Earticle

본 연구의 목적은 글쓰기 경험이 많지 않은 대학 신입생의 글쓰기 부담감과 두려움을 줄여주면서 그들의 글쓰기 능력을 함양시킬 수 있는 구체적인 방법론을 모색하는 데 있다. 본고에서는 그 한 방법으로 단계별 한 문단 쓰기를 제안하였다. 본 연구의 내용은 첫째, 최근 5년 이내에 출간된 대학 글쓰기 교재를 살피어 각 교재에서 다루고 있는 문단 쓰기 교육 현황을 비교해 봄으로써 보다 효율적이고 실질적인 한 문단 쓰기 교육의 구체적인 실천 방안을 모색하였다. 둘째, 단계별 한 문단 쓰기 수업 설계는 단어-문장-문단 순으로 글쓴이의 생각을 표현하도록 하는 한편 단계별로 제시한 글쓰기 활동이 각 단계에서 종결되는 것이 아니라 다음 단계로 점진적으로 연결되어 한 문단 쓰기로 이어지도록 지도 방안을 구체화하였다. 셋째, 본 수업에서는 브레인스토밍, 다발짓기, 마인드맵 등과 같이 학습자들에게 낯설지 않은 글쓰기 전략을 교수 목적에 맞게 변용하여 학습자의 글쓰기 흥미 유발과 글쓰기 효능감을 높이고자 했다. 그 결과 첫째, 학습자 스스로 주체가 되어 단계별 활동 과제를 해결 했다는 점 둘째, 문단 쓰기 이론보다는 과정에 초점을 두어 학습자 스스로 발전적 변화를 경험할 수 있었다는 점 셋째, 동료 상호 평가와 교수자 공개 첨삭으로 자신의 글을 객관적으로 살펴볼 수 있는 기회가 되었다는 점에서 학습자들의 긍정적 반응을 얻었다. 따라서 단계별 한 문단 쓰기는 글쓰기에 대한 자신감을 기르고 만족도를 높이는 데 유용한 교육 방법이 될 것으로 기대한다.

The purpose of this study is to find a specific methodology that can help college freshmen with little writing experience develop their writing skills while relieving their burden or fear of writing. This study proposed writing a paragraph step by step as one method. The contents of this study are as follows: First, by examining college writing textbooks published within the past five years and comparing the current status of paragraph writing education covered in each textbook, we sought specific plans of the implementation for more efficient and practical paragraph writing education. Second, the class design writing a paragraph step-by-step was designed to express the writer’s thoughts in the order of words-sentences-paragraphs, while specifying the teaching method so that the writing activities presented in each step are not concluded at each step but are gradually connected to the next step and lead to writing a paragraph. Third, this class attempted to increase learners’ interest in writing and writing efficacy by adapting writing strategies that are familiar to learners, such as brainstorming, clustering, and mind mapping, to the teaching purpose. As a result, first, the learners themselves took the initiative and solved the step-by-step activity tasks. Second, the focus was on the process rather than the theory of writing a paragraph , so the learners could experience developmental changes on their own. Third, the students received positive responses because it provided an opportunity to objectively examine their own writing through peer evaluation and open correction by the instructor. In conclusion, One paragraph writing step-by-step is expected to be a useful educational method for building confidence in writing and increasing satisfaction.

Purpose: Debriefing is very important in simulation-based education. The purpose of this study was to identify the effects of structured team debriefing on clinical performance, self-confidence in nursing activities, and the satisfaction of nursing students, using mind mapping. Method: A non-equivalent control group post-test design was conducted. The participants in the study were 83 nursing students. The experimental group consisted of 42 seniors in 2018, and the control group consisted of 41 seniors in 2019. Data were collected through a self-administered questionnaire and an observed performance checklist. The collected data were analyzed using chi-square and independent t-tests with the statistical software package IBM SPSS/WIN 25.0. Results: There were significant differences in clinical performance (t=7.64, p<.001), self-confidence in nursing activities (t=4.93, p<.001), and learner’ satisfaction (t=2.94, p=.004) between the experimental and the control groups. Conclusion: These results indicate that simulation-based nursing education applying structured team debriefing using mind mapping was effective in improving nursing students' clinical performance, self-confidence in nursing activities, and satisfaction. Thus, there is a need to develop and apply a range of clinical scenarios and debriefing strategies in simulation-based nursing education. Technical and non-technical skills of nursing students also need to be evaluated in simulation-based nursing education using various debriefing methods

