In the early reading stage, readers should be supported both orally and conceptually so that they are equipped with the basic skills and knowledge about word recognition. Thus, a lack of systematic support in the early reading developmental stage impedes the natural growth of reading ability. This article investigated how children were supported in reading from their teachers in the primary English classrooms. To accomplish this purpose, eleven reading-focused classrooms were analysed. Observations, video recordings, and interviews were conducted for data collection. Field notes and checklists were also used during the observations. Qualitative analyses revealed that children were poorly supported in learning to read: teachers used few limited teaching techniques and their uses were not effective on reading. The data from the interviews revealed that teachers were rarely trained for reading instruction, and that they possessed a limited knowledge about the English language system as well as about the reading development of young learners. Hence, the teachers' poor background knowledge and lack of skills led to less effective reading instruction. Based on these findings, it is suggested that teachers require training such as in basic knowledge about the English writing system and reading development in order to deliver effective reading instruction to early readers.

이 연구는 ‘미시문화기술적 연구 방법’을 활용하여 대학원 교과교육학 과목 ‘한 문교육원론(漢文敎育原論)’ 수업을 비평한 것이다. 본격적 수업 비평에 앞서, ‘수 업→관찰→기술(記述)→해석’이라는 ‘수업 비평 모형’을 구안(具案)하였다. 해석의 결과인 이론은 다시 수업으로 환류(還流)되고, 수업의 주체인 교수자와 해석의 주체인 연구자는 상호 작용한다는 점을 강조하였다. 필자와 연구 참여자들의 비평 활동을 몇 가지 양상 예컨대, 수업 프로그램 비평, 비평적 안목(眼目)의 양상, 교실 수업에로의 연계와 환류(還流), 그리고 변화와 성찰(省察)의 국면(局面)으로 범주화하고, 각각의 특성을 고찰하였다. 대학원 ‘한 문교육원론’ 수업 비평은, 현장의 한문 교사들이 한문교육학의 학문적 성격과 특 성을 알 수 있는 계기가 되며, 사범대학 및 교육대학원 한문교육학 관련 수업의 방향 제시에 도움이 된다는 점에서 일정한 의의(意義)가 있다. 한편으로, 이 연구 에 참여했던, 필자와 한문 교사들은, ‘한문교육학 연구자로서의 교사와 교수’라는 역할을 수행할 것을 다지는 전회(轉回)의 계기가 되었다.

The present study aims to examine the types of professors" discourse strategies that are used by Spanish native professors in the classes given to Korean university students. For this purpose, we recorded 15 hours of professors" lectures in Spanish of 6 compulsory subjects on a video tape and transcribed them. After the collection of the data, we identified 17 strategies and their representative examples. On the basis of this, we recorded frequency of each discourse strategy. In this way, we were able to identify the most frequently used strategies, and tried to explain the cause of their use taking the educational situation into consideration. Because we were concerned about the use of strategies for each of the 6 subjects: grammar, conversation, culture, vocabulary, composition, and reading comprehension, we determined by analysing the frequency the particular discourse strategy that were used in each individual subject.

This study investigates how language teaching in middle school English classrooms takes place in terms of teaching methods and TETE classes. One-hundred and seven middle school English teachers in Seoul and Kyunggi Province participated in this study. Participants were asked to answer the questions on the web. Among the participants, 8 teachers were interviewed. Regarding teaching methods, some teachers used communicative teaching methods most frequently, while others still preferred grammar-translation and audiolingual approaches to communicative approaches. Pair work was actively used in classes rather than teacher-dominant explanations. Regarding group work, some teachers chose it as one of their preferred activities but others avoided group works for reasons of difficulties with control, time management, and lack of presentation in textbooks. Most teachers considered reading as the most important but dealt with a great amount of listening, reading, and speaking in textbooks. Multimedia were used to stimulate motivation from the students in classes: CD-ROM was used most frequently, followed by powerpoint. Most teachers, who used English about 30~50% of their class time, agreed on the effectiveness of TETE and came up with the effective ways in teaching. Teachers had different experiences with native English teachers. Some teachers had doubts about usefulness of native English teachers in classes. To bring about good teaching from native English teachers, they should be acquainted with characteristics of Korean students and culture and should discuss lesson plans with Korean teachers in advance.

