Earticle

Invasive species are organisms that are introduced into places outside of their natural distribution range. The global pet trade is facilitating the introduction of invasive species into new countries and areas. Among the introduced alien species, turtles are one of the most common animal groups whether lives in wetland ecosystems, such as wetlands or reservoirs. Like other countries around the world, exotic turtles is becoming a growing concern for the wetland ecosystem in South Korea. In this study, we report new reports of subspecies of Painted turtle (Chrysemys spp.): Chrysemys picta marginata, C. p. bellii and C. dorsalis, from the reservoirs in downtown Cheongju and Gwangju, South Korea. We used morphological features, such as the characteristics of the legs, plastron, and carapace, to identify the turtles. It is assumed that all turtles were artificially released into nature. Considering the increasing number of reports on the introduction of alien invasive turtles in Korean wetlands, we recommend the formulation of an immediate and systematic management plan for pet trades and organized continuous monitoring programs.

본 연구의 목적은 학습부진 아동을 대상으로 강점발견 프로그램을 개발하고 적용한 후 학습동기와 학업적 자기효능감에 미치는 효과를 검증하는 것이다. Peterson과 Seligman(2004)의 VIA(Virtues in Action)분류체계, Smith의 강점 모형, Lepper와 Hodell(1989)의 학습동기를 유발하는 과제의 특성, Bandura의 자기효능감 구성요인 4가지를 바탕으로 프로그램을 구안하였고, 교사-또래-개인간 긍정적 상호작용이 이루어질 수 있는 활동으로 구성하였다. 프로그램 사전에 기초학습기능검사(BLST)를 실시하여 학습부진 아동 4, 5, 6학년 총 12명을 선정한 후, 주 1회씩 회기당 50분간 총 9회기를 실시하였다. 프로그램 시행 전후, 한국형 학업적 자기조절 설문지(K-SRQ-A)와 학업적 자기효능감 검사를 실시하여 그 효과를 평가하기 위해 SPSS 25.0을 사용하여 자료를 분석하고, Wilcoxon 부호순위 검증을 활용하였다. 그 결과, 본 연구에서 개발된 강점발견 프로그램은 학습부진 아동의 학습동기와 학업적 자기효능감 향상에 효과가 있는 것으로 나타났다. 본 연구는 이론적 근거를 토대로 프로그램을 구안한 점과 또래와 교사를 프로그램 자원으로 활용한 점, 학습부진 아동의 학습동기와 학업적 자기효능감 향상에 효과적인 대안이 될 수 있는 점에서 의의를 지닌다.

The purpose of this study was to verify the effect on learning motivation and academic self-efficacy after developing and applying a strength discovery program for underachievers. The program based on Peterson and Seligman's (2004) VIA(Virtues in Action) taxonomy, Smith's strengths model, Lepper and Hodell's (1989) characteristics of motivating tasks, and Bandura's four components of self-efficacy, and organized the activities into positive teacher-peer-person interactions. A total of 12 children with learning difficulties in grades 4, 5, and 6 were selected by administering the Basic Learning Skills Test (BLST) before the program, and the program was conducted once a week for 50 minutes per session for a total of 9 sessions. The Korean Self-Regulation Questionnaire for Academic Studies (K-SRQ-A) and the Academic Self-Efficacy Test were administered before and after the program, and the data were analyzed using SPSS 25.0 and the Wilcoxon signed-rank test was used to evaluate the effectiveness of the program. The results showed that the strengths discovery program developed in this study was effective in improving the learning motivation and academic self-efficacy of underachievers. This study is significant as it demonstrates the potential for enhancing academic achievement in underachievers by designing a program based on theoretical foundations and utilizing peers and teachers as program resources.

