Earticle

경기침체와 직업의 안정성, 재학 중의 재정적인 도움, 연금 등을 비롯한 여러 가지 혜택으로 부사관이 젊은이들에게 인기 있는 직업으로 각광받고 있다. 임관한 부사관은 군의 초급지휘자로 복무하는데 이들의 리더십과 학문적인 역량은 미흡한 것이 현실이다. 본 논문은 전문대학 부사관과의 리더십 교육 현황과 발전방안에 관한 것이다. 최근에 군의 환경이 변화하면서 부사관의 중요성은 더욱 커졌다. 부사관은 병의 상담기법이나 영향력 행사를 포함한 리더십 기술을 끊임없이 발휘하여야 한다. 충성과 용기, 책임, 존중, 창의 등은 우리 군의 핵심가치로써 부사관은 이들 가치를 마음깊이 새겨야 한다. 전문대학 부사관과의 정규 교과과정은 부사관과 학생들의 리더십 역량을 증진시킬 수 있도록 바뀌어야만 하고, 부사관과 학생에게 맞는 리더십 프로그램 개발은 시급하다.

Economical status stagnates and vocational stability, financial aid, retire pension and other benefits made the young noncommissioned officer(NCO) favorable job. It is actual that leadership and academic backgrounds of NCO are insufficient as a beginner military leader. This article reviews the leadership teaching state and development program to the department of NCO on college. Recently importance of NCO has been increasing with the military environmental change. NCO should create a sustainable leadership skill included consultation technique and show influence with a soldier. Loyalty, personal courage, responsibility, respect and ingenuity are generally regarded as military core value and NCO must save them in his mind deeply. Therefore, the college curriculum of the department of NCO needs to be designed to increase student’ leadership. It is necessary to prepare leadership program for NCO student on college.

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.

The purpose of this study is to illustrate a general collaborative model of team-teaching in a university general English program. While positive effects of team-teaching and some suggestions for teamteaching practices have been reported previously, there has been less attention paid to an instructional model where native teachers and Korean teachers collaborate with each other for the best classroom experience for students. A qualitative research guided the design. Twenty teachers’ team-teaching classes were observed and video-taped for analysis. The findings showed that the two teachers’ constant negotiations of meanings in any stage of the lessons and in classes with diverse linguistic goals was helpful to the students’ understanding. Also, in the stage of presenting particular language expressions (duringlesson), complimenting each other with native teachers’ intuition and Korean teachers’ analytic skills was suggested as an important instructional move. When activities were introduced, modeling by the two teachers and bridging roles by the Korean teachers were a tremendous contribution and recommended for model collaborations. An instructional model and educational implications have been suggested.

The IB is an educational program created with the goal of pursuing international sensibilities and inquiry-based holistic growth based on global leadership. As globalization progressed worldwide in the mid-to-late 20th century, with increased movement between countries and active educational exchanges, the IB was created in Switzerland as a standardized international curriculum to enable students from diverse cultural backgrounds to receive a systematic education beyond geographical boundaries. The IB educational program is structured from elementary to high school levels. The IB educational program has several distinctive features, including inquiry-based learning, an emphasis on conceptual understanding, connecting knowledge to regional and global contexts, emphasizing teamwork and collaboration, and eliminating barriers to learning. These characteristics of the IB educational program have significant implications for Christian education. In particular, it provides important insights that can innovatively transform Christian education, which currently focuses on knowledge acquisition and memorization. The first insight gained from the IB educational program is integrated Christian transfer learning that emphasizes practice based on the content of the Bible. Through Christian education, students learn the content of the Bible and apply it to their lives. The second insight is the use of project-based faith inquiry learning to address faith-related issues. By applying the principles of IB education to Christian education, learners can practically solve the problems they face. The third insight is that the IB education program promotes cooperative learning, which enables self-reflection and community cooperation in Christian education. In other words, learners not only explore diligently on their own but also work together in small groups to solve problems. The fourth insight is that the IB education program provides insights that enable missionary civic education that connects learners with the world. This means cultivating an international sense of citizenship to enable students to view the world from the perspective of God's kingdom. Ultimately, the IB educational program provides insights that can be effectively utilized in Christian education.

