Earticle

수출 기업의 시장확대 성공의 핵심 원동력은 그 시장에서의 경쟁방식에 관한 지식이라는 점은 널리 알려져 있다. 이러한 지식은 종종 시장에서의 직접 경험을 통해 축적된다. 그러나 다수의 수출 기업들은 이러한 직접 경험이 부족함에도 불구하고 새로운 시장에서 상당한 성과를 달성해 왔다. 본 연구에서는 지식기반이론과 조직학습이론을 이론적 준거 틀로 삼아 조직적인 학습이 수출 시장확대에 미치는 영향을 설명하고 예측하는 모형이 도출되었다. 이 모형에서 두 가지 유형의 조직 학습인 직접학습과 간접학습이 중요한 요인으로 고려되었다. 직접학습은 문화와 경제에 관한 학습으로 정의되었고, 간접학습은 다른 기업의 경험으로부터의 학습으로 정의되었다. 이 모형은 한국 기업의 수출 시장 확대의 사건을 분석의 단위로 하여 다양한 2차 자료 원천들로부터 추출된 자료를 분석하여 실증적으로 검증되었다. 분석 결과 문화와 경제에 관한 경험은 직접경험과 수출증가의 관계를 조절하는 것을 나타났다. 또한, 간접학습요인들은 직접경험과 수출시장 확대 성공의 관계를 조절하는 것으로 나타났다. 본 논문은 연구 결과의 이론적 기여와 기업들의 수출 시장 확대에 대한 시사점 및 연구의 한계와 이에 따른 향후 연구의 방향에 대해 토론하며 결론을 맺는다.

It seems to be a common sense that a key driver of success for an exporter’s expansion into a country market is its knowledge about how to compete in the market. Such knowledge is often accumulated through direct learning in markets. Nonetheless, many exporters with little prior direct learning in export markets have attained substantial performance in the markets. Depending critically on both the knowledge-based view and the organizational learning theory, the author develops a model in order to explain and predict the effects of organizational learning on export market expansion success. In the model, two types of organizational learning are considered on export market expansion success. One is direct learning of culture and economy in other countries. The other is indirect learning from other firms’ experiences. Using a uniquely complied archival dataset regarding Korean firms’ export market expansions, the current study empirically tests the model. It is posited that direct learning with regard to culture and economy positively moderates the relationship between those drivers and success in export market expansion. Moreover, the importance of indirect learning is underscored in explaining export market expansion. Finally, this paper is concluded with a discussion of significant implications for theory and practice by highlighting the effects of both direct learning and indirect learning from competitors and channel memberships and with some limitations of the present study and the directions for future research.

Purpose: The purpose of this study was to examine the effects of direct observation-linked multiple monitoring learning on the job skills of elderly residential assistants for high school students with intellectual disabilities. Method: In order to achieve this research purpose, three high school students attending a special school for intellectual disabilities were composed of research participants. The research design used multiple probe design across participants by a single subject research, and the experimental design was also used, reflecting the four experimental conditions of baseline, intervention, maintenance, and generalization. The experimental environment consisted of a kitchen in the elderly's residential home and a kitchen in the participants' residential home, and intervention and evaluation were conducted. The intervention program, an independent variable, consisted of procedures and methods in which participants directly observe scenes of nursing care workers performing target actions in the kitchen of the elderly's home, and in conjunction with this, a combination of three clues, such as picture-word-sentence. Target behaviors, a dependent variable, was defined as the performance of participants visiting the home of the elderly living alone and cooking meals to assist them. Results: As a result of the study, it was found that participants with intellectual disabilities effectively acquired and generalized target behaviors through intervention. Conclusin: Through this, this study was able to enhance the aspect that vocational transition education at home through direct observation and multiple monitoring learning can have a positive effect on the acquisition and generalization of job skills centered on residential life for students with intellectual disabilities.

