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This paper is an advanced work for the follow-up study 'Development of Teaching and Learning Programs ofIntercultural Education in Universities Utilizing German and French Commercial Movies'. Before developingteaching and learning programs of intercultural education for undergraduates utilizing movies as one of the mosttypical digital image media in modern times, we try to review theoretical the utilizability of digital image mediaand game contents as very efficient tools of intercultural teaching and learning program. The breakthrough of digital information and communication technology, and the digital revolution leading toa paradigm shift in the history of mankind make the 21th century be called 'knowledge and information age'. Theintegrated and interactive communication way based on the development of digital technology has a great effecton recognition way, recognition pattern and recognition process of contemporary people. In addition, it is alsochanging human recognition per se. First of all, digital image media have caused not only the remarkable changeof social and cultural environment, but also a revolutionary change of educational field. The digital image mediaare thought of as one of the most efficient communication media which can satisfy optical desires of humankindand realize multilateral and sympathetic interchanges utilizing other sense organs. Therefore, the digital imagemedia are anticipated to be a very efficient tool of teaching and learning program. Through this theoretical review we try to emphasize the needs for the development of teaching and learningprogram of intercultural education utilizing digital image media and game contents.

4차 산업혁명이 다가오면서 학생들의 창의력 신장은 매우 중요해졌다. 이런 창의성 교육을 위해 초등학교에 서도 소프트웨어 교육을 강조하고 교육과정에 반영하고 있다. 본 연구에서는 초등학생들을 위한 컴퓨터 프로그 래밍의 성취기준 중 조건문과 관련된 성취기준을 학습하기 위한 교수 학습 프로그램을 제안한다. 본 연구에서 제안한 학습 방법은 언플러그드 활동과 프로그래밍 활동의 2단계 전략이다. 즉, 1단계 전략에서 학생들이 충분히 학습한 후에 2단계 전략인 프로그래밍 활동으로 넘어가는 전략이다. 본 연구의 결과는 학습자들은 이를 통해 컴퓨터적 사고를 신장하고 문제 해결을 위한 프로그래밍을 할 수 있을 것으로 예상한다.

As the Fourth Industrial Revolution approached, students' creativity became very important. For this creativity education, elementary school also emphasizes software education and reflects it in the curriculum. In this study, we propose a concrete program based on the achievement criteria related to the conditional statement among the achievement criteria of computer programming for elementary school students. In particular, we introduced various programming activities according to the development level of elementary school students, and introduced the unplugged method to understand the principle of programming. It is expected that learners will be able to develop computer thinking and programming for problem solving.

이 논문에서는 학생들의 음악 인지 능력을 향상시키기 위해 음악비평 활동을 활용한 음악과의 교수·학습 프로그램을 개발하였다. 음악비평이 음악 작품과 음악과 관련된 제반 현상에 대한 가치평가를 언어적으로 표현하는 것이다. 음악 및 음악과 관련된 가치평가의 대상에 대한 다각적인 관찰과 사고, 그리고 표현의 경험은 학생들의 소리를 통한 음악적 체험을 다시 경험하게 한다. 또한 음악을 바라보는 시각의 범위를 확대해 줄 수 있다. 이러한 음악비평의 교육적 가치를 실현하기 위해서는 현장 적용을 위한 다양한 연구가 필요하다. 이 연구에서는 비평의 여러 유형, 즉 규칙에 의한 비평, 맥락 비평, 인상주의 비평, 내재적 비평, 의도주의 비평 등을 활용하였다. 학생들에게 비평의 유형을 제시하지 않고 각 유형과 관련된 표현이 이루어질 수 있는 질문을 개발하여 활용하였다. 개발된 프로그램은 음악적 대상에 대한 인지 범위를 확대하기 위해 다양한 시각에서 음악에 대해 접근하여 사고하고, 표현하도록 하였다. 또한 폭넓은 시각의 확대를 위해 수업시간을 통하여 활발한 상호작용이 이루어지도록 유도하였다. 가창, 기악, 창작, 감상 등과 같은 음악활동을 통한 미적 체험이 학생들에게 줄 수 있는 가치는 대단히 크다. 더불어 그들이 경험한 음악의 즐거움과 아름다움의 본질을 탐구하고, 분석하며, 평가하는 활동은 학생들의 음악적 경험을 더욱 가치로운 것으로 만들어 줄 수 있을 것이다.

