Earticle

이 연구는 2015 교육과정에 따른 중학교의 ‘한 학기 한 권 읽기’ 수업을 효율적으로 전개하 기 위하여 ‘한 권 읽기’와 관련된 교과서 단원 체제를 분석하고 수업 활동의 구성 요인을 탐색 하는 것을 목적으로 한다. ‘한 학기 한 권 읽기’는 그간의 읽기 교육에서 교과서 텍스트가 가진 일부 한계를 극복하고 자 하는 지향점으로서 한 학기 동안 한 편의 텍스트 전체를 다양한 방법으로 읽고 생각을 나 누며 표현하는 통합적 독서 활동을 강조한다. 이러한 읽기 활동이 국어 수업에 본격적으로 들 어옴에 따라 교육 현장에서는 학생들의 효과적인 한 권 읽기 수업을 계획하고 준비하는 것이 당면 과제가 되었다. 이를 위하여 본고에서는 2015 교육과정에 따른 중학교 국어 교과서를 중심으로 ‘한 학기 한 권 읽기’ 관련 단원의 기본 구성 체제인 관련 영역, 성취기준 및 학습 목표, 한 권 읽기의 교과서 반영 수준 및 학습 활동 전개 양상, 읽기 제재 목록과 도서 선정 방식 등을 비교․분석 하였고, 한 권 읽기 활동을 위한 수업 구성 요인으로서의 교수자, 학습자, 교재를 검토하였다. 그리고 이 구성 요인들이 관계적으로 보이는 수업 활동 양상을, ‘과정 중심의 활동․기능과 영역의 통합 활동․모둠 독서 활동’에 초점을 두면서 한 권 읽기 활동과 관련하여 살펴봄으로 써 교육 현장에서의 ‘한 학기 한 권 읽기’ 수업에 요구되는 기반 내용 자료를 제공하고자 하였다.

The purpose of this study is to analyze the textbook unit system related to ‘reading one volume’ and to explore the constituent factors of class activities in order to efficiently develop the ‘reading one semester’ class in middle schools according to the 2015 curriculum. ‘Reading One Book’ is the aim of overcoming some limitations of textbook texts in reading education so far, and emphasizes an integrated reading activity that reads an entire long text in various ways to shares and expresses thoughts during a semester. As these reading activities began to enter the Korean language classes, it became a challenge in the educational field to plan and prepare effective one-book reading classes for students. In this paper, targeting middle school Korean textbooks according to the 2015 curriculum, for the unit of the textbook related to ‘reading one volume’, the achievement standards and learning goals, which are the basic structure of the unit, the level of reflection of the textbook of reading one volume and learning activities, and the list of reading restrictions and the method of selecting books were analyzed. In addition, the instructor, learner, and textbooks, which are the elements of the class for the one-book reading class, were reviewed, and the class activities that these factors seemed to be related to were specifically examined in relation to the one-book reading activity. It is hoped that this research will serve as the basic content material required for the ‘reading one semester’ class in the educational field.

In this paper, we dealt with substantial asset analysis methodology applied to two-dimensional asset classification and qualitative evaluation method according to the business process. Most of the existent risk analysis methodology and tools presented classification by asset type and physical evaluation by a quantitative method. We focused our research on qualitative evaluation with 2-dimensional asset classification. It converts from quantitative asset value with purchase cost, recovery and exchange cost, etc. to qualitative evaluation considering specific factors related to the business process. In the first phase, we classified the IT assets into tangible and intangible assets, including human and information data asset, and evaluated their value. Then, we converted the quantitative asset value to the qualitative asset value using a conversion standard table. In the second phase, we reclassified the assets using 2-dimensional classification factors reflecting the business process, and applied weight to the first evaluation results. This method is to consider the organization characteristics, IT asset structure scheme and business process. Therefore, we can evaluate the concrete and substantial asset value corresponding to the organization business process, even if they are the same asset type.