이 연구는 실과 체험학습의 의미, 실과 체험학습의 이점, 실과 체험학습의 원리를 탐색하고 정리할 목적으로 문헌연구에 의하여 수행되었다. 실과 체험학습이란 “학습자가 실세계(real world)에 존재하는 실과적 내용(contents)의 대상을 오감각(five senses)으로 직접 접촉하여 주체적으로 지식, 기능, 가치를 구성하는 과정”으로 정의하였다. 실과 체험학습의 이점으로 학습자의 관심 끌기 용이함, 두뇌의 건강과 균형적 발달, 직업기초능력 신장, 오감각 일깨움, 세로토닌의 원활한 분비, 기술적 소양 함양, 진로탐색 기회 확대, 면역력 강화, 효과적인 학습, 사회성 발달의 10가지를 제시하였다. 또한, 실과 체험학습의 원리로 오감을 통한 신체적 활동, 실세계와의 관련성 강화, 고정관념에서 벗어나기, 실력수준과 도전수준 간에 균형적인 활동과제 제시, 전후 맥락 고려, 몰입, 표현, 목표의식, 즐김, 감동의 10가지를 제시하였다. 그동안 실과교육의 정당성에 대한 연구는 충분히 이루어졌음에도 불구하고, 실과교육의 활성화를 위하여 여전히 해결해야 문제가 많다. 혁신적인 변화가 필요한 시점이며, 실과 체험학습은 그 대안이 될 수 있다. 추후 연구와 관련해서는 제시한 실과 체험학습의 이점과 원리를 일정한 준거에 기초하여 영역별로 재구조화하고, 타당성을 검증하기 위한 연구가 필요하다.

Purposes of this study were to clarify the meaning, to explore advantages and principles of the direct experience in the practical arts education. This study was carried out by literature review. Learning by direct experience in practical arts education was defined as “process which learners compose knowledges, skills, and values actively by touching practical arts contents in the real world directly throughout five sensory organs.” Advantages of learning by direct experience in practical arts education were identified as easy learning interest and motivation, valanced development of a brain, improvement of basic job competence, wake-up of five senses, enough flow of serotonin, improvement of technological literacy, expansion of career exploration opportunities, reinforcement of immunity level, effective learning, and development of sociability. Principles of learning by direct experience in practical arts education were set as physical activities throughout five sensory organs, relationship with real world, breaking stereotype, proper activity tasks, situational context, immersion, expression, aiming consciousness, enjoyment, and being moved. In spite of enough research about justification of practical arts education, there are a lot of problems to be solved for its activation. We need innovative changes. Direct experience in the practical arts education can be alternative plan. In future, advantages and principles of learning by direct experience in practical arts education should be reorganized at the base of certain criteria and testified.

Background: Learning activities (LAs) regarding direct patient care in the ward are an important part of the pharmacy school education to enhance professional competency. However, since the COVID-19 pandemic, pharmacy students’ satisfaction with the quality of hospital pharmacy practice experience has decreased, and there is limited study on the status of LAs regarding the direct patients care in hospitals. Therefore, this study aims to determine the current status of direct patients care LAs and their barriers to ensure level and consistency of education. Method: A survey study was conducted among pharmacists in charge of student education about the status of direct patients care LAs in their hospitals by using survey questionnaires in 2024. This survey questions consisted of dichotomous questions, expressed as percentages. Results: Among 26 hospitals, 88.5% (n=23) responded. 71.4% (5 cases) of tertiary hospitals with more than 1,000 beds conducted direct inpatient care LAs. 33.3% (3 cases) of general hospitals with 700-300 beds conducted direct patient care LAs. The lowest direct patient cares LAs (16.7% versus 9.1%) was antimicrobial stewardship intervention in two types of hospitals. Overall, the level of direct patient cares LAs in the ward was not consistent between two types of hospitals. The major barrier to the implementation of direct inpatient cares LAs in both types of hospitals was the lack of pharmacists. Conclusion: This result sheds light on the importance of developing new strategies for training programs in the ward and ensuring level and consistency in learning approach.

