조선 시대의 유배는 주로 정치범에게 적용되었던 형벌이었다. 정치 상황이나 죄인의 신분 혹은 죄의 경중에 따라 유배지도 결정되었다. 특히 조선 중기에 들어 당쟁이 치열해지면서 유배는 대부분 섬으로 가게 되었다. 유배는 현대와 달리 비리에 의한 것보다는 당쟁의 결과였으며 정치적인 속성을 띄는 것이 일반적이었다. 본 고는 이를 위하여 유배가 주는 우리의 문화유산을 긍정적으로 보는 측면에서 진행되었다. 이를 조선 후기의 우봉 조희룡의 심미경계를 통하여 고찰하였다. 그는 여항문인화가로 임자도에서 19개월간의 유배 생활을 하였다. 이로 인하여 육체적 정신적 시련과 한계상황을 극복하여 자신의 예술세계를 심화시켰다. 그는 자신의 처소인 만구음관 주변에 자생하는 대숲의 자연을 통하여 묵죽의 문인화에 천착하였다. 이로 인하여 그의 묵죽 문인화는 심미경계를 심화시킬 수 있었다. 따라서 그의 묵죽의 심미경계는 독표성령(獨標性靈)의 심원미학(心源美 學)⋅자출기저(自出機杼)의 심장미학(心匠美學)⋅자성별구(自成別區)의 심득미학(心得美學)에 나아갔다. 심원의 미학은 조희룡의 독자적인 성령론에 바탕을 두고 있으며, 심장미학(心匠美學)은 스스로 우러나와 이루어진 자출기저(自出 機杼)이다. 또한, 심득의 미학은 스스로 자신의 개성을 바탕으로 한 자성별구 (自成別區)였다. 이와 같이 조희룡 묵죽의 심미경계는 심화 경지에 나아가게 되었다. 이와 같이 그의 유배는 역으로 한 예술가에게 자신의 예술에 천착할 수 있는 기회도 주게 되었다. 따라서 우리 문인예술은 유배를 통하여 그 깊이의 세계에 나아갈 수 있게 되었음을 보여주는 단면이다. 역으로 이러한 측면 에서 살펴보면 유배문화는 우리 문화예술에서 하나의 선물이었다.

본 연구는 금융이해력 수준을 단계별로 나누어 금융이해력 수준에 따라 다양한 금 융자산을 보유하는데 영향을 주는 지 살펴보고 각 금융자산을 보유하는 데 금융이 해력 단계별 수준이 어떠한 영향력을 미치는지 분석하고자 하였다. 이러한 분석을 위하여 한국금융투자자보호재단이 실시한 2014 펀드 투자자 조사(Fund Investor Survey)자료를 통해 서울 및 6대 광역시와 수도권 신도시에 거주하는 만 25세 이 상 64세 이하 일반인 2,530명을 분석대상으로 하였다. 그 결과 기초 금융이해력 수준이 심화 금융이해력 수준에 비해 높게 나타났고, 기초 금융이해력 수준보다 심 화 금융이해력 수준이 다양한 금융자산을 보유하는데 영향을 주었으며 금융자산의 유형에 띠라 금융이해력 수준의 영향력이 다르게 나타남을 알 수 있었다.

There are two opinions in academia: one opinion realizes Chinese Character as a shape, or a concrete image in one’s mind. But another realizes Chinese Character as the symbol of language. The two character’s ideologies both have their own applicability and boundedness. They are the results under certain historical conditions, so they can’t satisfy the modern people’s needs of recognitions of character. Therefore, we should define the research objects, stand in the position of semiology, use dialectical materialism and historical materialism and modern scientific methodology, to reexamine Chinese Character, and will find that, Chinese Character is the results which combine the graphic/visual symbol with voice/auditory symbol. It is graphic symbol presenting a certain voice and meaning.

One opinion of traditional Chinese Philology is that Character is a shape, or a concrete image in one’s mind. But in modern Chinese linguistics and Philology quoted from linguistics in Europe and America, character is considered as the symbol of language. The same of these two ideologies is that character is seemed as a symbol. But the difference is that character equals meaning in the former one, on the contrary the latter considers character equals language. In the former theory, they are the same status between character and language, but in the latter theory, character is seemed as the dependency of language. This difference was originated from different research objects, different standing, and different theoretical basis.

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.

This paper analyzes the effects of six month intensive English teachers’ training on communicative language teaching. The subject includes twenty teachers who showed greater improvement in the pre and post comparison of their English teaching demos out of 37 elementary school English teachers attended in the training. The in-house evaluation criteria have been used to select twenty teachers who enhanced their teaching skills greater than others‘ To look into details of the teaching enhancement, Foreign Language lnteraction (FLint), Communicative Orientation of Language Teaching (COL T) and Target Language Observation Scheme (T ALOS) have been used to investigate changes of interaction, teacher language, activities and methods. The findings ofthis paper include that the positive effects of six month teachers’ training show pal1icularly in the area of designing and implementing activities. Teacher's c1assroom languages have changed into more non-directive and affective after the training. Teachers allow more rooms of students' engagement by using more question, confirmation and feedback discourse routÎne after the training.