본 연구는 예비 장애인재활상담사에게 발달장애인의 일상생활기술을 지도하는 능력을 함양하는 교육 프로그램을 개발을 목적으로 한다. 장애인재활상담사를 대상으로 발달장애인의 일상생활기술에 관한 인식과 교육적 요구조사를 시행하여, 예비 장애인재활상담사에게 적합한 교육 주제들을 도출하였다. 이를 바탕으로 교육 프로그램 시안을 개발하여, 교육전문가에게 자문하였으며, 장애인재활상담사와 예비 장애인재활상담사에게 교육내용을 주제로 심층 면담하여 결과를 분석하였다. 최종적으로 이들 내용을 반영하여 교육 프로그램을 완성하였다. 본 연구에서 개발된 교육 프로그램은 예비 장애인재활상담사의 발달장애인 일상생활기술에 대한 전문성과 지도 역량을 향상하는 데 도움이 될 것이다.

The aim of the present study is to develop a program for rehabilitation counseling students to teach daily living skills to individuals with developmental disabilities. We examined the relevant documents to form a basis for the program and surveyed rehabilitation counselors to determine their understanding of and demands regarding the daily living skills of individuals with developmental disabilities. We noted that most rehabilitation counselors believed these teaching programs were necessary and have compiled helpful educational topics for rehabilitation counseling students. Based on the survey results, we developed a proposal for the teaching program. This proposal was revised and supplemented by consulting with educational experts and conducting in-depth interviews with field practitioners and the students. The proposed teaching program was completed. The teaching program developed in this study can help the students to respond appropriately to the characteristics of individuals with developmental disabilities and improve their practical capabilities.

기록관리 전문가는 업무의 특성에 따라 학문적지식과 실무능력을 갖추어야 한다. 특히 기록관은 정보기술의 발달에 따라 계속하여 변화하고 있어 폭넓은 실습을 통한 기술적인 전문성이 있는 실무능력을 갖춘 기록관리 전문가를 요구하고 있다. 그러나 현재 국내 기록관리 대학원들의 교육과정은 이론교육에 치중되어 있어 실무교육이 미흡한 실정이다. 따라서 본 논문은 미국과 한국의 대학원 기록관리 교육과정에서 실무능력 향상을 위한 요소의 현황을 비교 분석하여 한국 기록학 대학원의 교육과정을 이론적인 지식은 물론 실제적인 업무능력을 배양할 수 있는 방안을 제언하였다. 첫째, 한국의 기록학 교육과정 중 실무영역을 강화를 위해 전공학점의 및 이수학점의 증대, 실습을 필수 교과과정으로 할 것을 제언하였다. 둘째, 내실 있는 실습을 위한 관․학․산 협동의 인턴쉽 프로그램의 개발 및 실시를 제언하였다. 셋째, 현재 기록관리 업무에 종사하고 있는 기록관리 전문가들이 새로운 지식과 기술을 습득하여 그 전문성을 제고할 수 있는 계속교육프로그램을 실시할 것을 제언하였다.

A Records manager and archivist should have the academic knowledge and working ability due to the working character. Archives and records centers are being changed with developing information technology so that they are requiring a records manager and archivist to have a professional working ability through a variety of practice. However, in recent, the curriculum of Korean archival graduate schools focuses on a theoretical field and neglects to apply a theory to a working field. Therefore, in this paper, the writer compares some elements to improve the working ability shown in the curriculum of Korean and American archival graduate programs, and suggests the method to cultivate a theoretical knowledge as well as working ability. The cultivating ways the writer suggests are as follows: To improve the working ability in a practical field of the curriculum of archival graduate school in Korea, the writer suggests -- 1. increasing the grades of major field and college courses, and changing the practice subject to an obligatory subject, and 2. developing an internship program for a full practice with company, government, and college, and 3. operating a continuous training program that an records manager engaging in records center and archives can acquire a new knowledge and technology and apply the professionalism to a working field.

