Earticle

The cyber harassment of South Korean pop star Tablo circa 2010 illustrates numerous interlocking social issues including Internet participation, perpetuation of hate crimes and slander, globalization, nationalism, military service, and the vital importance of education in Korean society. This case indicates the necessity of revisiting the Internet’s functions in social movement and communication. To explore why and how this unique online incident occurred in South Korea,1 I reviewed the literature on Internet research, criminology, and hegemony. After conducting these reviews, two broad aims for this study became clear. The first is to critically examine the ways that some bloggers spread baseless rumors about Tablo. The second aim is to clarify the circumstances in which current hegemonic discourses have developed in Korea on military service and educational background. My argument is that neither grand concepts nor generalizations can capture the intrinsic attributes of the Internet and online participation (in or outside of Korea). Instead, discontinuity, plurality, and contingency, rather than progress and inevitability, approximate the reality of the Internet and online participation. For this reason, scholarship is needed that inquires into more nuanced practices of the Internet that are also situated in social environments and articulated with local histories. Revisiting the Tablo case encourages Koreans to rethink and re-embrace the values of coexistence and tolerance.

By clarifying the correlation between paper publication on one side and the academic background & research career of contributors on the other, this study determined whether papers with high levels of academic value and qualitative status score well in paper screening. As for the research subjects, the culture field from the 30th to the 49th issues over the five years from 2015 to 2019 were examined using big data of Journal of Japanese Language & Culture. First, the overall trend of paper publication in the journal was analyzed. In the cultural field of Journal of Japanese Language & Culture, 40 to 50 treatises were submitted every year. The passing lines for 5 years were distributed between 35 and 40 points, forming a fairly high score. Second, the educational background of contributors were reviewed. As a result, the group with an experience of studying in Japan was more active in paper contribution and had a lot of publication. Furthermore, the number of paper publication of prestigious university graduates was a lot. Third, contributors’ research career was examined. As a result, contrary to what was assumed, it was not positively correlated with the paper publication rate. Rather, young authors were more active in contributing papers and had a lot of publication. The causes behind them need to be examined along with the paper screening process through follow-up research.

本論は、学術的価値や質的水準の高い論文が査読でもよい評価を受けているかを確認しようとする目的から出発したものである。その第一のステップとして、本論では、論文掲載と投稿者の学歴および研究歴との相関関係を明らかにすることを目標にした。研究対象としては、韓国日本言語文化学会の学術誌󰡔日本言語文化󰡕の投稿台帳および投稿者に関するビックデータを利用し、2015年から2019年に出版された第30輯から第49輯までの｢文化｣分野の論文を調べた。 まず、󰡔日本言語文化󰡕の文化分野における投稿の傾向について分析した。その結果、毎年40~50篇の論文が投稿されていたことが分かった。5年間の合格ラインは35~40点の間に分布し、かなり高い点数台を形成していた。 次に、投稿者の学歴について調べた。調査の結果、日本で勉学したグループの方が論文を活発に投稿し、論文の掲載数も多いことが確認された。また、主要大学で博士号を取得したグループの論文の掲載数がその他のグループに比べて多かった。 最後に、投稿者の研究歴について調べた。1950~1960年代に生まれた研究者と1970~1980年代に生まれた研究者のグループを分け、それをさらに細分して傾向を調べた。その結果、予想に反して、論文の掲載数は著者の研究歴に必ずしも比例するものではないという傾向が読み取れた。むしろ、若手研究者の投稿が活発で、掲載も多かった。その原因については、査読の過程に関わる複雑な要因などが考えられるが、それについては、後続研究を通じて、補足していきたい。

