본 연구는 과정중심의 창의성 분석에서 벗어나 결과물 측면에서 창의성의 개념적 특성을 분 석하고, 이를 기반으로 총체적 관점에서 창의성과 무용교육 간의 미학적 관계성을 검토하는데 연구목적을 두고 있다. 창의성은 독창성과 가치성이라는 개념적 특성을 가지며, 독창성은 기존 의 규칙, 관례와의 갈등과정에서 변화 또는 초월하는 것을 통해, 그리고 가치성은 일정한 미적 가치판단기준에 의거해서 발생한다. 따라서 창의적 무용교육이 되기 위해서는 기존의 규칙 및 관례, 즉 무용기법 및 테크닉에 대한 습득, 그리고 무용분야에서 광범위하게 받아들여지는 미적 판단기준에 대한 학습이 기본적 요건으로 제공되어야 한다. 또한 실제 무용활동이 수행되는 과 정에서 창의적 무용표현이 이루어지기 위해서는 표현주제, 표현움직임, 표현의도 및 배경, 그리고 표현장애요인에 대한 주의 깊은 집중이 강조될 필요가 있다. 한편 창의적 무용교육이 수행될 경 우, 특정한 미적 기준이 학생들에게 강요되지 않도록 할 필요가 있으며, 미적 기준에 대한 학습은 무용표현활동과 구분되어 실시되기 보다는 실제 무용체험을 통해 습득되는 것이 바람직하다.

본 연구는 수준 높은 발레교육을 펼치기 위해 발레교육자는 어떠한 능력을 갖추어야 하는지 살펴보기 위한 기초 단계로 기존 발레교육자 양성과정에 나타난 전문성 개념을 탐색하는 것을 목적으로 하였다. 그동안 발레교육자의 전문성은 구체적이고 체계적인 형태로 정립되지는 않았 다. 이 때문에 오랜 시간 발레를 전공하고 무용수로 활동하거나 대학 및 대학원에서 수학한 전 문 발레인들이 교육자로서 필요한 교육을 제공받지 못했으며, 협회 및 주요 교육기관에서의 발 레교수법, 자격과정 이수를 통해 경력을 쌓아갔다. 본 연구에서는 현실적으로 발레를 전공한 학 생들이 발레무용수로 기량을 갖추는 과정 역시 발레교육자로서 성장하는 과정의 일부로 간주하 고 국내외 발레교육자 양성과정을 조사하였다. 구체적으로 이상적 사례선택의 방법으로 선정된 국내외 발레교육자 양성과정은 국외 발레학교 교육과정, 발레교수법, 자격과정, 국내 예술중·고 등학교, 대학교 교육과정, 자격과정의 내용분석을 실시하였다. 그 결과 발레교육자만을 위한 특 화된 교육은 매우 부족했으며, 발레교육자의 전문성 개념이나 요소들을 중심으로 교육하고 자격 을 수여하는 사례 또한 드물다는 점을 파악하였다. 국내외 양성과정 분석을 통해 나타난 전문성 요소는 발레지식, 발레교수지식, 발레소양이었으며, 이를 바탕으로 발레교육자의 전문성은 발레 를 기능적, 예술적으로 이해하고 가르치기 위해 발레교육자가 갖추어야 할 지식, 기능, 태도적 측면의 능력으로 개념화할 수 있었다. 이상의 연구결과를 바탕으로 향후 발레교육 및 발레교육 자와 관련한 후속연구를 제시하였다.

Multimedia game contents is effective and efficient instruction media to support learning for students with development disabilities who have attention and learning difficulties. Many education game programs have developed to enhance learning fluency and learner’s interest. These programs also can be applied to students with developmental disabilities successfully. To this, education game program is designed to access all students including students with disabilities. In this study, to assess and suggest education game program accessibility, 6 education game programs were reviewed through teacher’s recommendation. Also These programs were rated 5 point likert scale by 30 teachers and special education specialists according UDL(Universal design for Learning) 9 guidelines. The results show that well designed education game program applied efficiently to students with developmental disabilities and it need to consider practices to enhance accessibility. Implications for further studies were suggested.

