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The aims of this study were to explore the value of integrated use of the related literary texts and movies through teachers' awareness toward them, and to develop English teaching-learning method using them. Thirty-four primary school teachers who enrolled a graduate course participated in the study. The teachers read a literary text, Because of Winn-Dixie written by Kate DiCamillo, and watched the movie based on the text. Data collected were analyzed through a mixed method which used both qualitative and quantitative techniques. The result of the study emerged in two steps. First, experiences of participating teachers were investigated in terms of understanding literary texts and movies, participants' experience as both English learners and teachers, and the understanding of complementary aspects of a literary text and the movie based on the text. Then, teaching-learning method for English learners were developed. For example, the study suggested how to develop four language skills through integrated use of the literary texts and movies, and provided a list of related literary texts and movies applicable in diverse EFL contexts. Based on the results, the study suggested teachers to apply methods and techniques to other literary texts and movies in the teaching of English in EFL settings.

본 연구는 한국어(KSL) 교육과정 내 교수·학습 방법과 교수 전략에 관련된 내용을 비판적으로 살펴본 후, 호주의 EAL/D 교육과정 내 교수 전략과의 비교, 검토를 통해 한국어 교사에 대한 교수 지원 전략이 필요함을 밝히는 데에 목적을 둔다. 특히, 한국어 교육과정 내 교수-학습 방법과 관련한 내용이 구체적으로 기술되지 않아 교사에게 실질적인 도움이 되지 못함을 밝히고, 한국어 학습자 대상 수업에서 교사에게 지원할 수 있는 교수 지원 내용과 방안이 필요함을 역설하였다. 그리고 호주의 EAL/D 교육과정에서 제시되어 있는 효과적인 교수 전략인 학생의 문화적 자원과 언어적 자원 활용하기, 공유된 지식 구축하기, 교육 받을 자격과 언어 지원 보장하기, 학교 학습 상황 고려하기의 네 가지 교수 전략을 제시하고 교과 학습 시에 적용 가능한 교사의 교수 전략을 실제 예를 보여줌으로써 한국어 교육과정에도 구체적인 교수 지원 전략과 관련한 내용이 포함되어야 함을 주장하였다. 본 연구에서 논의한 한국어 교육과정 내 구체적인 교수·학습 방법과 전략의 필요성, 그리고 호주 EAL/D 교육과정 내에 제시되어 있는 교수 전략에 대한 검토는 한국어 학습자 대상의 수업을 담당하고 있는 교사들에게 효과적인 교수 지원 전략이 필요하다는 것을 제안하였다는 점에서 의의가 있다.

This study critically reviewed the KSL curriculum, focusing on KSL teaching and learning methods and teaching support strategies. This study compared and reviewed the teaching support strategies within the Australian EAL/D curriculum to identify the need for improved teaching support strategies for KSL teachers. Specifically, this study examined the teaching and learning methods within the KSL curriculum, identified a lack of specific teaching support for Korean language teachers, and emphasized the need for effective teaching and learning methods and teaching support policies. Four effective teaching strategies proposed within the Australian EAL/D curriculum were presented: utilizing students' cultural and linguistic resources, building shared knowledge, ensuring pedagogies of entitlement and language support, and considering the school learning environment. This study also provided examples of teaching strategies applicable to other subject learning. The significance of this study lies in its examination of the specific teaching and learning methods and strategies, along with its review of the teaching strategies within the Australian EAL/D curriculum, which provides effective teaching support strategies for KSL teachers.

이 연구의 목적은 실과교육에서 창의․인성교육을 효과적으로 수행할 수 있는 교수학습법을 탐색하되, 도덕, 사회, 수학, 과 학, 음악 교과에서 성공적으로 수행하고 있는 창의·인성교육을 위한 교수학습법을 중심으로 탐색하고, 이를 실과교육에 적용할 수 있는 방안을 찾는데 있었다. 이 연구에서 고찰 및 논의된 타 교과에서 대표적으로 사용되는 창의·인성 교수학습법으로는 도덕교육에서 주로 사용되는 ‘ 가치탐구학습’, 사회교육에서 주로 사용되는 ‘공감적 활동에 기반한 문제해결형’, 수학교육에서 주로 사용하는 ‘대상내면 화, 과학교육에서 주로 사용하는 ’Vee Diagram‘, 그리고 특히 음악교육에서 사용하는 ’다른 감각을 이용하여 주된 감각 일 깨우기‘ 교수학습법이었다. 이 연구의 결론은 다음과 같다. 첫째, 실과교육에서의 창의·인성교육을 위한 교수학습법 관련 연구나 프로그램에 비해 다른 교과에서의 창의·인성 교수학 습법에 대한 연구 및 사례가 보다 다양하게 이루어지고 있으며, 모두 창의성과 인성을 동시에 지닌 융합된 역량을 키우는 교수학습법이었다. 둘째, 실과교육에서도 타 교과에서 수행하고 있는 창의·인성 교수학습법 관련 연구 및 프로그램의 수행 방법에 따라, 실과 교육에 적합한 창의·인성 교수학습법을 개발하거나 이미 개발된 창의·인성 교수학습법을 개선 및 적용할 필요가 있다.