본 연구는 직접교수학습 모형에 기반한 체육과 ICT교수학습 과정안을 개발하고 현장에 적용하여 교수 학습에서의 효율성을 입증하는 것이다. 체육 교과는 교사의 시범 및 피드백이 필요하고, 기상 조 건 등으로 인하여 수업이 어려운 경우가 있다. 그리고 실제 학습에서의 학습 모형의 적용이 미비한 상황이다. 이러한 경우에 ICT 교수 학습 과정안을 활용한다면 전문가의 시범을 대치할 수 있으며, 학 습자들은 개별적, 적응적 피드백을 제공받고, 자신의 학습 속도에 맞도록 느린 동작, 구분 동작 학습, 반복 학습이 가능하다. 그리고 교사들의 교수학습 방법에 대한 공유를 높일 수 있다. 따라서, 본 연구는 체육과에서 일반적으로 적용되는 직접 교수 모형을 ICT 활용 수업에 적합하도록 재구성하여 절차적 모형으로 각 단계를 정의하고, 이를 실현하기 위한 ICT 교수 학습 과정안을 개발 하였다. 그리고 초등학교 5학년 수업에 적용하여 학습 효과를 분석하였다.

The goal of this research is to prove the efficiency of direct instruction by developing and applying an ICT teaching and learning course for physical education based on a direct instruction model. The curriculum for physical education requires the instructors example and feedback, and sometimes classes may be difficult to conduct due to reasons such as weather conditions. Also, in actual learning, the application of a learning model is inadequate. In these cases, using an ICT teaching and learning course, experts can show examples instead. The learners are provided with individual and suitable feedback and can make it practical for them by slowing down motions, sectional motion learning, and repetitive learning. It can also enhance the sharing of the instructors teaching and learning methods. Therefore, this research recomposed the commonly used direct teaching and learning methods in physical education in order to make it suitable for ICT utilized lessons. It was recomposed in a procedural model and each level was explicated, and in order to materialize this, an ICT teaching and learning course was developed. This was then applied to a Fifth grade class, and its learning effects were analyzed.

본 연구의 목적은 직속상사의 진성리더십과 근로자의 직무성과 간의 관계에서 자기주도학습과 혁신적 업무행동의 매개효과를 검증하는 것이다. 연구 목적의 달성을 위해 기업체 근로자를 대상으로 465부의 설문자료를 분석하였으며, 자료 분석은 SPSS 26과 Mplus 8.10 통계 프로그램을 이용하였다. 연구 결과 첫째, 직속상사의 진성리더십이 근로자의 자기주도학습과 혁신적 업무행동에 정(+)의 영향으로 나타 났으며, 진성리더십이 직무성과에 직접적으로 끼치는 미치는 영향은 기각되었다. 두 번째로 자기주도학습은 혁신적 업무행동과 직무성과에 정(+)적인 관계로 나타 났다. 세 번째로 자기주도학습은 직속상사의 진성리더십과 근로자의 직무성과와의 관계에서 매개효과를 갖는 것으로 나타났다. 네 번째로 자기주도학습과 혁신적 업무 행동은 직속상사의 진성리더십과 근로자의 직무성과와의 관계에서 매개효과를 갖는 것으로 나타났다. 연구 결과를 바탕으로 학문적․실무적 시사점을 제시하였다.

The purpose of this study is to examine the mediating effects of self-directed learning and innovative work behavior on the relationship between direct supervisor’s authentic leadership and employees' job performance. To achieve the purpose of the study, 465 questionnaires were collected from employees of companies, and SPSS 26 and Mplus 8.10 statistical programs were used to analyze the data. The results of the study showed that, first, the direct supervisor's authentic leadership had a positive effect on employees' self-directed learning and innovative work behavior, but the direct effect of authentic leadership on job performance was rejected. Second, self-directed learning was positively related to innovative work behavior and job performance. Third, self-directed learning was found to have a mediating effect on the relationship between direct supervisor's authentic leadership and employee's job performance. Fourth, self-directed learning and innovative work behavior mediated the relationship between direct supervisor's authentic leadership and employee's job performance. Based on the results of the study, academic and practical implications are presented.

