 진단평가에 관한 선행 연구를 고찰한다.본 연구에서는 진단평가 위원회 구성, 진단평가 시기, 입급·배치 절차, 진단평가 도구의 사용 실태, 특수학급 진단평가 관련 개선 과제에 대해서 고찰하였다. 고찰 결과 우리나라 특수교육 현장의 특수학급 입급·배치를 위한 진단평가의 실태로는 진단평가 과정에 있어서 평가위원회나 평가 실시시기, 절차 면에 있어서 적절하지 않은 경우가 많았다. 또한 진단평가 도구가 적절하게 구비되어 있지 않고, 각 장애 영역별 진단에 필요한 검사 도구가 적절하게 사용되지 않는 실태인 것으로 분석 되었다. 이러한 고찰을 통해 얻은 문제점을 개선하기 위한 구체적 개선방안들이 모색되어지고 이론적 바탕을 위한 후속 연구들이 행해져야 한다.

The increase of special classes has brought about a quantitative increase to make the opportunity available for students, who need it, to have special education. It is true, however, that there have been many qualitative problems. In this respect, this consideration was given regarding the actual conditions of diagnosis and eval-uation in special class for the qualitative improvement of special education.This study investigated the composition of the school diagnostic evaluation com-mittee, the best time for diagnostic evaluation, the procedure for student placement in special classes, the actual condition of tools for the diagnostic evaluation, and the problems related to the evaluation. The results of the study were as follows: The composition of school diagnostic evaluation committee, the best time for diagnostic evaluation, and the procedure of placement in special classes were not appropriate in Korea.And the actual condition of tools for the diagnostic evaluation was shown neither to be prepared nor used appropriately for each disability category.Accordingly, it is suggested that further studies should be undertaken to search for concrete improvement with such problems and generate theoretical backgrounds.

본 연구의 목적은 특수학급에서 운영 중인 고교학점제의 성공적 정착을 위한 핵심 운영 절차를 개선(개발)하는 것이다. 연구 방법으로 특수학급 고교학점제 운영 경험 등이 있는 특수교사 10명을 대상으로, 초점 집단 면담하였다. 면담 결과, 교사들의 요구는 고교학점제 준비과정, 교과 선택과정, 교과 평가과정으로 요약되는 3개의 대주제, 교육과정 구상 등이 포함된 9개의 중주제, 예비 편제 구성 등이 제시된 27개의 소주제로 요약되었다. 구체적으로 살펴보면, 첫째, 고교학점제 준비과정에서는, 특수교육 교육과정 편제와 지원 규정을 정비해야 한다. 둘째, 교과 선택과정에서는 교과 수요조사, 진로 적합성 자료를 분석해 장애 특성에 적절한 예비 수강 신청과 선택 교과 수업 실행을 지원하는 것이 필요하다. 셋째, 교과 평가 및 기록 단계에서는 과정 중심 평가와 최소 성취 수준 보장을 위한 학교 구성원과 각종 위원회의 역할을 명확화하고, 지도 결과 보이는 성과/부진 요인을 교과 특성에 기록하는 것이 중요하다. 연구 결과를 토대로 학사 운영과정과 특수학급 고교학점제 운영의 병행 여부, 일반교육과정과의 연계성 등을 논의하고 다양한 교원의 책무를 구분해 제시하지 못했다는 한계점 등을 제시하였다.

This study aims to develop key operational procedures for the successful establishment of the high school credit system in special education classes. The research involves conducting focus group interviews with 10 special education teachers who has operated the high school credit system in special education classes. The teachers' suggestions are summarized into three major themes including preparation process for the credit system, course selection process, and course evaluation process. They are further organized into nine subordinate themes such as curriculum planning and 27 lowest themes such as preliminary curriculum organization. Firstly, in the preparation process of the high school credit system, the related school committee is advised to review and refine special education curriculum planning and support regulations that harmonize with regular school curricula. Secondly, in the course selection process, it is necessary to support preliminary enrollment and course selection that are suitable for disability characteristics by analyzing curriculum demand surveys and career suitability data. Thirdly, in the course evaluation and recording stage, it is essential to clarify the roles of school members and various committees for process-oriented evaluation and guaranteeing the minimum level of achievement. Also, in the same stage, it is also important to record accomplishment and underachievement factors after guidance in the specific subject abilities and special features. Based on the research results, this study discusses the simultaneous operation of the general school academic operation process and the high school credit system in special education classes, as well as the integration with the regular curriculum. Also, this study suggests limitations such as the lack of differentiation of roles among various teachers.

