Earticle

2013년 중국의 교육부는 고급중학교 교육과정 개정을 시작하였고, 그동안 시행되었던 『과정표준 (실험)』은 2017년 『과정표준』으로 개정되었다. 본 연구에서는 2017년 개정 고급중학교 『지리과정표준』의 주요 내용과 특징을 살펴보았으며, 주요 연구 결과는 다음과 같다. 먼저, 개정 『지리과정표준』의 주요 변화는 과정 방안과 각 학과의 과정표준을 기초로 이루어졌다. ‘과정방안’ 개정의 주요 초점은, 고급중학교 교육의 교육적 정립, 교육과정 구조의 최적화, 교육과정의 효율적 실시를 위한 제도 강화 등이다. 각 학과 ‘과정표준’은 학과 별 핵심 소양의 간결화, 교학내용의 개정, 학과 과정표준의 질적 개선에 중점을 두었다. 둘째, 개정 고급중학교 『지리과정표준』의 주요 변화는, 과거의 ‘내용표준’이 과정구성, 과정내용, 학업의 질의 3가지 부분으로 세분 되고, 내용이 상세화되는 것으로 나타났다. 마지막으로, 개정 고급중학교 『지리과정표준』의 핵심적인 변화는 ‘과정내용’의 구성체계 변화다. 즉, 고급중학교 지리과정은 필수, 선택성 필수, 선택과목의 3개 과정으로 편제 되었고, 이들 과정은 14개 과목으로 확대, 편제되었다. 그리고 부록에서 지리과 핵심 소양은 인지조화관, 종합 적 사고, 지역 인식, 지리 실천력의 4가지로 그 의미와 수준이 명료하게 제시되었다.

In 2013, China’s Ministry of Education began to revising the Curriculum Standards for advanced middle schools, which was revised in 2017. This study examines the main contents and characteristics of the 2017 revised advanced middle school 『Geography Curriculum Standards』. The results of study are as follows: First, the major changes in the revised 『Geography Curriculum Standard』were made on based of two aspects: the 『Curriculum Plan』for advanced middle school and 『Curriculum Standard』for each subject. The main focus of the revision of the 『Curriculum Plan』 was on the educational establishment of advanced middle school’s education, optimization of the curriculum structure, and strengthening the system for the efficient implementation of curriculum. In case of the 『Curriculum Standard』, it emphasized the simplification of core competence by subject, revision of contents of teaching-learning, and qualitative improvement of curriculum standards. Second, the major change in the revised Standard was that previous content standard was found to be divided into three parts: course composition, course contents, and the quality of learning. Finally, a key change in the revised Standard is in the composition system of the “course contents”: It was composed of three modules: mandatory, selective, and optional, which were expanded to include 14 subjects. In the appendix, core competences were clearly presented in four ways: harmony between humans and geographical environment, synthetic thinking, regional perception, and geographic practice.

The purpose of the present study is to investigate students’ perspectives on writing assignments and feedback in an online English composition course, specifically addressing the questions of how students perceive writing assignments, feedback, and discussion forums, and of what strategies can be used to promote effective feedback. In order to examine these issues, an online questionnaire was administered and an informal group interview was conducted. The questionnaire was completed by 104 EFL students at Cyber H University, and four of these students participated in the group interview. The results showed that the students’ views of the online composition course were very positive. A majority of the students indicated that the assignments and feedback were extremely helpful for the improvement of their English writing skills, as was participation in discussion forums. However, it was suggested that clearer directions about assignments needed to be provided. In addition, the students mentioned that feedback should be more consistent, and error corrections should be accompanied with clear explanations, examples, and encouraging comments. For consistent and high quality feedback, training sessions are suggested for instructors and tutors. Furthermore, an individualized and interactive process through face-to-face meetings, phone calls, or videoconferencing can be incorporated into online composition courses.