The purpose of the study was to identify the creativity‧humanity education teaching-learning methods which had been successfully conducted in other elementary subject matters including ethics, Korean language, mathematics, social science, science, music art, and to research the application methods to adapt the creativity‧humanity education teaching-learning methods in the Practical Arts education. In this study, the most effective teaching-learning methods for conducing the creative․humanity education for other subject matters were researched including 'value exploing learning' for ethics education, 'problem solving type based on sympathetic activities' for social science education, 'subject internalization' for mathematics education, 'Vee Diagram' for science education, and 'main sensaton wakening utilizing another sensation' for music art education. The conclusions of the study were as follows:First, researches and programs of the creativity‧humanity teaching- learning methods in other subject matters were actively accomplished compare to those works in the Practical Arts education. Second, it is necessary for the researchers to develop or improve the creativity‧humanity teaching-learning methods specialized to the Practical Arts education.

본 연구는 창의적 문제 해결 기술, 커뮤니케이션 기술, 비판적 사고 기술 및 협력의 개발을 위한 학생 중심 프로젝트 기반 학습의 효과를 알아보고자 창의적 성격 테스트를 실시하였다. 프로젝트와 문제해결 기반 학습 이후 영어 커뮤니케이 션 향상 측정을 위해 ETS(교육 테스트 서비스)가 발행한 토익 말하기 평가 항목을 선정하였고 측정의 신뢰성은 be α=.84으 로 나타났다. 독립 표본 t-검사 및 유의 수준 5%에서 SPSS 18.0이 사용 및 검증되었다. 이 연구의 결과는 '독립성'의 경우 실험 그룹의 시험 후 평균이 유의 수준(p <.01)에서 통계적으로 유의했고, '개방성'(실험군 M = 3.24, 통제군 M = 2.73)의 경우 통계적으로 유의한 차이를 보였다. 토익시험 결과, 실험군 평균은 200명 중 132±18.7명, 대조군 평균은 127±08.2명이었 다. 영어 수업에 프로젝트, 문제해결 기반 융합 학습을 적용하는 실험군과 통제군 사이에는 통계적으로 유의한 차이가 있었 다. 이 연구의 결과로, 대학 강의실에서 프로젝트, 문제해결 기반 융합 학습을 적용하는 것은 창의적 성격 하위 차원들 사이 의 독립성과 개방성에 긍정적인 영향을 미쳤다.

This study examines the effects of student-centered project-based learning for the development of creative problem-solving skills, communication skills, critical thinking skills, and cooperation. A college students’ creative personality test was used and pre-and post-test were performed. and TOEIC Speaking practice test by Educational Testing Service were selected to measure the English communication skills. The SPSS 18.0 was used and validated at a significance level of 5%. The result of this study shows that in the case of 'independence', the post-test average of the experimental group was statistically significant at the significant level (p<.01), which also showed statistically significant difference. There was statistically significant difference between the control group (M=127±08.2) and in the experimental group (M=132±18.7) applying project-based and problem-based convergent learning to English class were positively changed.

In the training for Vietnamese Bachelor of school (for an audience of foreign students), Vietnamese Literature is one of the compulsory subjects. This is a good subject but it is difficult for foreign students, due to limited language skills. So, how do foreign students get excited to learn Vietnamese Literature and clearly understand literary works of Vietnam? This article raises some experience in the application of the group discussion method based on hierarchical theory of Benjamin Bloom's thinking when we teach Vietnamese Literature for foreign students, particularly students formal system studying at the Faculty of Vietnamese Studies, University of Social Sciences and Humanities - Vietnam National University Ho Chi Minh City. This method helps teachers to maximize the motto “learner-centered”, and also helps students to use effectively P.O.W.E.R. Studying methods (by Professor of Psychology Robert S. Feldman, University of Massachusetts initiated), in order to promote active, positive and creative learning.