이 연구는 제7차 교육과정의 취지에 맞는 수준별 수업을 내실 있게 운영하기 위해서 시작하였다. 사교 육의 팽창으로 많은 학생들이 단순 문제 풀이식이나 반복 학습의 영향으로 이론에만 익숙할 뿐, 각 단원 의 학습 목표나 본질을 이해하지 못하는 경우가 적지 않다. 문학 작품마저도 스스로 찾아 읽고, 말이나 글로 즐거움을 공유하고 쌓아나가는 경험을 하지 못하는 실정이다. 수준별 수업의 효과를 높이기 위해서는 수업 방법은 물론, 새로운 평가 방법 마련이 절실하다. 수준별 수업을 실시하더라도, 그것을 일률적인 잣대로 평가하는 것은 무의미하다고 할 수 있다. 이에 연구자는 문학 단원을 중심으로 단원의 특성과 학습자의 수준에 적합한 수행평가 프로그램을 구안하고, 각 장르별 활동을 ‘따라하기’, ‘변화주기’, ‘확장하기’의 3단계로 구분하여 학습자가 자신의 흥미나 능력에 맞는 프로그램을 선택하여 활동하도록 하였다. 문학 장르와 활동 내용에 따라 수시로 수준을 이동· 선택할 수 있도록 함으로써 활동에 대한 흥미를 고조시켰다. 또한 학습 목표에 적합한 수준별 수행평가 기준안을 마련하고, 다양한 수준별 수행평가 자료를 구안·적용함으로써 학생들의 문학 작품 감상 능력 신장 방안을 모색하게 되었다.

The study examined the 2009 overseas program of the SNU Intensive English Teacher Training Program (IETTP) to evaluate overall management and its effects for future improvements. Following an overview of the 2009 overseas program, the present study provides the results of the program survey and English proficiency tests that were conducted on 42 trainees. The results indicated that the program was successful in terms of its management and improving English teachers' English proficiency. Especially, the trainees showed strong satisfaction for school visits, culture excursions, and special lecture series which exposed them to invaluable experience of looking into an English speaking country. Three suggestions were proposed in terms of managing and evaluating the overseas program of the IETTP. First, the IETTP needs to take proaction in identifying the needs of in-service English teachers and to reflect those needs in its overseas program. Second, the IETTP needs to develop a customized overseas program which can best support main goals of its overall six-month training program. Lastly, an evaluation of the program needs to incorporate more than just a survey method to triangulate the outcome of the study.

The Korean Ministry of Education, Science, and Technology has made strenuous efforts to improve the quality of English education in public sector. One such attempt is a long-term, intensive teacher training that began in 2007 to facilitate teachers' ability for teaching English in English (TEE). This initiative has expanded over the years such that the number of training institutions has increased to 22 in 2009 to serve growing numberof trainees. This development is not without problems as there is a lack ofconsistency in curriculum, course content, quality of instructors, and overseas training among these institutions. This study aims to check the current status of various teacher training programs and suggest ideas for enhancing the quality of the programs. For the purpose of the study, questionnaires were administered to 900 English teachers to have themevaluate the training programs they had participated in. The findings from 449 respondents showed that most teachers were satisfied with their training programs. These teachers felt that the training programs helped to promote both English skills and teaching skills. Yet, they expressed some concerns about unbalanced curriculum, lack of follow-up service, inefficiency ofoverseas training, etc.

The present evaluation research was conducted to provide program decision makers with judgements about the intensive in-service teacher training (INSET) program"s worth or merits in relation to important criteria. It also purports to provide program staffs with useful information in improving their INSET programs. Setting boundaries and analyzing the context were followed by the procedure of identifying and selecting the evaluation questions and criteria. The overview of recent developments in English language teacher training provided the underlying principle for setting the criteria for evaluation. The criteria were used to describe the characteristics of a successful language teacher training program or implementation. They included features such as goals, curriculum, personnel, and support. Using the specified checklist, evaluation was carried out on the current intensive English language teacher training courses. Information on each area of the checklist was collected from available sources, analyzed and interpreted qualitatively as well as quantitatively. From the findings of the present evaluation study, some implications are drawn for making policies on INSET, for improving the teacher training programs under investigation, and for establishing and operating similar INSET programs.

The aim of this study is, by examining physical teachers' understanding of curriculum for managing advanced optional subjects of physical education, organizing and managing of the subjects, and the reality of class management and evaluation, to reflect pi