교육실습은 사서교사로서의 전문성을 신장하기 위한 주요 교육과정이다. 이 연구는 예비사서교사의 교육실습이 효과적으로 전개될 수 있도록 체계적인 교육실습 프로그램을 제안하기 위한 목적을 지니고 있다. 이를 위해 한국교육과정평가원의 사서교사 전문성 기준을 바탕으로 교육실습의 내용요소를 추출하고, 학교도서관에서 교육실습을 이수한 사서교사를 대상으로 추출된 32개 실습내용에 대한 중요도를 조사하였다. 실습내용 선정기준으로 사서교사 전문성의 균형 유지, 실무적 역량 강조, 교육실습의 일반과정과 절차의 적합성, 실제 실습 가능성을 설정하고, 설문조사 결과를 반영하여 13개 실습내용과 28개 요소를 선정하였다. 이상의 과정을 거쳐 이 연구에서는 실습목표, 지도방법, 교육자료, 지도상의 유의점으로 구성된 예비사서교사의 교육실습 프로그램을 제안하였다.

Teacher librarians’ teaching practice is a major training course to strengthen their expertise. The purpose of this study is to propose more systematic program for effective teaching practice of teacher librarian in Korea. For this, the course contents of teaching practice were derived from the teacher librarians’ expertise standards published by Korea Institute for Curriculum and Evaluation. And the survey was carried out to decide which contents are regarded as more important or less. According to four selection criteria and the result of survey, 13 contents were selected. After all, this study proposed teacher librarians’ teaching practice program consisted of practice objective, method of guidance, practice material and attentive point.

본 연구는 중국 내 한국어과 학생을 위한 교감적 언어사용의 교수 학습 방안을 연구하는 데에 그 목적이 있다. 교감적 언어사용은 메시지의 전달을 목적으로 하지 않지만 대화를 더 원활하게 하는 기능을 가지고 있어서 학습자들에게 교육시킬 필요가 있다. 본 연구는 중국 내 한국어과 학습자들에 적합한 교육 방안을 제시하기 위해 학습에 매우 중요한 도구인 교재를 대상으로 교감적 언어사용의 제시 상황에 대해 살펴보았다. 교재 분석의 결과로 교재에서 제 시되는 교감적 언어사용의 수와 양상이 적었고, 교감적 언어사용이 교재의 급수별로 균형적으 로 제시되지 않았다. 또한 제시된 교감적 언어사용이 내용적인 면에서도 많은 문제점이 있는 것으로 나타났다. 이 문제를 해결하기 위해 교감적 언어사용의 내용을 재정리해서 제시하였 다. 또한 교육 효과를 확보하기 위해 몇 가지 전제 조건을 제시하였다. 예컨대 교감적 언어사 용의 교수 학습은 중급 단계에서 이루어지는 것이 좋다는 것, 학습자들이 점진적으로 교감적 언어사용을 습득하는 데에 나선형의 교수 학습 방법과 명시적인 방법이 도움이 된다는 것 등 이다. 마지막으로 교감적 언어사용의 교수 학습 방안에 관해서는 도입 단계, 제시 단계, 교수 단계, 연습 단계, 활용 단계, 피드백 및 정리 단계로 나누어서 구체적으로 기술하였다.