본 연구는 보통의 초등학생들에게도 익숙한 전통칠교판을 변형하여 만든 가변칠교 판을 활용하여 초등학교 영재학급용 교수·학습 자료 개발을 위한 소재 발굴을 목 적으로 한다. 가변칠교판은 영재학급 학생들이 수학적 의사소통을 통해 정당화를 수 있다. 다만, 영재학급 학생이라도 초등학교 수준에서는‘기호화’단계를 거치지 않으면 모든 크기의 삼각형, 직사각형을 찾아 정당화(증명)하기에는 어느 정도의 한 계가 있다. 따라서 문자와 기호에 대한 탐구 과정이 필요한 학생들에게는 보충 학 습 자료와 추가 발문을 제공할 필요가 있다. 초등학교 영재학급용 교수・학습 자 료 개발을 위한 가변칠교판이라는 소재는 영재학급 학생들의 수학적 추론능력과 수학적 의사소통능력을 발달시키는데 기여할 수 있을 것으로 기대한다.

The purpose of this study is to find new material for developing teaching and learning materials for the gifted class of elementary school students by using the rotatable tangram made by modifying the traditional tangram. Rotatable tangram can be justified by gifted students through mathematical communication. However, even gifted class students have some limitations in finding and justifying triangles and rectangles of all sizes unless they go through the 'symbolization' stage at the elementary school level. Therefore, students who need an inquiry process for letters and symbols need to provide supplementary learning materials and additional questions. It is expected that the material of rotatable tangram for the development of teaching and learning materials for elementary school gifted students will contribute to the development of mathematical reasoning and mathematical communication ability.

Objective New drugs are needed to treat antipsychotic-resistant schizophrenia, especially those with clozapine-resistant schizophrenia. Atypical antipsychotics have predominantly 5-HT2A and dopaminergic antagonism, but also require investigation of other receptors. Methods In this study, the binding affinities between clozapine, olanzapine, and quetiapine with neuropharmacological, immunological, and metabolic receptors were measured using GNINA (Deep Learning Based Molecular Docking) and AlphaFold (Predicted Protein Structures). Results Through this study, it was determined that these antipsychotics showed high binding affinity to a variety of receptors, such as CB2, 5-HT1BR, NPYR4, and CCR5. Cyclosporin A and everolimus which show high affinities with those receptors could be used for the development of new antipsychotic drugs based on these drugs. Conclusion In the future, the method used in this study will be applied to the development of new antipsychotic drugs, including drug repositioning, and to the discovery of the pathophysiology of schizophrenia.

One of most important components in science learning is to provide an appropriate learning method for learner and contents. It should be considered the constructive component of learning to provide an appropriate learning method for learner. In this study it was analyzed learning paradigm, suggested constructive components and processes of science learning, and designed reciprocal feedback-loop among the components. Behaviorism paradigm suggests that learning is process of conditioning by association between stimulus and response, and it regard learner show observable behavior by provided stimulus. Cognitivism paradigm suggests that learning is process of discovery on knowledge structure by cognitive process of learner with information. Constructivism suggests that learning is active construction of knowledge through interaction among learning factors. Each learning process is not identical, however, its have some commonality such as goal of learning is change of learner, and existence of feedback in internal and external domain of learner. And when the feedback have correlation, it can be trigger continuous learning by learner and change of learner. Therefore, one of important factors in science learning is self-feedback to be use those function, the other is cognitive structure of learner. Consequently, we should regard to cognitive psychology study of student and trigger plan of self-feedback on science learning.

