Earticle

‘중국어 종합과정’은 중국어 제2외국어 교육전공의 핵심 교육과정이다. 정보화에　힘입어 오프라인에서 온라인으로 전환된 “중국어종합 II” 과정은 기회와 도전에 직면하게 되었다. 본 고는 외국어로서의 중국어 온라인 교육의 장단점을 분석 귀납하고, 수업 전, 중, 후 온라인 수업의 기본 모델을 논의하였으며, 온라인 중국어 종합과정 수업의 질적 향상을 위해 효과적인 방법을 아래와 같이 제안했다. (1) 결과물 중심의 교수 철학온라인 과정의 교수 설계는 학습 결과물이 중심이 되어야 하며, 학습 평가는 학습 성과가 중심이 되어야 하고, 학습 방법은 학습의 효율성을, 학습 내용은 첨단화와 시의성을, 학습 과정은 고수준, 창의성, 도전성을 각각 구현해야 한다. (2) 교사의 역할 변환끊임없이 업그레이드되는 인터넷 기술하에 교사는 정보 처리 능력을 지속적으로 향상시켜야 하며, 사진, 비디오, 웹 페이지 및 기타 정보 등을 편집할 수 있어야 하며, 네트워크 소프트웨어 하드웨어 등 일반적 기술 문제를 해결할 수 있어야 한다. 아울러 ‘선교육 후학습(先教後学)’에서 ‘선학습 후교육(先学後教)’ 또는 ‘학습 중심 교육(以學定教)’으로의 교수법 전환이 필요하다. (3) 교수법 개선. 학생을 교육 과정의 중심으로 삼고, 온라인 학습자의 참여도, 지속성 및 만족도에 주의를 기울이고, 학습자의 심리적 상태와 요구를 이해하고, 지속적으로 교수 방법을 조정하며, 교사 대 학생, 학생 대 학생의 상호작용을 강화해야 한다. (4) 교육 내용의 연마. 교육 콘텐츠는 교육의 중심이자 학생 유치 및 유지의 기초가 된다. 지식 콘텐츠를 신중하게 선택하고, 개선 통합하여 온라인 교육 모드에 적합하도록 해야 한다. 특히 교육 콘텐츠는 현대 정보기술과 융합되어야 하고 학생들의 삶에 가까워야 하며, 배우고 싶은 지식을 배울 수 있도록 해야 하며, ‘배운 것은 적용(學以致用)’될 수 있는 기회를 갖게 해야 한다. (5) 교육과정 팀 구성. 중국어 종합과정 온라인 강의팀 구성에는 일선 중국어교사, 중국어 교육기관 관리자, 네트워크 기술전문가, 교수자원개발자, 원격교육전문가 등이 포함되어야 하며, 중국어　교사들의 더 많은 교육 플랫폼 관리 참여는 동시 교육과 비동시 교육의 조정, 교육 모니터링, 교육 평가 및 교육 리소스의 효과적인 통합에 유익하다.

Comprehensive Chinese course is the core of Chinese as a Foreign Language (CFL) education. With the help of information technology, “Comprehensive Chinese Ⅱ”are transformed from offline to online classes, and are facing opportunities and challenges. This paper analyzes and summarizes the advantages and disadvantages of online classes with Chinese as a foreign language in teaching. Through discussing the basic mode of online teaching before, during and after class, it puts forward the effective ways and methods to improve the online teaching quality of comprehensive Chinese courses: (1) Guided by Outcomes-based Education (OBE) The teaching design of online courses should be guided by learning outcomes. Learning evaluation should reflect learning outcomes. Learning methods should be oriented to the effectiveness of learning. The content to be learned should be up-to-date and consistent with the times. The learning process should be characterized by advanced, creativity and challenges. (2) Changing the teacher’s role In the face of the ever-upgrading Internet technology, teachers need to keep improving their ability to process information. In other words, teachers should be capable of editing pictures, video, web pages, etc., and be able to solve the common technical problems of network, software, hardware, etc. In addition, teachers should change their teaching patterns from “teaching before learning” into “learning before teaching” and “teaching according to learning”. (3) Changing teaching methods During teaching, it should be student-centered, i.e., teachers should pay attention to the degree of participation, persistence and satisfaction of students in online classes at any time, understand the psychological state and needs of students, constantly adjust the teaching methods, and strengthen the interaction among students and between teachers and students during teaching. (4) Improving the teaching content Teaching content is the focus of teaching, which is crucial in attracting students’ attention and encouraging them to keep studying. Hence, teachers need to carefully select, refine and integrate the knowledge, so that it is suitable for online teaching. It should be noted that teaching content should keep up with time and be close to students’ life, which would allow students to learn what they want to learn, and use what they have learned. (5) Building a teaching team The teaching team of online comprehensive Chinese courses should include first-class TCSL (Teaching Chinese as a Second Language) teachers, managers of Chinese language education institutions, network technologists, learning resource developers, experts in distance education, etc. To let TCSL teachers to participate more in the management of teaching platform is conducive to coordinate synchronous and asynchronous learning, monitor teaching and evaluation, and effectively integrate teaching resources.