패션 디자인은 디자인 발상을 통해 의상을 미적, 기능적으로 전개시키는 예술적인 과정이다. 디자인 발상의 과정은 개개인마다 차이가 있으나, 마인드 맵은 생각을 지도화하여 주제와 연상되는 단어를 통해 이미지를 도출해 내어 이를 디자인으로 적용하는 방법이다. 본 연구는 패션 디자인에서 주제를 전개시키는 방법으로 마인드 맵을 이용해 의상 전개 시키는 과정을 이론적 연구와 수업 실습을 통해 분석하였다. 이를 통해 디자인 발상과 전개 과정에 대한 이해를 돕고, 실례를 통해 추후 패션 디자인 수업 지도에 도움을 줄 수 있을 것이다. 64인의 학생들로 구성된 패션 컬렉션 수업에서 학생들에게 이미지 맵의 4가지 진행 방법을 소개하고, 디자인을 전개하도록 하였다. 4가지 전개 방식은 다음과 같다. 이미지 맵에 제시된 서로 다른 성격의 단어들을 하나로 조합하여 패션디자인 전반에 적용 시킨다. 둘째, 주제와 연관된 단어 중 하나의 관심 단어를 키워드로 심도 있게 들어가 주제에 대한 속성을 도출하여 패션 디자인을 전개시킨다. 셋째, 이미지 매핑을 통해 연상되는 시각적인 자료 (건축, 회화, 영화 등)를 활용하여 그 안에서 특징적 요소를 도출하여 디자인을 전개한다. 넷째, 주제와 관련하여 연상되는 사물을 가지고 그에 대한 시각적 특징을 디자인의 요소로 사용하였다. 이를 통해 도출된 디자인 요소를 통해 조사, 분석하고, 형태를 구성하는 과정으로 완성품이 나오고, 완성품을 재검토하며 최종 완성품을 제작한다. 패션과 언어적인 전개인 마인드 맵 과정은 생각을 표현하는 매개로서 디자인 발상에 있어, 상호적 관계에 있으며, 패션 컬렉션 수업을 분석하여 정리한 결과, 이는 디자이너나 학생들에게 적합하고 효율적인 방식임을 알 수 있었다.

Fashion design is an artistic process of developing a creative idea to a clothing both aesthetically and functionally. There are various ways to design garments. ‘Mind-mapping’ is one way to develope a central idea by brainstorming at a beginning stage of fashion design. This research aims to explore ‘Mind-mapping’ through theoretical studies and class practice. Through the class of <Fashion Design and Seasonal Collection>, the total number of 64 students became the experimental participants. Students were assigned for four different categories of design applications. They are described as follows: 1. Based on finding two contrasting ideas on an implicit topic, they are to converge these different meanings to produce a single concept for a clothing, 2. Students think of a keyword on one topic out of all and further discover to reduce to the essence of the meaning of the idea/word. 3. Students are allowed to use other form of inspirations such as architecture, painting, film to associate with the central idea of their developed design. 4. Students select an alternative ‘object’ to resemble its visual components and transfer them to their central ideas. From the collected date, students proceed to further analysis, investigation, design and final evaluation of their clothing. The experimentation demonstrates that mind-mapping method as a representation by its use of language, is localized to express many abstract ideas by fashion designers. In conclusion, it tells that the mind-mapping method in fashion design is a proper way for fashion designers and students.

Mind mapping is an efficient thinking skill which utilizes the whole left-right brain. The several studies which examine the effects of the mind map activities on the school education attain the desirable enhancement of the students' schoolwork achievement ＆ learning attitude. We now propose the utilization of the mind map activities at the safety education in order to decrease the students' accidents in school and to enhance the awareness of safety.

The purpose of this study was to examine the effects of science lessons using mind mapping on creativity and academic achievement in science. The subjects of this study were fifth-grade students selected from four classes of an elementary school located in Busan. For ten weeks, the experimental group of 40 students were taught using the mind mapping technique. The comparative group, also of 40 students, was taught in normal classes which used a standard text-book. Children were given a test on science processing skills and academic achievement in science to measure the effects of mind mapping. The Likert scales were used to gather student`s feedback on creativity and academic achievement in science. Through these procedures, the following results were obtained: First, mind mapping had a greater effect on science processing skills than the normal classes, where a text-book was used. Second, mind mapping was effective in improving the student`s academic achievements in science at a greater level than the normal classes where a text- book was used. Third, after viewing results of the Student Recognition Investigation, we found that the students showed a higher level of interest in science lessons that used mind mapping, and were better able to understand the scientific theories. As a result, the elementary science class with mind mapping developed greater science processing skills and saw higher academic achievement in science. We conclude that science classes that use mind mapping have the potential to develop better science processing skills and improve academic achievement in science.