본고는 해방 후 국어국문학 지형도에 관한 기초 연구의 일환으로 이루어졌다. 본고에서 다루는 대상은 1945년 해방 이후 50년 6.25 전쟁 이전까지 국내 대학 국어국문학과 학부과정에 편입 또는 입학한 “해방 후 제1세대 국어국문학 연구자” 가운데 남한에 남아 국어국문학 연구활동을 한 분들을 대상으로 하되, 본고에서는 서울대 국어국문학과에 한정하여 살피기로 한다. 따라서 일제시기에 이미 국어국문학 연구 활동을 시작하였고 해방 후 바로 대학의 교수가 되었던 국어연구학회 출신인 분들은 여기에 포함시키지 않았다. 이들은 크게 네 가지 부류로 나눌 수 있다. 첫째 45년에서 48년 사이에 대학에 입학하여 1940-50년대에 졸업한 분들이다. 전광용, 정한모, 최학근, 김영덕, 윤원호, 김민수 등이 그들이다. 둘째 일제 말에 대학 혹은 중등과정을 졸업하고 해방된 조국에 창설된 각 대학의 국어국문학과의 학부과정에 입학하여 졸업한 분들이다. 정병욱, 장덕순, 이명구 등이 그들이다. 셋째 일제 말에 대학을 일본에 유학하여 대학을 졸업하거나 중퇴하고 해방 후 국내의 각 대학 국어국문학과 의 학부과정에 편입하여 졸업한 분이다. 이태극, 이능우 등이 그들이다. 넷째1948년8월과9월에 남한과 북한에 각기 분단 정부가 들어선 1949년 이후대학의 국어국문학과 학부과정에입학하여 1950년대 전문적인 국어국문학연구를 시작한 분들이다. 강신항, 이기문 등이 그들이다.

This paper is part of the basic study on topography of Korean literature after the Liberation. The paper covers those who remained in South Korea and continued their studies on Korean literature during the five decades after the Liberation in 1945 until the Korean War, among “the first generation of Korean literature researchers after the Liberation” who entered or transferred to the Korean Literature departments at universities in Korea; the paper focuses especially on the Korean Literature department at Seoul National University. Those who were members of the Society of Korean Studies, already started study on Korean literature during Japanese colonial regime and became professors at universities right after the Liberation are excluded from this study. Korean literature researchers can be divided into four groups: first group includes Gwangyong Jeon, Hanmo Jeong, Hakgeun Choi, Yeongdeok Kim, Woenho Yoon and Minsu Kim who entered college between 1945 and 1948 and graduated during the 40s and 50s; second group includes Byeongwook Jeong, Deuksun Jang and Myeonggu Lee who finished college or secondary education during the later period of Japanese colonial regime and entered undergraduate program of the Korean Literature department at universities founded after the Liberation; third group includes Taegeuk Lee and Neungwoo Lee who went to college in Japan during the later period of Japanese colonial regime and transferred to the Korean Literature department at universities in Korea after the Liberation; and fourth group includes Shinhang Gang and Gimun Lee who entered undergraduate program of the Korean Literature department at universities after 1949 when two separate governments were already established in South and North Korea in August and September, 1948 and started professional Korean literature study during the 50s.

Educational background in Korea can represent personal traits, since academic tracks in the Korean educational system are determined earlier in the individual’s lifetime than in other countries. This study investigates whether CEO educational background affects the firm’s external financing choices. We find that firms with CEOs who majored in science or engineering are less likely to issue equity, and the investment of firms with such CEOs is more responsive to cash flow. We also find that equity issue announcements by firms with such CEOs exhibit more negative market reaction, suggesting that those have bad signals, for instance, poor conditions to issue debt even though they prefer debt to equity. Overall, our study suggests that Korean CEOs’ educational background, particularly science or engineering, is related to managerial confidence, which is the belief that the market undervalues their firms. However, we cannot completely rule out the endogeneity concern arising from CEO-firm matching.