멀티미디어 시대에 접어들면서 ‘매체’는 더욱 다양화되고, 교육 현장에서의 사용 범위가 넓어졌다. 교사들은 매체를 활용하여 다양한 수업을 진행할 수 있게 되었고, 학습자는 매체를 통해 더 많은 정보들을 습득하게 되었다. 각 교과마다 매체에 대한 다양한 접근과 구체적 연구가 진행 중이며, 그 결과물에 대한 다양한 해석이 이루어지고 있다. 개정된 한문과 교육과정은 7차 교육과정과 다른 내용체계다. 매체의 활용 측면에서 본다면 개정된 내용체계는 이전 교육과정보다는 더욱 다양한 매체의 사용이 요구된다. 시대가 아날로그에서 디지털로 변화되면서 매체들은 다양하고, 역동적이며, 흥미로워 지고 있다. 기업이나 전문가, 일반인이 매체 생산에 동참하면서, 개인의 취향이나 목적에 따라 매체들을 생산하거나 가공하여 활용하고 있다. 개정된 교육과정에서는 ‘다양한 매체 자료를 활용하여 한문의 학습 효과를 높이되, 가급적 학습자 일방의 활동에서 멈추지 않고 다수의 학습자와 공유하고 교사와 학습자간 쌍방향에서 서로 소통할 수 있도록 한다.’고 하였다. 이는 전통적 방식의 교사 즉, 지식을 일방적으로 전달하고 평가하는 교사의 역할에서 학습자의 조력자로서의 역할을 의미하기도 한다. UCC와 플래시는 한문 수업을 쉽고 재미있게 이끌어 나갈 수 있는 유용한 매체다. 또한 교과서에 수록된 한시, 한문 산문, 한문 소설 등 문학 작품의 이해와 감상을 위한 콘텐츠 구성이 상대적으로 빈약한 것을 해결할 수 있는 것이기도 하다. 과거에 비해 매체에 대한 관심이 높고, 매체를 활용한 다양한 교수-학습 방법들이 개발되고 있음은 매우 고무적인 일이다. 본고에서는 다양한 교육매체 중 ‘UCC와 플래시’를 중심으로 교육현장에서 어떻게 선택하고 가공하여 교수-학습에 활용할 수 있는지 생각해보았다.

This treatise`s main point is to investigate the strategies of the developmental teaching and learning which are valid in the Danso-class of elementary school. Danso has been appointed as a musical instrument to be played in the class of elementary school since the fifth process of the educational course. Although 20 years has passed since then, however, this course is still considered very difficult to follow by most of the students and teachers who should be educated at least more than two times. It is my understanding, therefore, that we should try to develop various ways of solutions that can resolve many problems in Danso course of elementary school by providing the ``universal`` orientation for teachers. The point that we pay attention to in this treatise is that I apply the tonic solfa according to the movable-do system of Kodaly partially in order to improve the unsatisfactory circumstances of the Danso class of elementary school. His method provides us with very efficient means in learning syllable names and reading musical notes in Korean traditional music. In this study, we will see the strategies of the developmental teaching and learning in the Danso-class of elementary school according to the six levels.

The purpose of this study was to examine what changes a peer- teaching model would bring to the motor skills, learning attitude and interest of middle schoolers in badminton class, and to investigate the effect of P.E. learning on two different groups. Th

The study examined instructors" and students" opinions about a university General English curriculum in terms of its effectiveness by conducting a series of needs analyses. A total of 608 students, 6 native and 7 non-native instructors participated in the survey and the results were compared across the three sets of data. Though the students and the teachers generally agreed upon the goal of improving communicative ability, there were divergent voices as well as conflicting expectations about the General English curriculum by each party: the students versus the teachers and the native versusnon-native teachers. Whereas the students weighed upon the practical component of the program, the instructors put more value on its academic characteristics. The native teachers emphasized the importance of discussion and small group work for in-class activities, while the non-native teachers and the students gave priority to lectures. The findings advocate the critical role of language professionals in balancing between different needs and still accommodating multiple perspectives in the curriculum development and renewal process.