학습을 통한 지적 능력의 발달은 인지심리학 분야에서 지속적으로 이루어진 연구 주제이다. 인지심리학자인 브루너(J. Bruner)의 지식의 구조론과 발견학습 아이디어는 오늘날까지 각 교과의 교육과정과 학습이론에 많은 영향을 끼치고 있다. 발견학습의 기본 성격은, 내용면에서는 ‘지식의 구조’를 중심으로 하는 학습이며, 방법면에서는 학습자의 ‘발견적인 절차’에 따른 학습이고, 목표면에서는 ‘탐구적인 사고방법의 형성’을 위한 학습자 중심의 학습이다. 탐구학습과 동일한 의미로 사용되는 발견학습의 아이디어는 음악교과에서도 학습자의 음악적 지식 체계의 구축과 음악적 사고 방법의 형성을 위해 지속적으로 연구되어왔다. 발견학습을 통해 학습자가 습득하여야 할 교과의 지식은 다양하다. 발견학습은 간단한 개념을 이해하는 내용에서부터 정보를 재구성하여 새로운 지식을 산출할 수 있는 내용에 이르기까지 다양한 학습의 수준을 포함한다. 또한 능동적인 학습을 촉진시키기 위한 수업은 교사와 학습자에게 더욱 구체적이고 적극적이며 많은 역할을 요구한다. 이 과정에서 교사의 질문은 중요한 전략으로 사용된다. 이에 본 연구에서는 발견학습을 음악교과에 적용함에 있어, 3가지 유형의 발견학습(유도- 수렴-확산 발견학습)으로 구분하여 단계적으로 제시하고, 각 유형에 적절한 교사의 질문을 구체화 시켰다. 본 연구에 제시된 3가지 유형의 발견학습은 각각 일반적 특성, 교사와 학습자의 관계, 학습활동 의사결정권, 교사와 학습자의 역할, 교사의 질문, 음악학습의 내용․활동․평가 등에 관한 내용으로 구성되었다

Various teaching/learning methods have been developed for cognitive learning. In the 1960s,Jerome Bruner developed a theory of cognitive and thinking growth that has had a propound effect on education. Bruner said that knowing is a process. He focused on the importance of understanding the structure of a subject being studied, the need for active learning as the basis for understanding, and the importance of reasoning in learning. Discovery learning, as proposed by Bruner, encourages students to actively use their intuition, imagination, and creativity. Teachers propose issues or problems and students gather data and observations to develop hypotheses, confirm or refine their hypotheses, and explain or prove their hypotheses. The method of discovery learning is not limited to such highly formalized subjects as mathematics and physics. Its application is important in various disciplines, including music education. Research regarding discovery learning and its conceptual approach in music education is continuing. The content for study in discovery learning has a large range, and various roles for the teacher/learner have been proposed. For success of discovery learning in music education, a stage model that has definite steps is needed with development of intentional instructor questions for each stage. The purpose of this study is multi-faceted. An understanding of J. Bruner's discovery learning method as applied to music education is developed with reflection on the meaning of discovery learning in music education. Study of the types of discovery learning and instructor questions for application in the steps of a music learning model are developed, and an effective stage model with specific content for discovery learning in music education is proposed. A stage model with 3 styles of discovery learning, including a guided discovery style, a convergent discovery style, and a divergent discovery style, is suggested for music teaching/learning. Each style is developed in relation to the general characteristics of the style, the teacher/learner relationship, decision making, the roles of the teacher and the learner, the style of the instructor questions, and the characteristics of music learning.

Cognitive linguistics presupposes that language is not arbitrary but grounded in human experience with the world, and that multiple meanings of a lexical item evolve from extensions of its prototypical or core meaning via metaphor and metonymy. The present study proposes that a cognitive linguistic approach to vocabulary learning and teaching can facilitate Korean learners of English effectively to construct the meanings of polysemous words which have no clear L1 equivalents. It first presents a rationale for adopting a cognitive linguistic approach to teaching the meanings of high-frequency polysemous prepositions and verbs. It then presents sample classroom activities for teaching the preposition on and the polysemous verb play, which are designed to integrate assisted discovery learning into the cognitive linguistic approach. In the activities, teachers scaffold learners to experience and discover the core meanings of on and play by themselves going through the processes of hypothesizing and validating the core meanings and expanding the expressions into different contexts. It finally proposes that this approach can benefit Korean learners of English by reducing their cognitive burden of blind memorization and by fostering their capacities of insightful learning to actively construct new semantic structures in L2.