The purpose of this thesis is to develop a Phatic Communion teaching program for Korean-majored students in China. Phatic Communion doesn’t take the transmission of information as its main purpose, but it has the function of making the conversation more smoothly, and plays a very important role in communication. Therefore, it is necessary to teach Korean students how to use Phatic Communion. In order to develop a teaching program suitable for domestic students, this study firstly analyzes Korean textbooks. As a learning tool, Korean textbook is an important means for domestic students to learn Korean, and the analysis of the content of the textbooks is helpful to grasp the teaching situation of Phatic Communion in China. The results of textbook analysis show that the Phatic Communion expressions in textbooks are relatively simple with a very limited number, their distribution in different levels of textbooks is uneven, and there are also some problems in the content. In order to ensure the teaching effect, this thesis puts forward some teaching requirements, such as teaching Phatic Communion to students with intermediate level, and adopting spiral and explicit teaching methods in the teaching process. In the end, this thesis discusses the class procedures in detail from five stages: leading-in, presentation, teaching, practice, application and feedback.

This study pertains to teaching programs for Elementary Science gifted students in levels 5 and 6, in developing their self-directed learning ability as well as expressing their gifts, talents and skills. In order to achieve this, I have come up in developing this program for those gifted students after analyzing the elementary life science curriculum. So in this study, the experimental teaching programs contains; ‘The movement of water in plants’, ‘The regulation of body heat in animals’ for higher grade elementary science gifted students. Students would be understand the concept of transpiration through the movement of water in plants, concept of poikilothermic or homeothermic through the regulation of body heat in animals.

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.

본 연구는 후한 말기의 명의인 화타(華佗)에 의하여 고안된 오금희와 동물들의 스토리텔 링을 결합하여 초등학교 학생들을 대상으로 모방 표현 교육 프로그램을 개발하고 적용하 여 교육효과를 조사하고자 한다. 본 연구는 실행연구이며 연구방법 및 결과는 다음과 같다. 본 프로그램은 관찰, 모방, 구성, 실천의 절차에 따라 구성되었으며, 차시별 학습은 동물들의 움직임 영상을 통한 관찰, 화타오금희 수행, 모둠별 움직임 구성, 발표, 체조실 천의 단계로 5차시 구성하여 초등학교 3학년을 대상으로 차시당 40분 진행하였다. 본 프로그램의 교육효과는 교사가 학습자들의 수업 과정과 현황을 작성한 일지 및 모둠 발표를 통해 정성평가하였다. 화타오금희를 활용한 모방 표현 수업 프로그램 수행 결과 는 움직임에 동기를 부여한 스토리텔링, 복합성과 상호보완성의 효과를 보여 준 모둠활 동, 무용과 타 교과와의 연계를 통한 학습 능력 향상의 세 가지 교육효과가 도출되었다. 더불어 학습자 수준에 맞는 다양하고 풍부한 교육자료 제공의 필요성과 초등학교에서 무용 수업의 단계적 적용과 지속적 학습을 위해 담임교사는 무용 교육에 대한 기본 소양 갖추기를 제언한다.

This study aims to develop and implement an educational program to help elementary school students increase their mimetic expression skills by integrating storytelling into Hwataogeumhui, a movement set developed in China. Based on applied research, the results of the study are as follows. The program, structured around the processes of observation, mimicry, composition, and practice, consisted of five sessions targeting third-grade students, with each session lasting 40 minutes. Activities included observing animal movements through videos, performing Hwataogeumhui, creating their own movements as a group, presenting their work, and practicing exercise. The educational effects were qualitatively evaluated based on teachers’ reports on students’ progress and group presentations. The results revealed three educational effects: movement motivated through storytelling, complexity and mutual complementarity experienced by group activities, and learning abilities enhanced through the integration of other subjects into dance. Additionally, it is necessary to provide diverse and rich educational materials tailored to students’ learning levels. Furthermore, it is recommended that elementary school teachers have basic knowledge in dance education in order to implement gradual and continuous dance classes in elementary schools.