After the crisis of foreign troubles, various researchers are analyzing the causes of IMF stand-by arrangement in their own ways. But, most research have been lacking in covering the overall aspects of the causes which IMF stand-by arrangement results from. This paper extracts the reasons of IMF stand-by arrangement using Mind Mapping methods and intends to draw up cause ＆ effect map.

This paper investigates the educational effectiveness of catechism instruction and the need of creative methods in order to utilize its effectiveness in the current context of church education. The in-depth analysis on the basic definition, benefits, and purpose of catechism provides not only biblical but historical foundations to restore the hidden value of catechism especially for instructing today’s youth in church. This paper also investigates the mind mapping method as a proper way to educate today’s youth, for it has proved its existence and value in Christian history and been recently proved its relevancy in South Korea.

이 연구의 목적은 '지층과 화석' 단원에 대한 생각그물 작성하기를 통해 초등 과학 영재학생과 일반학생의 지식 구조화 수준 및 유형을 비교하여 탐색하는 것이다. 이를 위해 이 연구에서는 대학 부설 영재교육원에 재학중인 영재학생 35명과 공립초등학교에 재학 중인 일반학생 40명이 작성한 생각그물을 분석에 활용하였다. 학생들의 지식 구조화 수준을 탐색하기 위해 내용(내용의 완전성, 논리적 구성)과 구조(독창적 표현 및 조직화, 시각적 표현)로 이루어진 4단계 척도의 루브릭을 개발한 후 학생들이 작성한 생각그물을 채점하여 빈도 분석을 실행하였고, 채점 결과에 대해 Rasch 모형을 적용한 Wright Map을 산출하여 영재학생과 일반학생의 지식 구조화 수준을 비교하였다. 또한 생각그물에서 나타난 학생들의 지식 구조화 유형을 크게 개념 연결 방식(계층 구조형, 개념 확산형, 선형 연결형, 단순 나열형), 설명 방식(논증적 설명형, 감각적 이미지형, 사례 중심형, 단편 연결형), 인지처리 과정(단순 직관형, 구조적 사고형, 창의적 확장형, 패턴 추론형)의 세 가지 유형으로 구분하여 분류하였고, 그 결과를 바탕으로 영재학생과 일반학생의 지식 구조화 유형을 비교하였다. 연구 결과, 영재학생은 일반학생보다 개념의 정합성, 개념 연결의 논리성 및 개념 구조화의 일관성, 개념 구성의 창의성, 개념 간 연결 구조의 시각적 명료성 등 지식 구조화 전반에서 높은 수준을 보였다. 또한 영재학생은 일반학생보다 개념들을 확산하여 연결하고 연결 과정에서 논리적이고 위계적으로 사고하고 있으며, 개념 간 인과 관계나 추론의 정당화를 시도하는 등 과학 개념을 인지 구조로 수용하는 과정에서 고차적 사고 전략을 사용하는 경향이 뚜렷하게 나타났다. 이 연구에서는 영재학생의 지식 구조화 수준 및 유형에 관한 결과를 바탕으로 초등 과학 영재교육에서 학생들의 지식 구조화 능력을 향상하기 위한 교육 방안에 대해 논의하였다.

This study used mind mapping on the curricular topic "Strata and Fossils" to explore and compare the levels and types of knowledge structuring performed by gifted and general elementary school students. To achieve this purpose, it examined mind maps created by 35 students enrolled in a university-affiliated gifted education center and 40 general students attending public elementary schools. A rubric was developed based on a four-point scale to assess the knowledge structuring levels of students. The scale comprised two dimensions, content (completeness of content, logical composition) and structure (creative expression and organization, visual representation). Frequency analysis was conducted using the rubric scores, and a Wright Map was generated based on the Rasch model to compare the knowledge structuring levels of the two groups. Further, the knowledge structuring types observed in the maps created by the students were classified according to three dimensions: (1) conceptual connection types (hierarchical structure, network expansion, linear connection, and simple listing), (2) explanation types (argumentative explanation, visual imagery, example-based, and fragmentary connection), and (3) cognitive processing types (intuitive thinking, structural thinking, creative expansion, and patterned reasoning). The study results revealed that gifted students demonstrated higher levels of knowledge structuring than general students in terms of their conceptual coherence, logicality, consistency of connections, creativity in conceptual composition, and visual clarity of structural connections. Moreover, gifted students tended to diffuse and hierarchically relate concepts, engaged in logical and inferential thinking, and used higher-order cognitive strategies to internalize scientific concepts. These study findings yield instructional implications for gifted education contexts, facilitating the enhancement of the knowledge structuring abilities of exceptional elementary science students.