Hiện nay, trong chương trình đào tạo bậc Cử nhân ngành Việt Nam học cho đối tượng là sinh viên nước ngoài, Văn học Việt Nam là một trong những môn học bắt buộc. Đây là môn học hay nhưng rất khó đối với sinh viên nước ngoài, do rào cản ngôn ngữ. Vậy, làm thế nào để sinh viên nước ngoài có được sự hào hứng khi học văn học Việt Nam và hiểu được một cách sâu sắc những tác phẩm văn học Việt Nam? Bài viết nêu lên một số kinh nghiệm trong việc áp dụng phương pháp thảo luận nhóm dựa trên lý thuyết phân cấp tư duy của Benjamin Bloom khi giảng dạy môn Văn học Việt Nam cho sinh viên nước ngoài, cụ thể là sinh viên hệ chính qui đang theo học tại khoa Việt Nam học, trường Đại học Khoa học Xã hội và Nhân văn – Đại học Quốc gia Thành phố Hồ Chí Minh. Phương pháp này giúp người thầy phát huy tối đa phương châm “lấy người học làm trung tâm”, đồng thời cũng giúp sinh viên sử dụng hiệu quả phương pháp học tập P.O.W.E.R (do Giáo sư Tâm lý học Robert S. Feldman, Đại học Massachusetts đề xướng), nhằm phát huy được tính chủ động, tính cực, sáng tạo trong học tập.

사회 환경 측면이나 도서관 현장에서 독서프로그램 담당 사서의 수요가 지속적으로 요구됨에도 불구하고 문헌정보학과에서는 독서관련 교과목 개설이 미비하며, 교육내용 또한 이론위주의 교육이 이루어지고 있다. 이에 본 연구에서는 독서교육자의 자질을 함양하기 위한 실무중심의 독서관련 교과목 교수-학습법을 개발하였다. 즉, 독서체험을 위한 자기주도적 독서 및 독후포트폴리오 제작활동과 실무 중심의 학습동기 유발 독서프로그램 운영과 도서관현장 연계 협동 프로젝트 수행에 대한 교수-학습법을 개발․적용하였다.

The purpose of this study was to develop teaching-learning method for reading guidance librarians in Korean Library and Information Science. Even though it was an increase of needs for reading guidance librarians in libraries, reading education courses provided by LIS in Korea lacked. Also, most reading education courses of LIS stressed knowledge-oriented education than the practice of reading program design or reading experience. So this study developed the teaching-learning method of the self-directed learning for the activities of post-reading portfolio, management of reading program for motivation, and the team-projected learning for the design of reading program.

The purpose of this study is to device the teaching-learning method and the evaluating method on ‘free inquiry’ which is newly introduced in 2007 revised curriculum. The teaching-learning models which apply ‘free inquiry’ are ‘group investigation’, ‘PBL’, ‘project investigation’ and ‘IIM’. And the unit which apply ‘free inquiry’ on the fourth grade and the second semester in the elementary science. The results of this study are as follows: First, The person leading the lesson is not a teacher but learners. The focus of teaching-learning is not a unit but topic, problem or project on the science textbook. A teacher's role is not the deliverer of knowledge but the guide of learning. Second, the outcome of applying group investigation, PBL project investigation and IIM to ‘free inquiry’ is improvements of the problem-solving ability and the self-directed learning ability as well as building scientific attitude and social skills as educational effect in commonly. Third, to apply ‘free inquiry’ efficiently, teachers should understand each subject very well, teach a class with a thorough and concrete plan, and try to evaluate objectively.

Objectives: The purpose of this study was to examine differences between the traditional lecture teaching learning method and action learning teaching learning method of nursing students’ leadership, problem solving competence, creativity, and critical thinking disposition. Methods: This study was carried out from February 24, 2014 to May 30, 2014 with 171 nursing students (an experimental group of 88 students and a control group of 83 students) assigned among 2nd year students attending nursing departments in U city. The Action learning teaching learning method applied to the experimental group by two experts. The Traditional lecture teaching learning method applied to the control group. In order to compare the differences, a pre and post questionnaire were used. The data gathered was analyzed using the SPSS 22. Results: Upon completion of education the nursing students’ leadership, problem solving competence and creativity significantly increased both in the experimental group and in the control group compared to the pre testing phase. The critical thinking disposition significantly increased after education in the experimental group, but there was no significant change in the critical thinking disposition of the control group. Conclusion: To improve nursing students’ leadership, problem solving competence, creativity, and critical thinking disposition the action learning teaching learning method appears to be more effective than the traditional lecture teaching learning method.