본 연구는 질적 연구로서 대학교육의 일환으로 부각되고 있는 볼룸 댄스(Ballroom Dance)와 댄스스포트(DanceSport)의 교육방법 및 교수자료 개발이라는 맥락에서 서울에 위치한 S대학교 학생들을 중심으로 실시되었다. 본 연구의 목적은 룸바의 기본 동작들을 본 연구자가 라반동작 분석과 바르테니에프 기본원 리를 토대로 개발한 무한 신체 운동 시스템(ISES)과 발레 탄듀를 적용했을 때 발생되는 결과를 알아보는 것이었다. 본 연구에서 참여자들의 근본적 룸바 움직임이 특징적 탄듀의 미적 동작과 무한 신체 운동 시스템의 안전적 적용을 통하여 증진된다는 결과를 도출했다. 따라서 발레 탄듀 와 무한 신체 운동 시스템은 기본적 룸바 움직임에 유익하며, 특히 앞, 뒤, 옆, 그리고 제자리에 서 이루어지는 기본적인 체중이동에 효과적이었다. 그러나 본 연구는 다섯 명이라는 특정 참여 자들에 관한 사례연구로써 일반화하기에는 주의가 요구된다. 본 연구에서는 자연스럽게 룸바의 움직임을 촉진하고, 효과적으로 기본 동작을 수행하는데 다 음과 같은 세 가지의 핵심 요소들로 함축할 수 있다는 결과를 얻었다. 이러한 요소들은‘발레의 움직임 기반과 무한 신체 운동 시스템 및 룸바’,‘발레 탄듀의 특성 및 룸바’,‘미적 부문의 상 승’ 등이다. 본 연구를 통해 발레, 무한 신체 운동 시스템, 그리고 룸바에는 각각 고유의 움직임 테크닉들이 존재하고 있음을 알 수 있었다. 또한 이 유형들의 움직임 간에는 서로 밀접한 관계 를 형성하고 있음을 발견할 수 있었고, 각 유형의 움직임들은 서로 다른 유형의 움직임에 긍정 적인 도움을 주고 있음을 알아냈다. 본 연구에서 제시된 교육방법과 교수자료는 교육과 학습을 위한 대학교육의 참고자료로 활용될 수 있을 것이다

Korea' sport pedagogics has been developed mostly focusing on the area of physical education in schools. In the research area, the social capability education in the sport activity has been conceptualized as a educational term. The traditionally conceptualized affective domain education, the correct social attitude education and the recently appeared character education can be mentioned as examples. While such concepts, that are, the affective and social attitudes and character are effect to showing the direction of education in the ideology or goal level due to the inclusiveness of the concepts, the concepts are limited for securing the reality of education along with the content and the method of education. In other words, in the level of such concept, it is hard to define the reality of social capability education through the sports as required in our society. From such aspect, an alternative concept to guide to the reality of education is required in the sport pedagogics of Korea in the future. Therefore, in this study, the introspection is performed on what are the current meaning and limits following the trend of social capability education through sport activities of the sport pedagogics area in Korea while the future direction is suggested.

In general the pronunciation of French is not easy to learn, especially for beginners. The students of secondary education have much difficulty pronouncing French words which often creates fear, deters students and even makes them give up to practice French language. Our purpose is to present a phonetic system for the French novice not only to encourage communication in language but also which helps to learn easily and with interest. So we examined what is the norm for the pronunciation of French and analyzed the text books used in schools and the teaching materials for “FLE” in France. As a result, we found that seven oral and three nasal vowels are considered sufficient for communication. For the consonants there are almost no variations according to the standard or standardized French pronunciation.

The field of physical education in Korea has gone through many cycles over its long history. Changes have occurred as a result of either Korean politics or global trends. These changes have lead to positive results in the field of physical education. However, there are still problems remaining that cannot be solved by only a one time improvement. The problems that have existed in the past shall be considered and the fundamental concept of physical education shall be reinterpreted, deriving a new concept. To do so, first, the history of physical education shall be examined to see in what the established processes of physical education are and what alternatives exist. First of all, in global trends, the concept of physical education has changed from 'Education of the Physical' to 'Education through the Physical'. Today, physical education is discussed in terms of the concepts of 'discipline and profession' but 'Discipline' tends to be more emphasized than profession. However, it should be realized that movement or physical activity in humans is not primarily theoretical, but practical; it is something that is performed and acted upon. Second, physical education in South Korea has changed from the form of the gymnastics of the Enlightenment Period, to the gymnastics and military drill of the Japanese colonial period, to the physical education guidelines of the department of Health and Physical Education after liberation from Japan in 1945 through the concept of 'Education of the Physical' to 'Education through the Physical'. Currently, physical education in South Korea places a greater emphasis on discipline, and seems to have become estranged from frontline education. The quality of physical education will improve when discipline and profession are in balance. Lastly, a new paradigm for the educational justification for teaching physical education in schools is the education of sports culture. Anyone can teach physical activity, but sports culture as a part of physical activity can only be imparted by those who enjoy and understand it. When it is understood that sports culture is that which must be taught in school, then it is obvious why physical education must be offered in school. Sports culture consists of mental factors such as the spirit of sportsmanship, technical factors such as the interaction of health and technology, methodological factors such as fostering participation and enjoyment, and material factors such as up-to-date facilities and equipment. The main purpose of sports culture is to live like a sportsman. Sub-goals are fostering the spirit of sportsmanship, building a sportsman's body, teaching a love of sports, and making a great effort to encourage the development of sports. Even though physical education has so far been successful in many ways, physical education in the future must be more focused on sports culture. Teaching sports culture is a means to help students to understand, enjoy, participate in, and love sports, and to continue the development of sports in the future.