As traditional ways of evaluation prove to be ineffective in evaluating the effect of interactive multimedia physical education (PE) teaching, this study develops a new evaluation model based on the simulated annealing algorithm. After the evaluation subjects and the principle of the evaluation system are determined, different subjects are well chosen to constitute the evaluation system and given the weight. The backpropagation neural network has been improved through the simulated annealing algorithm, whose improvement indicates the completion of the evaluation model. Simulation results show that the evaluation model is highly efficient. Compared with traditional evaluation models, the proposed one enhances students' performance in PE classes by 50%.

Purpose: This study was performed to explore the effect of the delivery format on teaching presence, learning presence, and learning outcomes in distance learning of nursing students. Methods: A descriptive survey was conducted to understand teaching presence, learning presence, and learning outcomes depending on the delivery format of distance learning. Quota sampling methodology was used to recruit 295 nursing students from all over the country, and data collection was done from July 27 to September 10, 2020. The first delivery format for distance learning was synchronous learning in which communication between the instructor and students occurred simultaneously. The second delivery format was asynchronous learning in which prerecorded videos were provided and communication did not occur simultaneously. Results: In synchronous learning, teaching presence (especially direct facilitation) and learning presence (especially emotional expression) had a statistical significance that was higher than in asynchronous learning. However, in learning outcomes, there was no statistically significant difference. There were significant positive correlations between teaching presence, learning presence, and learning outcomes, and there were significant positive correlations. Conclusion: It can be suggested that learning outcomes can be improved if presence is improved in the distance learning environment based on the results of this study. It is necessary to add contact with nursing students and instructors to improve teaching presence in the asynchronous learning, and it is necessary to help students express their emotions to improve learning presence.

Recently, as smart devices are distributed more and more, the need for education of developing contents based on smart media increases. In order to develop contents based on smart media, it is necessary to learn new programming language as well as to understand the structure of platforms as device-manufacturers and communication companies have different platforms. Generally, the problem in education of programming is that it can provide learning to understand the language stage by stage, but it is difficult to suggest a clear result such as completion of learner's project from macroscopic and integrated approach. Especially, there is a difficult of learning several programming languages due to the characteristics of platforms in developing smart contents. Accordingly, in the education of programming for developing smart contents, it is not appropriate to use the traditional teaching method of programming which conducts projects from an integrated point of view after learning the grammatical elements of the language. This paper aims to suggest the top-down teaching method as an effective teaching method for developing contents based on smart media, and to analyze the effect after developing and applying the suggested teaching model.

Purpose: This study aimed to examine the effectiveness of the workshop on the nurses' knowledge about urinary incontinence (UI) self-management, attitudes toward UI, and self-efficacy to plan and implement a UI self-help group program for their clients. Methods: A one-group pretest and posttest design was used to examine changes in knowledge, attitudes, and self-efficacy following a one-day training workshop. Twenty-seven community health nurses completed a questionnaire before and after the workshop. Before participating in the workshop, the participants were required to take a UI online continuing education program developed by the researchers. During the workshop, the participants took four sessions which consisted of an introduction of a self-help group program, demonstration of a 5-week UI self-management program contents, pelvic floor muscle training and biofeedback practice, and group discussions to plan the implementation in their workplaces. Results: A significant improvement in knowledge of and attitudes toward UI were found (t=3.53, p=.002; t=2.83, p=.009, respectively) after the workshop. Participants also demonstrated improvement in their self-efficacy to plan and operate a UI self-help group program (Z=-2.64, p=.008). Conclusion: The one-day workshop for community health nurses is a feasible strategy to increase their abilities and confidence in operating a UI self-help group program.

