The purpose of this study was to determine the effect of simulation-based Korea advanced life support training on new nurses' knowledge, clinical performance ability, performer confidence, and learning satisfaction. Methods: This is a non-equivalent controlled pre-post quasi-experimental study. A simulation-based CPR training program was applied to 37 new nurses. Results: The experimental group scored lower on emergency management knowledge (83.65±7.61) than the control group (84.55±9.22), which was not significant (t=-4.46, p=.657). However, the clinical performance ability score was significantly higher in the experimental group (109.59±9.98) than in the control group (100.24±11.87) (t=3.581, p <.001). Performer confidence was significantly higher in the experimental group (23.43±3.29) than in the control group (19.90±3.85) (t=3.69, p〈.001). In addition, the learning satisfaction score of the experimental group (96.16±5.64) was significantly higher than the control group (88.42±11.13) (t=3.72, p< .001). Conclusion: This study confirmed that simulation training is an efficient way to improve new nurses' clinical performance ability, and performer confidence. Therefore, applying simulation training in scenarios can improve new nurses' work competence and contribute to improving the quality of patient care.

본 연구는 대학의 피부미용 전공교육에서 문제중심학습(PBL) 적용에 따른 학습효과를 알아보 고, 피부미용 교육경쟁력을 강화할 수 있는 교수·학습방법 개발을 위한 기초자료 제공을 목적으로 하였다. 이에 본 연구는 H대학교에 개설된 피부미용 전공 교과목인 “동양요법” 수강 학생 15명을 대상으로 PBL 수업을 적용하여 실증적 교육효과 분석을 실시하였다. 그 결과 PBL 수업을 참여한 후 학습자들의 문제해 결 능력과 협력적 자기효능감의 평균값이 상승하여 유의미한 차이를 보였으며, 이에 따라 PBL 교수학습법 의 효과성이 확인되어 피부미용 교육 현장에서 학습자들의 문제해결 능력과 협력적 자기효능감 상승을 위 한 효과적인 교수학습법으로 제안하는 바이다.

Purpose: This study verified the effects of simulation-based communication education on the problem-solving process, communication self-efficacy, and communication ability of nursing college students. Methods: As an experimental study of single-group pre- and post-design, data were collected from April 12 to June 18, 2021, using a self-report questionnaire from 55 Year 4 nursing college students in city D. The collected data were analyzed in terms of frequency, paired t-test, and Pearson's correlation coefficients using the SPSS/WIN 23.0 program. Results: Our findings indicated that there were significant differences between the problem-solving process (t=-20.54, p<.001), communication self-efficacy (t=-15.31, p<.001), and communication ability (t=-3.62, p=.001) in communication before and after simulation-based communication education. Following simulation-based communication education, the communication ability of nursing students was evaluated through the problem-solving process (r=.46, p<.01), self-efficacy in communication (r=.37, p<.01), and problem-solving process by a doctor. Furthermore, it was found that there was a significant positive correlation with communication self-efficacy (r=.16, p<.01). Conclusion: It can be expected that the simulation -based communication education will improve nursing students’ problem-solving process, communication self-efficacy, and communication ability and thus contribute to high-quality nursing in related clinical situations. In addition, for a more effective communication education, research that could develop various scenarios in the clinical field and verify the effectiveness is required.