In this research, I created a music learning and teaching program using music criticism activities. For this program, I researched the musical cognitive abilities which are expected to be improved the most through the musical criticism activities in school. Music criticism is a linguisticexpression about an estimate of music works and the related phenomenon. Estimating music or the music related contents can not only provide musical experiences but also expand the range of the cognition about music to students. In order to realize the educational value of the music criticism need the various researches to apply on the educational field. There are several types of criticism are applied in this research such as rules criticism, context criticism, impressionism criticism, intrinsic criticism, and intentional criticism. Also the questions which are available to express the related music criticismare applied in this research without presenting any type of criticism to students. This program was designed to expend the musical target’s recognition scope, also the musical target could be thought and expressed with the various points of view. Also lively interactions were performed to broaden the scope of view in class. The education value of artistic experiences though activities likes singing, instrumental music, and music creation for students is huge. All the music activities what students were experienced including researching, analyzing, and evaluatingof music would be able to make their experiences more valuable. It seems that the necessity and interests in using criticism in music class are gradually being increased. I expect that students’musical thinking abilities would be improved throuth various theoretical and practical researches on the music criticism as a part of music activities and there would be many discussions on music in our living.

교수학습센터의 교수지원 프로그램 컨텐츠 분석 및 교수지원 플랫폼이 나아갈 방향에 관한 연구이다. 이를 위해 2020년 4월 문헌연구 실시, 타 대학 및 K대학의 교수지원 현황 분석, 교수자 인터뷰 분석, 전문가검증을 실시하였다. 주요 연구결과는 다음과 같다. 첫째, 24개 대학의 교수지원 프로그램 현황을 살펴본 결과, 교수법 특강, 수업컨설팅, 교수법 연구모임, 교육자료실이 대표적으로 운영되는 프로그램으로 확인되었다. 둘째, 플랫폼 기본 구조를 교원들간의 교수법에 대한 활발한 의견교환이 가능하도록 강의사례공유 게시판, 교수법 프로그램 신청이 가능하도록 교수지원 프로 그램 신청 게시판, 플랫폼 활성화를 위해 Edu-tech, 교수지원 메뉴로 구성하였다. 셋째, 교수지원 플랫폼의 기본구조를 바탕으로 교수지원 플랫폼 콘텐츠를 구현하였다. 본 연구는 교수지원 프로그램 컨텐츠를 분석하고 교수지원 플랫폼이 나아갈 방향을 제시하는 연구를 실시하여 효과적인 교수지원 플랫폼 구축의 방향을 논의하였다.

This is a study on the direction of the teaching support program contents analysis and teaching support platform of the teaching and learning center. To this end, in April 2020, a literature study was conducted, an analysis of the current status of teaching support at other universities and K universities, an analysis of professor interviews, and expert verification were conducted. The main research results are as follows. First, as a result of examining the current status of teaching support programs at 24 universities, it was confirmed that special lectures on teaching methods, class consulting, teaching method research meetings, and educational resource rooms were operated as representative programs. Second, the basic structure of the platform is composed of a lecture case sharing bulletin board to enable active exchange of opinions on teaching methods among teachers, a teaching support program application bulletin board to enable application for a teaching method program, and Edu-tech to activate the platform, and a professor support menu. Third, the contents of the teaching support platform were implemented based on the basic structure of the teaching support platform. This study analyzed the contents of the teaching support program and conducted a study to suggest the direction of the teaching support platform to discuss the direction of establishing an effective teaching support platform.