다른 사람에게 학습 자료를 가르치는 것의 이점은 학업 성취도에서 나타났다. 불안은 학습을 방해하는 요인 중 하나이고 수학 불안은 수학 성취도와 밀접한 관련이 있음이 밝혀졌다. 따라서 본 연구의 목적은 대학생들이 통계를 학습할 때 다른 사람을 가르치는 것이 수학 불안에 도움을 주는지 알아보는 것이다. 통계수업에 등록한 학생들 59명이 참여했고 30명의 학생은 그룹 안에서 다른 학생을 가르치는 그룹 과제를 수행했고, 29명의 학생은 수행하지 않았다. 그룹 과제를 제외하고 강사, 강의, 문제 풀이 과제와 시험은 모두 동일했다. 그 결과, 가르치는 그룹 과제를 수행한 학생들의 수학 불안은 학기 말에 감소하였다. 수학 불안이 증가하면 통계 학습에 대한 태도가 부정적으로 나타나고 그 결과 학습 성취도가 저하되었다. 또한, 수학 불안과 통계 학습에 대한 태도의 관계는 다른 사람을 가르치는 것으로 조절되었다. 이러한 결과는 가르치기는 수학 불안을 감소시키는 데 영향을 미쳐 지속적인 학습 이득을 얻을 수 있음을 시사한다.

The benefits of teaching learning materials to others have been shown on learning achievement. Anxiety is one of the obstacles in learning and it has been shown that math anxiety is strongly associated with math achievement. Thus, the aim of this study was to investigate whether teaching others benefits math anxiety when university students learn statistics. 59 students who enrolled in statistics class participated and 30 students performed group assignment of teaching peer in a group and 29 students did not. Other than group assignments, the instructor, lectures, assignment of solving the problems, and exams were all the same. The results showed that the math anxiety of students who did group assignments of teaching was decreased at the end the semester. Increased math anxiety yielded negative attitudes toward learning statistics, resulting in poor learning performance. Furthermore, the relationship between math anxiety and the attitudes toward leaning statistics was moderated by teaching others. The results suggest that teaching others has an effect on reducing math anxiety and thus, possibly yield persistent learning gains.

The purpose of this paper is to examine and compare the use of a standard textbook with the use of target language culture materials on student classroom motivation. Seven participants out of a class of 35 Korean university EFL students volunteered to participate in this study. This was a class in the skill of reading in English and met once a week for two hours, with one hour devoted to use of the textbook and another hour to studying cultural materials. These students engaged in interviews, diary entries, and were subjects of observation during one semester. Observation sheets were used to record students' on-task behavior, and also their overall class motivation as they used the textbook and the cultural materials, which consisted of three Hemingway short stories. Findings indicated five of the students were positively motivated to learn by the stories, and two students indicated a preference for the textbook. This study concludes with a discussion of classroom implications and study limitations.

본 연구는 비대면 실기 수업에서 효과적인 교수법이 학습 참여도와 학업성취도에 어떠한 영향을 미치는지 그 구조적 관계를 검증하기 위해 수행되었다. 이를 위하여 일러스트레이션 디자인 교과목 실습수업을 소재로 한 사례 탐구와 함께 설문조사를 통한 자료의 수집 및 분석을 시행하고 시사점을 제안하였다. 측정 도구는 원격 실기 수업, 학습 참여도, 학업성취도였고, 수집된 자료는 SPSS 및 AMOS 프로그램이었다. 본 연구의 결과는 다음과 같다. 첫째, 비대면 교육은 인지적, 정서적, 행동적 참여도에 부(-)의 영향으로 나타났다. 둘째, Flipped Learning은 인지적 참여와 정서적 참여에 정(+)으로, 행동적 참여도에는 확인되지 않았다. 셋째, PBL은 정서적 참여, 인지적 참여 및 행동적 참여 모두에 정(+)으로 나타났다. 넷째, 동영상은 인지적 및 정서적 참여도에 유의한 영향은 없었고, 행동적 참여도에만 정(+)으로 나타났다. 다섯째, 인지적 참여도만 학업성취도에 정(+)의 영향, 정서적 및 행동적 참여도는 학업성취도에 미치는 영향은 확인되지 않았다. 이러한 결과를 바탕으로 PBL 방식과 Flipped Learning을 중심으로 실제 수업에 결합하고 VR 콘텐츠 제작 방식의 프로그램 개발이 필요할 것이라는 시사점을 제안하였다.