본 연구는 Flipped Learning을 활용한 정신간호학실습 S-TBL 교수학습법을 개발하여 간호대학생의 의 사소통능력, 비판적 사고성향, 문제해결 능력, 학습태도에 미치는 효과를 확인하고자 시도되었다. 연구는 비동등성 대조군 전후 실험설계의 유사실험연구로, C시에 소재한 간호대학생 중 실험군 23명, 대조군 23명, 총 46명이었다. 연구결과, 문제해결 능력(t=2.41, p=.020)과 학습태도(t=2.25, p=.030)은 실험군이 대조군에 비해 유의하게 향상된 것으로 나타났다. 따라서 본 연구의 교수법을 확대 적용할 필요성이 있으며, 추후 다양한 실습수업에 플립러닝을 활용한 S-TBL 교수학습법을 적용하여 그 효과를 확인하는 반복 연구의 시행을 제언한다.

This study attempted to develop the S-TBL teaching method for mental health nursing practicum using Flipped Learning, and aimed to examine its effects on nursing students' communication skills, critical thinking disposition, problem-solving abilities, and learning attitudes. The research employed a quasi-experimental design with non-equivalent control group pretest-posttest, involving a total of 46 nursing students from a university in City C, with 23 students in the experimental group and 23 in the control group. The results of the study revealed that problem-solving abilities (t=2.41, p=.020) and learning attitudes (t=2.25, p=.030) significantly improved in the experimental group compared to the control group. Therefore, there is a need to expand the application of this teaching method based on the study's findings, and it is suggested to conduct further repeated studies to verify the effectiveness of the S-TBL teaching method using Flipped Learning in various practical training courses.

현재 우리나라 컴퓨터 교육과정의 성격과 목표 중 가장 강조하는 부분은 정보소양 능력과 문제해결 능력을 배양하여 미래사회를 선도할 수 있는 능력을 키우는 것이다. 그러나 현행의 컴퓨터교육은 응용 프로그램 활용 교육에만 초점이 맞추어져 있어 이 목표를 달성하지 못하고 있으며 문제해결 능력과 논리적 사고력을 높이기 위해 컴퓨터과학 교육에 대한 중요성이 커지고 있다. 이에 본 연구에서는 언플러그드 학습 방법을 컴퓨터과학 영역 중의 정보표현 영역에 적용하였다. 그 결과 언플러그드 학습 방법이 강의식 학습 방법에 비해 학업성취도가 통계적으로 유의한 차이를 보이며 높게 나타났다. 또한 정의적 영역에서도 강의식 학습 방법에 비해 긍정적으로 나타났다.

In the existing curriculum of the Elementary computer Education emphasizes students' problem-solving ability and knowledge of informatics. However, current computer education focus on using application program. In order to raise students' problem-solving ability and logical thinking ability, it is necessary to learning about computer science education. Thereupon, this study applied unplugged learning method to the elementary student. To apply the play-based unplugged learning method to the area of information representation. As a result, unplugged learning method produced higher academic achievement than the lecture model. Also it was more positive in the affective area than the lecture model.

본 연구는 표현활동을 중심으로 통합교과를 운영하기 위한 구체적인 수업지도안을 제시하는 데 목적이 있다. 본 연구에서는 공교육 현장에서의 활용가능성을 높이기 위해 초등학교 1학년 통합교과서에서 제시되는 주제들을 다 루고, 표현활동을 중심으로 한 통합교과 교수-학습 방법론을 제안하였다. 연구방법은 초등학교 표현활동과 관련된 선행연구 분석과 2015년 통합교과서 분석을 통한 문헌연구를 사용하였다. 2015년 1학기부터 새롭게 개편된 초등 학교 1학년의 여덟 권의 통합교과서 중 시간적 개념과 공간적 개념의 교과서를 학기별로 각 한 권씩 선정한 후, 각 교과서에서 다루는 네 가지 주제에 대한 수업지도안을 제시하였다. 주제별 수업을 어떻게 운영할 수 있는지에 대한 거시적 차원의 교육과정 방법론(통합교육 5단계 수업모형)과 선별한 네 가지 주제를 어떻게 가르칠 것인지 에 대한 미시적 차원의 교육과정 방법론(수업 지도안)을 제안하였다. 본 연구에서 제시하는 지도안은 다음과 같은 특징을 지닌다. 첫째, 교사가 참고할 수 있는 통합교과 지도를 위한 구체적인 지침 및 방안을 제시한다. 둘째, 표 현활동을 활용한 통합교육 5단계 수업모형을 제안한다. 셋째, 움직임 지도에서의 교사 발문의 중요성을 강조하고 표현활동 지도에 대한 교사의 지식과 아이디어를 확장시켜준다. 본 연구는 통합교육 실천에 어려움을 느끼는 초 등교사에게 거시적, 미시적 차원의 교수-학습방법을 제시하고 표현활동을 중심으로 한 통합교육의 실천적인 지표 를 제시하는 데 의의가 있다.