교통사고의 원인을 규명하고 미래의 사고를 방지하기 위한 노력의 일환으로 데이터 마이닝 기법을 이용한 교통 데이터 분석의 연구가 이루어지고 있다. 하지만 기존의 교통 데이터를 이용한 마이닝 연구들은 학습된 결과를 사람이 이해하기 어려워 분석에 많은 노력이 필요하다는 문제가 있었다. 본 논문에서는 많은 속성들로 표현된 교통사고 데이터로부터 유용한 패턴을 발견하기 위해 규칙 학습 기반의 데이터 마이닝 기법인 연관규칙 학습기법과 서브그룹 발견기법을 적용하였다. 연관규칙 학습기법은 비지도 학습 기법의 하나로 데이터 내에서 동시에 많이 등장하는 아이템(item)들을 찾아 규칙의 형태로 가공해 주며, 서브그룹 발견기법은 사용자가 지정한 대상 속성이 결론부에 나타나는 규칙을 학습하는 지도학습 기반 기법으로 일반성과 흥미도가 높은 규칙을 학습한다. 규칙 학습 시 사용자의 의도를 반영하기 위해서는 하나 이상의 관심 속성들을 조합한 합성 속성을 만들어 규칙을 학습할 수 있다. 규칙이 도출되고 나면 후처리 과정을 통해 중복된 규칙을 제거하고 유사한 규칙을 일반화하여 규칙들을 더 단순하고 이해하기 쉬운 형태로 가공한다. 교통사고 데이터를 대상으로 두 기법을 적용한 결과 대상 속성을 지정하지 않고 연관규칙 학습기법을 적용하는 경우 사용자가 쉽게 알기 어려운 속성 사이의 숨겨진 관계를 발견할 수 있었으며, 대상 속성을 지정하여 연관규칙 학습기법과 서브그룹 발견기법을 적용하는 경우 파라미터 조정에 많은 노력을 기울여야 하는 연관규칙 학습기법에 비해 서브그룹 발견기법이 흥미로운 규칙들을 더 쉽게 찾을 수 있음을 확인하였다.

Traffic accident is one of the major cause of death worldwide for the last several decades. According to the statistics of world health organization, approximately 1.24 million deaths occurred on the world's roads in 2010. In order to reduce future traffic accident, multipronged approaches have been adopted including traffic regulations, injury-reducing technologies, driving training program and so on. Records on traffic accidents are generated and maintained for this purpose. To make these records meaningful and effective, it is necessary to analyze relationship between traffic accident and related factors including vehicle design, road design, weather, driver behavior etc. Insight derived from these analysis can be used for accident prevention approaches. Traffic accident data mining is an activity to find useful knowledges about such relationship that is not well-known and user may interested in it. Many studies about mining accident data have been reported over the past two decades. Most of studies mainly focused on predict risk of accident using accident related factors. Supervised learning methods like decision tree, logistic regression, k-nearest neighbor, neural network are used for these prediction. However, derived prediction model from these algorithms are too complex to understand for human itself because the main purpose of these algorithms are prediction, not explanation of the data. Some of studies use unsupervised clustering algorithm to dividing the data into several groups, but derived group itself is still not easy to understand for human, so it is necessary to do some additional analytic works. Rule based learning methods are adequate when we want to derive comprehensive form of knowledge about the target domain. It derives a set of if-then rules that represent relationship between the target feature with other features. Rules are fairly easy for human to understand its meaning therefore it can help provide insight and comprehensible results for human. Association rule learning methods and subgroup discovery methods are representing rule based learning methods for descriptive task. These two algorithms have been used in a wide range of area from transaction analysis, accident data analysis, detection of statistically significant patient risk groups, discovering key person in social communities and so on. We use both the association rule learning method and the subgroup discovery method to discover useful patterns from a traffic accident dataset consisting of many features including profile of driver, location of accident, types of accident, information of vehicle, violation of regulation and so on. The association rule learning method, which is one of the unsupervised learning methods, searches for frequent item sets from the data and translates them into rules. In contrast, the subgroup discovery method is a kind of supervised learning method that discovers rules of user specified concepts satisfying certain degree of generality and unusualness. Depending on what aspect of the data we are focusing our attention to, we may combine different multiple relevant features of interest to make a synthetic target feature, and give it to the rule learning algorithms. After a set of rules is derived, some postprocessing steps are taken to make the ruleset more compact and easier to understand by removing some uninteresting or redundant rules. We conducted a set of experiments of mining our traffic accident data in both unsupervised mode and supervised mode for comparison of these rule based learning algorithms. Experiments with the traffic accident data reveals that the association rule learning, in its pure unsupervised mode, can discover some hidden relationship among the features. Under supervised learning setting with combinatorial target feature, however, the subgroup discovery method finds good rules much more easily than the association rule learning method that requires a lot of efforts to tune the parameters