This study investigated the effectiveness of a ChatGPT-integrated instructional approach in a college-level English composition course. The course employed a mixed instructional model: traditional teacher-centered instruction during the first half of the semester and ChatGPT-assisted learning in the second half. Data were collected through three stages of writing proficiency tests (pre-, mid-, and post-tests), writing self-efficacy surveys, weekly writing assignments, and student surveys and interviews. The findings revealed notable improvements in students’ writing proficiency and writing self-efficacy following the implementation of ChatGPT-based instruction. Additionally, the analysis of student writing demonstrated enhanced organization and linguistic accuracy. Students expressed positive perceptions of ChatGPT and employed it strategically for idea generation, lexical variation, and error correction. These results suggest that integrating generative AI tools such as ChatGPT can effectively support the development of writing skills and learner autonomy in EFL contexts.

본 연구는 울산광역시 남구에서 조성한 도심 트랙킹 코스인 솔마루길에 대한 시민의 만족도를 분석하고, 1.5경계 양분선택형 스파이크모형을 적용한 조건부가치측정법을 이용하여 경제적 편익추정과 사업의 사후 경제적 타당성을 평가한다. 솔마루길에 대한 울산시민의 전반적인 만족도는 5점 만점에 평균 3.83점, 주요 시설물에 대한 만족도는 평균 3.55~3.94점으로 양호한 수준인 것으로 조사되었다. 솔마루길에 대한 가구당 월평균 WTP는 모형에 따라 남구 2,092~2,337원, 울산시 전체 1,506~1,640원으로 추정되었으며, B/C 비율은 편익기간을 5년으로 제한하는 보수적인 경우에도 모형에 따라 남구 1.78~1.99, 울산시 전체 2.45~2.67로 경제적 타당성이 있는 것으로 나타났다. 그러나 편익과 비용의 공간적 배분 측면에서 남구와 울산시 간의 공간적 재정대등성은 달성되지 않은 것으로 나타났다.

This study analyzes citizens’ satisfaction and estimates economic valuation of an urban tracking course(Solmarugil) composition in Nam-Gu, Ulsan, using an spike model based on the 1.5 bounded dichotomous choice contingent valuation method. This study also investigates an ex post economic feasibility of the project in terms of the B/C ratio. The survey results show that Ulsan citizens’ satisfaction level to the tracking course and its main facilities are pretty good as 3.83 points and 3.55 to 3.94 points respectively out of 5 on average. The mean WTPs per household are estimated KRW 2,092~2,377 in Nam-Gu and KRW 1,506~1,640 in Ulsan respectively according to models. It is also estimated that the project has a high feasibility, based on the B/C ratios of 1.78~1.99 in Nam-Gu and 2.45~2.67 in Ulsan even under the conservative estimation fixing only five year benefit duration. In terms of spatial distribution of benefits and costs, however, fiscal equivalence between Nam-Gu and Ulsan may not be perfectly correspondent.

This study reviews the appointment process of the first-time working position for the successful candidates for Composition Examination course 製述科, showing that the successful candidates in the early Goryeo Period were appointed to the first-time working position 初仕職 through recommendation of the bureaucrats. Even if the state examination 科擧 was a government official recruiting examination, the successful candidates were not appointed as officials immediately. The successful candidates were recognized as regular officials only when they were given official garments by the king. Furthermore, they could perform the administrative works only when they were appointed to the first-time working position. Therefore, the pass of the state examination gave them the status of a candidate for government officials, and the grant of an official garment gave them the official status. During the period from the grant of an official garment until the appointment of first-time working position, the successful candidates existed as an unemployed candidate for the appointment. Since the successful candidates were not bureaucrats, they had no experience in administrative practices. Therefore, it was difficult for the Civil Personnel Ministry 吏部, to determine what kind of ability the successful candidates had and what kind of job they were suitable for. In addition, it was not easy to assign the right official positions to the successful candidates. For the efficiency of personnel administration, the Goryeo Dynasty used the recommendation system. The recommendation right was given only to bureaucrats, who comprehensively considered the qualifications, abilities, morals, and reputation of tthe successful candidates, and recommended a government post suitable for them. The Civil Personnel Ministry gave the first- time working position to the successful candidates based on the recommendation of the bureaucrats. As a result, depending on the recommending bureaucrat, the timing and type of first-time working positions could be different. Accordingly, after passing the state examination, in order to receive the first-time working position as soon as possible and to acquire a better government post, they carried out post-searching activities.