The purpose of this study was to present a detailed teaching-learning method based on the Expression-activity of the elementary 1st grade to implement an integrated education. The lesson-plans suggested in the study will be helpful for elementary school instructors to teach the Expression-activity. This study was based on literature reviews through preceding research and 2015 integration textbook analysis. 2015 integration textbook is an eight-volume work. It includes 16 different themes in total, among which 4 themes were borrowed. Four themes represent different teaching-learning stages. As a result of this research, the study drew a macroscopic curriculum and a microscopic curriculum. First, a macroscopic curriculum means an integration education model as a framework of curriculum. This is made up of five stages which are categorized as: 1) reading and making, 2) expressing, 3) drawing, 4) writing, and 5) performing or announcing. Second, a microscopic curriculum, which is a lesson-plan, provides specific and practical methods of teaching the Expression-activity as well as teaching strategies. Third, the lesson-plans emphasize the importance of teacher question to expand students’ ideas on movement. Based on these findings, three suggestions were provided. First, for practical implementation of Expression-activity, integrated curriculum ought to be systematically developed. Second, for further research, the theoretical and practical research about how to integrate and implement multiple education area is needed. Third, more detailed and various teaching-learning methods for integrated education are needed.

Developing English Teaching-Learning Method through the Integrated Use of Folktales and Parodies Hae-Ri Kim (Seoul National University of Education) The aim of this paper is to develop English teaching-learning method through the integrated use of folktales and parodies which are familiar to both language learners and teachers. Two tasks—texts selection and analysis for the integrated use of folktales and parodies, and developing teaching-learning method for the use of the selected texts—were set up to accomplish the purpose of this study. The results of the study emerged in two steps. First, The Three Little Pigs and its parodies—The Three Little Wolves and the Big Bad Pig, The True Story of the Three Little Pigs and The Three Pigs were selected and analyzed for the next step. Then teaching-learning methods for English learners were developed. For example, the study suggested how to develop oral language skills through the storytelling technique, how to integrate four language skills through the use of the selected folktale, The Three Little Pigs, and its parodies, how to use stories to integrate content and language for real communication, and how to develop critical thinking and extend imagination using literary elements of folktales and parodies. Based on the results, the study suggests teachers to apply methods and techniques to other stories and context in the teaching of English in EFL settings.

The purpose of this study is to develop teaching-learning method using predictable patterned stories for primary English instruction. Two tasks—the analysis of the patterns of predictable stories, and developing teaching-learning method for the use of the stories with patterns—were set up to accomplish the purpose of this study. The results of the study emerged in two steps. First, to understand patterned stories, the different patterns of predictable books were classified into three types—simple, dialog, and cumulative pattern—and analyzed with example texts. Then, teaching-learning methods for English learners were developed. For example, the study suggested how to develop oral language skill using stories with a dialogue pattern, how to develop written language skill through diverse writing activities using stories with a simple language pattern, and how to extend imagination using stories with a cumulative pattern. Based on the results, the study suggests that teachers try to apply methods and techniques to other predictable stories with patterns in the teaching of English in EFL settings.

이 논문은 한문을 소리내어 읽는 독서성의 도덕교육적인 활용방안을 탐색했다. 중등 도덕교과서에서 실제 한문 독서성의 제재로 사용될 수 있는 대목을 찾아보았다. 그 결과 7학년의 경우 8개, 8학년의 경우 4개, 9학년의 경우 7개, 그리고 10학년의 경우 2개로 학년간에는 약간의 차이를 보이고 있음을 발견했다. 이 논문은 독서성을 활용한 실제 도덕과 수업지도안을 상정했다. 기술은 도입, 전개, 정리 순으로 했다. 모둠별 활동을 고려하여 참여학습이 될 수 있도록 구성해보았다. 이러한 시도는 한문 독서성을 현대 도덕과 교육에 실제 적용하고 있다는 점에서 의의를 갖는다. 이 논문은 독서성을 활용한 도덕교육의 효과성을 증진하기 위해, 다음 몇 가지를 제언한다. 우선 먼저 학년별 계열성을 고려해야 한다. 난이도가 낮은 원전을 저학년용에 배치하고 어려운 책은 고학년용에 배치해야 할 것이다. 둘째, 등장인물이나 원전의 선택에 있어서 우리의 전통을 적극 고려해야겠다. 현행 도덕교과서에서는 주로 중국의 원전과 중국의 인물들을 다루고 있다. 셋째, 다양한 전통종교를 고려해야겠다. 현행 도덕교과서의 독서성관련 자료는 주로 유교와 도교를 중심으로 선택되었다. 불교나 민족종교 등에 대한 관심도 점차 늘려나가야 할 것이다. 우리 한국의 한문 독서성은 선비들의 수양소리다. 따라서 오늘날 도덕교육을 위해 많은 시사점을 주고 있다. 다양한 방법을 동원하여 한국 전통 독서성을 복원하고, 이를 현대 도덕교육에 활용하는 노력을 게을리하면 안될 것이다.