Kong Na-hyung, Ju Hyang-a, Gim Joo-sung, Sohn Dong-wook and Son Hyun-jung. 2013. Study on the Korean language education policies for foreign migrant workers based on the accessibility to the educational facilities. The Sociolinguistic Journal of Korea 21(3). This study focuses on the problem of Korean linguistics as social integration policy for foreign migrant workers. Particularly, we look into Korean Immigration & Integration Program(KIIP) to find out how foreign migrant workers can learn Korean language more effectively. In order to analyze the actual conditions of Korean language education for the foreign migrant workers, we adopt linguistic typological methods using Geographic Information System(GIS). Using GIS, we present the spread of the foreign migrant workers population and educational facilities enforcing the KIIP program. We also show some possibilities to improve the educational environment for foreign migrant workers such as the flexibility of class schedules, revision of textbooks and compensation of government. (112 words)

The aims of this study are to examine the lifetime and educational thought of Dasan Jeong Yak-Yong and to find the significance of meeting and Dasan's educational spirit. Dasan was born on June 16, 1762 and died on February 22, 1836. In general, his lifetime is divided into four periods : ①learning stage(1-28age), ②public service stage(28-39age), ③exile stage(40-57age), ④emancipation stage(57-75age). He systematized the philosophical foundation of practical science of the late Joseon Dynasty. An ideal image of a man to Dasan is a shepherd, who not only keeps his duties of magistrate but also is well qualified as a governor with learning and virtue, and as a teacher to lead people. Therefore, a shepherd is a practician having the whole personality of self-control first and then govern others. The spirit of governor based on practice of the self-control first and then govern others should not be looked down on as the old, and its spirit and lesson should not be overlooked in modern education. Dasan emphasized here and now and service to humanity. His aim was to educate a person to be a good father, mother, son, daughter, friend, and citizen. He believed that every person should strive for the continual development of self until excellence is achieved. The seven principles of teaching and learning which Dasan executed are as follows : ①step by step, ② major, ③fitting, ④practice, ⑤discussion, ⑥collaboration, and ⑦creative activity. It is sincerely hoped that this study on Dasan's Educational Thought will be contributed as a stepping stone of some help to those scholars and students who are interested in new teacher-education of the 21st century.

There is an increasing amount of discussion toward ODA as national status of Korea has greatly been increasing. Developing countries, especially, are highly appraising Korean case studies where education plays significant role as fundamental basis of economic development which, in turn, increases the scale and demand of cooperation with Korea. Despite growing international interest and scale of education ODA, there is not only limitation in domestic professional manpower engaged in development but also lack of plans to nurture experts and to proliferate participation of aid in education field . Thus, based on‘Competency’that has high feasibility, this study aims to theoretically examine overall capacity, talents, skills, and values etc, that are required for education development cooperation experts. Approaching ways deduced from the following study would be of support to establish‘Competency’based nurturing system for the government, universities that are already practicing for promotion of the experts in international education development cooperation, nationally and internationally.

This paper proposes an educational smartphone applicaiton which usages augmented reality and GPS on a smartphone to lead a learner's experience, and which provides games on cultural properties to keep the learner's interests. The proposed educational app is based on Keller's ARCS model system. To acquire knowledge through experience by using a GPS on a smartphone, the learner solves problems on cultural properties located in which the learner stays and thus the learner can keep her/his interest and increase her attention. Also, using augmented reality gives encouragement and rewards to the learner, increases her confidence and satisfaction, and helps her/him continue learning.