It has been known that ginseng extract contains several polyacetylene components. But we found only two polyacetylene components in the freshly prepared ginseng extract. Long-term preservation of ginseng or ginseng extract produced many artifact polyacetylenes. The ratio of artifact/genuine polyacetylene was determined by TLC-densitometry on long-term preserved ginseng samples. The results indicated that the ratio was increased proportionally with the span of preservation.

In this paper, we devise a plan for personal involvement and presentation of the real world and present a plan for the structure of a teaching unit using the movie `Myeongryang (명량)' Narrative genre education that discusses the truth of life through fiction, such as movies and dramas, does not simply expand knowledge, but it aims at personal growth that affects all areas of life. Personal growth can be effectively achieved through personal involvement in the subject matter of the work and one's own problems. Personal involvement allows learners to reflect on the topics given in educational materials in relation to their own life problems. Presenting the real world refers to the `real world' of Korean cultural items reflected in the work by linking them to `the daily lives of Koreans that occur here and now in Korea.' A teaching syllabus of 8 units is presented, including play and sports, work life, university life, stories and Korean symbols, historical events (unit 2), modern society, and Korean movies in the world, which reflect personal connections and real world presentations. In `Unit 6, the movie Myeongryang', Admiral Yi Sun-sin's courage and will were presented as items of personal involvement. Additionally, the visit to the statue of Admiral Yi Sun-sin installed in Gwanghwamun are presented as the real world to help Koreans understand the status of Admiral Yi Sun-sin. Through this, it is expected that a three-dimensional view of Korean culture 'in movies and dramas' and 'outside movies and dramas' will be possible.

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교육부는 고교학점제를 導入하고, 이에 근거한 학점제형 교육과정 改定을 준비하고 있다. 이 글은 이에 대한 한문교육학 연구자의 代案이다. 그 대안은 두 가지이다. 하나는 고등학교 한문과 ‘선택과목’ 교과목 편제 방안이다. 다른 하나는 한문과 ‘선택과목’ 대단원 구성 방안이다. ‘선택과목’ 교과목 편제 방안으로 3가지를 소개했고, 필자의 방안은 試案으로 제시했다. ‘선택과목’ 대단원 구성 방안에 앞서, 단원 구성 原理와 模型을 제시했다. 단원 구성 원리로 학습자의 수요 부응, 진로 연계, 자기 주도 학습, 그리고 문제 해결 학습을 기술했다. 다음으로, 한문과 기반 단원 구성의 지향점과 대단원 구성 모형을 圖式化했다. 이어서, 主題 中心 선택과목 대단원 구성 방안을 예시했다. 몇 가지 방안, 단원 구성 원리와 모형, 그리고 대단원 구성 방안 예시 등의 자료가 次期 한문과 교육과정 개정 작업에 참고 자료로 活用되기를 期待한다.

The Ministry of Education has introduced a high school credit system and is preparing to revise the credit system curriculum based on this. This article is an alternative to the researcher of Classical Chinese education. There are two alternatives. One is a plan for organizing “elective courses” in high school Classical Chinese education. The other is the composition plan of the main unit of Classical Chinese education and ‘Elective Courses’. I introduced three options for organizing ‘elective courses’ courses, and my plan was presented as a draft. Prior to the composition plan of the “Elective Course” unit, the unit composition principle and model were presented. According to the principle of unit composition, it described responding to the needs of learners, career connection, self-directed learning, and problem-solving learning. Next, the orientation point of the basic unit composition and the grand unit composition model are schematically illustrated. Next, a plan for the composition of a subject-oriented elective course was exemplified. It is expected that materials such as several plans, principles and models of unit composition, and examples of the grand unit composition plan will be used as reference materials for the next Classical Chinese education and curriculum revision work.