This paper makes inquiries about utility of Dokseoseong for moral education in Korea. In the secondary level, moral education textbooks have some parts as follows: 8 of 7th grade, 4 of 8th grade, 7 of 9th grade, and 2 of 10th grade. Each grades' textbooks show a little bit differences. This paper raises the Syllabus of Moral Education using Dokseoseong. It describes introduction, deploy, summary in sequence. It shows the way to utilize small group to make participation easily. This effort has significance in terms of modernization of Dokseoseong for modern moral education. In order to advance efficiency of current moral education using Dokseoseong, this paper suggests some points as follows: Firstly, moral education has to consider the sequence among grades more carefully and precisely. Secondly, moral education has to select the Korean traditional source of Dokseoseong much more and frequently. Current textbooks tend to Chinese figures and sources. Thirdly moral education has to take advantages on Korean traditional religion and Buddhism and instead of in-coming thought and religion, e.g., Confucianism, Taoism. Korean traditional sound of Dokseoseong is a sort of self-training sound of Korean traditional scholars(Seonbi). So it gives lots of implications to modern moral education. It is very necessary to recover the traditional sound and take much more efforts for current moral education.

교육부는 미래 변화의 불확실성에 대응할 수 있는 역량을 함양할 수 있는 교육으로의 전환 을 강조하면서 2022 개정 교육과정을 고시하였다. 디지털ㆍAI 교육환경에 맞는 교수－학습 및 평가 체제 구축과 관련하여 앞으로 학교현장에서 겪게 될 변화들이 예측되는 가운데, 디 지털 대전환 시대로 불리는 미래 교육 환경 변화를 촉구하는 내용을 담았다. 이에 연구자는 교과 간 연계학습을 통해 디지털 도구와 컴퓨팅적 사고를 기를 수 있는 대취타 수업을 설계 하였다. 음악과 실과 교과를 연계하였고 2022 개정 교육과정의 내용체계와 성취기준을 근거 로 교수－학습 내용을 구성하였다. 블록코딩으로 코드를 만든 후 Makey Makey 보드를 터치 패드로 활용하여 소리를 재생하면서 학생들은 대취타 악기를 탐색할 수 있으며, 도체를 연결 하여 창의적인 소리 재생 장치를 만들어 합주를 하였다. 이는 2022 개정 음악과 교육과정의 창작 영역에서 다양한 가능성을 열어줄 수 있으며, 학생들에 국악기의 실음을 중심으로 활동 할 수 있는 기회를 제공한다. 본 연구를 통해 디지털 교육으로 전환되는 이 시기에 국악 수업 의 새로운 가능성이 되기를 기대하며, 이와 관련한 다양한 수업 사례들이 나오길 바란다.

The Ministry of Education announced the 2022 revised curriculum, emphasizing the transition to education that can foster the ability to respond to uncertainties in future changes. In anticipation of changes that schools will encounter in establishing teaching, learning, and assessment systems aligned with the digital and AI educational landscape, the revised curriculum contains content urging for the changes of the future educational environment, called the era of digital transformation. In response to this, the researcher has designed Daechwita lessons that can develop digital tools and computational thinking through interdisciplinary learning across subject. The Music and Practical subjects were linked, and teaching-learning contents were structured based on the content framework and achievement standards of the 2022 revised curriculum. After creating code with block coding, students can explore Daechwita instruments by using the Makey Makey board as a touch pad for sound playback. And they crafted a creative sound-playback device by connecting conductors and engaged in ensemble performances. This can open up various possibilities in the creative area of the 2022 revised music curriculum and provide students with an opportunity to engage in activities centered around the sound of Korean traditional instruments. Through this study, it is hoped that new possibilities for Korean traditional music classes will emerge during this transition to digital education, and various class cases related to this will come to light.