Structuralism circumscribes all things between their beginnings and their ends, and traces their lines of development within such a limit. Structuralism is directed exclusively towards teleology of all things. But teleology described by structuralism is not only temporal but also spatial, and therefore it is concerned with how things originate, grow, and die in time and space. Furthermore, we must not forget that so many temporal or spatial maps drawn by structuralism can be used to make larger maps, and so on. We can access the shape of mind only by seeing into a network of plural mind mappings, which are gradually systematized by images of things merged into the human senses. Mind is an gaze operating between birth and death of images of things. Similarly, structural study of myths shows how myths are generated,transformed, reversed, and brought to an end. A myth grows by being transformed, and this series of myths are organized into a mythological system no yet outlined, but beyond knowledge. And the direction of transformation is decided according to where mind would flow. Therefore, a series of mythological transformations indicate that they might be memories imprinted in things according as mind in itself appears, grows, and disappears. Mind is always translates into images by way of things. In result,mythology is a poetry written by images, or a musical piece making things into musical notes. But human mind identified with a mythological system is not individual but collective and anonymous. According to Claude Levi-Strauss, Individual mind is only an illusion. He insists that such all notions as subject, self, human being, and humanism derive from an old mysticism, which also creates the main notions of contemporary thought, like Being, the unconscious, and mind. Mystical subjects absorb the exterior phenomena and turn them into innermost substances. In mysticism even God and gods are converted into ambiguous,undifferentiated, and mental reality. Levi-Strauss puts emphasis on the relation of subject and object, not subject or object alone. It is because mind as such is situated on the interface between subject and object. Levi-Strauss deprives mind of subjectivity, listening to an anonymous voice uttered by mythology. Myths are maps of mind which mind depicts with things. In the end, as myths emerge, evolve, and submerge, so too mind emerges from material infra-structure, contests with matter, defeats matter, and submerges into matter.

This study was designed to investigate whether applying mind mapping in a biology class had an effect on students' creativity. Participants of this study were 165 1st grade middle school students. The pretest-post test control group design was employed. A control group was instructed with a traditional method and an exerimental group was instructed using the mind-map applied method. The units "Digestion and Circulation" and "Respiration and Excretion" were selected for this study, and each group was treated for 24 class hours. To measure student creativity, the TTCT test was used. For assessing students' level of logical thinking, the compact version of GALT was used. Test results were analyzed by ANCOVA and correlation analysis by SPSS 12.0. The creativity of students in experimental group was significantly improved than the control group (p< .01). Fluency, flexibility, and originality of students in experimental group were improved (p< .01). Students did not show any differences on creativity according to their academic achievement level or gender (p> .05) in the experimental group. Students did not show any differences on creativity according to their logical thinking level (p> .05), either. However, the students of logical thinking level in the experimental group improved their flexibility (p< .05). There was no correlation between students' creativity and their achievement (p> .05), but the creativity shows a lower correlation to performance evaluation (p< .05).

이 연구의 목적은 발달장애인들에게 직장인으로서의 삶에 대한 이야기를 들어봄으로써 발달장애인의 삶의 질 확보를 위한 지원방안을 탐색해 보는데 있다. 이를 위해 발달장애 교육공무직원 5명에게 포토보이스와 마인드맵을 활용한 집단면담 및 개별면담을 실시하였다. 연구결과 첫째, 연구 참여자들은 직장생활에서 자신의 역할을 이해하고 일을 하는 과정에서 즐거움, 어려움, 성취감 등의 감정을 느끼고 있었다. 둘째, 연구 참여자들은 월급이 가족들에게 당당할 수 있고 성취감을 느끼게 하는 요인이라고 하였으며, 다만, 스스로 월급을 관리하는 데에 어려움이 많다고 하였다. 셋째, 연구 참여자들은 대인관계가 매우 제한적이었는데, 직장에서 친해지고 싶은 사람은 있어도 관계를 맺는 데 어려움을 느낀다고 하였다. 넷째, 연구 참여자들의 여가생활은 매우 단편적이었으며, 대부분의 여가 시간을 가족들과 또는 혼자 보내는 것으로 나타났다. 이 연구의 결과는 취업한 발달장애인의 삶에 대한 이해와 직장인으로서 삶의 질을 유지하는데 필요한 지원요소를 파악하기 위한 기초자료로 활용될 수 있을 것이다.