‘국어 교재연구 및 지도법’강좌는 예비국어교사의 수업능력과 전문성을 키워줄 수 있는 가장 실제적인 강좌이다.이 글에서는 ‘국어 교재연구 및 지도법’강좌의 효과적인 운영을 위해 23개 대학의 강좌계획서를 비교․분석함으로써 강좌의 성격과 목적을 분명히 하고,대학별 강의내용의 우수한 점을 추출하였다.이를 바탕으로 예비국어교사의 실천적 지식과 수업능력 향상을 위한 강의 내용을 구성하여 제시하였다.강의의 명칭,목적,운영 방식,강의내용및 평가 등의 항목을 구체적으로 살펴본 결과,현장에서 직접 활용할 수 있는실천적 지식을 예비국어교사들에게 가르쳐야 한다는 점을 확인하였다.이를위해 현장 연계성이 강한 내용을 구성하는 것이 국어 수업능력 향상에 직접적도움이 될 것이라고 보고,이러한 의도를 강의 내용 구성에 반영하고 강의 계획서에 명시하였다.그리고 강좌의 내용은 현장 교사의 수업 영상과 수업지도안을 적극적으로 활용하여 예비국어교사들이 수업 참관록을 매시간 작성하고자신의 수업을 녹취하여 분석하도록 구성하였다.궁극적으로 ‘좋은 국어 수업이란 무엇인가’에 대한 해답을 예비국어교사들 스스로 찾아보도록 계획된 것이다.사범대학 국어과 교육과정의 발전 방안으로 이론과 경험의 통합,임상적인 사례 연구를 통한 현장 연계성 강화 등은 이미 제기된 바 있다.국어 교육이론이 실제 현장에서 힘을 발휘하기 위해서는 국어교사의 역할이 절대적이다.‘국어 교재연구 및 지도법’강좌는 국어교사의 전문성 함양과 직접 관계된강좌로 다양한 수업 사례 연구를 통해 수업 탐구 능력 및 실제 수업능력을 함양할 수 있도록 구성되고 실행되어야 할 것이다.

The course, 'Korean Textbooks and Teaching Methods' is one of the most practical courses designed to improve the teaching ability and expertise of prospective Korean language teachers. The purpose of this study is to compare and analyze the course proposals of 22 universities, to clarify the character and aim of the course, and to extract the excellent points of each course proposal in order to operate the course more effectively. Based on this, the contents of the course have been composed and presented here. As suggested by the title, aim, operating methods, teaching contents, and assessment methods of the course, it is assumed that pre-service Korean language teachers should be taught practical knowledge. Composing the contents of the course with emphasis on the classroom will therefore be of direct help in improving teaching ability, and this intention is clearly reflected in the course proposal. The course makes active use of video clips and lesson plans of existing teachers, and transcribes and analyzes their teaching approaches in order to improve the teaching ability of pre-teachers through the cultivation of practical knowledge. It is ultimately planned that Korean language teachers themselves should find an answer to the question, 'what constitutes good teaching practice in the Korean language class?' Some possible answers are suggested here in terms of the combination of theory and experience and the strengthening of teacher/student relationships. It is also proposed that case studies be carried out with a view to developing the curriculum of the Korean language education department of the teachers' college. In applying Korean language education teaching theory in class, the teachers' role is very important. The course, 'Korean Textbooks and Teaching Methods' is related directly to the improvement of the expertise of Korean language teachers, and so it should be composed of contents that improve the teaching exploration ability and practical teaching ability through a variety of case studies.

한국잔디로 조성된 국내 골프코스에서 한지형잔디의 사용증가로 이종잔디의 혼입이 증가하고 있다. 본 연구에서는 전국 50곳의 골프코스들을 조사하여 이종잔디 식재와 혼입 현황을 파악하였다. 조사한 골프코스들 중에서 이종잔디가 1 종류 이상 혼입된 곳은 47곳으로 나타났으므로, 이종잔디의 혼입 문제는 전국 거의 모든 골프코스에서 발생하는 것으로 사료되었다. 이종잔디의 혼입은 한국잔디에서 크리핑벤트그래스와 켄터키블루그래스의 혼입 가능성이 있는 37곳 중 각각 25곳과 33곳, 켄터키블루그래스에서 크리핑벤트그래스의 혼입 가능성이 있는 47곳 중 43곳에서 발생하였다. 한편, 이종잔디의 혼입(한국잔디에 크리핑벤트그래스의 혼입, 한국잔디에 켄터키블루그래스의 혼입, 또는 켄터키블루그래스에 크리핑벤트그래스의 혼입)이 발생한 골프클럽 중 한 종류의 혼입이 나타난 곳은 14곳, 두 종류가 나타난 곳은 12곳, 세 종류 모두가 나타난 곳은 21곳이었다.

