Earticle

본 연구의 목적은 무용 문화예술교육의 목표인 댄스 리터러시 함양의 관점에서 무용 잘 가르치기의 의미가 무 엇인지 살펴보고 수업 실행 양상이 어떠한지 탐색하는 데 있다. 이를 위해 학교 예술강사 지원사업 및 지역구 문화재단 사업에 참여 중인 무용예술강사 10인을 유목적적 표집으로 선정했다. 연구 자료는 심층면담, 수업지 도안, 강사 반성일지, 학생 과제물, 수업 사진 및 영상이 수집되었으며 기술, 분석, 해석의 단계를 거쳐 범주화 되었다. 연구 결과 첫째, 무용 잘 가르치기의 의미는 무용예술수업의 교육내용과 방법으로서, 무용장르에 따라 정형화된 동작을 익히는 고정된 움직임, 무용작품 내 동작 요소의 재조합을 배우는 구성된 움직임, 새로운 움 직임 창작을 익히는 변형된 움직임, 느낌과 감정에 의해 유발되는 움직임을 학습하는 해체된 움직임으로 나타 났다. 둘째, 무용예술수업의 실행 양상은 감각형, 표현형, 어울림형, 즐김형의 네 가지로 나타났으며, 그에 따라 학생들은 표면적 발전, 내면적 변화, 무용 향유력 형성의 결과를 얻었다. 이를 바탕으로 댄스 리터러시의 함양 을 이끌기 위해서는 각 교육내용에 대한 핵심적인 무용 체험이 이루어져야 할 것과 무용교육의 세 가지 모습 에 따라 댄스 리터러시는 의도적이며 장기적인 관점에서 함양되어야 함을 논의했다.

The primary objective of this study is to explore the meaning of ‘teaching dance well’ and the practice patterns in school arts dance classes from the perspective of developing dance literacy. To address these issues teaching artists(n=10) who join the teaching artists in school program were recruited. Data were collected through in-depth interviews, self-reflection journals, pictures, videos, etc. The collected data were analyzed through description, analysis and interpretation. The findings are as follows: first, the meaning of ‘teaching dance well’ is the educational content and method in art dance classes, and it consists of ①fixed movement: memorizes standardized movements according to the dance genre, ➁structured movement: recombines the movement elements in dance variations, ➂ modified movement: creates a new movement ➃liberated movement: reflexively triggered by feelings and emotions. Second, four practice patterns of art dance classes were found: ①sensitivity type, ➁expression type, ➂harmonizing type ➃enjoying type. Accordingly, students showed changes in the surface and interior aspects, and formed the ability to enjoy dance in various ways. Based on this, we discussed that to lead the development of dance literacy, a core dance experience for each educational content must be provided. Also, according to the three appearance of dance education, dance literacy should be cultivated intentionally and from a long-term perspective.

국내외의 여러 기관과 단체에서는 21세기 학습자가 갖추어야할 핵심 역량의 하나로 ICT 능력을 선정하고 있다 . 따라서 한국정보교육학회에서는 정보 교과의 내용 체계에 대한 개정안에 대하여 연구하였으며, 정보 교육 내용을 ‘컴퓨터 시스템’, ‘소프트웨어 제작’ 및 ‘융합 활동’의 세 영역으로 구분하는 내용체계를 제시하였다. 이에 따라 본 논문에서는 한국정보교육학회에서 제시한 정보교과 내용체계의 ‘융합활동’ 영역 중 생산성 도구 에 대한 초등학교 및 중학교의 성취 기준을 학년군별로 마련하였다. 그 결과, 초등학교 1-2학년군에서는 그리 기 도구를, 3-4학년은 문서 작성 도구를, 5-6학년은 멀티미디어 도구를, 중학교 1-3학년군은 자료분석 도구를 각각 선정하였다. 그리고 이 성취 기준을 도달하기 위한 교수 학습 방법과 평가 방안을 학년군 별로 세분화하 여 제시하였다. 이와 같이 본 연구에서 제시한 ‘생산성 도구’에 대한 성취기준, 교수 학습 방법, 평가 방법은 향 후 초․중등학교 정보교과 교육과정을 개발하는데 기여할 것으로 기대된다.