목적 : 발달장애아동에게 앱 기반의 시지각 훈련을 병행한 감각통합중재를 적용하여 주의집중력, 시지각 능력 및 일상생활수행능력에 미치는 변화를 확인하고자 하였다. 연구방법 : 총 20명의 발달장애아동을 두 집단으로 무작위 배정하여 사전-사후검사 통제집단설계를 적용 하였다. 중재는 치료사와 1:1로 회기 당 50분, 주 2회, 총 24회기 적용하였다. 처음 30분 동안 공통의 감각통합 프로그램을 제공하고, 이후 20분 동안 실험군에는 앱을 활용한 시지각 훈련, 대조군에는 지필형 시지각 훈련을 적용하였다. 중재의 효과를 확인하기 위한 도구로 주의집중력은 숫자 외우기 검사 (Digit Span Test; DST), 시지각 능력은 한국판 시지각 발달검사(Korean-Developmental Test of Visual Perception 2; K-DTVP 2), 일상생활수행능력은 아동용 기능적 독립성 측정도구(Functional Independence Measure for children; Wee FIM)를 활용하였다. 결과 : 중재 후 실험군의 모든 영역과 대조군의 주의집중력을 제외한 영역에서 각 집단 내 유의한 효과가 검증되었다. 집단 간 비교에서는 유의한 차이가 나타나지 않았다. 결론 : 감각통합중재는 발달장애아동의 시지각 능력과 일상생활수행에 효과적인 중재이며, 특히 앱 기반의 시지각 훈련을 병행한 감각통합중재는 주의집중력 향상에 더욱 효과적이다. 추후 작업치료영역에서 발달 장애아동의 흥미와 능력에 적합한 다양한 도구의 활용을 통해 기능향상에 긍정적인 효과를 기대할 수 있을 것이다.

고령운전자의 인지 및 신체 기능 저하로 인한 교통사고 증가는 점점 심각한 사회적 문제가 되고 있으며, 이 로 인해 면허증을 자진하여 반납하는 제도가 운영되고 있으나 보다 객관적인 평가 방법이 필요하다. 본 연 구에서는 다양한 주행 상황에서 발생하는 정적 및 동적 시각 자극에 대하여 운전자의 시각적 행동을 평가 할 수 있는 운전 시뮬레이션 주행 환경과 시나리오를 구현하는 것이 목표이다. 이를 위해 고령운전자의 주 행 특성 분석에 활용된 운전 시뮬레이션 시나리오를 기존의 연구 문헌들로부터 수집하였고, 정적 및 동적으 로 구분된 표적 자극에 따른 텍스트 네트워크 분석을 통해 주행환경과 시나리오를 재분류하였다. 또한, 유 사한 유형의 시나리오들은 보다 발생 빈도가 높고 표적 자극이 다양한 주행환경으로 병합하였다. 연구 결과 로 신호교차로, 비신호 교차로, 왕복 2차로, 왕복 4차로 주행환경에서의 전체 12종의 시나리오로 구성된 운 전 시뮬레이션 콘텐츠가 구현되었다. 신호등, 정차된 차량, 표지판 등으로 구성된 정적 시각 자극과 주행 중 인 차량, 무단 횡단하는 보행자 등의 동적인 시각 자극이 제시되며, 이에 대한 시선 탐색(Visual Detection), 시지각(Visual Perception), 시각운동기능(Visuomotor Function)의 정량적 측정을 통해 운전자의 시각 행동 평가가 이루어진다. 본 연구에서 제안하는 시나리오 구성 방법은 운전 시뮬레이션 콘텐츠를 구현하기 위한 새로운 접근 방식으로써 시각 자극에 따른 운전 능력 검사 환경 구축에 관한 기초 자료로 활용될 수 있을 것으로 기대된다.

As the demand for the monitoring of VOCs increases, various unpowered colorimetric sensors are being developed, but the performance evaluation method of the developed sensors has not been systematically established. In this study, the device, experimental process, and data calculation methods for the performance evaluation of the colorimetric sensors were proposed. An aluminum chamber (70W× 128 L × 40 mm H) was designed to expose the sensor to a constant concentration of VOCs. In addition, an experimental apparatus was devised to evaluate the effect of environmental factors (temperature and humidity) affecting the ability of the sensor to detect VOCs. To calculate the color change value of the sensor corresponding to the concentration of VOCs, the ‘peak wavelength method’ that analyzes the wavelength of the highest intensity for high-concentration VOCs and the ‘spectral centroid method’ using a weighted arithmetic average for low-concentration VOCs were used. As a result of evaluating the ability of the colorimetric sensor to detect VOCs, which was made of polydimethylsiloxane (PMDS) by the method proposed in this study, the wavelength change values (bandgap shift) of the sensor for 1,000 ppm of benzene, toluene, oxylene, and acetone were 0.898 nm, 2.304 nm, 5.775 nm, and 0.249 nm, respectively. The precision was calculated by repeatedly measuring the sensing ability of the sensor 5 times for each type of VOCs. The precision of the sensor responses to benzene, toluene, o-xylene, and acetone were 15.23%, 7.84%, 4.14%, and 30.00% RSD, respectively. The method proposed in this study can be used to evaluate the performance of various types of VOCs colorimetric sensors.