The majority of turfgrass composition of golf courses are zoysiagrass, and mingle with cool-season turfgrasses have been increased. As result of mingling the species, invading problem has been raised. In this study, 50 golf courses nationwide were surveyed of grass composition and invading problem with hetero-species of turfgrasses. Among the courses, 47 golf courses have invading problem with more than one species at least. The invading problem has been issued most of golf course in nationwide. Thirty-seven courses composited with zoysiagrass; at 25 courses showed creeping bentgrass invading and at 33 courses were invaded by kentucky bluegrass. Among 47 kentucky bluegrass composition courses, 43 courses had creeping bentgrass invading problem. Invading problem within the grass species (creeping bentgrass in zoysiagrass, kentucky bluegrass in zoysiagrass, creeping bentgrass in kentucky bluegrass); 14, 12, and 21 courses were detected single species, two species, and three species invading problem, respectively.

교육과정이 거듭 개편되었지만 미술 교과서의 서예 영역은 여전히 화면 중앙에 대칭적으로 배치한 서제를 그대로 옮기는 임서 위주의 내용으로 채워져 있다. 서예가 문자를 매개로 해서 작가의 감성을 표현하는 예술의 한 형식이라면, 글씨를 똑같이 옮겨 쓰는 기능을 넘어서서 개인의 취향과 미감을 표현할 수 있는 수업 방법이 개발될 필요가 있다. 이 연구는 초등학교 예비교사들을 대상으로 진행한 수업 프로그램과 결과물을 정리한 것으로, 개인적인 취향에 따라 서제와 낙관을 어떻게 구성하고 배치하는지 그 사례를 다루고 있다. 수업 후기에서 살펴본 이 프로그램의 교육적인 의의는 첫째, 서제를 자율적으로 선택하고 구성하면서 자발적인 흥미를 이끌어낼 수 있다. 둘째, 자신의 이야기를 내용에 담게 되므로 제작 과정에 몰입할 수 있다. 셋째, 자신만의 개성 있는 표현으로 다양한 작품을 제작할 수 있다. 마지막으로, 스스로 작품을 완성하면서 만족감을 느낄 수 있다.

The art education curriculum for elementary school has been repeatedly revised but calligraphy courses are still largely based on copy training, where students are required to duplicate example texts stereotypically arranged in the textbook. If calligraphy is a form of artistic expression mediated by letters, then a calligraphy curriculum is required that goes beyond duplicating example texts to teaching how to express individuals’ tastes and aesthetics. This research summarizes a novel calligraphy course taught to potential elementary school teachers. It is a case study of how individuals compose and arrange example texts and seals given the freedom to follow their own preferences. The course was designed by considering the artistic meanings of three formal elements of calligraphy: brush stroke, shape of the font, and composition. Some example compositions are analyzed. The pedagogical significance of the course as determined by a course review was as follows. First, students were motivated by their own initiatives. Second, a diverse array of works reflecting individuals’ personality was produced. Third, students became easily absorbed in their work. Lastly, students gained satisfaction producing their own works.