Many famous institutes or associations select ICT ability by major ability to need in 21C’s information- oriented society. Korea Association of Information Education have studied a new curriculum and suggest a new plan that content of information education classify by ‘computer system’, ‘SW production’ and ‘fusion activity’. Therefore we study on productivity tools of elementary and middle school. In this paper we firstly suggest object to achieve on productivity tools of elementary and middle school. Next we suggest teaching learning method and evaluation method on productivity tools. we expect that the object to achieve on productivity tools we suggest will contribute to develop the curriculum of ICT subject.

IT 산업의 비중이 높아지면서 세계 주요 국가들에서는 정보교과의 교육을 강화해 가고 있으며, 최근 소프트웨 어의 중요성이 점차 부각되면서 소프트웨어 교육을 확대하려는 정보교과 교육과정이 제시되고 있다. 따라서 한국정보교육학회에서는 정보 교과의 내용 체계에 대한 개정안에 대하여 연구하였으며, 정보 교육 내용을 ‘컴 퓨터 시스템’, ‘소프트웨어 제작’ 및 ‘융합 활동’의 세 영역으로 구분하는 내용체계를 제시하였다. 이에 따라 본 논문에서는 한국정보교육학회에서 제시한 정보교과 내용체계의 ‘소프트웨어 제작’ 영역 중 정보 에 대한 초등학교 및 중학교의 성취 기준을 학년군별로 마련하였다. 그 결과, 초등학교 1-2학년군에서는 정보 의 이해를, 3-4학년은 정보의 종류를, 5-6학년은 정보의 표현을, 중학교 1-3학년군은 멀티미디어 정보의 표현 을 각각 선정하였다. 그리고 이 성취 기준을 도달하기 위한 교수 학습 방법과 평가 방안을 학년군 별로 세분화 하여 제시하였다. 이와 같이 본 연구에서 제시한 ‘정보’에 대한 성취기준, 교수 학습 방법, 평가 방법은 향후 초 ․중등학교 정보교과 교육과정을 개발하는데 기여할 것으로 기대된다.

Rising rate of IT industry in world economy, major countries strengthen IT education. Especially, Owing to SW become significant in IT industry, curriculums of school to enlarge SW education are made in major country. Korea Association of Information Education have studied a new curriculum and suggest a new plan that content of information education classify by ‘computer system’, ‘SW production’ and ‘fusion activity’. Therefore we study on a curriculum for information of SW production of elementary and middle school. In this paper we firstly suggest object to achieve on information of SW production of elementary and middle school. Next we suggest teaching learning method and evaluation method on them. we expect that the object to achieve on information of SW production we suggest will contribute to develop the curriculum of ICT subject.

본 연구는 창의적 문제 해결 기술, 커뮤니케이션 기술, 비판적 사고 기술 및 협력의 개발을 위한 학생 중심 프로젝트 기반 학습의 효과를 알아보고자 창의적 성격 테스트를 실시하였다. 프로젝트와 문제해결 기반 학습 이후 영어 커뮤니케이 션 향상 측정을 위해 ETS(교육 테스트 서비스)가 발행한 토익 말하기 평가 항목을 선정하였고 측정의 신뢰성은 be α=.84으 로 나타났다. 독립 표본 t-검사 및 유의 수준 5%에서 SPSS 18.0이 사용 및 검증되었다. 이 연구의 결과는 '독립성'의 경우 실험 그룹의 시험 후 평균이 유의 수준(p <.01)에서 통계적으로 유의했고, '개방성'(실험군 M = 3.24, 통제군 M = 2.73)의 경우 통계적으로 유의한 차이를 보였다. 토익시험 결과, 실험군 평균은 200명 중 132±18.7명, 대조군 평균은 127±08.2명이었 다. 영어 수업에 프로젝트, 문제해결 기반 융합 학습을 적용하는 실험군과 통제군 사이에는 통계적으로 유의한 차이가 있었 다. 이 연구의 결과로, 대학 강의실에서 프로젝트, 문제해결 기반 융합 학습을 적용하는 것은 창의적 성격 하위 차원들 사이 의 독립성과 개방성에 긍정적인 영향을 미쳤다.

This study examines the effects of student-centered project-based learning for the development of creative problem-solving skills, communication skills, critical thinking skills, and cooperation. A college students’ creative personality test was used and pre-and post-test were performed. and TOEIC Speaking practice test by Educational Testing Service were selected to measure the English communication skills. The SPSS 18.0 was used and validated at a significance level of 5%. The result of this study shows that in the case of 'independence', the post-test average of the experimental group was statistically significant at the significant level (p<.01), which also showed statistically significant difference. There was statistically significant difference between the control group (M=127±08.2) and in the experimental group (M=132±18.7) applying project-based and problem-based convergent learning to English class were positively changed.