This study was conducted to prove the structural relation of how effective teaching methods in remote design courses affects learning participation and academic achievement. The data was acquired and analyzed with case study of design classes. The scale of remote practical classes, learning participation and academic achievement were measured and the data acquired were verified using SPSS and AMOS to prove the influence. The results are as follows. First, using the lecture method in remote classes appeared to have a negative effect on cognitive, emotional, and behavioral participation. Second, flipped learning had a positive effect on cognitive and emotional participation but no effect was found on behavioral participation. Third, PBL had a positive effect on all emotional, cognitive, and behavioral participation. Fourth, videos did not have any meaningful effect on cognitive and emotional participation but had a positive effect on behavioral participation. Fifth, only cognitive participation had a positive effect on academic achievement, but no relations were found between emotional and behavioral participation and academic achievement. These results suggest that it is needed combining actual classes with the PBL method and flipped learning and creating different programs.

In order to determine the effect of individual patient teaching through home visiting on compliance with sick role behavior and the blood sugar level in diabetic patients, to determine if the effectiveness of the education was still present four year later and to inquire as to the effective time for a repeat education program this study was done through two quasi-experimental researches. The subjects consisted of 52 diabetic patients. The results of the study may be summarized as follows ; 1. Hypothesis I, in which the compliance with sick role behavior, the knowledge on diabetes and the health belief of the experimental group who received a diabetic education program will be higher than those of the control group who didn't receive the diabetic education, was supported by both studies in 1984 and 1988, confirming the effect on diabetic patients of the individualized education through home visiting ; In the 1984 study : Compliance(t＝-11.7, p＜.001) Knowledge(t＝-5.41, p＜.001) Health belief(t＝-4.74, p＜.001) In the 1988 study : Compliance(t＝-4.85, p＜.001) Knowledge(t＝-2.85, p＜.01) Health Belief(t＝-2.99, p＜.005) 2. The Hypothesis II, the blood sugar level of the experimental group will be lower than that of the control, was rejected in both studies, 1984 and 1988. 3. The Hypothesis III, the compliance, knowledge and health belief of the expermental group who received the education program in 1984 will not last till 1988, was supported in part, in compliance and health belief, but not in knowledge. In conclusion those who received the education program twice with an interval of 2 weeks, 4 years ago still had knowledge of diabetes but compliance and health belief had disappeared.

본 연구는 유아 교사의 교수효능감, 교실 환경, 교사-유아 상호작용 및 만 5세 유아의 학습준비도 간의 구조적 관계를 알아보는 것에 목적이 있다. 이를 위해 육아정책연구소의 한국아동패널(PKSC) 7차년도(2014) 자료를 활용하였다. 수집된 자료는 1,620명의 월령 70개월 이상 79개월 이하의 유아 중 유치원과 어린이집에 다니고 있는 유아 1,054명과 해당 유아의 선생님이다. 각 변인간의 관계 및 영향력을 살펴보기 위해 구조모형으로 통계 처리하였으며 모델의 적합도는 매우 우수하였다. 연구결과 첫째, 매개변인인 교사-유아 상호작용은 만 5세 유아의 학습준비도에 긍정적인 영향을 미치는 것으로 나타났다. 둘째, 유아교사의 교수효능감은 유아의 학습준비도에 직접적인 영향을 미치지 않는 것으로 나타났다. 셋째, 교실환경은 유아의 학습준비도에 직접적으로 영향을 미치지 않는 것으로 나타났다, 넷째 유아교사의 교수효능감과 교실환경은 교사-유아 상호작용을 매개로 만 5세 유아의 학습준비도에 간접효과를 미치는 것으로 나타났다. 또한 부트스트래핑(Bootstrapping)을 통해 매개효과의 유의성을 검증한 결과 매개효과는 유의한 것으로 나타났다.

This study aims to investigate the effect of the teaching efficacy of early childhood teachers and classroom environment on the school readiness of five-year-old children through the mediating effect of teacher?infant interaction. The study used the seventh-year data (2014) of the Panel Study on Korean Children by the Korean Institute of Child Care and Education. Out of 1,620 children aged 70 79 months and their teachers, data were collected from 1,054 infants attending kindergartens and daycare centers. To examine the relationship and influence among variables, statistical analysis was performed using a structural model, wherein the fit of the model was found to be very good. The result indicates that the mediating variable, that is, teacher?infant interaction, exerted a positive effect on the school readiness of five-year-old children. However, the relationship between the teaching efficacy of early childhood teachers and the classroom environment did not seemingly exert a direct effect on the school readiness of the children. Second, the teaching efficacy of early childhood teachers and classroom environment were found to exert an indirect effect on the school readiness of the five-year-old children through the mediating role of teacher?infant interaction. In addition, this mediating effect was considered significant after verifying through bootstrapping.