The Computerized Enhanced ESL Placement Test (CEEPT) at a public university in the US reflects a new academic writing assessment as test-takers are given sufficient time to plan, produce, and revise a short, academic essay. This study examines the authenticity of the CEEPT, will illuminate the potential of the computerized process-oriented writing assessment. The authenticity was examined based on both logical and empirical analyses. A close examination of a checklist with test and Target Language Use (TLU) tasks reveals relatively good correspondence between the characteristics of CEEPT tasks and of TLU tasks, which indicates high authenticity of the CEEPT. Test takers’ responses to the open- and closed-items on the CEEPT survey also show positive evidence in support of the authenticity of the CEEPT. Students perceived a close match between the academic tasks and the CEEPT tasks, and this high authenticity contributed to eliciting their true writing abilities. The CEEPT as one possible model for process-oriented writing assessment can provide alternatives to timed-single draft essay tests. The findings in this study can advance our understanding of writing assessments and may be applicable to the Korean context.

This article aims to investigate the effects of the types of teacher feedback and students’ perceptions when responding to them. Particularly, this study was attempted to explore how two different levels of six student-writers—an elementary and a low-intermediate level—respond to teacher comments in order to improve their drafts in a process-oriented approach. Data was collected through the 18 students’ drafts—a first draft and two revisions, individual interviews, and open-ended questionnaires. The teacher feedback was categorized and its paired students’ revisions were rated. The results show that all students, irrespective of proficiency levels, perceived that positive feedback plays a distinct and essential role that aids students’ motivation and willingness to accept criticism in teacher feedback and to continue working with it, although they noted they were also aware of the usefulness of negative feedback. Interestingly, the elementary level students were able to respond to feedback similar to that of their more proficient counterparts in their second revisions after gaining experience with feedback from the first round of teacher feedback. The data also demonstrated that most students placed more importance on receiving content-based rather than error-based feedback in order to develop their drafts in spite of their linguistic limitations. This study has significant implications for a writing classroom and teacher feedback practices.

The rapid integration of generative artificial intelligence into educational contexts has prompted increasing interest in its potential role in second language writing instruction. This study explores English as a Foreign Language (EFL) university learners’ perceptions of ChatGPT-based self-feedback in comparison with conventional offline teacher feedback, with particular attention to differences across learner proficiency levels. The participants consisted of first-year university students enrolled in an academic writing course, who were divided into a lower-proficiency group (n = 137) and an intermediate-proficiency group (n = 50). Employing a mixed-methods research design, the study examined learners’ overall perceptions of feedback, their preferences for feedback sources, and their prompt patterns of interaction with ChatGPT within a process-oriented writing framework. Quantitative survey data were complemented by qualitative analyses of learners’ written responses and the prompts they used when engaging with ChatGPT for self-feedback during multiple stages of writing revision. The results revealed that learners in both proficiency groups demonstrated generally positive attitudes toward both ChatGPT-based self-feedback and teacher-provided feedback. Across proficiency levels, the immediacy, accessibility, and convenience of ChatGPT were consistently identified as its most salient advantages, enabling learners to revise their writing efficiently and maintain sustained engagement throughout the writing process. However, notable proficiency-related differences emerged in feedback preferences. Intermediate-level learners exhibited a stronger preference for teacher feedback, emphasizing the value of instructors’ professional expertise, interpretive guidance, and discourse-level comments that extended beyond surface-level language issues. In contrast, lower-level learners expressed a preference for a combined feedback approach that integrated ChatGPT-based self-feedback with traditional teacher feedback. This preference reflects their need for complementary support, in which immediate AI-generated assistance helps address linguistic difficulties while teacher feedback provides authoritative validation and direction. Further analysis of ChatGPT interaction prompts indicated that learners primarily utilized the tool for local-level linguistic support, including grammar correction, vocabulary choice, and sentence-level refinement, rather than for higher-order writing concerns such as organization, argument development, or rhetorical effectiveness. Importantly, the findings also suggest that the pedagogical effectiveness of AI-based feedback is closely associated with learners’ metacognitive awareness and their ability to design effective prompts. Learners who demonstrated greater awareness of their writing needs and more strategic prompt use appeared to benefit more substantially from ChatGPT-based feedback. These results highlight the potential of AI-assisted feedback as a supplementary tool in EFL writing instruction, while underscoring the continued importance of teacher feedback and the need for explicit guidance in developing learners’ prompt-design and self-regulation skills.