본 연구는 동료 멘토링이 멘토의 학업적 자기효능감, 자기주도학습, 교수효능감에 미치는 영향을 분석하고, 멘토 링이 제공하는 학습적·심리적 요인을 파악하고자 하였다. 멘토 56명을 대상으로 동료 멘토링 프로그램 참여 전후에 학 업적 자기효능감, 자기주도학습, 교수효능감을 측정하였으며, SPSS Statistics 24.0을 이용해 데이터를 분석한 결과, 멘토 링 참여 전 학업적 자기효능감의 평균은 3.34±0.49에서 참여 후 4.13±0.48(t=-16.435, p<.001), 자기주도학습은 3.19±0.44 에서 4.07±0.53(t=-16.360, p<.001), 교수효능감은 3.00±0.46에서 3.95±0.51(t=-18.912, p<.001) 유의한 증가를 보였다. 학업 적 자기효능감, 자기주도학습, 교수효능감 간의 상관관계 분석에서는 세 변수 간에 유의미한 정적 상관관계가 나타났다. 회귀분석 결과, 자기주도학습이 교수효능감에 긍정적 영향을 미쳤으며(t=2.947, p=.005), 전체 모형의 설명력은 37.2%였 다. 본 연구는 교수 역량 강화를 위해 자기주도학습의 중요성을 시사하며, 향후 교수 교육 및 멘토링 프로그램 설계 시 이를 고려할 필요가 있음을 보여준다.

This study analyzed the effects of peer mentoring on mentors' self-efficacy, self-directed learning, and teaching efficacy. A total of 56 mentors participated, and the three factors were measured before and after participation in the peer mentoring program. The average self-efficacy increased significantly from 3.34±0.49 to 4.13±0.48 after the program (t=-16.435, p<.001), self-directed learning from 3.19±0.44 to 4.07±0.53 (t=-16.360, p<.001), and teaching efficacy from 3.00±0.46 to 3.95±0.51 (t=-18.912, p<.001). Correlation analysis revealed significant positive relationships among the three variables. Regression analysis showed that self-directed learning had a positive effect on teaching efficacy (t=2.947, p=.005), with the overall model explaining 37.2% of the variance. This study suggests the importance of self-directed learning in enhancing teacher competency and highlights the need to consider this when designing future teacher education and mentoring programs.

데이터 리터러시는 데이터를 활용하여 실생활의 다양한 문제를 해결해나갈 수 있는 능력으로서 디지털 기 술과 밀접하게 살아가고 있는 4차 산업혁명 시대의 시민이 필수적으로 갖추어야 할 역량 중 하나이다. 미래 사 회의 상업교육은 학생들이 자신의 소질과 적성에 맞는 진로를 주체적으로 설정하고 그에 부합하는 역량 개발 이 체계적으로 이루어질 수 있는 환경을 제공할 수 있어야 한다. 직업계고등학교 학생을 대상으로 하는 데이터 리터러시 함양을 위한 교육 프로그램의 개발과 연구는 초기 단계이다. 이에 본 연구에서는 오렌지3와 마이크 로소프트 엑셀을 활용하는 데이터 과학 교수-학습 프로그램을 개발 및 적용하였다. 효과성 검증을 위해 실험 집단과 통제집단에 적용 전·후 데이터 리터러시 검사를 실시했으며, 그 결과를 독립 표본 t-검증과 종속 표본 t-검증을 통해 분석했다. 그 결과 본 연구에서 개발한 데이터 리터러시 교수-학습 프로그램의 효과성을 확인하 고 상업계열 특성화고등학교 학생들의 데이터 과학 학습을 위한 개선 방안을 도출하였다.