본 연구는 장애인의 교육수준을 분석함에 있어서는 장애발생연령을 고려하여 접근해야 한다는 문제의식 하에 장애발생연령에 따라 장애인을 구분했을 때 교육수준이 어떻게 나타나며 그렇게 된 배경은 무엇인가 그리고 그런 배경의 구체적인 의미를 어떻게 해석할 수 있는가에 대해 고찰하였다. 이러한 고찰의 결과 다음의 사실들을 알 수 있었다. 첫째, 장애인이라는 인구집단을 전체로 보았을 때 이들이 보이는 낮은 교육수준은 장애효과와 계층효과, 그리고 세대효과가 혼합된 것이다. 이 중 세대효과는 장애발생연령에 관계없이 모든 장애인에게 나타나는 것이지만, 장애효과는 19세 이전 장애발생자에게 주로 관련된 것이며 계층효과는 20세 이후 장애발생자에게 주로 관련된 것이다. 하지만 19세 이전장애발생자에게는 계층효과도 함께 작용하여 보다 복잡한 양상을 보인다. 둘째, 전반적인 교육여건의 개선과 교육정책적 개입을 포함하는 세대효과는 19세 이전 장애발생자 중 일부 집단의 상대적 교육수준을 크게 개선한 것으로 보인다. 하지만 그 개선은장애인을 대상으로 한 특수교육의 결과도 있지만 일반교육여건의 개선으로 인한 결과가 더 큰 것으로 생각된다. 셋째, 장애인의 낮은 교육수준을 초래한 한 요인으로 학업 미이수 사유 역시 장애발생연령에 따라 구분해서 접근할 필요가 있으며 이렇게 구분할 때 19세 이전 장애발생자에게는 학업 미이수 사유로 ‘장애’가 많으며 20세 이후 장애발생자에게는 ‘경제사정’이 가장 많은 것으로 나타났다. 이는 장애효과와 계층효과의 존재를 다시 한 번 보여주는 것이라 할수 있다. 또한, 19세 이전 장애발생자에게 많이 나타나는 장애라는 학업 미이수 사유는 교육차별경험과 관련된 것일 가능성이 상당히 높은 것으로 보인다. 이는 19세 이전 장애발생자의 낮은 교육수준을 초래한 장애효과가 손상보다는 차별로 해석될 수 있는 가능성을 보여주는 한 근거라 하겠다.

The aim of this study is to examine the realities of low educational background of disabled people according to their disability occurrence age(DOA) and to consider what causes low educational background of disabled people and how we can interpret the meanings of these causes. Achieving this aim, it utilized data from 2005 Disability Survey and from 2005 Population Survey. The results of study are as follows: Firstly, low educational background of disabled people compared to that of total population is the combined result of disability effect, stratification effect and generation effect. The generation effect influence all disabled people irrespective of DOA. However disability effect and stratification effect are related to low educational background of people who become disabled before their formal schooling ended and in contrast stratification effect is related to people who become disabled after their formal schooling ended. Secondly, educational background of some people who become disabled prior to age 20 is improved compared to that of total population. However this improvement owe more to general betterment of educational environment than to educational intervention for the disabled children. Thirdly, the causes of drop-out from formal schooling were distributed differently according to DOA, of which 'my disabilites' showed very high proportion among people who become disabled prior to age 20, and 'financial hardship' showed most high proportion among people who become disabled at their age 20 and above. And 'my disabilities' as one cause of drop-out from formal schooling seemed to correlate with disability discrimination in education.

본 연구는 국가도서관통계시스템에서 제공하는 개방형데이터와 서울특별시 2020 서울서베이의 조사 결과를 기반으로 서울시민의 공공도서관 이용 현황 분석을 목적으로 삼았다. 이러한 목적을 위해 본 연구에서는 공공도서관의 예산, 도서관 운영인력, 소장 장서수, 연면적 등 도서관 운영의 중심 지표들을 중심으로 서울시 25개 자치구별 공공도서관의 서비스 제공 실태를 비교 분석하고, 이러한 공공도서관 운영의 기본지표들과 서울시민의 거주지별 학력별 가구월평균소득별 공공도서관의 이용 실적을 비교하여 상관관계를 파악하고자 하였다. 연구 결과 예산, 인력, 장서수와 같은 도서관 운영의 중심 투입지표와 서울시민의 거주지별 학력별 소득별 공공도서관의 대출자수와 대출권수, 상호대차서비스 건수라는 산출지표와의 유의미한 상관관계를 확인하였다. 이와 함께 서울시민의 공공도서관 이용행태와 독서경향을 파악하여 지역간의 격차를 극복하고 서비스 수준을 공평하게 하여 서울시 공공도서관의 균형적인 발전을 제안하고자 하였다.

This research is based on open data from the National Library Statistics System and Seoul Survey 2020 from Seoul to analyze the Seoul citizens’ usage of public libraries. For such purposes, this research compared and diagnosed the condition of public libraries services at 25 districts of Seoul, focusing on objective indicators of library management and general usage records to understand the correlations between the two. Objective indicators such as budgets, human labor, the number of books, and total ground area were compared with usage records of different classes of Seoul citizens, organized by the citizens’ place of living, educational background, and monthly household income. As a result of the research, the correlation between the objective indicators and public usage records of different classes was confirmed. Seoul citizens’ usage of public libraries and reading tendency were identified. In addition to, a balanced development of the public libraries in Seoul was proposed to overcome regional disparities and leveling the service level by investigating usage behavior and reading tendency of the public libraries in Seoul.