기업구조조정촉진법상 금융채권자협의회의 기업개선계획 의결 절차에서 반대채권자에게 인정하고 있는 채권매수청구권 제도에는 여러 가지 문제점이 있다. 찬성채권자에게 부담이 지나치게 가중된다. 채권매수청구권을 인정하는 경우 그 채권의 가액이 객관적으로 정확하게 산출될 수 있어야 하는데, 그렇지 못한 점도 채권매수청구권 제도의 문제점 중에 하나다. 기촉법상 관리절차에서는 독립적인 제3자 도산실무가가 관리인으로 선임되지 않고, 기존의 경영진들이 계속 회사 경영을 유지하고 있으므로, 영국의 자발적 회사채무조정(CVA) 절차와 호주의 자발적 관리(voluntary administration) 및 회사정리약정(DOCA) 절차보다는 상대적으로 영국의 SoA 절차, 구조조정계획(Restructuring Plan) 절차, 호주의 SoA 절차에 보다 가깝다고 생각된다. 그런데도 불구하고 기업개선계획 이행약정에 대하여 법원의 사전 인가를 요건으로 하고 있지 않다. 대신에 반대채권자의 채권매수청구권을 인정하여 반대채권자의 권리 보호를 꾀하고 있다. 기촉법상 관리절차의 단점은 법원이 사후 심사만 할 수 있다는 것이다. 금융채권자협의회에서 기업개선계획이 의결된 이후에 반대채권자 또는 공동관리기업이 법원에 의결 취소의 소를 제기하는 경우 절차적 불확실성이 생길 수 있다. 법원이 기업개선계획 의결을 취소하면, 다시 기업개선계획안을 조율하고 의결해야 하기 때문에 절차가 상당히 지연될 가능성이 있다. 따라서 영국의 SoA 절차, 구조조정계획(Restructuring Plan) 절차, 호주의 SoA 절차를 참고하여, 채권자들 및 주주들을 권리관계에 따라 분류하여 각 조별로 의결하도록 하고 조 구성의 공평성에 대하여 법원의 인가를 받도록 하는 방안을 검토할 필요가 있다. 모든 종류의 채권자들을 한꺼번에 묶어서 다수결을 하게 되면, 항상 다수파 채권자들의 입장에 따라서 정리계획 또는 구조조정계획이 결의될 가능성이 높다. 소수파라서 권리 침해 우려가 있는 공통된 권리관계를 가지고 있는 채권자들을 독립된 조로 분류하여 결의하도록 하면 소수파 채권자를 보호할 수 있을 것이다.

This article compares the insolvency systems of Korea, the United Kingdom, and Australia with respect to a restructuring system that lies in the middle of workouts and reorganization. In accordance with the Corporate Restructuring Promotion Act (“CRPA”), there are several problems related with the dissenting creditor’s right to sell its claim to consenting creditors of the company restructuring plan in the Financial Creditors’ Meeting. It is actually heavy burden for consenting creditors to purchase dissenting creditor’s claims. In addition, the method to calculate the price of the claim to be purchased is not indisputably accurate. Under the Korean CRPA, an independent third-party insolvency practitioners is not appointed as administrator, and the existing directors continue to operate the company’s business. In this aspect, the Korean CRPA procedure is closer to the Scheme of Arrangement (“SoA”) procedure and the restructuring plan procedure of the UK and the SoA of Australia comparatively than to the Company Voluntary Arrangement (“CVA”) of the UK and the voluntary administration and Deed of Company Arrangement (“DOCA”) procedure of Australia. Nevertheless, there is no requirement for prior approval of the court for the implementation agreement of the company restructuring plan under the Korean CRPA. Instead, it seeks to protect the rights of the dissenting creditor by acknowledging the dissenting creditor’s right to sell its claim to consenting creditors. The shortcoming of the CRPA is that the court does not involve in the confirmation of the company restructuring plan, and the court can review the company restructuring plan only if a lawsuit is filed after the resolution of the company restructuring plan in the Financial Creditors’ Meeting. In the case where a dissenting creditor or the debtor company files a lawsuit to the court for revocation of the resolution after the company restructuring plan has been resolved at the Financial Creditors Meeting, procedural uncertainty exists. If the court might decide to revoke the resolution due to breach of the law, the procedure might be significantly delayed. Thus, it is necessary to review adopting the court’s prior approval of the company restructuring plan or the classification of members and creditors for voting purposes, referring to the SoA procedure and the restructuring plan procedure of the UK and the SoA of Australia. If all types of creditors make a resolution in one class, there is a high possibility that the vote will be resolved according to the position of the majority creditors and minority creditors will always lose. By separating the class of creditors who have common rights but are a minority, minority creditors could be protected.