In the training for Vietnamese Bachelor of school (for an audience of foreign students), Vietnamese Literature is one of the compulsory subjects. This is a good subject but it is difficult for foreign students, due to limited language skills. So, how do foreign students get excited to learn Vietnamese Literature and clearly understand literary works of Vietnam? This article raises some experience in the application of the group discussion method based on hierarchical theory of Benjamin Bloom's thinking when we teach Vietnamese Literature for foreign students, particularly students formal system studying at the Faculty of Vietnamese Studies, University of Social Sciences and Humanities - Vietnam National University Ho Chi Minh City. This method helps teachers to maximize the motto “learner-centered”, and also helps students to use effectively P.O.W.E.R. Studying methods (by Professor of Psychology Robert S. Feldman, University of Massachusetts initiated), in order to promote active, positive and creative learning.

Hiện nay, trong chương trình đào tạo bậc Cử nhân ngành Việt Nam học cho đối tượng là sinh viên nước ngoài, Văn học Việt Nam là một trong những môn học bắt buộc. Đây là môn học hay nhưng rất khó đối với sinh viên nước ngoài, do rào cản ngôn ngữ. Vậy, làm thế nào để sinh viên nước ngoài có được sự hào hứng khi học văn học Việt Nam và hiểu được một cách sâu sắc những tác phẩm văn học Việt Nam? Bài viết nêu lên một số kinh nghiệm trong việc áp dụng phương pháp thảo luận nhóm dựa trên lý thuyết phân cấp tư duy của Benjamin Bloom khi giảng dạy môn Văn học Việt Nam cho sinh viên nước ngoài, cụ thể là sinh viên hệ chính qui đang theo học tại khoa Việt Nam học, trường Đại học Khoa học Xã hội và Nhân văn – Đại học Quốc gia Thành phố Hồ Chí Minh. Phương pháp này giúp người thầy phát huy tối đa phương châm “lấy người học làm trung tâm”, đồng thời cũng giúp sinh viên sử dụng hiệu quả phương pháp học tập P.O.W.E.R (do Giáo sư Tâm lý học Robert S. Feldman, Đại học Massachusetts đề xướng), nhằm phát huy được tính chủ động, tính cực, sáng tạo trong học tập.

사회 환경 측면이나 도서관 현장에서 독서프로그램 담당 사서의 수요가 지속적으로 요구됨에도 불구하고 문헌정보학과에서는 독서관련 교과목 개설이 미비하며, 교육내용 또한 이론위주의 교육이 이루어지고 있다. 이에 본 연구에서는 독서교육자의 자질을 함양하기 위한 실무중심의 독서관련 교과목 교수-학습법을 개발하였다. 즉, 독서체험을 위한 자기주도적 독서 및 독후포트폴리오 제작활동과 실무 중심의 학습동기 유발 독서프로그램 운영과 도서관현장 연계 협동 프로젝트 수행에 대한 교수-학습법을 개발․적용하였다.

The purpose of this study was to develop teaching-learning method for reading guidance librarians in Korean Library and Information Science. Even though it was an increase of needs for reading guidance librarians in libraries, reading education courses provided by LIS in Korea lacked. Also, most reading education courses of LIS stressed knowledge-oriented education than the practice of reading program design or reading experience. So this study developed the teaching-learning method of the self-directed learning for the activities of post-reading portfolio, management of reading program for motivation, and the team-projected learning for the design of reading program.

The purpose of this study is to device the teaching-learning method and the evaluating method on ‘free inquiry’ which is newly introduced in 2007 revised curriculum. The teaching-learning models which apply ‘free inquiry’ are ‘group investigation’, ‘PBL’, ‘project investigation’ and ‘IIM’. And the unit which apply ‘free inquiry’ on the fourth grade and the second semester in the elementary science. The results of this study are as follows: First, The person leading the lesson is not a teacher but learners. The focus of teaching-learning is not a unit but topic, problem or project on the science textbook. A teacher's role is not the deliverer of knowledge but the guide of learning. Second, the outcome of applying group investigation, PBL project investigation and IIM to ‘free inquiry’ is improvements of the problem-solving ability and the self-directed learning ability as well as building scientific attitude and social skills as educational effect in commonly. Third, to apply ‘free inquiry’ efficiently, teachers should understand each subject very well, teach a class with a thorough and concrete plan, and try to evaluate objectively.