최근 구성주의 학습이론은 교육패러다임의 변화를 이론적으로 대변해 주고 실천적 대안을 제시해 줄 수 있는 교육에 있어서의 포스트모더니즘이라고도 불리며 객관주의에 상대되는 의미로 사용되기도 한다. 정보화 사회의 교육적 패러다임은 학습자 중심이다. 구성주의는 그러한 패러다임과 맥을 같이 함으로써 현재는 컴퓨터이용학습, 게임 기반학습, 교육용게임설계 등에 이론적 배경과 그 실천적 방안을 제시해주는 학습이론으로써 각광을 받고 있어 재미와 함께 교육성을 강조하는 교육용게임디자인연구에서도 연구가 필요하다. 이러한 구성주의 학습 이론을 고찰하고 사례를 살펴 결론적으로 시사점을 정리하여 체계적이고 교육성 있는 교육용 게임 디자인 연구 및 기획에 참고가 되고자 한다.

Recently learning theory of constructivism is named ‘Postmodernism in Education’opposed to objectivism since it speaks for changes of educational paradigm theoretically and proposes practical alternative plans. The education paradigm of information-oriented society puts a focus on learners. Constructivism includes such a paradigm and is a learning theory proposing theoretical background and practical plans for learning with computer, game-based learning and design of educational games. Therefore, it is necessary to apply constructivism to studies on design of educational games emphasizing the educational character with amusement. The study will contribute to research and planning on design of educational games with educational system by arranging implications consequently after considering learning theory of constructivism and examining its cases.

This study research on W. Kandinsky's artistic attempts to express a human's internal inevitability by forms and colors into Abstract Art. It is well known that his ideas on ‘Abstract’ was formed by the Influences of mystic music such as Scriabin and Theosophy. Furthermore, his belief on the Abstract in Modern arts had constantly been showed in his works and theories through his books. Particularly, his ‘Abstract Art’ activities in Bauhaus had influenced greatly in the realm of education, which finally made Modern Design as ‘Pure Form’ spread all over the world. Notably, it is fact that his artistic ideas and theories were made by Oriental thoughts such as Theosophy which was composed by and with Oriental thoughts and religions. Therefore, The influence of positive Orientalism was a significant source from which he brought out Essence of Abstract.

본 연구의 목적은 다문화 배경 청소년 교육지원을 위한 현장실무자의 요구를 실증적 으로 분석하는 것이었다. 연구목적을 달성하기 위해 다문화 배경 청소년, 다문화 배경 청소년 대상으로 교육하는 대학생 교육자, 유관기관에서 담당업무를 하는 현장실무자를 대상으로 면담을 실시하여, 요구조사를 위한 항목을 1차로 도출하였다. 이후 1차로 도출 된 항목에 대하여 전문가에 의뢰하여 항목의 타당성을 검토하였다. 면담과 전문가 검토 를 통해 1차 항목은 38개의 요구 조사문항으로 축소되었다. 이 문항을 활용하여 68명의 현장실무자를 대상으로 요구조사를 실시하였다. 설문조사 결과 도출된 교육요구의 우선 순위 분석을 위해 보리치(Borich) 요구도 분석과 허쉬코비츠(Herschkowits) 임계함수 기법을 순차적으로 활용하였다. 이상의 방법과 절차에 따라 요구를 분석한 결과, 38개 중 17개가 최우선순위 및 차우선순위의 요구 수준을 보였다. 최우선순위군에 해당되는 문항은 진로직업교육 프로그램, 진로직업교육 요구, 정서적 안정, 일반학교 진학 및 적 응 등 9개의 항목이 해당되었다. 차우선순위군에는 한국어 교육 제공, 한국 문화 이해 교육 제공, 직업교육분야 요구 파악, 차별 및 집단 괴롭힘 등의 파악 및 대처, 교육전문 가의 전문역량 제고 등의 문항이 포함되었다. 이상의 분석결과를 활용하여 논의 및 제언을 제시하였다.