지식기반 경쟁환경에서 조직의 경쟁력은 외부 지식의 탐색·흡수·재구성 역량에 의존하며, 특히 AI·데이터 등 신기술영역에서는 공적 훈련을 포함한 외부 지식공급 구조의 기술 구성을 선제적으로 파악하는 것이 중요하다. 그러나 공적 훈련을 조직 외부의 지식 원천으로 개념화하고 편성 변화를 실증한 지식경영 연구는 제한적이다. 본 연구는 고용24에 등록된 K-디지털 트레이닝(KDT) 및 K-디지털 기초역량훈련(KDC) 20,802건의 훈련과정 데이터(2023~2025)를 대상으로, 과정명에 TF 빈도, 동시출현 네트워크, LDA 토픽모델링, NCS 교차분석을 결합한 다층 텍스트마이닝을 적용하여 공적 디지털 신기술 훈련의 기술 편성 구조와 변화 양상을 분석하였다. 시계열 분석 결과, AI 키워드 포함 비율은 12.9%에서35.9%로 약 2.8배 증가하였고, GPT는 2023년 하반기에 처음 등장한 이후 2025년 하반기 14.0%까지 상승하였다. 반면빅데이터(13.2%→1.8%)와 메타버스(3.5%→0.9%)는 뚜렷한 하락세를 보여, 외부 지식공급 구조가 AI·생성형 AI 중심으로 재편되는 양상이 확인되었다. KDT·KDC 비교에서는 KDT가 클라우드·자바·풀스택 중심의 실무형, KDC가 파이썬·데이터·GPT 중심의 기초·활용형 편성을 보였으며, 이러한 차별성은 키워드 비율, 네트워크 구조, 토픽 분포에서 일관되게나타났다. 동시출현 네트워크에서는 데이터 분석, 웹개발, 생성형 AI의 3대 커뮤니티가 도출되었고, '생성' 키워드는 매개중심성 0.336으로 기술 영역 간 연결 허브로 나타났다. NCS 분석에서는 응용SW엔지니어링 코드 내 AI 키워드 포함 비율이 4.3%에서 22.5%로 증가하여, 제도적 분류체계와 실제 과정명의 기술 표현 간 정합성 격차가 확인되었다. 본 연구는 공적 훈련을 외부 지식공급 인프라로 실증함으로써, 기업이 외부 디지털 역량 공급 구조를 인재 확보·역량 개발 전략에 연계하고 제도적 분류체계의 신기술 반영을 점검하는 데 기초 근거를 제공한다.

In a knowledge-based economy, organizational competitiveness depends on searching, absorbing, and reconfiguring external knowledge, especially in AI and data domains where the technological composition of public training is critical. However, knowledge management research conceptualizing public training as an external knowledge source remains limited. This study analyzes 20,802 K-Digital Training (KDT) and K-Digital Credit (KDC) course records (2023-2025) on Work24 through multi-layered text mining: term frequency, co-occurrence networks, LDA topic modeling, and NCS cross-analysis. AI keyword inclusion rose 2.8-fold (12.9%-35.9%), and GPT reached 14.0% by late 2025, whereas Big Data (13.2%-1.8%) and Metaverse (3.5%-0.9%) declined, indicating a shift toward AI and generative AI. KDT showed a practice-oriented composition (cloud, Java, full-stack), while KDC was foundational and application-oriented (Python, data, GPT), with this difference consistent across keywords, networks, and topics. Three communities emerged?data analytics, web development, and generative AI?and "generation" served as a connecting hub (betweenness = 0.336). AI inclusion within the Applied Software Engineering NCS code rose from 4.3% to 22.5%, indicating a consistency gap between institutional classification and course expressions. By framing public training as external knowledge supply infrastructure, this study offers evidence for aligning talent strategies and institutional classifications with emerging digital competencies.

生成式AI已逐渐应用于对外汉语写作反馈实践，但其生成的修改建议并不天然具备教学适切性。本文以韩国某高校中文教育相关研究生课程中的19名准教师为对象，基于两项课程任务文本和开放式反思问卷，采用质性内容分析法，考察准教师面向HSK3—4级韩国汉语学习者时，如何理解、判断并转化AI写作反馈。研究重点分析了准教师在学习者文本、AI输出和教学目标之间的专业中介过程。结果表明，AI写作反馈教学转化能力主要由学习者作文问题诊断、AI反馈适切性判断、AI输出筛选与改写、反馈任务化设计四个维度构成；准教师的实际表现可划分为较完整转化型、部分转化型和机械/偏机械使用型三类。据此，本文构建了“诊断—判断—转化—任务化”模型，指出AI反馈的教学价值无法由技术自发生成，而深层依赖于教师的专业甄别、降难改写与任务化重组。生成式AI背景下的师资培养应超越工具操作层面，重点强化面向真实学情的教学转化能力。