Objectives: The purpose of this study was to examine differences between the traditional lecture teaching learning method and action learning teaching learning method of nursing students’ leadership, problem solving competence, creativity, and critical thinking disposition. Methods: This study was carried out from February 24, 2014 to May 30, 2014 with 171 nursing students (an experimental group of 88 students and a control group of 83 students) assigned among 2nd year students attending nursing departments in U city. The Action learning teaching learning method applied to the experimental group by two experts. The Traditional lecture teaching learning method applied to the control group. In order to compare the differences, a pre and post questionnaire were used. The data gathered was analyzed using the SPSS 22. Results: Upon completion of education the nursing students’ leadership, problem solving competence and creativity significantly increased both in the experimental group and in the control group compared to the pre testing phase. The critical thinking disposition significantly increased after education in the experimental group, but there was no significant change in the critical thinking disposition of the control group. Conclusion: To improve nursing students’ leadership, problem solving competence, creativity, and critical thinking disposition the action learning teaching learning method appears to be more effective than the traditional lecture teaching learning method.

본 연구는 Flipped Learning을 활용한 정신간호학실습 S-TBL 교수학습법을 개발하여 간호대학생의 의 사소통능력, 비판적 사고성향, 문제해결 능력, 학습태도에 미치는 효과를 확인하고자 시도되었다. 연구는 비동등성 대조군 전후 실험설계의 유사실험연구로, C시에 소재한 간호대학생 중 실험군 23명, 대조군 23명, 총 46명이었다. 연구결과, 문제해결 능력(t=2.41, p=.020)과 학습태도(t=2.25, p=.030)은 실험군이 대조군에 비해 유의하게 향상된 것으로 나타났다. 따라서 본 연구의 교수법을 확대 적용할 필요성이 있으며, 추후 다양한 실습수업에 플립러닝을 활용한 S-TBL 교수학습법을 적용하여 그 효과를 확인하는 반복 연구의 시행을 제언한다.

This study attempted to develop the S-TBL teaching method for mental health nursing practicum using Flipped Learning, and aimed to examine its effects on nursing students' communication skills, critical thinking disposition, problem-solving abilities, and learning attitudes. The research employed a quasi-experimental design with non-equivalent control group pretest-posttest, involving a total of 46 nursing students from a university in City C, with 23 students in the experimental group and 23 in the control group. The results of the study revealed that problem-solving abilities (t=2.41, p=.020) and learning attitudes (t=2.25, p=.030) significantly improved in the experimental group compared to the control group. Therefore, there is a need to expand the application of this teaching method based on the study's findings, and it is suggested to conduct further repeated studies to verify the effectiveness of the S-TBL teaching method using Flipped Learning in various practical training courses.

현재 우리나라 컴퓨터 교육과정의 성격과 목표 중 가장 강조하는 부분은 정보소양 능력과 문제해결 능력을 배양하여 미래사회를 선도할 수 있는 능력을 키우는 것이다. 그러나 현행의 컴퓨터교육은 응용 프로그램 활용 교육에만 초점이 맞추어져 있어 이 목표를 달성하지 못하고 있으며 문제해결 능력과 논리적 사고력을 높이기 위해 컴퓨터과학 교육에 대한 중요성이 커지고 있다. 이에 본 연구에서는 언플러그드 학습 방법을 컴퓨터과학 영역 중의 정보표현 영역에 적용하였다. 그 결과 언플러그드 학습 방법이 강의식 학습 방법에 비해 학업성취도가 통계적으로 유의한 차이를 보이며 높게 나타났다. 또한 정의적 영역에서도 강의식 학습 방법에 비해 긍정적으로 나타났다.

In the existing curriculum of the Elementary computer Education emphasizes students' problem-solving ability and knowledge of informatics. However, current computer education focus on using application program. In order to raise students' problem-solving ability and logical thinking ability, it is necessary to learning about computer science education. Thereupon, this study applied unplugged learning method to the elementary student. To apply the play-based unplugged learning method to the area of information representation. As a result, unplugged learning method produced higher academic achievement than the lecture model. Also it was more positive in the affective area than the lecture model.