최근 생성형 인공지능(Generative Artificial Intelligence, 이하 생성형 AI)의 확산은 정보 탐색 방식과 교육 환경 전반에 변화를 가져오며, 인공지능 리터러시(Artificial Intelligence Literacy, 이하 AI 리터러시) 교육의 필요성을 더욱 부각시키고 있다. 이러한 변화는 생성형 AI가 결과를 생성하는 구조적 특성과 밀접하게 연관되어 있으며, 이를 이해하는 것은 효과적인 AI 리터러시 교육을 설계하는 데 중요한 기반이 된다. 이에 본 연구는 생성형 AI, 특히 트랜스포머 기반 대규모 언어 모델의 출력 생성 구조를 체계적으로 분석하고, 이를 토대로 생성형 AI 환경에서 요구되는 핵심 AI 리터러시 교육 요소를 도출하며, 나아가 이를 반영한 교육 모형을 제안하는 것을 목적으로 한다. 본 연구는 AI 리터러시 교육 요소로, 질문을 구조화하는 ‘문제 구성 리터러시’, 생성형 AI의 계산 과정을 이해하는 ‘계산 리터러시’, 확률적 생성 원리를 이해하는 ‘확률 생성 리터러시’, 생성형 AI가 제시한 결과를 비판적으로 분석하고 의미를 재구성하는 ‘응답 해석 리터러시’, 생성형 AI 응답이 플랫폼 설계와 정책에 의해 매개된다는 점을 인식하는 ‘플랫폼 리터러시’, 그리고 생성된 정보를 검토하고 신뢰성을 판단하는 ‘비판적 평가 리터러시’를 포함할 것을 제안한다. 본 연구는 생성형 AI의 출력 구조를 기반으로 생성형 AI 환경에서 요구되는 리터러시 교육의 방향을 제시하였다는 점에서 의의를 갖는다.

The rapid spread of generative artificial intelligence(Generative AI) is reshaping how people seek and process information, increasing the need for AI literacy education. This study aims to identify the key elements of AI literacy education by examining the output generation structure of generative AI systems. To achieve this goal, the study theoretically analyzes how generative AI operates and produces responses, and explores how the structural characteristics of the generation process influence users’ information judgment. The analysis suggests that outputs produced by generative AI should not be understood merely as information delivery; rather, they represent discursive reconstructions influenced by probabilistic computations and platform-level design considerations. Drawing upon these structural insights, the study proposes several critical elements for AI literacy education within generative AI contexts: (1) input structure literacy, which involves recognizing the structure of prompts and problem framing; (2) computational process literacy, involving comprehension of computational procedures such as tokenization and embedding; (3) generation principle literacy, focused on grasping the probabilistic foundations underpinning text generation; (4) response structure literacy, which refers to understanding how responses are organized and presented; (5) platform structure literacy, emphasizing awareness of the mediating influence of platform-level design; and (6) critical evaluation literacy, highlighting the capacity to critically assess generated outputs. By systematically organizing these elements in relation to the output structure of generative AI, this study contributes to the conceptual framework of AI literacy education and suggests directions for AI literacy education in generative AI environments.

소프트웨어 교육은 4차 산업혁명을 이끌 미래인재 양성을 위한 교육으로 주목받고 있다. 유아부터 성인까지 모두를 위한 소프트웨어 교육의 목적은 단순히 프로그래밍 능력을 기르는 것이 아닌, 컴퓨팅을 기반으로 현실 세계의 문제를 효과적으로 해결해 나가는 문제 해결 능력인 ‘컴퓨팅 사고력’을 기르는 것이다. 따라서 어떻게 컴퓨팅 사고력을 함양하고 평가할 것인가는 매우 중요한 사안이다. 본 논문은 학습자가 문제를 해결하는 과정에서 과정중심 수행평가 방식을 적용하여 컴퓨팅 사고력을 평가하는 방식을 제안하였다. 개발된 내용은 컴퓨터과학·컴퓨터교육 전공의 대학 교 수 5인, 컴퓨터과학·컴퓨터교육 전공 현직 정보교사 5인으로 구성된 전문가 집단의 2차에 걸친 델파이 조사를 통해 수정·보완하여 최종 모델의 타당성을 검증하였다. 본 논문이 문제 해결 관점에서 컴퓨팅 사고력을 평가하기 위한 연구에 기여할 수 있기를 기대한다.