동료 교수들이 서로의 수업에 대해 검토하고 피드백을 제공하는 수업에서의 동료평가(peer review of teaching)가 대학의 수업 개선을 위한 방안 중 하나로 여러 외국 대학에서 시행되 고 있다. 수업에서의 동료평가는 교수들 간의 교수법에 대한 관심을 제고하고, 전공 특정적인 교수전략 탐색에 기여할 것으로 기대되지만, 수업의 공개와 평가를 부담스러워하는 우리나라 대학 교육 풍토에서 이제껏 시행되지 못하여 왔다. 본 연구는 국내 정서를 고려한 대학 교원 간의 수업에서의 동료평가 프로그램 도입 방안을 탐색하는 것을 목적으로 한다. 이를 위해 문헌연구에 기초하여 세 가지 유형의 수업에서의 동료평가 프로그램을 제안하고, 전문가 그 룹토의를 거쳐 통합된 동료평가 프로그램을 도출하였다. 마지막으로 파일럿테스트를 통해 해 당 프로그램이 교육의 질적 개선에 미치는 효과를 탐색하였다. 이 논문은 교육의 질 제고를 위한 방안 중 하나로 수업에서의 동료평가 프로그램 도입을 제안하고 이에 대한 국내 대학 교수들의 의견을 제시하였다는 점에서 의의가 있다.

Peer review of teaching program is a kind of evaluation that gives the information about teaching and learning to instructors. A colleague or group of colleagues observe in the class and give some feedback to the instructor. The results of peer review of teaching influence on both improved teaching and learning in that course and deciding the tenure, promotion and recontract of instructors. The purposes of this study are introducing and developing the program in higher education. First, three types of teaching program are suggested based on review of literature and cases of universities. Second, focus group interviews are conducted in discussing the opinions of faculty members and reviewing the effectiveness and feasibility of three types of program. As a result of focus group interview, these are integrated as a combined program. Third, the final program is revised based on the result of two pilot tests. This study will contribute to institutionalize the peer review of teaching program as a faculty support in higher education.

본 연구는 교원교육기준에 기반을 둔 교육실습 프로그램의 개발운영을 통한 교육실습의 개선을 목적으로 하였다. 이를 위해 본 연구에서는 이화여자대학교 교원교육분야 특성화 사업단이 개발한 교원교육기준을 기초로 교육실습 프로그램을 설계하고 이를 시범 운영한 후 그 결과를 토대로 교원교육기준기반 교육실습 프로그램을 수립하였다. 교원교육기준기반 교육실습 프로그램은 실습을 통해 성취해야 할 기준을 실습생들에게 명확히 제시하고 실습 기간 동안 자신의 교육실습을 이 교원전문성기준에 비추어 지속적으로 모니터하고 평가하도록 하며 교원전문성기준의 성취를 위해 적극 노력하도록 지원하는 것을 특징으로 한다. 교원교육기준기반 교육실습 프로그램을 7개 중고등학교에서 시범 운영한 결과, 교육실습생과 실습지도교사 및 대학의 실습지도교수 모두 이 프로그램에 대해 높이 평가하였다. 그러나 교육실습 프로그램의 성공적인 운영을 위해 대학과 실습학교 간의 더욱 긴밀한 협력이 필요한 것으로 나타났다.

The present research aims to develop a Standards-based student teaching program. In this study, a student teaching program based on the Ewha Standards for Teacher education was developed, and this student teaching program was implemented in the 7 schools, and then the validity, feasibility, and utility of the student teaching program were evaluated. In doing so, this study seeks to provide a high-quality student teaching program to prospective teachers and help them achieve the Ewha Standards for Teacher Education. The findings showed that the participants of this Standards-based student teaching program - that is, student teachers, cooperating teachers, and supervisors - considered the program valid, feasible, and useful and evaluated that the program was effective in helping the student teachers develop the professional knowledge and skills. For this student teaching program based on the Ewha Standards for Teacher Education to be more successful, a closer collaboration between cooperating teachers and supervisors and between the university and schools is further needed.