최근 단말-대-단말(Device-to-device, D2D) 통신기술이 차세대 무선통신시스템의 핵심기술로 큰 관심을 받고 있다. 이러한 단말간 통신에서는 자신의 주변에 어떠한 단말이 있는지 파악하는 주변단말 탐색(Neighbor discovery)이 매우 중요하다. 본 논문에서는 최근 큰 관심을 받고 있는 딥러닝(Deep learning) 기술을 활용하여 단말간 통신에서 주변단말을 파악하는 방안에 대해서 제안한다. 제안 방안은 기존의 방안과 달리 무선채널의 공간적 연관성을 이용하여 단말간의 신호 전송 없이 단말이 기지국으로 전송하는 상향링크 파일럿 신호를 기반으로 주변 단말을 찾고 따라서 기존의 방식에 비해 신호전송 복잡도(signaling complexity)를 크게 줄일 수 있다. 또한 제안 방안에서는 떨어져 있는 거리에 따라서 주변 단말을 분류 가능하여 기존 방안에 비해서 좀 더 세밀한 단말 탐색이 가능하다. 마지막으로 본 논문에서는 tensorflow를 이용한 컴퓨터 시뮬레이션을 통해 제안 방안의 성능을 검증하였다.

Recently, the device-to-device (D2D) communication has been conceived as the key technology for the next-generation mobile communication systems. The neighbor discovery in which the nearby users are found, is essential for the proper operation of the D2D communication. In this paper, we propose new neighbor discovery scheme based on deep learning technology which has gained a lot of attention recently. In the proposed scheme, the neighboring users can be found using the uplink pilot transmission of users only, unlike conventional neighbor discovery schemes in which direct pilot communication among users is required, such that the signaling overhead can be greatly reduced in our proposed scheme. Moreover, the neighbors with different proximity can also be classified accordingly which enables more accurate neighbor discovery compared to the conventional schemes. The performance of our proposed scheme is verified through the tensorflow-based computer simulations.

급격한 교육 환경 변화와 정보 통신망의 보급.확대로 학교 교육의 정보통신 활용 학습 체제로의 전환이 가속화되고 있는 시대적 요청에 부응하여 가장 쉽게 인터넷에 접속할 수 있으면서, 학습자들이 흥미를 갖는 웹 기반 모듈형 교수.학습 자료를 개발하였다. 모듈형 웹 자료를 개발하고. 이를 교수.학습 활동에 적용하여 수업을 진행 한 결과 학습자들의 학습에 대한 흥미도와 학습 내용의 이해도 및 학업 성취도를 고취시켰으며, 또한 자기 주도적 탐구 학습이 가능하여 과학과 탐구 학습 수행 능력이 크게 향상되었다.

본 연구는 유아주도적 놀이의 수행기준을 설정하고, 이 기준의 수행과 관련되는 방안을 찾기 위해 Bruner의 발견학습이론과 Ausubel의 유의미 수용학습이론을 분석하는데 목적을 두었다. 이를 위해 「2019 개정 누리과정」, 놀이관련 논문 및 문헌, Bruner의 발견학습이론과 Ausubel의 유의미학습이론에 관련된 논문 및 관련 문헌을 분석하였다. 본 연구의 주요 결과는 다음과 같다. 첫째, 자기주도적 선택을 위해 Bruner의 이론에서는 발견학습, 학습계열성, 지식의 표상방법 등이, Ausubel의 이론에서는 유의미 수용학습, 선행조직자, 학습위계 등이 적용 가능하다. 둘째, 자유로운 상상을 위해 Bruner의 이론에서는 지식의 구조가, Ausubel의 이론에서는 선행조직자, 발달준비도, 포섭의 원리가 적용 가능하다. 셋째, 내적동기에 의한 즐거움을 위해 Bruner의 이론에서는 내적보상, 학습경향성 등이, Ausubel의 이론에서는 인지범주와 정서-사회범주, 학습태세가 적용 가능하다. 넷째, 주변과의 관계 맺음을 위해 Bruner의 이론에서 내러티브 사고가 적용 가능하다. 이러한 결과는 유아주도놀이에서 교사의 참여방안을 설정하는데 도움을 줄 것이다.