Purpose: This study evaluated the effect of a teaching model to improve cultural competency (TMCC) for Korean undergraduate nursing students. Methods: A nonequivalent control group pretest/posttest quasi-experimental study was conducted with a convenience sample of 168 undergraduate nursing students in South Korea. The experimental group of 121 seniors was taught a 13-week teaching model in order to improve cultural competence. A control group with 47 junior students underwent nursing major courses, but did not take this teaching model. Before and after the program, students' level of cultural competency was measured using the Questionnaire for Cultural Competence (QCC) consisting of three sub-scales: "awareness and desire," "encounter," and "nursing skill and knowledge." Results: After the experiment, the experimental group showed significantly higher improvement in the Questionnaire for Cultural Competence in the three sub-scales of "awareness and desire," "encounter," and "nursing skill and knowledge" than the control group (p=<.050). Conclusion: A teaching model to improve cultural competence was effective in improving Korean undergraduate nursing students' cultural competency. Further studies need to be repeated in order to identify the effectiveness of the teaching model to improve cultural competency with graduate or clinical nurses.

이 연구의 목적은 중등 과학 교사의 과학 교수 효능감에 따라서 천문 수업에서 나타나는 수업 반응은 어떠한지를 알아보았다. 2009개정 과학과 교육과정 내용체계 중 '태양계'와 '외권과 우주개발'을 담당하는 중학교 과학교사들을 대상으로 무선 표집하여 29부의 과학 교수 효능감에 관한 질문지를 배부하였으며, 이 중 응답이 완결된 27부를 연구 자료로 채택하였다. 또한 질문지로부터 나온 총점을 빈도 분석하여 상위 및 하위 5%를 본 연구의 연구대상으로 선정하였으며, 자료 수집을 위해 준참여관찰, 녹음, 반구조화된 면담 등의 방법을 사용하였다. 그 결과는 다음과 같다. 첫째, 효능감이 높은 과학 교사의 수업에서는 천문 분야와 관련된 전문적인 지식에 대한 접근성이 뛰어나고 교과 내용학 지식이 매우 높았다. 둘째, 효능감이 낮은 교사가 교사 위주의 수업을 지향하고 있는 반면, 과학 교수 효능감이 높은 교사는 학습자 위주의 수업과 이에 맞는 수업전략이 마련되어 있었다. 셋째, 과학 교수 효능감이 높은 교사는 천문연구회를 통한 과학지식뿐만 아니라 다양한 기구를 활용할 수 있는 아이디어를 제공받고 있었다. 따라서 천문수업에 대한 자신감과 교과 내용학 지식을 통한 수업전략 뿐만 아니라 천문관측과 같은 수업관련 활동이 과학 교수 효능감을 유의미하게 예측해 주는 중요 변인이었다.

The purpose of this study was to confirm how the students have responded to their class according to STEB (science teaching efficacy belief) of secondary science teacher in astronomy classes. Middle school teachers in charge of 'The Solar System' and 'The Exosphere and Space Development' in the 2009 Revision Science Curriculum content system is selected as an object of study through random sampling method. Twenty-nine teachers were taken STEB questionnaire and asked to make it out. Twenty-seven completed a questionnaire of them is selected for this study. In addition, the top and bottom 5% selected through frequency analysis with the total score from the questionnaire were regarded as high and low STEB teachers. For data collection, this study was used methods such as semi-structured interviews, recording, participant observation. The results were as follows: First, science teachers of high STEB had a high accessibility about excellent professional knowledge and content of the curriculum relating to astronomical field. Second, high STEB teachers were prepared by the appropriate teaching strategies adequate to student-centered learning, whereas the low STEB teachers totally have had teacher-centered learning. Third, high STEB teachers had been provided as the idea that you can take advantage of a variety of instruments, as well as scientific knowledge through the Astronomical Society. Therefore, confidence in astronomical class and teaching strategies through content of the curriculum were very important variables to predict the STEB as well as astronomy-related class activities such as astronomical observations.