The study investigates the effects of corpus-based formulaic sequences learning on developing learners’ writing skills and attitudes. For this purpose, fifty-four high school students participated in the study and were divided into two groups. The experimental group learned formulaic sequences with the corpus-based method, while the control group learned the target items through the definition-centered method. The results of the study showed that no significant difference in writing ability was found between corpus-based formulaic sequences learning and traditional formulaic sequences learning. The corpus-based formulaic sequences learning showed a greater effect on improving grammatical accuracy of writing. The traditional formulaic sequences learning was effective in the acquisition of productive knowledge of formulaic sequences. The results of the survey questionnaire showed that the students showed a positive attitude toward corpus-based formulaic sequences learning, which may mean corpus-based learning can play an important role in increasing students’ motivation. These results may suggest that various corpus-based activities for EFL class need to be developed.

PURPOSES : The purpose of this study is to analyze the impact of the level of the light-environment and the driver's visual ability on the change in the driver's perception of a forward curved section at night. The study also aims to identify factors that should be considered to ensure safety while entering curved sections of a road at night. METHODS : Data collected from a virtual driving experiment, conducted by the Korean Institute of Construction Technology (2017), were used. Logistic regression was applied to analyze the effects of changes in the light-environment factors (road surface luminance and glare) and the driver’s visual ability on a driver's perception of the road. Additionally, analysis of the moderated effect of visual ability on light-environment factors indicated that the difference in drivers’ visual abilities impact the influence of light-environment factors on their perception. A driver's ability to perceive, as a response variable, was categorized into 'failure' and 'success' by comparing the perceived distance and minimum reaction sight distance. Covariates were also defined. Road surface luminance levels were categorized into 'unlit road surface luminance' (luminance ≤ 0.1 nt) and 'lit road surface luminance' (luminance > 0.1 nt), based on 0.1 nt, which is the typical level observed on unlit roads. The glare level was categorized as 'with glare' and 'without glare' based on whether the glare was from a high-beam caused by an oncoming vehicle or not. The driver's visual ability level was categorized into 'low visual ability' (age ≥ 50) and 'high visual ability' (age ≤ 49), considering that after the age of 50, the drive’s visual ability sharply declines. RESULTS : The level of road surface luminance, glare, and driver's visual ability were analyzed to be significant factors that impact the driver's ability to perceive curved road sections at night. A driver's perception was found to reduce when the road surface luminance is very low, owing to the lack of road lighting ('unlit road luminance'), when glare is caused by oncoming vehicles ('with glare'), and if the driver's visual ability level is low owing to an older age ('low visual ability'). The driver's ability to perceive a curved section is most affected by the road surface luminance level. The effect is reduced in the order of glare occurrence and the driver's visual ability level. The visual ability was analyzed as a factor that impacts the intensity of the effect of change of the light-environment on the change of the driver's ability to perceive the road. The ability to perceive a curved section deteriorates significantly in 'low visual ability' drivers, aged 50 and above, compared to drivers with 'high visual ability,' under the age of 49, when the light-environment conditions are adverse with regard to the driver’s perception (road surface luminance: 'lit road surface luminance'→'unlit road surface luminance,' glare: 'without glare'→'with glare'). CONCLUSIONS : Supplementation, in terms of road lighting standards that can lead to improvements in the level of light-environment, should be considered first, rather than the implementation of restrictions on the right of movement, such as restricting the passage of low visual ability or aging drivers who are disadvantageous in terms of gaining good perception of the road at night. When establishing alternatives so that safety on roads at night is improved, it is necessary to consider improving drivers' perception by expanding road lighting installation. The road lighting criteria should be modified such that the glare caused by oncoming traffic, which is an influential factor in the linear change in perception, and the level of light-environment thereof are improved.