The purpose of the current study is, by conducting a needs analysis, to identify the most critical educational needs of adolescents from multicultural background in South Korea. To that end, we first employed an interviews to develop the needs analysis survey items. After that, the validity of the items was reviewed by four experts. Through the interviews and expert reviews, the primary items were reduced to 38 survey questions. Using these items, a needs analysis survey was conducted among 68 field experts of multicultural adolescent. Borich needs analysis formula and Herschkowitz critical functional formula technique were sequentially used to identify the most critical educational needs of multicultural adolescent from the survey results. As a results, 17 out of 38 turned out as the top and second top priority educational needs. Nine items, including offering various career and vocational education programs, identifying career and vocational education needs, supporting emotional stability, and helping admission and adaptation for general schools were identified as a top priority. The second priority group included items, such as providing Korean language education programs, offering Korean culture sharing programs, identifying vocational education needs, coping with discrimination and bullying, and enhancing professional competencies of field experts. Discussions and suggestions were presented based on the findings.

본 연구에서는 사조체의 원류라 할 수 있는 남효온의 “현금부” 그리고 이를 수록하고 있는 『현금동문유기』의 내용을 살펴보면서 각조체격의 형성 배경을 분석해 보았다. 사조체는 악 조의 특징을 문학적으로 서술한 내용으로서 직서와 비유 등 다양한 방식으로 서술된다. 사조 체의 원류는 남효온이 벗의 거문고 연주를 감상한 감흥을 정리한 악풍에서 비롯되었다. 이러 한 사조체는 사계절에 비유되었고 자연과의 연관성을 강조했다. 그 이유를 살펴보기 위하여 “현금부”, “답정평사서”의 내용 등을 분석해 본 결과 거문고와 역학의 상응 관계를 찾아볼 수 있었다. 역학은 곧 자연의 순환을 의미하므로 천원지방의 우주관을 내재한 거문고로 연주 하는 악곡의 악조도 계절을 내포하고 있어야 한다는 신념을 담은 것이다. 그러나 평조, 계면 조, 우조, 낙시조로 구성된 사조체는 평조에 낙시조의 개념이 흡수되면서 삼조체로 탈바꿈한 다. 삼조체는 오늘날까지 민속악 악조의 악풍 형성에 영향을 끼치고 있으므로 교육해야 할 필요가 있다. 그 이유를 들자면, 악조를 문학과 자연, 역법, 정서 등 다양한 맥락으로 사유(思 惟)했던 조상의 관점이 오늘날의 음악관에서 얻을 수 없는 통찰의 기회를 제공하기 때문이 다. 더구나 교과용 개발을 위한 편수자료에 삼조체(우조ㆍ평조ㆍ계면조)가 포함되어 있다. 따 라서 교육적 활용이 가능한 사례를 검토해 보면서 악조를 음악 교과와 연계하여 교육할 수 있도록 제시했다. 앞으로도 각조의 체격에 관한 음악학적 연구가 활성화되어서 악조 이론체계가 더욱 체계성 있게 형성됨과 동시에 교육 현장에서도 다양한 방식으로 지도할 수 있는 여건이 조성되기 를 기대한다.

This study examined the content of Nam Hyo-on's “Hyeongeumbu,” which can be considered the origin of the sajo style (四調體: the four-mode style), and “Hyeongeumdongmunyugi (玄琴東文類記),” which contains this work, to analyze the formation background of each mode’s stylistic characteristics. The sajo style is a literary description of the characteristics of musical modes, narrated in various ways such as direct and metaphorical. The origin of the sajo style came from the musical style organized by Nam Hyo-on, inspired by listening to his friend's geomungo performance. This sajo style was likened to the four seasons and emphasized its connection with nature. To understand the reason, the contents of “Hyeongeumbu (玄琴賦)” and “Dapjeongpyeongsaseo (答鄭評 事書)” were analyzed. The result of the analysis showed a corresponding relationship between the geomungo and the I Ching (易學). The I Ching signifies the cycle of nature, thus embedding the belief that the musical modes played on the geomungo, which embodies the cosmic view of heaven being round and earth being square, should also contain the seasons. However, the sajo style composed of Pyeongjo, Gyemyeonjo, Ujo, and Naksijo, transforms into the samjo style (三調體: the three-mode style) as the concept of Naksijo is absorbed into Pyeongjo. The samjo style continues to influence the formation of traditional folk music modes to this day today, making its education necessary. This necessity arises from the perspective of ancestors who contemplated musical modes in various contexts such as literature, nature, and calendar systems, emotions, providing opportunities for insights unattainable from today's musical views. Additionally, the editing materials for curriculum development include the samjo style(Ujo, Pyeongjo, Gyemyeonjo). Therefore, linking musical modes with music education were suggested through reviewing cases where educational applications are possible. In the future, it is hoped that musicological research on the characteristics of each style will continue to be actively pursued, leading to a more systematic formation of the theoretical framework of musical modes, while also creating conditions for diverse teaching methods in educational settings.