Data literacy is the ability to solve various problems in real life using data and is one of the essential capabilities that citizens in the era of the 4th industrial revolution, which lives closely with digital technology. Commercial education in the future society should be able to provide an environment in which students can independently set careers suitable for their talents and aptitudes and systematically develop competencies accordingly. The development and research of educational programs for fostering data literacy for vocational high school students are in the early stages. Accordingly, in this study, we developed and applied a data science teaching-learning program using Orange 3 and Microsoft Excel. To verify effectiveness, data literacy tests were conducted before and after application to the experimental and control groups, and the results were analyzed through independent sample t-test and dependent sample t-test. As a result, the effectiveness of the data literacy teaching-learning program developed in this study was confirmed and an improvement plan for data science learning of commercial specialized high school students was derived.

The purpose of this study was to develop the systems thinking learning program and to confirm the effects of its application in the fourth grades' science class. For it, the test tools were designed to survey divergent thinking and the closed loop based on the casual relation. The systems thinking learning program was developed to make students learn scientific knowledge and systems thinking educational strategies through their regular science class. The two classes of fourth grade were selected and divided into experimental and control groups. After applying pre-test to two groups, the system thinking education program was applied to an experimental group according to the reconstructed lesson plan. Subsequently, post-test was applied to two groups 3 weeks after pre-test. The findings in this study were as follows. In divergent thinking, the systems thinking program was useful to two groups. It could be the repetition effect, but only the experimental group shows a statistically significant change. The effect of the closed loop based on casual relation was deemed statistically significant. It shows these educational strategies were effective in making students understand the systems thinking. Finally, the results of students' interviews shows they were satisfied with this program because they were able to express their thinking with confidence and to find new relations in the change of land. The results suggest that the more research is needed to further develop and improve on students’ thinking skills in their regular science classes.

The purpose of this study is to take advantage of the smart teaching - learning programs about the unit of 'Earth and Moon' and find out how to apply the effect appears. Teaching-Learning program was conducted over eight lessons. And we analyzed the effect of the program at any time through the evaluation and interview. The results are as follows. First, this study proposed a method to assist in the teaching and learning of spatial ability for students' movement of the Earth and the Moon. The program takes advantage of N-Screen Applications were configured to allow both Earth observation insider perspective and the external multilateral perspective. This improves students' understanding qualitatively. Second, we applied the teaching and learning programs utilizing smart smart devices, and the result was a lot of low rank students' average score rises. In addition, we were able to see that many students' understanding and interest, self-confidence are improved.

본 연구에서는 건강신념모델에 기초한 초등학교 전통 식생활 교육 프로그램과 교수․학습 자료를 개발하여 영양교육 이론에 근거한 식생활 교육의 기초를 마련하고자 하였으며 그 결과는 다음과 같다. 첫째, ‘우리 전통 식생활의 실천’을 권장 행동으로 하여 건강신념모델에 근거한 14개 주제, 총 16차시의 초등학교 고학년 대상의 전통 식생활 교육 프로그램을 개발하였다. 1-2 주제(단원)는 초등학생의 식습관에 대한 올바른 이해와, 바람직하지 못한 식습관과 비만의 건강상의 위험성을 인지하는 인지된 민감성과 인지된 심각성을 높이는 교육내용으로 구성하였다. 3-6주제(단원)에서는 균형잡힌 식생활의 의미와 중요성, 우리 전통 식생활의 우수성과 가치를 알아 우리 전통 식생활 실천에 대한 인지된 이익을 높이는 교육내용으로 구성하였다. 7-13 주제(단원)는 우리 전통음식의 종류, 특징, 건강상의 우수성 등을 알아보고, 만들어 보는 활동을 통해 전통 식생활 실천에 대한 인지된 이익과 자아효능감을 높이고, 인지된 장애를 낮출 수 있도록 하였다. 14 주제(단원)에서는 학습내용의 정리, 변화된 자신의 식습관과 자아효능감 평가를 통해 우리 전통 식생활의 실천을 장기간 유지할 수 있도록 구성하였다. 둘째, 교육 프로그램에 따라 학습자의 학습 활동을 돕기 위한 학생용 교재와 학습 자료로 책갈피, 리플릿, 아코디언 형식의 요리책을 개발하여 전통 식생활 실천에 대한 동기 유발, 관심 지속, 인지된 이익과 자아효능감을 높이는데 활용하도록 하였다. 셋째, 교육 프로그램에 따라 교수․학습 과정안을 개발하고 이 과정안과, 각 주제의 수업을 위해 필요한 참고자료와 참고문헌을 포함한 교사용 지도서를 개발하여 수업에 활용할 수 있게 하였다.