대학의 수업 개선을 위한 방안 중 하나로 오랜 기간 동안 외국 대학들에서 시행되고 있는 수업에 대한 동료평가(peer review of teaching)에 대하여 최근에는 국내 대학들에서도 관심을 보이고 있다. 이에 신종호와 홍성연(2013)은 수업의 질 개선을 위하여 국내 대 학에 적용할 수 있는 동료평가 프로그램 모형들을 개발하고, 우선적으로 형성적 동료평가 프로그램의 도입을 제안하였다. 본 연구는 이에 대한 후속 연구로 국내 대학에서 진행된 수업에 대한 형성적 동료평가 프로그램 사례를 분석하여 동료평가의 효과와 함께 프로그 램의 형태와 참여자의 특성에 따라 나타나는 차이점을 분석하였다. 동료평가의 효과에 대한 연구결과 형성적 동료평가 프로그램은 수업 공개 및 동료 교수 간의 대화를 활성화하여 수업개선을 위한 협력 적 교육 문화 확산에 기여할 수 있음을 확인할 수 있었다. 또, 교수들은 동료평가 프로그램의 참여를 통해 수업에서의 문제점 분석 및 수업 개선을 위한 구체적인 수업 기술을 획득할 수 있으며, 전공이 같은 교수그룹인 경우 교과내용, 전공특성, 학생특성을 고려한 논의 및 피드백을 상호 교환할 수 있었다. 마지막으로 동료평가 프로그램은 교수들이 수업 전문성 개발을 위한 노력을 지속하게 하는 내재 적 동기부여 역할을 하였다. 동료평가 프로그램의 형태와 참여자의 특성에 따른 차이점을 분석한 결과에서는 동료평가가 형성적 목적 이라 하더라도 프로그램 참여 동기와 참여자의 특성에 따라 동료평가에 대한 인식과 기대, 멘토의 자격에 대한 의견이 달랐다. 또, 동 료평가 과정에서 제공되는 대화와 피드백의 내용과 형태도 참가자의 특성과 그룹 구성에 따라 달라짐을 확인할 수 있었다. 이러한 연 구결과를 바탕으로 국내 대학에서 동료평가 프로그램을 운영하고자 할 때 고려해야할 사항을 제안하였다.

Recently, universities in korea have interests in the peer review of teaching, which is implemented from foreign universities for a long time as one of the tool to improve teachings in higher education. For such, Shin & Hong (2013) developed program models for peer review of teaching that is adaptable to domestic universities to improve teaching quality, and proposed to start the formative peer review program in priority. This study analyzed the differences appeared according to forms of programs and the characteristics of participants together with the effect of peer review by analyzing formative peer review of teaching program cases at A university in Korea as a follow-up study of such. First of all, the result of the study on the effectiveness of peer review confirmed that the formative peer review program could contribute to expansion of cooperative educational culture to improve teaching by activating open classes and communication between and among colleagues. Moreover, Faculties could learn specific teaching techniques to analyze problems during teaching and improve teaching, and in case of same major groups, they could have a discussion as considering subject contents, major and student characteristics and could exchange feedbacks through participating in the peer review program. Furthermore, the peer review program played a role of motivating internally to continue to develop teaching expertise for faculty. Second, the result of analyzing differences according to the forms of peer review program and characteristics of participants showed the different opinions on recognition, expectation and qualification of mentors on peer review depending on the motive of program participation and characteristics of participants even the peer review has the formative purpose. Moreover, it could be checked that the communication and the feedback contents and forms provided during the procedure of peer review are changing according to characteristics of participants and group pairing.