The purpose of this study is to explore measures that support the quality of life of working people with developmental disabilities by listening to what the developmentally disabled have to say about their lives as workers. For this purpose, we conducted group interviews and individual interviews using photovoice and mindmapping. Participants were five people with developmental disabilities working in an educational public service role in a special school. The results of this study were as follows: First, the participants felt joy in, experienced difficulty with, and had a sense of achievement from the process of understanding their roles and working in the workplace. Second, the participants said salary was a factor that made them feel proud of themselves and feel achievement. It was, however, difficult for them to manage the salary by themselves. Third, the participants had very limited interpersonal relationships with co-workers. Even though some people wanted to be close to their co-workers, they found it difficult to establish relationships. Fourth, the leisure activities of the participants were very fragmentary, and most of their leisure time was spent with family members or alone. The results of this study can be used for understanding the lives of working people with disabilities and identifying the supporting factors that can help them maintain their quality of life as workers.

The study investigates the effects of mind-mapping and summarizing activities utilizing the internet Englishstorybooks on the English vocabulary and the writing ability and their affective aspect of the elementaryschool students. For this to be realized, a total of seventy eight students divided into high-level andlow-level groups participated in the study. Prior to the experiment, pre-assessment on vocabulary andwriting ability were carried out, and after the experiment, a post-assessment survey and an affective domainsurvey were conducted targeting all the groups. The results of the study indicated that the classes with theinternet English storybooks had positive effects on the vocabulary learning of the learners, and morepositive effects were observed when the mind-mapping and summarizing activities were added. In addition,activities utilizing the internet English storybooks seemed to positively affect the writing skill of thelearners. In particular, the mind-mapping group showed a significant score improvement among high-levelstudents. Finally, the analysis of the affective aspect of the learners manifested significant differencesamong all three groups in the four areas of interest, self-confidence, necessity and participation. All thegroups showed positive change in the attitudes towards learning vocabulary and writing except for theself-confidence domain.

이 연구논문의 목적은 마인드맵핑을 통한 스토리텔링 기법을 수업에 함께 적용하면서 학습의 몰입정도뿐만 아니라, 실험대상의 독해능력과 말하기 기술의 실제 향상여부를 조사하는데 있다. 실험을 위하여 경기지역의 중학생들을 대상으로 실험반(28명)과 비교반(28명)으로 각각 나뉘었으며, 실험반은 약 12주에 걸쳐 마인드맵핑과 스토리텔링 수업방식이 함께 연계되어 진행되었다. 연구 질문을 효과적으로 수행하기 위해 사전 및 사후 질문지를 통하여 영어학습태도 중에 특히, 참여 학생들의 인지적, 감정적 및 행동적인 수업참여의 몰입정도를 살펴보았다. 또한 연구목적에 알맞게 설계된 영어능력 검사지를 통하여 참여 학생들의 영어읽기 및 말하기 능력향상의 변화를 살펴보았다. 그 연구결과로서 실험반이 비교반에 비하여, 영어독해와 말하기 기술뿐만 아니라 자기효능감을 통하여 학습 몰입도가 더욱 높은 것으로나타났다. 이것은 참여자들로 하여금 마인드맵핑을 통한 독해 학업방식의 흥미를, 스토리텔링을 통한 말하기의 자신감을 동시에 길러줌으로써 향상된 것으로 보이며특히, 이러한 연계기법과 학습체화 과정을 통하여 몰입의 교육효과를 수업 중 증진시킬 수 있는 가능성을 보여주었다

This study aims to investigate the effect of storytelling techniques through mind-mapping on students' English reading and speaking skills. The subjects consisted of 56 middle school students in Gyeonggi-do divided into two groups: an experimental group(28) and a comparative group(28). The research was conducted over twelve weeks in the second semester. A pre- and post-learning questionnaire was used to explore the students' attitudes toward cognitive, affective and active flow learning techniques for learning to read and speak English. English reading and speaking tests were also given to examine any changes in English reading and speaking abilities during the study. The results demonstrated that the experimental approach utilizing storytelling techniques through mind-mapping was more effective than traditional methods of teaching skills. The English reading and speaking skills of students improved and their attitudes of self-efficacy toward English learning changed. Storytelling techniques through a classroom mind-mapping process might be an effective approach for middle school students to improve their skills in reading and speaking English by enhancing the level of academic interest and confidence.