The purposes of this study were to the influence of team project physical education classes on self-directed learning and creative personality and provide helpful data for the effective management of physical education classes to promote the development of students in various aspects. For this purpose, the investigator gave two ninth grade classes that made the experiment group at G Middle School in Gwangju Metropolitan City and another two ninth grade classes that made the control group. Using the questionnaire, collected data were put to the t-test. The analysis results were as follows: First, there were significant differences in the changes of self-directed learning between the experiment and control group. Secondly, there were also significant differences in the changes of creative personality between the experiment and control group. Therefore Team Project Physical Education Classes which enabled the students to choose project topics themselves, take the initiative in implementing project tasks was a positive influence on self-directed learning and creative personality.

학교 교육에서 학습자들을 서열화하거나 학습의 결과물로만 사용하던 평가가 학습의 한 과정 으로 인식되면서 그 중요성과 역할이 점점 커지고 있다. 본 연구의 목적은 수학영재학급 학생을 대상 으로 자기평가 학습을 교수-학습에 적용했을 때 자기 주도적 학습 능력에 어떠한 영향을 미치는가를 구체적으로 규명하는데 있다. 학습과정에 자기평가를 적용하기 전에 실험집단의 자기 주도적 학습 능력을 알아보기 위하여 자기 주도적 학습태도 검사지를 이용하여 설문 조사를 한 후 자기평가 학습 지를 12주간에 걸쳐 실시하였다. 실험집단은 자기평가 학습지를 풀고 나서 채점기준에 의해 스스로 채점을 한 후 교사에게 제출한다. 제출된 자기평가 학습지는 교사가 재 채점하여 학생들에게 되돌려 주고, 학생들이 잘못된 부분을 수정하고 학습에 대한 반성을 하게 하였다. 검사지를 분석해 본 결과 자기평가 학습을 학습과정에 적용하기 전보다 적용한 후에 학습자의 자기 주도적 학습능력은 향상 되었고 또한 실험반과 입학당시의 성적이 비슷한 학생들로 구성된 1개 반과 성적을 비교해 본 결과 실험반의 성적이 10여점 높게 나왔다. 이것은 자기평가 학습이 자기 주도적 학습 능력을 향상시켜준 다는 것을 나타내는 의미 있는 결과라고 할 수 있다. 결론적으로 학습자는 자신의 학습과정과 결과에 대해 스스로 점검하고 반성하는 연습을 함으로써 학습자 스스로가 자신의 학습 전체를 주도하고 관 리할 수 있는 자기 주도적 학습 능력을 기르게 되었으며 이는 자기평가 학습이 영재아들에게 하나의 유의미한 교수-학습 전략이라 할 수 있다.

Evaluation in school education, which used to be only the consequences of learning or one way of grading students, has recently had a bigger and more important role with the evaluation being recognized as a process of learning. The purpose of this research, based on gifted students in high school, is to define explicitly how self-assessment affects their SDL. For this research, 32 gifted students in Kyungggi province, were taken to carry out an experiment with these methods. Prior to applying self-assessment to a process of learning, the experiment on self-assessment was carried out for 12 weeks after a survey using self-directed learning(SDL) tests in order to measure the degree of SDL the experiment group. Students in the experiment group graded their own SDL test sheets with the designated standard of grading and submitted those papers to the teacher. Those sheets were graded again by the teacher and handed back to students. After that, students had time to correct wrong problems and examine themselves on learning. After this self-assessment, SDL test sheets were used again to figure out how the experiment group had changed. It turned out that students in the experiment group showed improvement in SDL ability. Also, compared to the control group, the grades of the students in the experiment group were about ten points high. These are the meaningful results showing that self-assessment improves academic achievement by upgrading SDL ability. In conclusion, self-assessment is a critical studying method according to the fact that by examining themselves about the process and results of learning, learners could develop SDL ability.