The purpose of this study is to examine the effect on communicative English education program at the college level and to suggest more effective college English program based on the results of the survey. This paper reports the results of a survey at a university located in a local county in the middle of Korea. A total of 311 university students participated in the survey. The results shows that through college English education program, the learners have developed their English skills and especially freshmen have got the most effective results. The survey also shows that the learners suggest that English speaking is the most necessary curriculum for effective English learning. The survey also shows relatively low satisfaction with a variety of English curriculum and want more interesting and standardized curriculum like TOEIC and Interview English. Learners also showed relatively low satisfaction with both native English-speaking professors and Korean non-native professors. Native English-speaking professors received better evaluations than Korean non-native professors in class preparation, enthusiasm, class management and interaction with students. However, in the aspect of professionalism, they received lower evaluations than Korean non-native professors. Learners were generally positive on the effect of college English on learners’ English achievement. However, the results also clearly show that college English program has more influence on the English achievement for th upper group than on the achievement of the lower group. This result implies that college English program has to consider learner needs and proficiency levels.

본 연구는 2년제 유아교사 양성대학의 예비교사들을 위한 실천적 지식과 반성적 사고능력을 신장시켜줄 수 있는 새로운 교육실습 프로그램을 개발하여 기존의 교육실습 프로그램의 효과와 비교함으로써 그 효과를 검증하려는 것을 목적으로 한다． 연구대상으로 2년제 대학의 기존실습 프로그램에 참여한 예비교사와 새로운 교육실습 프로그램에 참여한 예비교사를 각각 75명씩 표집하여 교육실습이 끝난 후 예비교사들의 사고과정의 변화를 알아보기 위한 개념도， 예비교사가 지각한 자기유능감 및 교육실습 스트레스를 측정하여 두 집단을 비교하였다． 연구결과， 개념도에 있어서는 관계， 위계와 횡적 연결에서 두 집단간의 차이가 있었다． 예비교사가 지각한 자기유능감에서는 기존 교육실습 프로그램 보다 새로운 교육실습 프로그램이 예비교사의 학급운영능력 , 교사 역할준비도 및 교수계획능력을 신장시키는 것으로 나타났다． 예비 교사가 느끼는 교육실습 스트레스는 실습생의 역할과 실습교사와의 상호작용， 그리고 실제수업에서 새로운 실습 프로그램이 기존 프로그램보다 스트레스를 덜 주는 것으로 밝혀졌다．

Increasingly, the importance of a teacher's cognitive process about teaching and feeling of self-efficacy with respect to roles of teacher is being recognized as and important prerequisite of success as a teacher. This study focused on junior college student teachers' concept map about treacher planning, self-efficacy, and stress student teachers experienced during the teaching practicum. The subjects were 75 student teachers of the present practicum and 75 of reinventing practicum. The data were analyzed with mean, standard deviation and t-test. The results showed that 1) student teachers of reinventing program used more cross-links between hierarchies and relationships and considered integration among hierarchies and concepts more. 2) student teachers of reinventing program felt prepared to teacher better than those of the present program. Especially, in the aspect of instructional planning and knowledge, classroom management reinventing program increased feeling of self-efficacy of student teachers. 3) Although student teachers in this study found their teaching practicum a valuable experience, they also viewed it as the most stressful part of their teacher education program. Student teachers of both programs perceived assignment and evaluation. However, is was found that student teachers of reinventing program felt stress less in interaction of cooperating teachers and instruction than the present program.

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

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

The purpose of this study is to explore the applying possibility of the Earth Systems Education(ESE) in elementary school science education through the improving of students' recognition with the earth systematic nature by systems thinking education - for this was the recognizing as earth systematic nature was the key element of ESE, and the systems thinking skill is accredited very effective tool for the understanding with earth systematic nature. For this, the systems thinking's teaching-learning programs were developed and applied to the 6th students (21s) for 10hours' classes. The results of this study are as follows; In most of the 6th students didn't recognize with earth systematic nature from a lack of understanding of the vapor being in every nature environments. In systems teaching-learning classes, most of students participated positively in learning activities and achieved the aim of a lesson. In the testing results for students' recognition improving to earth systematic nature after the systems thinking education, about 24% students were showed the improving results of the recognition with earth systematic nature. Consequently, It is suggested that just as the achieving of the points of ESE in elementary school science education, the approaching method of the systems thinking education is worth attempting to applying of the ESE.