The purpose of this study was to set the performance standards for child-directed play and to analyze Bruner’s discovery learning theory and Ausubel’s meaningful acceptance learning theory in order to find methods related to this standards. To this end, the articles and literature related to 2019 Revision Nuri Course, play, Bruner’s discovery learning theory and Ausubel’s significance learning theory were analyzed. The main results of this study are as follows. First, for self-directed selection, heuristic learning, learning sequence, and representation method of knowledge can be applied in Bruner’s theory, and meaningful acceptance learning, advance organizer, and learning hierarchy can be applied in Ausubel’s theory. Second, for free imagination, the structure of knowledge is applicable in Bruner’s theory, and advance organizer, developmental readiness, and subsumption is applicable in Ausubel’s theory. Third, for enjoyment by inner motivation, inner compensation and learning tendency can be applied in Bruner’s theory, and cognitive structure, emotion-social category, and learning attitude can be applied in Ausubel’s theory. Fourth, narrative thinking is applicable in Bruner’s theory to establish relationships with the surroundings.

본 연구는 디지털 네이티브 세대인 잘파세대(Zα세대)의 인지적 특성과 학습 양식에 적합한 코딩 교육 환경을 설계하기 위해, 브루너의 발견학습 이론을 기반으로 한 교육용 게임 설계 방안을 제시하는 데 목적을 두었다. 우선 잘파세대의 시각적, 체험적 학습 성향과 자기 주도적 탐색 경향을 고찰하고, 현재 코딩 교육 콘텐츠의 한계를 분석함으로써 발견학습 이론의 적용 필요성을 이론적으로 정리하였다. 이어서 브루너가 제시한 핵심 요소인 자율성, 능동적 탐색, 개념화의 개념을 게임 설계 관점에서 재해석하고, 이를 기반으로 코딩 학습 게임의 구조화된 설계 원리를 도출하였다. 마지막으로, 학습자가 스스로 탐색 경로를 선택하고, 자유롭게 실험하며, 반복적 경험과 시각적 피드백을 통해 핵심 개념을 구성할 수 있도록 유도하는 설계 방향과, 이에 따른 단계별 학습 목표 및 과제 구조를 구체적으로 제안하였다. 이러한 설계 원리는 향후 잘파세대 학습자를 위한 교육용 게임 개발에 실질적인 기준틀로 활용될 수 있으며, 이론과 실천을 연계한 학습자 중심 코딩 교육 환경 구축에 기여할 수 있을 것으로 기대된다.

This study aims to propose an educational game design framework based on Bruner’s Discovery Learning theory, tailored to the cognitive characteristics and learning preferences of the Zα Generation?a digital-native cohort comprising both Generation Z and Generation Alpha. First, the study examines the Zα Generation’s tendencies toward visual, experiential learning and autonomous exploration, while analyzing the limitations of current coding education content. This analysis underscores the need to integrate Discovery Learning principles into game-based coding education. The core components of Discovery Learning?autonomy, active exploration, and conceptualization?are reinterpreted from a game design perspective. Based on this reinterpretation, the study develops structured design principles for coding education games that allow learners to choose their own paths, engage in experimentation, and internalize concepts through repetition and visual feedback. The proposed design principles and learning task structure offer a practical foundation for future development of educational games aimed at digital-native learners. This framework holds potential to contribute both theoretically and practically to learner-centered coding education in the context of educational technology.