이 연구는 거꾸로 수업, 직접교수법, 협동학습, 실시간 화상수업을 조합한 수업상황에서 학습에 유용한 교수학 습활동을 탐색하였다. 연구대상은 교육방법 및 교육공학 과목 4분반, 교육학 교재연구 및 지도법 1분만을 수강한 99 명이었다. 이들은 한 학기동안 하이브리드 수업상황을 경험하고, 활용된 22개의 교수학습활동이 학습에 유용한 정도 를 리커트 척도에 답하였다. 그 결과, ① 22개의 교수학습활동은 모두 학습에 유용한 것으로 평가되었다. 그 중에서도 높은 평가를 받은 활동은 카톡방에서의 조별토론 내용을 캡처하여 제출한 것, 과제 사례 제공, 연습, 과제에 대한 피 드백, 다른 모둠의 과제 결과 공유, 시험 답안에 대한 피드백 등이었다. ② 낮은 평가를 받은 교수학습활동은 화상 문 답과 오픈 북 시험이었다. ③ 하이브리드 수업의 학습 효과에 대해서는 3.67점의 긍정적인 평가를 하였고, 학습량도 대면수업만큼 많았던 것으로 인식하였다(평균 3.67, SD=1.03). 자유응답도 문항조사결과를 지지하였다. 이 연구는 대 학에서 원격수업을 통해 거꾸로 수업을 시행할 때 성패를 가를 수 있는 관건이 직접교수법, 협동학습의 정확한 실행 임을 확인하고, 이를 구현할 구체적이고 효과적인 수업전략들을 검증하였다는 점에서 의미가 있다.

This study explored effective teaching-learning activities under the hybrid teaching model combining flipped learning, direct instruction, cooperative learning and distance learning. Subjects were 99 college students enrolled in 2 teacher preparation courses. Students evaluated effectiveness of 22 teaching-learning activities according to Likert scale at the end of the semester. As a result, all 22 teaching learning activities were considered effective more or less. They facilitated motivation, comprehension, participation, thinking, and led to mastery of the task. ② Activities scored low were ‘questioning and answering at the beginning of online class’, ‘open book test’. ③ Hybrid teaching model was favored over traditional instruction. Open ended responses were consistent with the ones in the questionnaire. This research supports the notion that key teaching models to be combined for successful flipped learning in college setting are direct instruction and cooperative learning. Furthermore, effective and ineffective teaching strategies for flipped learning were found.

In this paper, a DLC method is proposed for linear feedback systems to improve the tracking performance when the task of the system is repetitive. DLC can generate the desired control input directly from the previously learned control inputs corresponding to other output trajectories. It is assumed that all the desired output functions considered in this paper have some relations called proportionality and it is shown by mathematical analysis that DLC can be utilized to generate additional control efforts for the perfect tracking. To show the validity and tracking performance of the proposed method, some simulations are performed for the tracking control of a linear system with a PI controller.

Foreign Direct Investment (FDI) embodies new technologies and systems. It plays a crucial role as a conduit of knowledge from the developed country to the host country, which in turn is an important channel for productivity improvement in developing countries. This study analyzes the effect of FDI on productivity through the lens of the vintage effect and the learning effect. To our knowledge, the investigation of the FDI vintage effect on productivity via knowledge transfer is new to the literature. Following the capital vintage models, we assume that FDIs of different vintages are imperfect substitutes and the latest vintage has the highest productivity. We adopt a version of the endogenous growth model in which the accumulation of human capital and its interplay with FDI are the engine of growth to analyze and derive a decomposition of the vintage and learning effects. We use a Chinese provincial panel dataset for our empirical analysis. Leveraging on our theoretical model, we build our empirical specification and estimate these effects. Our empirical findings support the theoretical predictions of our model. We verify a negative level effect of FDI on TFP in the short run and a positive rate effect in the long run. We also suggest several policy implications relating to FDI and Chinese economic development based on our results.