This study was to develop a education program, and teaching & learning materials of traditional Korean foods based on Health Belief Model(HBM) for elementary school students. The results were as follows. The program was composed of Fourteen sessions, in which ‘Eating the traditional Korean foods’ was the recommended behavior. Session 1 and 2 were composed of the contents increasing children’s perceived susceptibility and perceived severity, by assessing their own eating habits and understanding the severity of undesirable eating habits and obesity. Session 3 - 6 were composed of the contents increasing children’s perceived benefits of eating traditional Korean foods by learning the meanings and importance of the balanced diet, and merits of eating traditional Korean foods. Session 7 - 13 were composed of the contents increasing children’s perceived benefits and self-efficacy for eating them, and overcoming the perceived barriers by learning their kinds, characteristics and values and cooking them. Session 14 were composed of the contents maintaining children’s corrected eating behavior continuously. A Textbook and learning materials, such as book markers, a leaflet, and a accordion cookbook for traditional Korean foods, were developed to motivate learning, maintain the concern, and increase children’s perceived benefits and dietary self-efficacy. Fourteen lesson plans were developed. The guideline contained the lesson plans, teaching tips, and references.

The purpose of this study is, with the focus on Katz's humane and conceptual functions as a factor for entrepreneurship, to analyze the application of social learning and action learning as educational methods in the process of developing the 12-hour program and to analyze the meanings showed in the process. This study started the program in September 2015, implemented the first semester in 2016, revised it and implemented the first semester class in 2017. In the process of program execution, The researchers analyzed the results of the reflection, the feedback of the learners, the tasks, and the evaluation results. The results of the implemented programs showed a high interest and participation rate in creative teaching methods. And changes in their ways of thinking and behavioral patterns implied that realistic and practical entrepreneurship had been fostered. It was also confirmed that the benefits of cooperation in teaching and learning were experienced and learned. And in the cases where such education methods are applied, more preparation is required, and more thoughts and research are needed in terms of assessment. In this study, the application of the educational methods of social learning and action learning is an educational attempt worthy of entrepreneurship that challenged the traditional teaching method by practicing the entrepreneurship of taking risks, innovation, and initiative. These attempts are also needed in various education areas.

In this study, to raise the interest and curiosity of students and at the same time to learn science concepts meaningfully for students, the teaching and learning program was developed by applying the Frayer model. The purpose of this study was to find out the Effect of Elementary Science Teaching Program with Frayer model on Learning Motive and Learning Achievement. To this end, the 6th grade classroom of A-elementary school located in Seogwipo-city was selected the experimental group (26 patients). And the other 6th grade classroom in the same school was selected to the comparative group (27 patients). The experimental group was conducted applying the Frayer model. Comparison group has been conducted lesson program in accordance with the general science class teacher guide. Was through a pre-test of science learning motivation and academic achievement level can be assumed in the same group. After completing the experimental treatment by conducting a post-mortem examination was statistically validated. In this study, the following conclusions were obtained. First, elementary science class which applied Frayer model had the effect of to improve the scientific motivation. In particular, attention (p <.01), association (p <.01), confidence (p <.01) in the experimental group were higher than the scores of the comparative group, the difference was significant. Second, the Frayer model applied to elementary science class had a significant effect on improving science achievement. The experimental group which applied Frayer model was higher than the comparative group in science achievement post-test comparison. Between the groups showed a significant difference between the two groups (p <.01). The above findings, Elementary science class which applied Frayer model can be concluded to be effective in science and science achievement motivation. Therefore, applying the Frayer model of elementary science class could be useful in science teaching and learning methods. In addition, when it is determined through the previous study, applying the Frayer model classes will be able to derive a meaningful learning also subjected to a number of fields and areas.