The aims of this study were to explore the value of integrated use of the related literary texts and movies through teachers' awareness toward them, and to develop English teaching-learning method using them. Thirty-four primary school teachers who enrolled a graduate course participated in the study. The teachers read a literary text, Because of Winn-Dixie written by Kate DiCamillo, and watched the movie based on the text. Data collected were analyzed through a mixed method which used both qualitative and quantitative techniques. The result of the study emerged in two steps. First, experiences of participating teachers were investigated in terms of understanding literary texts and movies, participants' experience as both English learners and teachers, and the understanding of complementary aspects of a literary text and the movie based on the text. Then, teaching-learning method for English learners were developed. For example, the study suggested how to develop four language skills through integrated use of the literary texts and movies, and provided a list of related literary texts and movies applicable in diverse EFL contexts. Based on the results, the study suggested teachers to apply methods and techniques to other literary texts and movies in the teaching of English in EFL settings.

본 연구는 표현활동을 중심으로 통합교과를 운영하기 위한 구체적인 수업지도안을 제시하는 데 목적이 있다. 본 연구에서는 공교육 현장에서의 활용가능성을 높이기 위해 초등학교 1학년 통합교과서에서 제시되는 주제들을 다 루고, 표현활동을 중심으로 한 통합교과 교수-학습 방법론을 제안하였다. 연구방법은 초등학교 표현활동과 관련된 선행연구 분석과 2015년 통합교과서 분석을 통한 문헌연구를 사용하였다. 2015년 1학기부터 새롭게 개편된 초등 학교 1학년의 여덟 권의 통합교과서 중 시간적 개념과 공간적 개념의 교과서를 학기별로 각 한 권씩 선정한 후, 각 교과서에서 다루는 네 가지 주제에 대한 수업지도안을 제시하였다. 주제별 수업을 어떻게 운영할 수 있는지에 대한 거시적 차원의 교육과정 방법론(통합교육 5단계 수업모형)과 선별한 네 가지 주제를 어떻게 가르칠 것인지 에 대한 미시적 차원의 교육과정 방법론(수업 지도안)을 제안하였다. 본 연구에서 제시하는 지도안은 다음과 같은 특징을 지닌다. 첫째, 교사가 참고할 수 있는 통합교과 지도를 위한 구체적인 지침 및 방안을 제시한다. 둘째, 표 현활동을 활용한 통합교육 5단계 수업모형을 제안한다. 셋째, 움직임 지도에서의 교사 발문의 중요성을 강조하고 표현활동 지도에 대한 교사의 지식과 아이디어를 확장시켜준다. 본 연구는 통합교육 실천에 어려움을 느끼는 초 등교사에게 거시적, 미시적 차원의 교수-학습방법을 제시하고 표현활동을 중심으로 한 통합교육의 실천적인 지표 를 제시하는 데 의의가 있다.

The purpose of this study was to present a detailed teaching-learning method based on the Expression-activity of the elementary 1st grade to implement an integrated education. The lesson-plans suggested in the study will be helpful for elementary school instructors to teach the Expression-activity. This study was based on literature reviews through preceding research and 2015 integration textbook analysis. 2015 integration textbook is an eight-volume work. It includes 16 different themes in total, among which 4 themes were borrowed. Four themes represent different teaching-learning stages. As a result of this research, the study drew a macroscopic curriculum and a microscopic curriculum. First, a macroscopic curriculum means an integration education model as a framework of curriculum. This is made up of five stages which are categorized as: 1) reading and making, 2) expressing, 3) drawing, 4) writing, and 5) performing or announcing. Second, a microscopic curriculum, which is a lesson-plan, provides specific and practical methods of teaching the Expression-activity as well as teaching strategies. Third, the lesson-plans emphasize the importance of teacher question to expand students’ ideas on movement. Based on these findings, three suggestions were provided. First, for practical implementation of Expression-activity, integrated curriculum ought to be systematically developed. Second, for further research, the theoretical and practical research about how to integrate and implement multiple education area is needed. Third, more detailed and various teaching-learning methods for integrated education are needed.

Developing English Teaching-Learning Method through the Integrated Use of Folktales and Parodies Hae-Ri Kim (Seoul National University of Education) The aim of this paper is to develop English teaching-learning method through the integrated use of folktales and parodies which are familiar to both language learners and teachers. Two tasks—texts selection and analysis for the integrated use of folktales and parodies, and developing teaching-learning method for the use of the selected texts—were set up to accomplish the purpose of this study. The results of the study emerged in two steps. First, The Three Little Pigs and its parodies—The Three Little Wolves and the Big Bad Pig, The True Story of the Three Little Pigs and The Three Pigs were selected and analyzed for the next step. Then teaching-learning methods for English learners were developed. For example, the study suggested how to develop oral language skills through the storytelling technique, how to integrate four language skills through the use of the selected folktale, The Three Little Pigs, and its parodies, how to use stories to integrate content and language for real communication, and how to develop critical thinking and extend imagination using literary elements of folktales and parodies. Based on the results, the study suggests teachers to apply methods and techniques to other stories and context in the teaching of English in EFL settings.