The study set out to explore the value of comprehensive written corrective feedback (WCF) both in improving grammar accuracy in revisions (editing effects) and in developing accuracy in new pieces of writing (learning effects). Two types of WCF were compared: direct correction (DC) and coded indirect correction (IDC). Three intact intermediate English classes (one DC, one IDC, and one control group; a total of 54 learners and one teacher) participated. The study consisted of 8 sessions and lasted 6 weeks. Students produced three pieces of writing and revised them over a three-week period (from session 1 to session 6). Each group also produced a new piece of writing one week later (session 7) and another two weeks after session 7. The results revealed that comprehensive WCF had a facilitative role in increasing accuracy in both revisions and new writings, and the effects carried throughout the study. DC led to greater immediate effect than IDC, but IDC’s effects became evident later and were superior to DC. The study has a significant pedagogical value for using comprehensive WCF in L2 classrooms.

The present study tested whether teachers can deliver direct instruction in an autonomy-supportive way that preserves and enhances the quality of students’ motivation, engagement, and learning. Participants were 118 undergraduate students (83 females, 33 males) recruited from sections of an introductory educational psychology class at a large university. Participants were randomly assigned into 1 of the 3 treatment groups (controlling direct instruction condition, autonomy-supportive direct instruction condition, and nondirect instruction control condition). A one-way analysis of variance with Student-Newman-Keuls post hoc tests showed that participants in the autonomy-supportive direct instruction condition showed the highest quality learning experience in terms of motivation, engagement, and learning followed by participants in nondirect instruction condition. Participants in controlling direct instruction condition showed a relatively poor learning experience. Results demonstrate that the motivationally important aspect of a teacher’s direct instruction is not whether instructions are direct or nondirect but, instead, how teachers deliver those instructions --autonomy supportive versus controlling--that affects the quality of students’ experience during a learning activity.

Considering the recent trend of foreign direct investment (FDI), this paper highlights FDI by the European companies in Korea in the e-Business field and IT industry. In these fields both European and Korean companies enhance their competitiveness by sharing their expertise with each other. Traditional FDI theories are not satisfactory to explain these new FDI motivations. A new approach, an extended version of the imbalance approach, is introduced to explain these new phenomena. According to this approach, companies get access to new advantages through FDI or strategic partnership, in contrast with the traditional theories, arguing that companies go abroad because they have advantages. Relating to this new approach, some case studies are conducted and important implications are provided.

When China embarked on economic reform in the late 1970s, its leaders aspired to learn from Japan's developmental policies that were restrictive of foreign capital. In the 1990s, China strove again to emulate Japan and South Korea in restricting foreign direct investment and promoting indigenous corporations. Despite these efforts, China's industrial catch-up was in fact led by FDI, in sharp contrast to the classic Japanese/Korean paradigm where FDI was strictly circumvented. Why was China unsuccessful in learning restrictive FDI policies? How did a new developmental path emerge in China? The answer lies in China's strong networks with diaspora communities. Through a diffusion mechanism, ties between local governments and diaspora capital helped initiate and catalyze China's FDI liberalization, despite the central efforts to learn from Japan and South Korea. Two critical reform episodes are examined: (1) the establishment of special economic zones and (2) the reform of state-owned enterprises.