This teaching-learning process is an example of an actual poetry class in middle schools, considering how to make students interpret poetry for themselves, how to make them understand the organic relationship between each element of poetry and its formation, and how to share aesthetic experiences with them by poetry. For independent interpretation of poetry, this teaching-learning process focuses on the process of ‘story making’ by five W’s and one H. And its principal purpose is to make students interpret each poem for themselves guided by the questions of a teacher. Especially, it tries to overcome decreasing role of a teacher under the increasing importance of students’ participation in the class. And it is designed based on the criticism that teaching-learning processes of a literature class has been developed concentrating on reading activities. After making students interpret poetry primarily by the process of ‘story making,’ teachers lead them to accept poetic images and expressions related to its theme. Therefore, students can know that literary techniques are not just a theory but they are organically related to form a theme of poetry and thus they can experience their use and meaning. This experience is regarded as useful for students to understand the formation of poetry. Research on independent interpretation of poetry, literary techniques and themes results in aesthetic experiences which can make students feel the poetic emotions and be moved by them. The essential purpose of aesthetic experiences, which is different from other learning purposes of a Korean language class, is to get an artistic impression. Nonetheless, these experiences tend to be neglected during the class partly because they are possible only when teachers’ deep understanding and sympathy on poetry is successfully delivered to their students. However, a lot of interests and research from teachers should be needed because aesthetic experiences are the ultimate aim of literature classes including poetry. Introduction of this teaching-learning process aims at the materialization of actual classes and application based on it. However, research on teaching-learning process, sharing of experiences, etc. cannot help but have essential limitations. Because even if a certain model is applied to actual classes, teaching- learning method of each class should be adjusted each time according to the plan of a teacher, personality and ability of the teacher, the condition of students, etc. Therefore, it can be defined as the reality of professionality of a teacher.

This teaching-learning process is an example of an actual poetry class in middle schools, considering how to make students interpret poetry for themselves, how to make them understand the organic relationship between each element of poetry and its formation, and how to share aesthetic experiences with them by poetry. For independent interpretation of poetry, this teaching-learning process focuses on the process of ‘story making’ by five W’s and one H. And its principal purpose is to make students interpret each poem for themselves guided by the questions of a teacher. Especially, it tries to overcome decreasing role of a teacher under the increasing importance of students’ participation in the class. And it is designed based on the criticism that teaching-learning processes of a literature class has been developed concentrating on reading activities. After making students interpret poetry primarily by the process of ‘story making,’ teachers lead them to accept poetic images and expressions related to its theme. Therefore, students can know that literary techniques are not just a theory but they are organically related to form a theme of poetry and thus they can experience their use and meaning. This experience is regarded as useful for students to understand the formation of poetry. Research on independent interpretation of poetry, literary techniques and themes results in aesthetic experiences which can make students feel the poetic emotions and be moved by them. The essential purpose of aesthetic experiences, which is different from other learning purposes of a Korean language class, is to get an artistic impression. Nonetheless, these experiences tend to be neglected during the class partly because they are possible only when teachers’ deep understanding and sympathy on poetry is successfully delivered to their students. However, a lot of interests and research from teachers should be needed because aesthetic experiences are the ultimate aim of literature classes including poetry. Introduction of this teaching-learning process aims at the materialization of actual classes and application based on it. However, research on teaching-learning process, sharing of experiences, etc. cannot help but have essential limitations. Because even if a certain model is applied to actual classes, teaching-learning method of each class should be adjusted each time according to the plan of a teacher, personality and ability of the teacher, the condition of students, etc. Therefore, it can be defined as the reality of professionality of a teacher.

이 연구는 초등학생들을 대상으로 동물복지와 관련된 내용에 대한 이해 및 실천 능력을 향상하기 위하여 동물복지 문제와 관련한 교육 내용과 사례기반학습을 활용한 교수·학습 방법을 모색함으로써 초등학교 동물복지교육을 체계화하려는 방안을 제시하였다. 연구 목적을 달성하기 위하여 2015 개정교 육과정을 반영한 초등학교 1∼6학년(군) 교과서를 대상으로의 동물복지교육 관련 내용을 분석과 동물복 지교육 관련 내용영역과 시사점을 도출한 다음, 이를 바탕으로 초등학교 동물복지교육을 위한 사례기 반용 교수·학습 전략을 수립하였다. 연구 결과, 1∼6학년(군) 통합교과·실과·도덕·사회·과학 교과 서에는 각 교과의 특성에 맞는 동물복지교육 내용이 반영되어 있었다. 이러한 내용 분석을 바탕으로 사례 개발 및 선정, 사례 분석, 사례 분석 활동지 고안, 사례기반학습의 절차 설계, 사례기반학습용 교 수·학습 과정안 개발 단계 순으로 사례기반용 교수·학습 전략을 수립하였다. 그리고 교수·학습 전 략에 따라 동물복지교육과 관련 있는 교과 교육과정의 재구성을 통하여 활용할 수 있는 방안을 제시하 였다. 이 연구에서 제시한 사례기반학습을 활용한 초등학교 동물복지교육 수업자료와 지도 방안은 학 생들이 실생활에서 접할 수 있는 다양한 사례들 통해 다양한 관점에서 동물문제를 바라보게 하고, 이 를 통해 비판적 사고력과 합리적 문제해결력 등 핵심역량을 함양할 수 있는데 도움 자료가 될 것으로 보인다.