This paper examines the changes in educational kanji created after World War II and their historical background. Japan’s kanji restriction policy, which has been discussed since the Meiji era, has not been concretely implemented in the first half of the 20th century, although some policy decisions were made. In November 1946, the Toyo Kanji(kanji for general use at the time and are today) list, which can be said to be the beginning of full-scale Kanji restrictions, was created, and two years later, in February 1948, the Toyo Kanji Beppyo(basic requirement kanji = educational kanji(Kyoiku Kanji)) list was created to specify the kanji to be learned in the compulsory education course. After that, the concept of list of kanji by school year was created. At first, the total number of characters for elementary and junior high school students was 881, but only for elementary schools, and after 996 characters and 1006 characters, it became 1026 characters from 2020. The reason for the establishment of Kyoiku Kanji in 1948 is that it is very difficult from the original purpose of reducing the burden of learning Kanji and improving the content of education. While the need for learning Japanese was emphasized from a linguistic and cultural point of view, the number of Kyoiku kanji gradually increased. Under these circumstances, no concrete efforts have been made to verify how much the Japanese’s ability to read and write Japanese has improved. There is no way to confirm what has changed from the results of the 1948 and 1955 literacy surveys conducted immediately after World War II.

이 연구는 중고등학교 중도입국학생을 위한 한국어교육 현장에서 한국어 문화교육 이 어떻게 실천되고 있는지를 질적으로 탐구하였다. 최근 중도입국학생의 증가로 문화 적 다양성이 확대됨에 따라, 문화적 맥락을 반영한 언어교육의 필요성이 부각되고 있 다. 이에 중도입국학생들을 대상으로 한 『중고등학생을 위한 표준한국어』의 ‘문화영역’ 수업 경험이 풍부한 한국어교원 6명을 대상으로 심층 면담을 실시하였다. 연구 결과, 첫째, 교원들은 언어교육은 문화로부터 시작되며, 문화적 맥락을 바탕으로 진정한 의 사소통 능력이 향상될 수 있다고 인식하였다. 둘째, 한국어교육은 학생들의 학교와 사 회 적응을 돕는 문화적 기회로 작용하며, 학생들이 자신의 문화를 자유롭게 표현하고 비교하는 과정에서 정체성과 학습 동기가 강화됨을 확인하였다. 셋째, 교원들은 다양 한 문화적 자료를 준비하고, 학생의 이주배경을 반영한 문화비교 활동을 적극적으로 실천하였다. 넷째, 생활문화 중심의 체험·참여형 수업과 학교생활 적응 지원을 통해 학 생들의 실제 언어 사용 능력과 학교 적응력이 효과적으로 향상되었다. 이러한 결과는 학생들의 실질적 학교적응에 긍정적으로 기여하며, 체험 중심 문화교육 방안 마련이 필요함을 시사한다. 또한 이 연구는 현장 교원의 실천 경험을 심층적으로 분석하여, 기 존 문헌 연구 및 양적 연구에서 다루지 못한 구체적이고 실질적인 현장 중심 교육 방안 을 제시했다는 점에서 의의가 있다.