The purpose of this study is to develop teaching-learning method using predictable patterned stories for primary English instruction. Two tasks—the analysis of the patterns of predictable stories, and developing teaching-learning method for the use of the stories with patterns—were set up to accomplish the purpose of this study. The results of the study emerged in two steps. First, to understand patterned stories, the different patterns of predictable books were classified into three types—simple, dialog, and cumulative pattern—and analyzed with example texts. Then, teaching-learning methods for English learners were developed. For example, the study suggested how to develop oral language skill using stories with a dialogue pattern, how to develop written language skill through diverse writing activities using stories with a simple language pattern, and how to extend imagination using stories with a cumulative pattern. Based on the results, the study suggests that teachers try to apply methods and techniques to other predictable stories with patterns in the teaching of English in EFL settings.

이 논문은 한문을 소리내어 읽는 독서성의 도덕교육적인 활용방안을 탐색했다. 중등 도덕교과서에서 실제 한문 독서성의 제재로 사용될 수 있는 대목을 찾아보았다. 그 결과 7학년의 경우 8개, 8학년의 경우 4개, 9학년의 경우 7개, 그리고 10학년의 경우 2개로 학년간에는 약간의 차이를 보이고 있음을 발견했다. 이 논문은 독서성을 활용한 실제 도덕과 수업지도안을 상정했다. 기술은 도입, 전개, 정리 순으로 했다. 모둠별 활동을 고려하여 참여학습이 될 수 있도록 구성해보았다. 이러한 시도는 한문 독서성을 현대 도덕과 교육에 실제 적용하고 있다는 점에서 의의를 갖는다. 이 논문은 독서성을 활용한 도덕교육의 효과성을 증진하기 위해, 다음 몇 가지를 제언한다. 우선 먼저 학년별 계열성을 고려해야 한다. 난이도가 낮은 원전을 저학년용에 배치하고 어려운 책은 고학년용에 배치해야 할 것이다. 둘째, 등장인물이나 원전의 선택에 있어서 우리의 전통을 적극 고려해야겠다. 현행 도덕교과서에서는 주로 중국의 원전과 중국의 인물들을 다루고 있다. 셋째, 다양한 전통종교를 고려해야겠다. 현행 도덕교과서의 독서성관련 자료는 주로 유교와 도교를 중심으로 선택되었다. 불교나 민족종교 등에 대한 관심도 점차 늘려나가야 할 것이다. 우리 한국의 한문 독서성은 선비들의 수양소리다. 따라서 오늘날 도덕교육을 위해 많은 시사점을 주고 있다. 다양한 방법을 동원하여 한국 전통 독서성을 복원하고, 이를 현대 도덕교육에 활용하는 노력을 게을리하면 안될 것이다.

This paper makes inquiries about utility of Dokseoseong for moral education in Korea. In the secondary level, moral education textbooks have some parts as follows: 8 of 7th grade, 4 of 8th grade, 7 of 9th grade, and 2 of 10th grade. Each grades' textbooks show a little bit differences. This paper raises the Syllabus of Moral Education using Dokseoseong. It describes introduction, deploy, summary in sequence. It shows the way to utilize small group to make participation easily. This effort has significance in terms of modernization of Dokseoseong for modern moral education. In order to advance efficiency of current moral education using Dokseoseong, this paper suggests some points as follows: Firstly, moral education has to consider the sequence among grades more carefully and precisely. Secondly, moral education has to select the Korean traditional source of Dokseoseong much more and frequently. Current textbooks tend to Chinese figures and sources. Thirdly moral education has to take advantages on Korean traditional religion and Buddhism and instead of in-coming thought and religion, e.g., Confucianism, Taoism. Korean traditional sound of Dokseoseong is a sort of self-training sound of Korean traditional scholars(Seonbi). So it gives lots of implications to modern moral education. It is very necessary to recover the traditional sound and take much more efforts for current moral education.