Generative AI has increasingly been incorporated into writing feedback practices in teaching Chinese as a second/foreign language (TCSL/TCFL). However, AI-generated revision suggestions are not inherently pedagogically appropriate. Drawing on two course-task texts and open-ended reflective questionnaires collected from 19 pre-service teachers enrolled in a graduate-level Chinese education course at a Korean university, this study adopts qualitative content analysis to investigate how these pre-service teachers understand, evaluate, and transform AI-generated writing feedback when working with Korean learners of Chinese at the HSK 3?4 level. The analysis focuses on the professional mediation process through which pre-service teachers negotiate learner texts, AI output, and instructional goals. The findings show that competence in pedagogically transforming AI-generated writing feedback consists of four dimensions: diagnosing learners’ writing problems, evaluating the pedagogical appropriateness of AI feedback, selecting and rewriting AI output, and taskifying feedback for learning. The participants’ performances can be categorized into three types: relatively complete transformation, partial transformation, and mechanical or semi-mechanical use. Based on these findings, the study proposes a “diagnosis?judgment?transformation?taskification” model. It argues that the pedagogical value of AI feedback does not emerge automatically from the technology itself, but depends fundamentally on teachers’ professional discernment, simplification and rewriting of AI output, and task-oriented restructuring of feedback. In the context of generative AI, teacher education should therefore move beyond technical tool use and place greater emphasis on developing pedagogical transformation competence grounded in learners’ actual needs.

본 논문은 플립러닝 교육 모델에서 자주 활용되는 동영상 강의 콘텐츠의 구성방향과 활용 방안을 제시하기 위해 기획되었다. 이를 위해 고려대학교 문과대학에서 개설한 교양교과목 ｢인문고전세미나｣와 자체 개발한 인문교육 동영상 콘텐츠‘고성방가’의 사례를 분석하였다. ‘고성방가’는 인문고전 독서를 위한 전문지식의 제공을 일차적인 목표로 한다. 학생들은 ‘고성방가’를 수강하고 텍스트를 독서하는 사전활동 뒤에, 오프라인 수업에서 발췌독, 논점 만들기, 토론, 글쓰기와 같은 다양한 활동을 수행한다. 이때 동영상강의는 오프라인 강의를 일부 대체하기 때문에 예습 목적으로 제작되는 강의에 비해 긴 분량과 호흡을 갖고 있다. ‘고성방가’가 인문고전 텍스트의 이해를 돕기 위해논점을 제시해주고 있기 때문에 오프라인 강의에서는 이를 자신만의 것으로 소화하고 확장할 수 있도록 유도해주는 것이 중요하다. 아울러 학생들의 독서가 지나치게‘전문가’의 견해에 영향을 받는 것을 지양하기 위해 수업 말미에 열린 형태의 질문을 던지거나 동영상 강의를 다양한 관점에서 활용하는 수업 커리큘럼의 개발이 요청된다. 한편 플립러닝의 학습효과는 학생들의 주도적인 참여에 영향을 받는 바, 학생들의 동영상 강의 콘텐츠 수강 여부를 확인할 수 있는 다양한 활동이 수반될 필요가 있다.

This research was designed to present the composition, direction and utilization plan of video lecture contents that are frequently used in fliplearning education models. To this end, the cases of liberal arts courses, ?Humanities Classic Seminar?opened by Korea University College of Liberal Arts and 'Goseongbangga' that developed in-house humanities education video content were analyzed. Although the importance of flipped learning in university education has been identified and demands for it are increasing, institutional and policy support for the settlement and expansion of flipped learning is rare. In this situation, the cases of ?Humanities Classics Seminar?and 'Goseongbanga', which produce video lectures directly at universities and incorporate flipped learning into humanities education, have important implications as preemptive examples. The primary goal of "Goseongbanga" is to provide expertise for reading humanities classics, and the content is largely composed of the background of the birth of humanities classics , points for understanding humanities classics, and questions to think more about. After taking 'Goseongbangga' and reading texts, students perform various activities such as reading excerpts, making points, discussion, and writing in offline classes. At this time, video lectures replace some of the offline lectures, so they have a longer amount compared to those produced for the purpose of preparation. Recent students have the characteristics of enjoying and preferring short videos, but they have shown the perception of distinguishing between short videos that they enjoy and educational videos. Nevertheless, too long a video can rather hinder learning interest. Since 'Goseongbangga' provides a commentary on the humanities classic texts, it is important to induce offline lectures to digest and expand it to their own. In addition, in order to avoid students' reading being excessively influenced by the opinions of 'experts', it is required to ask open questions at the end of the video lectures or to develop a class curriculum that uses video lectures from various perspectives. On the other hand, since the learning effect of flipped learning is affected by the leading participation of students, it is necessary to be accompanied by various activities to check whether students are using video lecture contents.