This paper is an expanded work for the advanced study 'Theoretical Review of Needs for the Development of Teaching and Learning Program of Intercultural Education Utilizing Digital Image Media and Game Contents’ published in the journal Korean Society for Computer Game. The purpose of this paper is to emphasize the needs for the development of teaching and learning program of intercultural education utilizing digital image media by analyzing the survey targeting 325 undergraduates. The digital image media are regarded as one of the most efficient communication media which can satisfy optical desires of humankind and realize multilateral and sympathetic interchanges using other sense organs. In this context the digital image media are expected to be a very efficient tool of intercultural teaching and learning program. Compared to the class depending on only written text, the class using the digital image media can arouse much more learner’s interest, improve a lot more concentration on learning contents, get even more learning motivation, provide still wider indirect experience for learners.

지도는 학습정보를 장기간에 걸쳐 기억하게 해주는 기능 뿐만 아니라 자연현상 및 인문현상을 비교적 짧은 기간에 비교할 수 있다. 따라서 지도는 지리학습에서 매우 중요하고, 기본적인 도구라고 할 수 있다. 이 논문은 기후도를 통하여 탐구 능력을 향상시킬 수 있는 문제해결 기법을 원용하여 교수-학습 지도안을 작성하였다. 이 모형을 이용하면 교사들은 교수활동을 효율적으로 설계하고, 학습자의 이해를 보다 흥미있게 증진시키게 될 것이다. 뿐만 아니라 학생들의 수행평가를 수행하는데 좋은 평가도구가 되리라 사료된다.

Maps are vital tools for use by teachers and students in the geography classroom. The purpose of this article is to develop concrete teaching programs for teacher' lesson plan and to suggest the framework which facilitates teaching methods through the climatic maps in geography. In the problem-solving technique, the steps are identification of the problem, definition of the problem. exploration of possible solution. After exploring possibility strategies. problem solver act on their ideas and look for the effects of their actions on the problem, In this study, I develop geography lesson plan for the problem-solving technique which is necessary to help students understand more easily. I think that this article can be a good tool for geography teachers who are going to evaluate performance assessment.

본 연구는 창의적인 시창ㆍ청음 프로그램 개발을 위한 기초 연구로서 학습자 중심의 시창ㆍ청음 프로그램을 설계하고 다양한 교수ㆍ학습 전략을 제시하는 것에 목적을 둔다. 먼저 문헌 연구를 통해 시창ㆍ청음에 대한 특징과 기존의 교수ㆍ학습 방법에 관해 비교ㆍ분석하였다. 이후 관련 내용의 특징들을 유목화하여 다음과 같은 의미 있는 전략 을 제안하였다. 첫째, 모둠별 활동을 통한 수업환경의 다양화 및 MyEarTraining과 Musescore를 활용한 지속가능한 학습 환경을 구축하여 학생 중심의 수업환경을 제안하였다. 둘째, 다양한 교수ㆍ학습 방법을 활용하여 학생들의 시창ㆍ 청음 능력 향상은 물론 예비 교사로서 자질을 함양할 수 있도록 교수ㆍ학습 전략을 제안하였다. 본 연구는 창의적인 시창ㆍ청음 프로그램을 위한 구체적인 교수ㆍ학습 과정안 개발에 있어 의미 있는 기초자료로써 활용되기를 기대한다.