교육부는 미래 변화의 불확실성에 대응할 수 있는 역량을 함양할 수 있는 교육으로의 전환 을 강조하면서 2022 개정 교육과정을 고시하였다. 디지털ㆍAI 교육환경에 맞는 교수－학습 및 평가 체제 구축과 관련하여 앞으로 학교현장에서 겪게 될 변화들이 예측되는 가운데, 디 지털 대전환 시대로 불리는 미래 교육 환경 변화를 촉구하는 내용을 담았다. 이에 연구자는 교과 간 연계학습을 통해 디지털 도구와 컴퓨팅적 사고를 기를 수 있는 대취타 수업을 설계 하였다. 음악과 실과 교과를 연계하였고 2022 개정 교육과정의 내용체계와 성취기준을 근거 로 교수－학습 내용을 구성하였다. 블록코딩으로 코드를 만든 후 Makey Makey 보드를 터치 패드로 활용하여 소리를 재생하면서 학생들은 대취타 악기를 탐색할 수 있으며, 도체를 연결 하여 창의적인 소리 재생 장치를 만들어 합주를 하였다. 이는 2022 개정 음악과 교육과정의 창작 영역에서 다양한 가능성을 열어줄 수 있으며, 학생들에 국악기의 실음을 중심으로 활동 할 수 있는 기회를 제공한다. 본 연구를 통해 디지털 교육으로 전환되는 이 시기에 국악 수업 의 새로운 가능성이 되기를 기대하며, 이와 관련한 다양한 수업 사례들이 나오길 바란다.

The Ministry of Education announced the 2022 revised curriculum, emphasizing the transition to education that can foster the ability to respond to uncertainties in future changes. In anticipation of changes that schools will encounter in establishing teaching, learning, and assessment systems aligned with the digital and AI educational landscape, the revised curriculum contains content urging for the changes of the future educational environment, called the era of digital transformation. In response to this, the researcher has designed Daechwita lessons that can develop digital tools and computational thinking through interdisciplinary learning across subject. The Music and Practical subjects were linked, and teaching-learning contents were structured based on the content framework and achievement standards of the 2022 revised curriculum. After creating code with block coding, students can explore Daechwita instruments by using the Makey Makey board as a touch pad for sound playback. And they crafted a creative sound-playback device by connecting conductors and engaged in ensemble performances. This can open up various possibilities in the creative area of the 2022 revised music curriculum and provide students with an opportunity to engage in activities centered around the sound of Korean traditional instruments. Through this study, it is hoped that new possibilities for Korean traditional music classes will emerge during this transition to digital education, and various class cases related to this will come to light.

This teaching-learning process is an example of an actual poetry class in middle schools, considering how to make students interpret poetry for themselves, how to make them understand the organic relationship between each element of poetry and its formation, and how to share aesthetic experiences with them by poetry. For independent interpretation of poetry, this teaching-learning process focuses on the process of ‘story making’ by five W’s and one H. And its principal purpose is to make students interpret each poem for themselves guided by the questions of a teacher. Especially, it tries to overcome decreasing role of a teacher under the increasing importance of students’ participation in the class. And it is designed based on the criticism that teaching-learning processes of a literature class has been developed concentrating on reading activities. After making students interpret poetry primarily by the process of ‘story making,’ teachers lead them to accept poetic images and expressions related to its theme. Therefore, students can know that literary techniques are not just a theory but they are organically related to form a theme of poetry and thus they can experience their use and meaning. This experience is regarded as useful for students to understand the formation of poetry. Research on independent interpretation of poetry, literary techniques and themes results in aesthetic experiences which can make students feel the poetic emotions and be moved by them. The essential purpose of aesthetic experiences, which is different from other learning purposes of a Korean language class, is to get an artistic impression. Nonetheless, these experiences tend to be neglected during the class partly because they are possible only when teachers’ deep understanding and sympathy on poetry is successfully delivered to their students. However, a lot of interests and research from teachers should be needed because aesthetic experiences are the ultimate aim of literature classes including poetry. Introduction of this teaching-learning process aims at the materialization of actual classes and application based on it. However, research on teaching-learning process, sharing of experiences, etc. cannot help but have essential limitations. Because even if a certain model is applied to actual classes, teaching- learning method of each class should be adjusted each time according to the plan of a teacher, personality and ability of the teacher, the condition of students, etc. Therefore, it can be defined as the reality of professionality of a teacher.