Purpose: This study is examined the effects of simulation practice education with problem-based learning methods on nursing students' learning attitudes, learning satisfaction, critical thinking disposition, and problem-solving ability. Method: A quasi-experiment single group pretest-posttest design was adopted. Simulation education was conducted by utilizing problem-based learning methods to teach the following topics to nursing students enrolled in 4th grade in S city: respiratory, circulatory, and nervous system. The experiment was conducted for 12 weeks, from September to December, 2019. Paired t-test and Pearson product-moment correlation coefficient were used to analyze the collected data. Results: Learning attitude and problem-solving ability showed significant differences in the experiment. Among the sub-areas of problem-solving ability, there were significant differences in the following: problem recognition (p<.001), information gathering (p<.001), confident thinking disposition (p<.001), acceptance to carry out an adventure (p<.001), evaluation (p=.027), and feedback (p<.001). In addition, learning attitude showed significant positive correlations with learning satisfaction, critical thinking disposition, and problem-solving ability. Conclusion: The findings of this study suggest that, it is necessary to develop a variety of iterative studies and simulation scenarios to confirm the effectiveness of simulation training.

목적 : 본 연구는 스마트 기기 활용 역량이 스마트 기기 기반 국가시험 인식에 미치는 영향을 검증하는데 목적을 둔 실증적 조사연구이다. 방법 : 국가시험에 응시 예정인 안경광학과 전공 학생 60명을 대상으로 진행하였으며, 설문은 총 15문항으로 구성되어 있으며, Likert 5점 척도로 조사가 이루어졌다. 결과 : 스마트 기기 활용 역량 중 정보, 문서화 역량을 제외하고는 기록, 소통, 관리, 멀티미디어화 역량이 스마트 기기 기반 국가 시험 인식에 유의한 정적 상관관계가 나타났다. 또한, 스마트 기기 기반 국가시험에 대한 긍정적 인식은 46%이며, 스마트 기기 활용 역량 중 멀티미디어화 역량이 스마트 기기 기반 국가시험 인식에 유의한 영향을 미치는 변수로 나타났다. 결론 : 본 연구로 멀티미디어 문항개발 및 스마트 기기 기반 국가 시험 도입에 대한 타당성을 확보하고, 스마트 기기 기반 국가시험 체제의 문제점을 보완하여 국가시험을 준비하는 학생들에게 멀티미디어 문항이 포함된 스마트 기기 기반 국가시험이 신뢰할만한 시험이라는 긍정적 인식 변화에 영향을 미칠 것으로 사료된다.

Purpose: The purpose of this study was to identify the effects of learner-directed debriefing based on the clinical judgement model (LDCJM) on nursing students’ critical thinking disposition, selfdirected learning, problem-solving ability, and debriefing experience after simulation. Method: This study used a quasi-experimental design with 38 sophomore nursing students from one university. They were divided into an experimental group (n=20) and a control group (n=18). Collected data were analyzed by the Chi-square, the Mann-Whitney U-test, and the Wilcoxon signed-rank test using the WIN SPSS 22.0 program. Results: The experimental group that had participated in the LDCJM indicated significantly higher self-directed learning (U=23.50, p<.001), problem-solving ability (U=94.50 p=.011), and debriefing experience (U=87.00, p=.006) when compared to the control group. Conclusion: The results indicate that LDCJM is an effective learning strategy to improve self-directed learning, problem-solving ability, and debriefing experience. Further study is needed to identify the effects of various debriefing skills.

Purpose: The purpose of this study was to investigate the effect of simulation training using video debriefing on the self-efficacy, problem solving ability, and learning satisfaction of nursing students. Method: The study design was control group pre-and post-test non-synchronized experimental design. The sample included two teams of 138 nursing students. The experimental group provided feedback after the simulation was run, and then the team was debriefed through the video recorded video in the debriefing room, and the control group performed the oral debriefing. This study was conducted from November 10, 2015 to December 10, 2015, using descriptive statistics, χ²-test and t-test. Results: The scores of the self-efficacy, problem- solving process performance, and learning satisfaction were higher than those of the group who received the video debriefing (experimental group) than those who received the oral debriefing training (control group). Conclusion: It has been found that debriefing using video in the simulation training has a positive effect on self-efficacy, ability to perform problem solving process and improvement of learning satisfaction, so it can be utilized as an effective teaching and learning strategy and also helps strengthen nursing capacity.