Kang Mi-young and Lee Bolami. 2013. A Study on the Strategy of Approach for Language Policy from the Perspective of Interculturalism: Focus on the Projects of Korean Language Spread Policy Overseas. The Sociolinguistic Journal of Korea 21(3). The purpose of this paper is to consider possible strategies for spreading the Korean Language overseas based on ‘Interculturalism’. Firstly, this paper tries to determine the meaning of Language policy based on ‘Interculturalism’ by discussing several philosophical theories on intercultural relationships: Cultural pluralism, Multiculturalism, Intercultural (Education) and Cultural relativism among others. From these theories, this paper elicits two basic premises into the strategy for realization of interculturalism: (1) interaction based on the equal rights and (2) recognition of the unique and inherent value of individual culture. These premises can be enforced by maximizing free choice volition of recipient of the culture (including Korean as a foreign language or second language). This paper expects a mature Korean language spread policy based on interculturalism - which prefers intercultural relationship to education efficiency - to King Sejong Institute and Nuri-King Sejong Institute which are well known as an offline and online institution respectively, for teaching and promoting Korean language and culture to people who want to learn Korean as a foreign language or second language. (172 words)

본 연구의 목적은 2009 개정 과학 교육과정의 지구과학 I 목표와 교과서의 학습 목표와의 일치성을 알아보기 위한 것이다. 이를 위하여 교육과정의 목표와 교과서의 학습 목표를 능력, 공통 개념, 행위 동사로 구분하였으며, 이 자료를 언어네트워크분석을 이용하여 분석하였다. 분석 결과 능력 요소와 관련하여 교과서는 인지적, 정의적 영역을 주로 강조하였다면 교육과정은 이외에도 탐구능력을 함께 강조하였다. 공통 개념은 교과서가 교육과정보다 더 다양한 요소가 사용되었다. 행위 동사 요소는 '이해'를 가장 많이 사용하였으나 대부분 인지 체제 수준으로 제시한 것에 그치고 있다.

본 연구에서는 위험물 취급자의 직무에 기반을 둔 국제해상위험물 전문교육 모델을 제안하고자 해외사례 검토를 통하여 직무별 교육과정 세분화 방안을 모색하고, 설문조사를 통하여 위험물 취급자들의 개선 요구사항을 분석하였다. 해외사례 검토 결과, 미국의 경우 위험물 취급자의 직무에 따른 다양한 교육과정이 운영되고 있었고, 영국에서는 위험물의 종류 및 운송수단에 따른 교육과정이 세분화되어 운영되고 있었으나, 국내에서는 다양한 직무에 종사하는 위험물 취급자에 대하여 동일한 교육과정을 적용하고 있는 것으로 조사되었다. 한편 설문조사 결과, 현 국내 교육과정의 효과가 높지 않고, 응답자들이 IMDG Code 교육의 확대 실시와 인터넷을 통한 정보의 제공을 주로 요구하고 있는 것으로 드러났다. 따라서 결론으로 육상의 위험물 취급자를 육상현장직, 육상사무직, 육상운송직의 세 가지 직군으로 분류한 후 각 직군의 특성에 맞는 교육 방안을 제시하였고, 또한 현 수도권에 집중된 교육 실시지역을 피교육자의 수요에 맞추어 권역별로 확대 실시할 것과 On-line 교육과정의 개설을 제안하였다.

This study was designed to measure taste sensitivity and the five basic senses by an educational classification instrument. The instrument was a rice kit that could use samples in a dry powder form or oil extract after long-term storage To test for taste, sucrose, salt, citric acid, and quinine sulfate were made at different concentrations and taste sensitivity was measured on a scale from level 1 to level 5. To obtain baseline data, an inspection tool for the five senses was used and randomly applied on 101 schoolchildren in the third and fourth grade in the city of Cheonan in Korea. The inspection tool was composed of 17 questions; 5 questions regarding visual characteristics and three questions each for characteristics regarding taste, hearing, smell, and touch. The average age of the schoolchildren was 9.5 years old and there were 49 third grade students (9 years of age), and 52 fourth grade students (ten years of age). There were slightly more male students than female students, 56 (55.4%) compared to 45 (44.6%), respectively. The average height of female students was higher than that of males, but the average BMI (body mass index) of the male students was slightly higher than that of female students (18.28 compared to 18.09, respectively). Female students were slightly more sensitive to salty tastes than male students (2.8 compared to 2.5, respectively). In the score distribution for each sense, touch sense was the highest at 7.59, sight sense was 7.49, hearing sense was 5.43, smell sense was 5.24, and taste sense was lowest at 3.69. Therefore, schoolchildren first tend to recognize and deem important the touch and sight of food before its taste.