본 연구는 마음빼기 명상이 중학생의 학교 및 일상 생활에 가져온 변화를 파악하기 위하여 개념도 분석을 실시하였다. 19명의 학생들이 직접 작성한 진술문을 바탕으로 수집된 자료는 엑셀을 사용하여 개인 유사성 행렬표와 집단 유사성 행렬표(Group Similarity Matrix: GSM)로 정리 되었다. GSM을 이용하여 SPSS에서 다차원척도(Multidimensional Scaling: MDS) 분석을 실시하여 각 진술문이 2차원 좌표 상의 어디에 위치하는지를 확인하였다. 본 연구에서는 MDS의 결과로 산출된 차원(Dimension)을 바탕으로 Ward 방법으로 위계적 군집 분석(Hierarchical Cluster Analysis: HCA)을 실시한 후 덴드로그램을 체크하였다. 연구결과는 학교기반 마음빼기 명상의 효과는 4개의 군집으로 묶을 수 있는 것으로 나타났다. 이 4개의 군집은 자기성찰력 향상(내면의 성장), 대인관계향상(친구, 가족), 수업태도 향상(집중, 성실), 그리고 긍정적 정서(스트레스, 화 감소)로 명명되었다.

This study conducted a concept mapping analysis in order to find out the effects of Mind-Subtraction Meditation practiced by 19 middle school students as part of a school-based meditation program. The program was carried out for 17 weeks, twice a week with each session lasting 45 minutes, under the guidance of two trained meditation teachers. For the purpose of the research, the six steps of concept mapping process proposed by Trochim were employed. Two rounds of data collection were carried out. First, the students were solicited to write about the effects of the Mind-Subtraction Meditation, and 61 statements were generated as a result of the first survey. Second, the students were asked to rate the importance of each statements generated by themselves while categorizing each statements. These data were analyzed by SPSS using Multimensional Scaling(MDS) technique. The MDS analysis showed a visual point in which each statement was located in two dimensional graph and Hierarchical Cluster Analysis(HCA) helped to determine the number of cluster of the statements. The HCA resulted in four clusters as the effects of Mind-Subtraction Meditation. The four clusters were labelled as the improvement of self-reflection(inner growth), of interpersonal relationships(friends, family), of attitude towards class(concentration, diligence) and of positive affect(diminishing stress and anger). The implications of the results were discussed along with the potential of the concept mapping as a research methodology useful in capturing subjective perceptions or phenomena in a systematic way.

SCORM(Sharable Content Object Reference Model)은 웹 기반 e-러닝 콘텐츠 설계를 위한 참조모델이다. 본 연구는 e-러닝 콘텐츠의 설계와 개발을 목적으로 SCORM 콘텐츠 통합 모델(Content Aggregation Model)을 분석하고, UML 다이어그램을 이용하여 XML 데이터를 모델링하는 매핑(Mapping)기법을 제안한다. 이를 위하여 SCORM 콘텐츠 통합 모델의 구성요소를 Content Package, Manifest, Metadata, Content Aggregation, Organization, Resource로 분류하여 클래스 다이어그램으로 매핑하는 규칙을 제안한다. 또한 제안된 기법을 토대로 SCORM형 e-러닝 콘텐츠를 역공학(Reverse engineering)으로 분석 및 설계하여 제안한 기법의 유효성을 검증한다.

SCORM(Sharable Content Object Reference Model) is a reference model for Web-based e-learning content design. This study analyzes SCORM content aggregation model for the purpose of design and development of e-learning contents and proposes a mapping method modeling XML data using a UML diagram. For this, a rule of mapping as a class diagram by classifying the constituent factors of SCORM content aggregation model into content package, manifest, metadata, content aggregation, organizations and resources. Also, the validity of the proposed method is to be verified analyzing and designing SCORM content aggregation model with reverse engineering based on the proposed method.