본고는 문학 교육에서 지식은 어떻게, 어떤 상태로 획득되어야 하는가에 주목하고, 교육받는다는 것이 지식을 전달하고 획득하는 일로 이해되는 것에서 벗어나 학습자 중심의 발견학습에 대한 이해로부터 출발하고자 한다. 이는 교수자가 학습자를 바라보는 태도 및 교수자와 학습자의 관계로, 기본적으로는 교육의 무게 중심을 교수자로부터 학습자로 옮겨 학습자가 주체적으로 지식을 어떻게 점유하고 내면화할 수 있는가에 대한 관심이다. 이에 학습자는 발견학습을 통해 문학 영역의 대표적인 반복‧심화 학습 내용 중 하나인 문학의 갈래, 특히 시 갈래를 규정하는 가장 중요한 특질인 리듬 지식을 발견하고 구조화할 것이다. 지식의 구조화는 ‘자료 제공-관찰-훈련-발견-내면화-적용’의 발견 절차 곧 발견학습 6단계를 통해 교수자의 질문과 학습자의 응답 형식으로 이루어진다. 교수자의 질문은 교수의 핵심 내용이자 학습 구조를 반영하며, 학습자의 응답은 회상을 통해 ‘알고 있습니다’‧‘이해합니다’의 아는 것과 ‘글쎄요’‧‘잘 모르겠습니다’의 불확실하거나 모르는 것의 명제적 지식은 물론 ‘할 수 있습니다’의 방법적 지식 등 자신의 암묵적 지식 정도를 확인하고 회복하는 성격을 지닌다. 이렇게 해서 발견한 리듬 지식을 학습자가 ‘예술-문학-시-산문시-작품’으로 구조화한 것은 절대로 우연한 것이 아니며, 표현 매체‧언어의 기능‧리듬의 유무‧행과 연의 배열 형태‧내용과 형식의 유기성 등은 이들 지식을 서로 관련짓고 구조화하는 원리로서 의미를 지닌다. 이는 지식 그 자체보다 학습자가 지식을 어떻게 수용하고 그것과 어떻게 관계 맺고 있는가가 중요함을 보여준다. 문학 지식 교육에서 필요한 것은 기존 지식에 대한 믿음 속에서 지식을 발견하려는 학습자의 의지와 학습자의 탐구가 쉼 없이 실행되도록 돕는 교수자의 의지가 관계 맺는 것이다. 학습자는 탐구와 발견을 멈추지 말아야 하며 교수자는 학습자가 그 길에서 이탈하지 않도록 붙들어 두어야 한다.

This study explores the processes and forms through which literary knowledge should be acquired in literature education. Departing from the conventional model of education as a one-way process of delivering and receiving knowledge, this paper adopts a learner-centered perspective grounded in the principles of discovery learning. This shift calls for a re-examination of how instructors perceive learners and how the relationship between teacher and student is structured, emphasizing the transition of the educational focus from the teacher to the learner and highlighting the learner’s active role in internalizing and possessing knowledge. From this perspective, learners are encouraged to discover and structure rhythm knowledge?an essential characteristic of poetry genres and a key component of literary knowledge?through the process of discovery learning. The structuring of such knowledge follows six stages: presentation of materials, observation, training, discovery, internalization, and application. This process is realized through interactions between the teacher's questions and the learner's responses. The teacher’s questions reflect both the core content and the structure of the lesson, while the learner’s responses provide an opportunity to examine and reconstruct their tacit knowledge by confirming their propositional knowledge (e.g., “I know,” “I’m not sure”) and procedural knowledge (e.g., “I can do it”). The structured arrangement of rhythm knowledge as art?literature?poetry?prose poetry?text is intentional rather than coincidental. Elements such as the expressive medium, functions of language, presence or absence of rhythm, arrangement of lines and stanzas, and the organic relationship between content and form serve as the principles that connect and structure this knowledge. This highlights that the core of literary knowledge education lies not in the knowledge itself, but in how learners interact with and assimilate it. Ultimately, effective literary knowledge education relies on fostering learners’ willingness to explore and discover, reinforced by trust in existing knowledge and the teacher’s ongoing commitment to support the process. Learners must remain engaged in the ongoing process of inquiry and discovery, while teachers must actively support and guide them to stay the course.