This study examined the effect of patient teaching on Compliance with sick role behavior in diabetic patients. The purpose was to improve diabetic patients Compliance by D. M. patient teaching. The study objectives were to determine the effect of patient teaching on Compliance with sick role behavior, and factors influencing compliance with sick role behavior of diabetic patients. The Subjects, consisting of 52 diabtic patients diagnosed in the C. and Other hospitals in K. city were divided into experimental and Control groups. Data were gathered from July 25th to September 3rd, 1988 through interviews by questionnaires, measurment of blood sugar level by Reflolux. D. M. Patient teaching was defined as informational intervention of social support by the nurse. A booklet representing patient education and questionnairs were developed by the investigator, and were tested for Content validity, and reliability by Item Analysis: Cronbachs $\alpha$ for any instrument to measure variables was patient Compliance .83, perceived health belief .65, diabetic knowledge .70. Analysis of data were done by paired t-test, t-test, Anova, Pearson correlation and Stepwise multiple regression, The results of the study may be summarized as follows : 1. The effect of patient teaching on Compliance with sick role behavior, on diabetic Knowledge and health belief was Confirmed by significant differences between the experimental and the control group before and after the experiments. (P＝000 P＝006, P＝004). 2. Factors influencing compliance with sick role behavior of diabetic patient were diabetic patient teaching (P＜.005), perceived health belief(r＝.5597, P＜.005), blood sugar(r＝.3205, P＜.01), diabetic knowledge(r＝.2876, P＜.05).

This study evaluated the effect of diabetic group teaching programs in one university hospital in Seoul to predict when re-education would be needed. This study examined the patients’ knowledge at four points (before, directly after, three months and six months after the teaching program) and self-care performance related to diabetes twice (three months and six months after the teaching program). The subjects of the study were 24 admitted diabetic patients who participated in four-day teaching programs. Data were gathered from January to October, 1992 by means of an instrument developed from two diabetic knowledge tests which were equivalent in item differentiation and item discrimination coefficients. Collected data were analyzed by paired t-test, Pearson correlation, t and F tests. The results of study were as follows. 1. The analysis of the effect of the diabetic group teaching program and the duration of the effect of teaching. 1) The first hypothesis, that the diabetes knowledge score directly after the teaching program would be higher than before, was rejected (t=-1.40 ; p=.172). 2) The second hypothesis, that the diabetes knowledge score directly after teaching would be higher than three months later, was rejected(t= -4.27 ; p=.000). 3) The third hypothesis, that the diabetes knowledge score three months after teaching would be higher than six months later, was supported(t=2.43 : p=.020). 2. The relation of knowledge and self-care performance 1) The forth hypothesis, that the level of self-care performance related to diabetes three months later would be higher than six months later, was rejected( t=1.49 ; p=.146). 2) The fifth hypothesis, that the higher the diabetes knowledge, the higher the level of self-care performance, was rejected(r=.2086 ; p=.118). 3. The relation of diabetes knowledge and self-care performance according to demographic variables and structural variables of diabetes. 1) Diabetic knowledge scores varied according to the educational levels of the clients directly after the teaching. Three months after the teaching program higher educational levels and higher economic status were related to higher diabetic knowledge scores and men had higher knowledge scores than women. 2) Self-care performance scores of men were higher than those of women at three months and six months after the teaching program. 3) Before the diabetes teaching, the diabetic knowledge scores of subjects who had a diabetic patient in the family were higher than those who did not have patient in their family. Six months after the teaching, the diabetic knowledge scores of subjects who read the distributed books about diabetes were higher than those who did not read them. 4) No significance differences were found be-ween self-care performance and structural variables of dialetes. The results of this study indicated that the levels of diabetes knowledge and self-care performance incense of three months after the teaching program but decrease of six months. Reeducation would be needed between three and sir months. The investigator thinks that a study of the content and teaching methodology is needed to increase the education effect. The subjects want to hear patient histories of diabetic management. Group discussion would be helped after the teaching sessions.

The purpose of this study was to develop the NCS-based cooking practice education method by using the full learning model and to confirm its effect. The study design was a pre-post test of the non-equality control group. The subjects of this study included 28 students in the experimental group and 27 students in the control group. The experimental group participated in the NCS-based cooking practice training using the complete learning model, and the control group received only cooking practice training based on the full learning model. The data were collected during the second semester of 2016 and analyzed by SPSS WIN 23.0. The results of this study were as follows: First, homogeneity test showed that pre - homogeneity such as general characteristics, cooking ability, and knowledge of cooking theory were achieved (p>0.05). Second, the experimental group recognized that its cooking ability was high. With respect to the ability to cook food, the ability to cook, and the ability to prepare food ingredients (p<0.01), personal hygiene management, cooking hygiene management, and cooking safety management abilities were not significant. The mean value the experimental group was high. Third, the final theoretical knowledge score was not significant. The average score in the experimental group (69 points) was 5 points higher than that in the control group (64 points). This was about two times higher than the score of 37 points in the first stage preliminary survey. Finally, the final performance score was significant (p<0.05), and the score in the experimental group (89 points) was 5 points higher than that in the control group (84 points). Therefore, the NCS-based cooking education method is confirmed to be an effective method, especially for improvement of the practical ability, improvement of theoretical knowledge, and achievement of perfect learning standards.