Approximating a divergence between two probability distributions from their samples is a fundamental challenge in statistics, information theory, and machine learning. A divergence approximator can be used for various purposes, such as two-sample homogeneity testing, change-point detection, and class-balance estimation. Furthermore, an approximator of a divergence between the joint distribution and the product of marginals can be used for independence testing, which has a wide range of applications, including feature selection and extraction, clustering, object matching, independent component analysis, and causal direction estimation. In this paper, we review recent advances in divergence approximation. Our emphasis is that directly approximating the divergence without estimating probability distributions is more sensible than a naive two-step approach of first estimating probability distributions and then approximating the divergence. Furthermore, despite the overwhelming popularity of the Kullback-Leibler divergence as a divergence measure, we argue that alternatives such as the Pearson divergence, the relative Pearson divergence, and the $L^2$-distance are more useful in practice because of their computationally efficient approximability, high numerical stability, and superior robustness against outliers.

This study analyzes critical factors that foreign investors would consider before investing in North Korea by empirically analyzing key FDI determinants in Central and Eastern Europe and the former Soviet Union (i.e., transition economies) and juxtaposing these results against North Korea’s main investment hurdles and pull factors in order to suggest a way forward. For the empirical study, a fixed effect model is employed based on the panel data of all the transition economies through their entire transition periods. The analysis suggests that the special economic zones in the Visegrad countries could provide a relevant benchmark for North Korea.

In this paper, a DLC method is suggested for linear feedback systems to improve the tracking performance when the task of the system is repetitive. DLC can generate the desired control input directly from the previously teamed control inputs corresponding to other output trajectories. It is assumed that all outputs considered in this paper have some relations called "proportionality. " To show the validity and tracking performance of the proposed method, some simulation are performed for the tracking control of a linear system with a PI controller.

In this paper, the Direct Learning Control is applied to robot's trajectory tracking control to solve the problem that lies in the existing Iterative Learning Control(ILC) and the tracking Performance is analyzed and the better approach is searched using computer simulation and experiments. It is assumed that the Direct Learning Control(DLC) is saved onto memory basically after obtaining control input Profiles for several Periodic output trajectories using the ILC. In case the new output trajectory has special relations with the previous output trajectories, there is an advantage that the desired control input profile can be obtained without iterative executions only using the DLC. The robot's tracking control system is comprised of DSP chip. A/D converter, D/A converter and high-speed pulse counter included in the control board and the performance is examined by carrying out the tracking control for the given output trajectory.

This study focuses on the interpretation and academic features of 『Direct pointing to the Great Learning(大學直指)』 by Seo Myung-eung(徐命膺, 1716-1787), a prominent Confucian scholar of late Joseon Korea. While Seo Myung-eung inherited ZhuXi’s(朱熹) 『commentary on The Great Learning(Daehakjanggu, 大學章句)』, he introduced an original concept of “Mind Cultivation(心法)”, emphasizing the essence of the 『Great Learning』 in terms of internal cultivation. He argued that all aspects of the Three Guidelines(三綱領) and Eight Articles(八條目) are not mere external practices but are fulfilled through Simbeop, aiming to achieve harmonious development at the individual, familial, and national levels. This research highlights Seo Myung-eung’s unique interpretation, focusing on the preface and Chapter1(經一章)of 『Direct pointing to the Great Learning(大學直指)』. His meticulous analysis of Chapter 1’s structure and the logical interplay between the Three Guidelines and Eight Articles exemplifies his interpretative originality. While grounded in Zhu Xi’s commentary, Seo Myung-eung expands on it by elucidating the mingde(明德) concept through its xulingbumai(虛靈不昧) characteristics, offering various examples. He also emphasizes the importance of achieving harmony between knowledge and action as a means to realize Mind Cultivation(心法). Seo Myung-eung’s reinterpretation of the 『Great Learning』 signifies an innovative scholarly contribution that suggests a new direction for Confucian studies in late Joseon. This study demonstrates that Seo Myung-eung’s approach not only preserves traditional Confucian principles but also applies new methodologies and perspectives, marking a pivotal point in the transition and development of Confucianism in 18th-century Joseon. His intellectual insights are shown to retain significant academic value, extending beyond his era.