This study qualitatively explored how Korean Language and culture education is implemented in the context of Korean language education for Migrant Background Students in middle and high schools. With the recent increase in Migrant Background Students and the resulting expansion of cultural diversity, the need for language education that reflects cultural contexts has become more prominent. Accordingly, in-depth interviews were conducted with six Korean language teachers who have extensive experience teaching the “Culture Section” of the Korean Language Textbooks for Migrant Background Students. The findings revealed that, first, teachers recognized that language education begins with culture and that genuine communicative competence can be enhanced based on cultural context. Second, Korean Language and culture education was perceived as a cultural opportunity that supports students’ adaptation to school and society, and it was confirmed that students’ identity and motivation for learning were strengthened as they freely expressed and compared their own cultures. Third, teachers actively prepared a variety of cultural materials and implemented cultural comparison activities that reflected the students’ migrant backgrounds. Fourth, experience- and participation-based classes focused on everyday culture, as well as support for adaptation to school life, effectively improved students’ actual language use and school adjustment. These results positively contribute to the practical adaptation of students and highlight the need to develop experience-based cultural education programs. Furthermore, this study is significant in that it provides concrete, field-oriented educational strategies by deeply analyzing the practical experiences of classroom teachers—an area insufficiently addressed in previous literature and quantitative research.

이 연구는 중고등학교 중도입국학생을 위한 한국어교육 현장에서 한국어 문화교육이 어떻게 실천되고 있는지를 질적으로 탐구하였다. 최근 중도입국학생의 증가로 문화 적 다양성이 확대됨에 따라, 문화적 맥락을 반영한 언어교육의 필요성이 부각되고 있 다. 이에 중도입국학생들을 대상으로 한 『중고등학생을 위한 표준한국어』의 ‘문화영역’ 수업 경험이 풍부한 한국어교원 6명을 대상으로 심층 면담을 실시하였다. 연구 결과, 첫째, 교원들은 언어교육은 문화로부터 시작되며, 문화적 맥락을 바탕으로 진정한 의 사소통 능력이 향상될 수 있다고 인식하였다. 둘째, 한국어교육은 학생들의 학교와 사 회 적응을 돕는 문화적 기회로 작용하며, 학생들이 자신의 문화를 자유롭게 표현하고 비교하는 과정에서 정체성과 학습 동기가 강화됨을 확인하였다. 셋째, 교원들은 다양 한 문화적 자료를 준비하고, 학생의 이주배경을 반영한 문화비교 활동을 적극적으로 실천하였다. 넷째, 생활문화 중심의 체험·참여형 수업과 학교생활 적응 지원을 통해 학 생들의 실제 언어 사용 능력과 학교 적응력이 효과적으로 향상되었다. 이러한 결과는 학생들의 실질적 학교적응에 긍정적으로 기여하며, 체험 중심 문화교육 방안 마련이 필요함을 시사한다. 또한 이 연구는 현장 교원의 실천 경험을 심층적으로 분석하여, 기 존 문헌 연구 및 양적 연구에서 다루지 못한 구체적이고 실질적인 현장 중심 교육 방안 을 제시했다는 점에서 의의가 있다.

This study qualitatively explored how Korean Language and culture education is implemented in the context of Korean language education for Migrant Background Students in middle and high schools. With the recent increase in Migrant Background Students and the resulting expansion of cultural diversity, the need for language education that reflects cultural contexts has become more prominent. Accordingly, in-depth interviews were conducted with six Korean language teachers who have extensive experience teaching the “Culture Section” of the Korean Language Textbooks for Migrant Background Students. The findings revealed that, first, teachers recognized that language education begins with culture and that genuine communicative competence can be enhanced based on cultural context. Second, Korean Language and culture education was perceived as a cultural opportunity that supports students’ adaptation to school and society, and it was confirmed that students’ identity and motivation for learning were strengthened as they freely expressed and compared their own cultures. Third, teachers actively prepared a variety of cultural materials and implemented cultural comparison activities that reflected the students’ migrant backgrounds. Fourth, experience- and participation-based classes focused on everyday culture, as well as support for adaptation to school life, effectively improved students’ actual language use and school adjustment. These results positively contribute to the practical adaptation of students and highlight the need to develop experience-based cultural education programs. Furthermore, this study is significant in that it provides concrete, field-oriented educational strategies by deeply analyzing the practical experiences of classroom teachers—an area insufficiently addressed in previous literature and quantitative research.