이 연구는 초등학생을 대상으로 영상매체를 활용한 교수 학습 자료를 개발하고 이를 적용하여 가정생활태도에 미치는 영향을 조사하기 위하여 수행되었다. 이 연구에서 나타난 결과는 다음과 같다. 이 연구는 개발한 영상매체를 활용한 수업을 통하여 가족의 소중함, 가족의 의미를 이해하고 가족을 위해 내가 할 수 있는 역할, 일들을 알아보고, 가족들을 아끼고 사랑하는 태도를 기르는 것을 목표로 하였다. 교수 학습의 내용은 학생들에게 감동을 줄 수 있는 가족 간의 사랑이 담긴 내용의 영화와 단편동영상을 선정 하여 가족의 의미 및 소중함, 가족 간 예절, 부모님의 사랑, 형제나 친척 간의 우애, 가족 내에서의 나의 역할, 행복한 가정 등의 내용 요소가 포함되도록 구성하였다. 수업실행 방법은 역할극, 마인드 맵, 그리기, 만들기, 토론하기, 실습하기, 편지쓰기 등 학습자의 흥미와 수준을 고려해 다양한 활동으로 구성하였으며 개발된 수업은 8개의 학습 주제로, 총 16차시로 구성하여 재량활동 시간을 이용하여 수업하였다. 영상매체를 활용한 교수 학습 자료를 적용한 결과 부모님에 대한 태도, 형제나 친척들에 대한 태도 등이 긍정적으로 변화하였다. 또한 학생들의 지식, 태도의 측면에서 긍정적으로 변화하였다. 이상의 결과로 보아 영상매체를 활용한 교수 학습은 초등학생의 가정생활에 대한 바람직한 태도 변화에 효과가 있었으며, 지식, 태도 측면에서 가정생활에 긍정적인 효과가 있는 것으로 보인다. 또한 향후 실과 수업을 위한 기초 자료로 활용될 수 있을 것으로 기대된다.

This study was designed to develop and apply teaching-learning materials using visual media with elementary school students and examine their effect on family life attitude. It aims to understand the value and meaning of family, roles and tasks they can do for their family and develop the attitude to love family through class using visual media. Teaching-learning contents selected movie and short video of family love that can touch students and contained all factors including meaning of family, etiquette of family, parental love, fraternalism, my roles in family and happy family. Class was conducted with various activities such as role play, mind map, drawing, discussing, practicing and writing letters which were prepared in consideration of learners' interest and level based on eight learning themes and total 16 lessons using extra-curricular activity. As a result of applying teaching-learning materials using visual media, it was found that value of family, my roles in family, and attitude to parents, siblings and relatives were positively changed. In addition, the subjects' awareness and attitude of family life from knowledge, emotion and attitude of students were changed and they showed interest and satisfaction with teaching-learning. From the above results, it was considered that teaching-learning using visual media was effective in changing desirable attitude of family life in elementary school students and showed positive effects on family life in cognitive, affective and behavioral aspects.

본 연구의 목적은 액션러닝을 적용한 간호과정 교육이 간호대학생의 비판적 사고성향, 셀프리더십, 자기주도적 학습능력에 미치는 효과를 확인하기 위함이다. 연구대상은 총 96명이며, 자료수집은 2021년 9월부터 12월까지였다. 자료분석은 spss/win 23을 이용하여 빈도와 백분율, 대응표본 t-검정을 이용하였다. 연구결과 자기주도적 학습능력 (t=-3.76, p <.001)이 유의하게 향상되었다. 또한 비판적 사고성향과 셀프리더십(r=.730, p <.001), 비판적 사고성향과 자기주도적 학습능력(r=.701, p <.001), 셀프리더십과 자기주도적 학습능력(r=.734, p <.001) 간에는 통계적으로 유의한 양의 상관관계가 있었다. 본 연구결과 액션러닝 적용 간호과정 교육은 간호대학생의 자기주도적 학습능력에 긍정적인 영향을 미치는 것을 알 수 있다. 추후 다양한 교수학습 방법에 따른 효과를 확인하는 연구가 필요하다.