As an extension of previous research stating that discovery learning can be used in teaching grammar, this study predicted that this teaching method can be used effectively with “advanced Korean learners for academic purposes” who are actively engaged in metacognition activities, and focused on discovery learning of Korean grammar for academic text writing. First, this study analyzed the grammar items of writing textbooks for Korean learners for academic purposes and selected 60 discovery learning items of “grammar for academic text writing” by considering items that can be the subject of discovery learning. Moreover, the patterns of grammatical errors and frequency of selected grammar items are examined by analyzing the academic texts produced by the learners, and the scope of grammar discovery learning is presented to be applied to classes. Finally, a survey was conducted on the learners that provided the texts, through which their perception on “grammar in academic texts” and “discovery learning” is examined, and thereby presents ways to apply this knowledge to classes.

본고의 목적은 선흘곶자왈 동백동산 탐방로 주변에 산재하는 다양한 학습자원을 발굴하고, 실제로 학교교육의 프로그램에서 활용하기 위한 전제로서 학습내용의 조직과 구성에 대한 방향성을 탐색하는데 있다. 이를 위하여 먼저 선흘곶자왈 동백동산 2개 탐방로 주변에서 확인할 수 있는 세 가지 유형의 학습자원, 즉 지형･지질자원 7개, 식생자원 7개 및 문화자원 8개 등 총 22개를 추출하고 이들의 특성을 구체적으로 분석하였다. 더불어 세 가지 유형의 학습자원들을 효율적으로 활용하기 위에서는 학습내용의 조직과 구성과정에서 몇 가지 방향성을 정한 후 교육 프로그램에 도입하는 것이 효율적이라는 배경 하에 크게 다섯 가지 관점에서 접근하여 검토하였다. 이들을 간단히 요약하면, 첫째, 학습내용의 조직을 위한 위계성의 관점, 둘째, 유형별 학습자원 활용의 관점, 셋째, 학습자원과 마을주민 간 관계성의 관점, 넷째, 학생들의 실천장으로서 학습논점 지향의 관점, 다섯째, 코스별 선택과 활용의 관점 등이다. 본고에서는 학교 급별로는 어떤 방식으로 주제를 설정하고, 또 학습내용과 학습활동은 어떤 방식으로 조직･구성할 것인지에 대해서는 구체적으로 논의하지 않았다. 따라서 앞으로 학교 급별 학습주제의 설정과 배경, 학습자 중심의 활동방법 그리고 학습내용의 조직과 구성방법 등에 대해서는 별도의 논의가 뒤따라야만 한다.

The purpose of this study is to explore the direction of the organization and composition of learning contents as a precondition for discovering diverse learning resources available throughout Seonheul-Gotjawal Dongbaek- Dongsan trail and utilizing them in school education programs. To this end, this study extracted three types of learning resources that can be confirmed around the 1st and 2nd courses of Seonheul-Gotjawal Dongbaek-Dongsan trail. The following were confirmed: a total of 22 learning resources such as 7 terrain and geological resources, 7 vegetation resources, and 8 cultural resources. The specific characteristics of each learning resource type were then analyzed. This study approached and examined them from five perspectives. They were evaluated under the judgment that, for the effective use of the three types of learning resources, it is effective to determine some of the directions in the process of organization and composition of learning contents. The contents would then be introduced into educational programs. A brief summary is as follows: the 1st is the perspective of the hierarchy for organization of learning contents; the 2nd is the perspective of utilization of learning resources by the three types; the 3rd is the perspective of the relationship between learning resources and villagers; the 4th is the perspective of the directions of learning issues as students' place of study, and the 5th is the perspective of the selection and utilization by each course. This study neither specifically discussed how to set up topics by school class nor how to organize and structure the learning contents and activities. Therefore, it is necessary to discuss the setting and background of the learning topics, the types of learner-centered activities, and the way of organizing and structuring the learning contents by school class in the future.