This study was to provide teaching and learning strategies to develop a creative sight-singing and ear-training program that aims to design student-centered education. Therefore, the characteristics of the sight-singing and ear-training as well as teaching and learning methods were analyzed through the literature review, and the following meaningful strategies were derived. First, a student-centered teaching environment was promoted by diversifying the teaching environment through small group activities and establishing a sustainable learning environment using MyEarTraining and Musescore applications. Second, teaching and learning strategies were proposed to improve sight-singing and ear-training skills by applying for various teaching and learning methods and cultivating the qualities of a pre-service teacher. This study is expected to be used as meaningful fundamental data in developing specific teaching and learning processes for a creative sight-singing and ear-training program.

이 연구의 목적은 중학생의 기술·가정 교과 ‘친환경적 의생활과 옷 고쳐 입기’ 단원에서 활 용 할 수 있는 STEAM 교육을 위한 교수·학습 지도안을 개발하고, 개발된 STEAM 교육을 적 용한 수업이 학습자의 교과에 대한 흥미도와 문제해결능력에 미치는 효과를 알아보는데 있다. 연구를 위하여 2009 개정 중학교 STEAM 관련 교과 교육과정을 분석 후, STEAM 교육에 적 절한 주제를 추출하여 STEAM 교육을 위한 교수·학습 지도안을 개발한 후 충청북도 청주시 소재의 N 중학교 2학년 2개 학급 60명의 학생을 대상으로 총 5차시 수업을 실시하였다. 연구 결과 중학교 2∼3학년 기술·가정 교과 ‘친환경적 의생활과 옷 고쳐 입기’ 단원에서 사용할 수 있는 STEAM 교육 수업을 위한 교수·학습 과정안과 학습자료, 교사용 참고자료를 개발하였다. 수업후 효과를 확인한 결과 STEAM 교수·학습 지도안을 활용한 수업은 학생들의 흥미도와 문 제 해결력을 향상시키는데 효과적인 것으로 나타났다.

The purpose of this study was to develop the teaching·leaning program for the ‘Environment friendly clothing habits and garment reform’ unit in the Technology·Home Economics textbook and examine the effects of the application of the developed STEAM program on students' educational interest in the subject and problem-solving ability. To accomplish this purpose, the 2009 revised Korean National Curriculum for middle school students was analyzed, a suitable subject was selected and then the teaching·learning program was developed. Sixty middle school students in Chung-Ju, Chung-Buk, involved in this study. The teaching program consisted 5 class times in total. The experiment group(1 class with 30 students) took classes with the developed STEAM teaching·learning program, and the control group(1 class with 30 students) took the traditional teaching·learning program. The differences between two groups in subject interest and problem-solving ability were analyzed using t-test. As a result the STEAM teaching·learning program was developed, and the learning interest and the problem solving ability of the students were improved by applying the developed STEAM program.

이 연구는 실천학습을 적용한 교육대학원 ‘정보사회 교수법’ 수업의 운영 및 결과에 대한 사례를 통해 실천학습을 도입한 교육 프로그램이 교사의 성찰적 실천력과 자기주도적 학습력을 함양시킬 수 있는지를 탐색한 것이다. 이를 위해, 교육대학원 수업 중 ‘정보사회 교수법’ 강좌가 지닌 특성을 분석함으로써 교사에게 요구하는 역량이 무엇인지 검토하였으며, 실천학습의 개념 및 구성요소, 진행과정에 대한 문헌연구를 통해 실천학습이 ‘교수법’ 수업의 교사 역량 개발에 적합한 방법임을 밝혔다. 다음으로, 이를 기반으로 하여 실천학습을 도입한 ‘정보사회 교수법’ 강좌의 한 학기 수업을 설계하고 실제 교육활동에 적용했으며, 그 결과를 정리하였다. 마지막으로, 이를 통해 실천학습의 교육대학원 수업에의 도입 가능성과 문제점을 논의하였다. 결과적으로 많은 어려움에도 불구하고 실천력을 확보한 다양한 교수법의 이해, 자기주도적 학습력의 신장, 교사 실천학습 모임의 필요성 인식, 질문과 성찰 능력 함양 등에 있어 실천학습이 긍정적인 영향을 주는 것으로 나타났다. 따라서 이후 교육대학원의 타 교과목, 현직 연수과정, 예비교사교육, 교사학습모임 등에서 실천학습 도입의 가능성을 탐색하는 연구가 지속될 필요가 있음을 제안하였다.