The purpose of this study is to confirm the effect of nursing process education applying action learning on the critical thinking tendency, self-leadership, and self-directed learning ability of nursing college students. A total of 96 subjects were studied, and data collection was from September to December 2021. For data analysis, the frequency, percentage, and corresponding sample t-test were used using spss/win 23. Results show that self-directed learning ability(t=-3.76, p <.001) was significantly improved. In addition, critical thinking disposition and self-leadership(r=.730, p <.001), critical thinking disposition and self-directed learning ability (r=.701, p <.001), self-leadership and self-directed learning ability(r=.734 p <.001) had a statistically significant positive correlation between them. As a result of this study, it can be seen that the nursing course education applied to action learning has a positive effect on the self-directed learning ability of nursing college students. In the future, research is needed to confirm the effects of various teaching and learning methods.

본 연구는 교양체육을 수강하고 있는 대학생들을 대상으로 교양체육 참여 학생들이 인식한 교수자의 교수유형이 수업만족, 수업몰입, 체육교과태도에 어떠한 영향을 미치는가를 알아보는데 목적있다. 경인지역과 충청지역에 소재한 대학에서 대면수업을 진행하고 있는 교양체육 수강생 221명을 표집하였으며, 불성실하게 응답한 자료 8부를 제외한 213부를 분석에 활용하였다. SPSS26.0과 Amos 21.0 프로그램을 활용하여 확인적 요인분석 및 내적일관성계수 산출, 상관분석 및 중다회귀분석을 실시하였다. 연구결과 교양체육 수업의 교수유형은 수강생의 수업만족(교육만족, 환경만 족, 심리사회만족, 신체만족)에 영향을 미치는 것으로 나타났다. 또한, 교양체육 교수자 교수유형은 수강생의 수업몰입 (수업몰두, 목적경험, 의식일치, 도전, 통제, 통합)에 영향을 미치며, 교양체육 교수자의 지도유형은 수강생의 체육교과태 도(대인관계, 신체활동, 능동참여 적극수행, 건강과 체력, 긍정적 정서)에 영향을 미친다. 교양체육수업의 교수유형은 교양체육에 대한 수강생의 긍정적 정서(수업만족, 수업몰입)나 자세(체육교과태도)에 영향을 미치기 때문에 교양체육 지도자의 역량강화를 위한 노력이 필요하다.

The purpose of this study is to investigate the effect of teaching style of liberal arts physical education professors to class satisfaction, Class flow and physical education attitude of liberal arts students. A study was conducted on a total of 221 liberal arts students. For the collected data, a confirmatory factor analysis and reliability analysis (Cronbach' α) for the measurement tool were performed using the SPSS 26.0 and Amos 21.0 programs. And correlation analysis and multiple regression analysis were performed. The liberal arts physical education Professor’s teaching stlye affects the student's class satisfaction (educational satisfaction, environmental satisfaction, psychosocial satisfaction, physical satisfaction), and students' class flow (class immersion, purpose experience, consciousness agreement, challenge, control, Integration). In addition, it has various effects on the student's attitude toward physical education(relationships, physical activity, active participation, health and physical fitness, positive emotions). Efforts to strengthen the competence of liberal arts physical education professors will be needed to revitalize the liberal arts physical education.

Purpose: This study proposed an improved method of teaching cardiopulmonary resuscitation (CPR). Methods: A teaching method for CPR using a song was evaluated. To validate the effect of this teaching method, we performed a comparative reference test against a traditional CPR lecture-oriented education method. A total of 202 study participants were enrolled in this project. Half were taught by the traditional CPR education method, and the other half were taught by the alternative educational method using a song. Results: The results for those educated by the traditional lecture-oriented method showed scores of 4.84 / 6.00 (Mean of knowledge) and 70.22 / 100 (Mean of practice ability for CPR). The results for those educated by the alternative method showed scores of 5.26 / 6.00 (Mean of knowledge) and 74.13 / 100 (Mean of practice ability for CPR). The alternative educational method utilizing a song improved the results on written and practical examinations. This improvement could be attributed to the effect of music on memory circuits in the brain. Conclusion: We believe that the results of this study will help to improve the success rates of CPR.

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.