This teaching-learning process is an example of an actual poetry class in middle schools, considering how to make students interpret poetry for themselves, how to make them understand the organic relationship between each element of poetry and its formation, and how to share aesthetic experiences with them by poetry. For independent interpretation of poetry, this teaching-learning process focuses on the process of ‘story making’ by five W’s and one H. And its principal purpose is to make students interpret each poem for themselves guided by the questions of a teacher. Especially, it tries to overcome decreasing role of a teacher under the increasing importance of students’ participation in the class. And it is designed based on the criticism that teaching-learning processes of a literature class has been developed concentrating on reading activities. After making students interpret poetry primarily by the process of ‘story making,’ teachers lead them to accept poetic images and expressions related to its theme. Therefore, students can know that literary techniques are not just a theory but they are organically related to form a theme of poetry and thus they can experience their use and meaning. This experience is regarded as useful for students to understand the formation of poetry. Research on independent interpretation of poetry, literary techniques and themes results in aesthetic experiences which can make students feel the poetic emotions and be moved by them. The essential purpose of aesthetic experiences, which is different from other learning purposes of a Korean language class, is to get an artistic impression. Nonetheless, these experiences tend to be neglected during the class partly because they are possible only when teachers’ deep understanding and sympathy on poetry is successfully delivered to their students. However, a lot of interests and research from teachers should be needed because aesthetic experiences are the ultimate aim of literature classes including poetry. Introduction of this teaching-learning process aims at the materialization of actual classes and application based on it. However, research on teaching-learning process, sharing of experiences, etc. cannot help but have essential limitations. Because even if a certain model is applied to actual classes, teaching-learning method of each class should be adjusted each time according to the plan of a teacher, personality and ability of the teacher, the condition of students, etc. Therefore, it can be defined as the reality of professionality of a teacher.

이 연구는 초등학생들을 대상으로 동물복지와 관련된 내용에 대한 이해 및 실천 능력을 향상하기 위하여 동물복지 문제와 관련한 교육 내용과 사례기반학습을 활용한 교수·학습 방법을 모색함으로써 초등학교 동물복지교육을 체계화하려는 방안을 제시하였다. 연구 목적을 달성하기 위하여 2015 개정교 육과정을 반영한 초등학교 1∼6학년(군) 교과서를 대상으로의 동물복지교육 관련 내용을 분석과 동물복 지교육 관련 내용영역과 시사점을 도출한 다음, 이를 바탕으로 초등학교 동물복지교육을 위한 사례기 반용 교수·학습 전략을 수립하였다. 연구 결과, 1∼6학년(군) 통합교과·실과·도덕·사회·과학 교과 서에는 각 교과의 특성에 맞는 동물복지교육 내용이 반영되어 있었다. 이러한 내용 분석을 바탕으로 사례 개발 및 선정, 사례 분석, 사례 분석 활동지 고안, 사례기반학습의 절차 설계, 사례기반학습용 교 수·학습 과정안 개발 단계 순으로 사례기반용 교수·학습 전략을 수립하였다. 그리고 교수·학습 전 략에 따라 동물복지교육과 관련 있는 교과 교육과정의 재구성을 통하여 활용할 수 있는 방안을 제시하 였다. 이 연구에서 제시한 사례기반학습을 활용한 초등학교 동물복지교육 수업자료와 지도 방안은 학 생들이 실생활에서 접할 수 있는 다양한 사례들 통해 다양한 관점에서 동물문제를 바라보게 하고, 이 를 통해 비판적 사고력과 합리적 문제해결력 등 핵심역량을 함양할 수 있는데 도움 자료가 될 것으로 보인다.

This study aims to present a method for realization systematize animal welfare education for elementary school students by seeking teaching and learning methods using case-based learning and educational content related to animal welfare issues in order to improve understanding and practical ability of animal welfare-related content for elementary school students. For this, the contents of animal welfare education for 1st to 6th graders(group) textbooks reflecting the 2015 revised elementary curriculum were analyzed, and content areas and implications related to animal welfare education were derived. As a result of the study, the textbooks of integrated curriculum, moral, social, scientific, and practical arts of 1st to 6th graders(group) were reflected in contents of animal welfare education appropriately to the characteristics of each subject. Based on this content analysis, the study has established a teaching-learning implementation strategy for case-based learning by case development/ selection, case analysis, design of case analysis activity sheet, design of case-based learning procedure and development of teaching-learning process plan based on cases. And, according to the teaching and learning strategy, a plan that can be utilized through the reorganization of the curriculum related to animal welfare education was presented. In conclusion, the case-based learning materials and instructional methods presented in this study are likely to help students look at animal problems from various perspectives through various cases they can encounter in real life, thereby cultivating core competencies such as critical thinking and rational problem-solving.