This study aims to present a method for realization systematize animal welfare education for elementary school students by seeking teaching and learning methods using case-based learning and educational content related to animal welfare issues in order to improve understanding and practical ability of animal welfare-related content for elementary school students. For this, the contents of animal welfare education for 1st to 6th graders(group) textbooks reflecting the 2015 revised elementary curriculum were analyzed, and content areas and implications related to animal welfare education were derived. As a result of the study, the textbooks of integrated curriculum, moral, social, scientific, and practical arts of 1st to 6th graders(group) were reflected in contents of animal welfare education appropriately to the characteristics of each subject. Based on this content analysis, the study has established a teaching-learning implementation strategy for case-based learning by case development/ selection, case analysis, design of case analysis activity sheet, design of case-based learning procedure and development of teaching-learning process plan based on cases. And, according to the teaching and learning strategy, a plan that can be utilized through the reorganization of the curriculum related to animal welfare education was presented. In conclusion, the case-based learning materials and instructional methods presented in this study are likely to help students look at animal problems from various perspectives through various cases they can encounter in real life, thereby cultivating core competencies such as critical thinking and rational problem-solving.

이 연구는 학습자들의 음악적 소통역량 함양을 위하여 거꾸로 교실을 활용한「음악 감상과 비 평」의 교수·학습 방법을 제안하고자 하였다. 이를 위해 음악 감상과 비평, 거꾸로 교실, 음악적 소통역량의 관계성을 살펴보았다. 음악 감상은 작품의 가치를 음미하는 개인적인 활동이고, 비평 활동은 해당하는 대상에 대한 가치를 판단하고 분석하는 활동이다. 2015 개정 교육과정의「음악 감상과 비평」은 음악의 가치에 대해 개방적인 태도로 수용하며 비판적으로 사고하고, 타인의 표현을 이해, 공감하는 소통능력을 기르는 것에 목표를 두고 있다. 이러한 목표를 성취하기 위해 서는 교수자와 학습자, 또는 학습자들 간의 소통이 중요한 요소이며, 학습자들이 꾸준히 소통할 수 있는 환경의 조성이 필요함을 알 수 있었다. 그러나 전통적인 수업에서는 소통하기보다는 정 적인 학습 분위기가 조성되어있으며, 이러한 문제의 해결을 위한 하나의 방법으로 본 연구에서는 거꾸로 교실을 활용하였다. 고찰한 내용을 토대로 연구절차를 구안하고 크게 교실 밖과 교실 안 으로 나누어 수업 설계모형을 만들었다. 교실 밖에서는 학습자가 개별적으로 학습하되 교사와 소통할 수 있도록 구성하였으며 교실 안에서는 교실 밖에서 학습한 내용을 토대로 심화 학습과 함께 학습자 간에 소통이 일어날 수 있도록 하는데 주안점을 두었고, 모형에 따라 쇤베르크의‘바 르샤바의 생존자’와 판소리 다섯마당 중 하나인‘춘향가’의 교수·학습 지도안을 제안하였다. 감상과 비평의 과정에서 일어나는 소통으로 학습자가 타 학습자와 상호작용하는 과정을 통해 사고력과 표현력이 향상될 것으로 기대한다.

The purpose of this study is to suggest a teaching and learning method of「music appreciation and criticism」by using flipped learning in order to cultivate the musical communication competence of learners. To do this, I've looked between the relationship listening to music and criticism, flipped learning and musical communication competence. Listening to music is a personal activity that appreciates the value of the work, and criticism is the act of judging and analyzing the value of a given object. The 「music appreciation and criticism」 of 2015 Revised National Curriculum aims to Openly accept the value of music, think critically, develop communication skills to understand and empathize with others' expressions. In order to achieve these goals, to communication between teacher and learners, or learners is an important factor, and it was found that it is necessary to create an environment in which learners can continuously communicate. But, in the traditional class, rather than communicating, a static learning atmosphere is established. As a way to solve these problems, this study used the flipped learning. Based on the reviewed contents, the research procedure was devised and divided into large outside of the classroom and inside of classroom to create a class design model. Outside the classroom, Configure to learners learn individually but communicate with teachers. In the classroom, focused on in-depth learning and communication among learners based on what they learned outside the classroom, and Depending on the model, the teaching and learning plan for Arnold Schonberg’s “A Survivor from Warsaw” and “Chunhyangga.” one of the five pansori works, were proposed. The communication that takes place in the process of appreciation and criticism is expected to improve thinking and expression through of the learner interacting with other learners.