This study explores how smartphone applications can be used for Russian education. The progresses made in the ICT field, such as smartphones and the wireless Internet, have changed the environment of language education. The rapid development and implementation of smart technology in every aspect of society have led to the generation of the new learning environment called ‘smart learning’, applying those technologies in education. The definition of smart learning, however, is still evolving, while some attempts have been made slightly more in technology-oriented rather than pedagogy-oriented direction. But the importance of smart learning is that it can make it possible for learners to do self-directed learning utilizing ICT. Recently, in particular, smartphones have captured tremendous attention of foreign language teachers and learners as an ideal tool for satisfying new needs of the mobile learning era. Especially, the launch of iphone service has brought in a massive amount of educational applications to the market. Research has shown that many applications for Russian language education have been made in various categories. Despite some problems, using applications in learning the Russian language has bright prospects.

This paper analyzed dialogues in high school Japanese textbooks published according to the 2007 revised national curriculum, based on sociolinguistic variables and dialogue structure rules. The findings are as follows: first, the analysis of the construction of the textbooks shows that dialogues take place most frequently in the areas of speaking and listening while dialogues appear in the area of writing at the lowest rate of 10 percent. Secondly, the analysis of the dialogues based on sociolinguistic variables shows that in most textbooks dialogues take place in various places such as houses, stores, schools, streets and restaurants, but places in some dialogues are not identified. As for the topics of the dialogues, leisure and hobbies, traveling, food, and giving directions are the most common topics. There are many dialogues which do not have any specific topics but include basic expressions for communication. Moreover, most dialogues do not identify clear relation among participants, which needs to be improved. Lastly, the analysis of the dialogue structure rules finds that as for the length of the dialogue, one or two rounds of exchanging of talks are the most common and in the most cases the format of taking turns of speaking is the set of A-B-A-B, which indicates that the dialogues are very simply structured. The cases of adjacent pairs are mainly focused on question and answer sets. From the analyses, it is found that if we figure out the characteristics and problems of dialogues appearing in current Japanese textbooks and include the sociolinguistic variables and diverse dialogue structure rules into the dialogues to construct more authentic dialogues, the dialogues provided in the high school Japanese textbooks will be a lot more helpful to improve the learners’ communicative ability.

The primary purpose of this study was to examine prominent features of frequency in the new vocabulary of the middle school English textbooks based on the 2007 revised national curriculum and thereby to provide meaningful data to be compared with those on the 2009 revised national curriculum. This study used an online software (Vocabprofile) to divide words into four categories by frequency: K1 (1-1,000), K2 (1,001-2,000), AWL (Academic Words List), and Off-List Words (the remainder). Salient features discovered from the frequency-based categorization of words in textbooks by grades or publishers were further examined for pedagogical implications regarding textbook writing and curriculum revisions in the future. The analysis has revealed the following results. K1 words accounted for the most among the words presented in English textbooks, reflecting the significance of the high-frequency words in L2 learning. The number of other words showed a steady increase as the grade gets higher. Finally, most textbooks presented multi-words as new vocabulary, which indicates the importance of idioms or collocations. The vocabulary analysis by frequency could be of use to textbook evaluation, considering the growing importance of frequency-based vocabulary teaching.

The present study is triggered by the implementation of the achievement assessment system and the 2009 revised national curriculum, and the consequential need to help teachers to understand the new version of the curriculum when carrying out the achievement standard-based evaluation at school. The present study focuses on the newly introduced advanced courses of the 2009 revised national curriculum of English and provides an analysis of the hierarchical and interconnected relationship among these courses and the organization of their achievement standards. The study also provides guidelines for teachers on refining and customizing the curriculum-based achievement standards of the advanced English courses, for their own evaluation activities at school. Based on the analysis, the study attempts to suggest directions for the successful implementation of the new assessment system.

The purpose of this study was to analyze writing activities of 1st grade middle school English textbooks based on the achievement standards of the 2009 revised National Curriculum and provide suggestions for improvements of textbooks. In this study, seven textbooks out of twelve were selected and their writing activities were analyzed as to whether they stick to the guidelines of the 2009 revised National Curriculum. For this purpose, specific focuses of the current study were 1) to look into writing activities based on achievement standards stipulated in the 2009 revised National Curriculum, and 2) to investigate the ratio of integrated writing activities to separate writing activities ones. The results of the analysis revealed that most of the writing activities seemed suitable based on learners’ real-life situations for achievements standards; however, the types of writing activities were rather simple, mainly focusing on given words. Next, there were not only separate writing activities but also a variety of integrated activities such as listening-writing, speaking-writing, and reading-writing activities. At the end of the paper, a few suggestions were provided to improve the qualities of writing activities in the textbooks.