The purpose of this study is to clear up that action learning raising teacher's reflective application and self-directed learning through case study on develop and practical use an action learning program for 'Information society's teaching method' of Graduate School of Education. For study, first pull out key competency from feature of 'Information society's teaching method' of Graduate School of Education. And as study the document, find out that all forms of action learning share the elements of real people resolving and taking action on real problem in real time, and learning through questioning and reflection while doing so. Accordingly, it estimate to lead a teacher into raised reflective application and self-directed learning. Second, develop an action learning program for 'Information society's teaching method' of Graduate School of Education and practical use for one semester. Third, argue of possibility and difficulties of introduction action learning on 'Information society's teaching method' of Graduate School of Education. As a result, action learning program positively impact on understand and practical use of variable teaching method, improvement of teacher's self-directed learning, increase of opportunity make higher question and reflection. Even though introduction action learning have few difficulties. So propose that do continuing study of develop and practical use on action learning program for another subject on of Graduate School of Education, In-service Education, Pre Teacher Education, Teacher's self learning team etc.

본 연구의 목적은 예비유아교사 양성과정의 ‘유아 교재교구 연구 및 지도법’ 교과목의 비대면 교수-학습 사례 를 통해 비대면 수업 및 다양한 교수법의 발전에 기여하고자 함이다. 연구는 2021년 1학기 유아 교재교구 연구 및 지도법 강의를 수강하는 C지역의 B대학교 학생, 즉 예비유아교사 18명을 대상으로 비대면 교수-학습 전략을 실시하 고, 그 과정에서 나타난 예비유아교사의 교재교구제작과 경험을 탐색하였다. 비대면 교수-학습 전략을 위하여 동영상 강의, 실시간 zoom 수업, 빈번한 피드백과 상호작용을 통한 다양한 형태의 ‘소통’과 예비유아교사들의 ‘참여’활동이 수행되었다. 예비유아교사들의 참여활동을 위한 교수-학습 전략으로 교재교구 관련 발문에 대한 댓글 달기, 반성적 저널 및 참관보고서 작성을 통한 교재교구에 대한 깊이 있는 성찰, 그리고 교재교구제작 계획, 과정, 결과의 단계별 발표 활동이 수행되었다. 예비유아교사들의 교재교구제작 경험을 탐색한 결과, ‘시행착오를 통한 성장 경험’, ‘유아의 입장에서 생각하기’, ‘소통을 통한 효율성 증가와 부담감 감소’, ‘결과보다는 과정’, ‘비대면 수업 시 소통과 상호작용의 중요성’이라는 요인들을 발견할 수 있었다.

Abstract This study is the case of non-face-to-face teaching-learning in the subject of "Research and Guidance on Early Childhood Materials" in the pre-child teacher training program. The study conducted a non-face-to-face teaching-learning model for 18 students at B University in region C who took lectures on ‘Research and Guidance on Early Childhood Materials’ in the first semester of 2021. As a non-face-to-face teaching-learning model, it consisted of video lectures, real-time zoom classes, and various forms of ‘communication’ through frequent feedback and interaction and ‘participation’. As a teaching-learning strategy for the participation of pre-service early childhood teachers, comment on questions related to early childhood materials, in-depth reflection on early childhood materials through writing reflective journals and observation reports, and step-by-step presentation of making childhood materials plans, processes, and results were carried out. As a result of exploring the experience of making early childhood materials for pre-service early childhood teachers, factors such as "growth experience through trial and error," "thinking from child’s point of view", “Increase efficiency and reduce burden through communication”, “Process rather than result” and “The importance of communication and interaction in non-face-to-face classes”