연구배경 그래픽 기술의 발전과 디바이스 다양화로 인해 건축 환경을 표현하는 방식과 매체 종류가 많아지고 있다. 본 연구는 건축 환경을 표현하고 전달하는 재현 방식 중 실제 사진 이미지와 전통적인 스케치 이미지 두 방식에 대한 차이점에 대해 알아보려고 한다. 또한 정보를 읽는 다양한 이해관계자들 사이에서 존재하는 지식수준의 차이가 실제 건축 환경을 인지하고 평가 할 때 어떻게 영향을 주는지에 관해 규명하려는 것을 목적으로 한다. 연구방법 먼저 문헌연구를 통해 인지와 태도를 측정하는 디자인 관련 연구에서 아이트래커가 어떻게 사용되는지, 재현 방식을 둘러싼 논의, 지식수준 차이가 태도나 인지에 미치는 영향에 대한 논의들을 알아보았다. 다음으로 아이트래커 장비를 이용하여 지식수준 차이가나는 두 집단 피험자의 자극물에 의한 시선 이동을 데이터화 하고 피험자들이 완성한 설문지 데이터와 함께 종합적인 분석을 하였다. 연구결과 얻어진 데이터로 다음과 같은 결과를 얻었다. 첫 째, 두 가지 재현방식에 대한 평가는 유의미한 차이가 있다, 둘 째, 재현 방식에 따라 시선운동의 차이가 있었으며, 특히 배경과 전경의 차이 및 빛 효과에 의한 대비가 컸다. 마지막으로 전공자와 비전공자간의 시선운동에도 차이가 있었는데, 전공자는 건축적인 요소에 집중하는 경향을 보인 반면, 비전공자는 사람, 간판 등의 비건축적인 요소에 집중하는 경향을 보였다. 결론 재현방식에 따라 태도나 인지가 다르기 때문에 실제 상황과의 차이를 최소화하기 위해 노력해야 하고 그 방법으로 배경과 주 요소 차이를 뚜렷하게 하는 것, 빛의 효과를 사실적으로 하는 것, 미세한 명암효과를 표현하는 것 등이 있다. 이외 교육에 의한 영향은 비가역적이기에 건축 환경에 대한 일치한 의견을 위해서 참여적인 프로세스가 필요할 것임을 알 수 있다.

Background With the development of graphic technology and diversification of devices, there have been various methods and media types presenting architectural environment. This study is to find the differences between the actual photo of images and the traditional sketch images when represent and deliver architectural environment. It is also on a purpose to identify the effects from various stakeholders who utilize and assess the architectural environment in condition that they are at different level of knowledge and understanding. Methods First, through the literature research, investigate the discussion about how eye-tracker being employed in design research, the argument on the method of representations, the impact from the level difference of knowledge/observation on attitudes and cognition from design research. Subsequently, by using the eye-tracker device, perform a comprehensive analysis for a customized data simulated with eye movements and for afterwards questionnaires from two “samples” in terms of the difference in the level of knowledge. Result The experimental results are as follows. First, the evaluation towards two types of representation has significant differences. Second, based on the type of representations, there are differences in eye movement. Especially, differences between background and foreground, and differences in contrast of light effects are notably obvious. Finally, there are differences in eye movements from majored and the non-majored people. Majored people tend to focus on architectural elements, while non-majored tend to focus on non-architectural elements such as people or signs. Conclusion Efforts, such as distinguishing the figures and grounds clearly, actualizing the light effects and presenting a slight shade effects, to minimize the gap from practical situation are necessary since attitude or cognition is differed by the type of representations. Furthermore, for a consensus on the architectural environment, the participatory process is also requisite as the educational effects are irreversible.

This paper presented to the historical background of Korean textbooks for Japanese police and colonial officials and to analyze speech style with honorific system and usage strategies in 󰡔Gyeongchalgwanjeonnyong- joseoneog-yobeom󰡕(1923～1924).The historical background of Korean as a foreign language in Japanese colonial era had the Press-related-rules in the 1920s after March first independence movement, the Japanese population influx into Korea and aims of the Japanese colonial government directly controlled Korean people by Korean. As a result, the effects of education were negligible but still remain a large number of educational materials which were historical records of language policy in a Japanese colonial era. Topics and conversations of Korean textbooks for police officer reflected Japanese police had full-scale intervention in Korean’s everyday life. Characteristic of Police officer’s conversation is using the overlap of two honorific level at the same time. In the example, highest level ‘합니다(Habnida)’ and high level ‘하 오(Hao)’ appeared in a con- versation section. The situation of address and command, ‘하오(Hao)’ increased strategically. The results suggest that variation of honorific means revealed authority and audience control. The results of the content analysis of textbooks emphasized authority, unilateral command and interference to colonial Korean.