Software education is drawing attention as an education for fostering future talents who will lead the 4th industrial revolution. The purpose of software education for everyone from kinder to adults is not simply to develop programming skills, but to develop "Computational Thinking," a problem-solving ability that effectively solves real-world problems based on computing. Therefore, how to cultivate and evaluate computational thinking is a very important issue. This paper proposed a method of applying a process-based performance evaluation method to evaluate computational thinking ability in the process of solving learners' problems. The developed contents were revised and supplemented through two Delphi surveys by a group of experts consisting of five university professors and five incumbent information teachers majoring in computer science and computer education to verify the effectiveness of the final model. I hope This paper can contribute to the study of evaluating computer thinking ability from the perspective of problem solving.

This study is to apply a process-oriented speaking performance assessment into high school English classes and to verify the impact of the performance assessment on students’ affective domain of English learning and English language proficiency. Based on the 2015-revised national curriculum, process-oriented speaking performance assessments are conducted for six periods of English classes for one hundred second year students in J high school in Chungbuk province. Findings are: process-oriented speaking performance tests cause students to improve their language proficiency and accuracy on segmental and suprasegmental, semantic group clustering via constant feedbacks from teacher and peers, and in turn the feedbacks contributes to students’ enhancement of their speaking performance. They also help improve students’ affective attitudes toward English learning by being more aware of the self-learning processes, more involved and in charge of their own learning and alleviates the psychological burden of work by working together in small groups.

This study was designed to investigate the effects of the English composition instruction based on the process-oriented approach on improving English writing performance. A total of 35 college students in this study was administered questionnaires concerning the use of English writing strategies and peer feedback. Each student completed the whole class of the semester and essay writings before and after the semester. The results showed that the students used more strategies for the post writing than the pre writing. More students reported that they felt peer feedback was useful in the second survey. It was found that there was some evidence of a relationship between the process-oriented writing instruction and the students’ English writing performance. Fluency and grammatical accuracy of the writings proved to be significantly improved, while no statistical difference in the syntactic complexity appeared. Fluency, syntactic complexity, and grammatical accuracy were identified to be the indications of the improvement of English writing performance. The findings in this study will advance our understanding of EFL writing performance and assessments and contribute to broader examination of how EFL students engage in revision of their writing in diverse contexts.

본 논문의 목적은 오늘날 중심의 해체라는 측면에서의 탈근대적 담론들이 ‘객관적 지식’이라고 여겨졌던 기존의 수많은 ‘결과’들을 받아들이고 느끼고 실천하는 것을 강조해왔던 도덕과 교수학습방법에 어떤 변화를 줄 수 있는가를 제시하는 데 있다. 즉, 이러한 변화를 수용할 수 있는 단서가 ‘과정중심’에 있다고 보고 도덕과 교수학습방법에 있어 어떻게 전개시켜 나가는지를 살펴보는데 있다. 따라서, 본 논문에서 초점을 둔 것은 두 가지이다. 하나는, ‘과정중심’에서의 ‘과정’이라는 말이 어떤 개념으로 사용되어지고 있고, 또한 사용될 수 있는가를 일반적 ‘과정’, William E Doll, Jr이 말하는 John Dewey의 경험의 변용으로서의 ‘과정’과 Alfred North Whitehead의 ‘생성’에 따른 ‘과정’ 의 원리 그리고, 교과교육에서의 ‘과정’이라는 세가지 측면에서 살펴보았으며, 다른 하나는 이 ‘과정’을 도덕과 교수학습방법에서 어떻게 적절하게 사용할 수 있는지를 세가지 방법적 전략, 즉, 글쓰기(쓰기전->쓰기-> 쓰기후라는 시간의 흐름을 기준으로 하는 방식과 아이디어 생성하기->조직하기-> 표현하기-> 교정하기라는 기능을 기준으로 하는 방식), 자기점검, 자기평가, 가지 강화 등의 상위인지 전략법, Whitehead가 말하는 ‘교육의 리듬’을 통해서 제시하였다.

The purpose of this thesis is to suggest what changes post-modern discourses in terms of deconstruction of the centers can make to the existing teaching & learning methods on moral subject education which have stressed accepting, feeling and practising a number of existing 'results.' That is to say, it is to assume that the clue to accept these changes lies in the 'center-oriented' teaching & learning, and to explore how to develop it in teaching & learning methods in moral education. Therefore, this thesis focuses on the following two points: First, it considers what concept the word 'process' of 'process-oriented' is used as, and whether it can be used as the concept from the three aspects of (i) general 'process,' (ii) John Dewey's 'process' as transformation of experience William E. Doll, Jr. mentioned and Alfred North Whitehead's principles of 'process' according to 'becomes,' and (iii) the 'process' in regular school education. Second, it presents how to properly use the 'process' in the subject of moral education through the three methodological strategies, in other words, (i) writing (a method of stressing passage of time - prewriting -> writing -> rewriting and another method of stressing functions - forming ideas -> organizing -> presenting -> correcting), (ii) meta-cognitive strategies such as self-monitoring, self-evaluation and self-reinforcement, and (iii) 'rhythm of education' in Whitehead's theory.

본 연구의 목적은 과정 중심 쓰기 교육의 핵심 기제로서 대면 피드백을 제안하고 실제 학습자의 쓰기 작문을 통해 발전 양상을 살펴봄으로써 대면 피드백의 적용 가능성을 타진해 보는 것이다. 이를 위해 본 연구는 국어교육과 영어교육에서의 피드백과 대면첨삭 이론 및 한국어교육에서의 쓰기 평가 준거 연구 등을 이론적 배경으로 삼고 특정 한국어 교육 기관 초급 수업에서의 쓰기 교육에서 대면 피드백을 실시한학습자 작문과 지면 피드백을 실시한 학습자 작문 결과를 연구의 대상으로 삼아 대면 피드백의 교육적 효용성을 검토해 보았다. 분석 결과매우 근소한 차이이기는 하지만 대면 피드백을 받은 학습자 집단의 작문 점수가 높게 나왔다. 본격적인 실험 연구가 아니기 때문에 이러한수치의 단순 비교는 크게 의미가 없을 수도 있겠으나 그럼에도 불구하고 학습 초기에 쓰기 수준이 더 낮았던 학급이 비교 학급과 유사한 쓰기 수준까지 올라왔음은 주목할 만한 일이며 사례 연구의 측면에서 연구자가 직접 학습자들의 쓰기에 대한 태도가 긍정적으로 변하는 모습을 목격할 수 있었던 것은 의미 있는 일이라 할 수 있다. 이러한 방식으로 지속적으로 또한 장기적으로 쓰기 교육을 실시한다면 유의미한 교육적 효과를 기대할 수 있을 것이다.

The purpose of this research is to introduce face to face feedback as the main mechanism of process-oriented writing education and to apply it on the actual learner’s writing process, in order to explore the effect of operating the face to face feedback on Korean writing education. Accordingly, the face to face feedback was given to 9 learners from beginner’s stage in writing composition. The criteria for the feedback were concentrated mainly on the content, structure, context and language usage in writing. When the collective group of people whom were given face to face feedback and the other set of group with written correction were compared, the result showed slight difference in overall scores, which the face to face feedback group displayed higher scores. Even so, this research is a case study and not a experimental research. Thus, it can be said that simply comparing the scores of the experiment group and controlled group does not necessarily provide significant meanings. However, it can be interpreted that the possibility of the face to face feedback is expected to bring positive effects in Korean writing education when applied to learner groups carrying out Korean writingcapabilities.