목적 : 본 연구는 자폐범주성장애(Autism Spectrum Disorder; ASD)아동의 모방기술 획득을 위한 중재방 법을 소개하고, 이차적 효과 분석을 통해 모방을 위한 중재를 제공하는 전문 인력으로서 작업치료사의 중요성과 작업치료 분야에서 연구의 필요성을 알리기 위하여 시행되었다. 연구방법 : 해외 전자 데이터베이스인 ProQuest, PubMed, MEDLINE과 Scopus 그리고 국내의 RISS, KISS, 국립중앙도서관을 사용하여 2006년부터 2016년까지의 논문을 검색하였다. 주요 검색용어는 “ASD AND Gesture imitation AND (Intervention OR Training)”를 사용하였다. 3차 분류를 통하여 최종적으로 13개의 연구를 분석대상으로 선정하였다. 결과 : 연구 결과 발달장애 특성상 단일대상설계를 이용한 연구가 많았고, 중재의 종류로는 상호모방훈련이 가장 많이 적용되었다. 광범위한 연령대에 중재가 적용되고 있었고, 이를 통한 모방기술의 향상이 아동 의 언어, 사회성기술, 문제행동, 놀이기술, 운동기술, 일상생활수행기술 등에 영향을 미치는 것으로 나타 났다. 결론 : 본 고찰을 통하여 ASD아동의 모방기술은 새로운 것을 학습할 때 선행요소이자 다른 발달영역에도 영향을 미친다는 것을 확인할 수 있었다. 추후에는 본 연구결과를 바탕으로 발달재활 전문가로서 작업치 료사가 직접 ASD아동에게 모방기술을 위한 중재전략을 적용하고 효과성을 입증하는 연구가 활발히 이 루어져야 할 것이다.

The purpose of this study is to design and develop integrated game system for experiential walking exercise. Existing walking exercise is performed outside, so it is influenced by external weather, temperature, time, place and other situation information. Therefore, it is necessary to have an experiential walking exercise game that can induce the recommended level of physical activity for the elderly who have a low interest in health care. The experiential exercise game requires a vision - based system to recognize motion and a smart mat that can recognize walking information. We also developed a walking exercise program to improve the sense of balance and cognitive ability of elderly people. There are 4 types of Walking Exercise Games: 5 levels for beginner, intermediate, and advanced difficulty levels.

Paper-folding is an educational activity to enhance a creativity of children because a paper-folding game is to create various 2D or 3D shapes by folding a plane square paper with both hands. However, since previous paper-folding games provide folding designs as books, children may need a guidance of a teacher or may degrade interest. In addition, existing computer-based games have simple interfaces with one or two fingers and thus they are difficult to have direct influence on children's physical development and creativity enhancement. In this paper, we propose a computer-based paper-folding game which children fold a real paper with two hands and a computer with a camera gives various feedback. The proposed game is developed based on the CAI concept and contains elements of the Keller's ARCS theory.

가상 야외 답사(VFT)는 전통적인 야외 답사의 매력적인 대안으로 간주되지만, 지구과학 교육과정에서 어떻게 가장 효과적으로 활용될 수 있는지는 아직 명확하지 않다. 이 연구에서는 플래시 파노라마 기반 VFT를 활용한 지구과학 수업이 고등학교 학생들의 공간 시각화 능력과 화산 개념 이해에 미치는 영향을 알아보았다. 플래시 파노라마 기반 VFT 활용의 효과를 알아보기 위해 수업 처치 사전 및 사후에 공간 시각화 능력 및 화산 개념 검사를 실시하였으며, 수업 처치 결과를 분석하기 위해 공변량 분석과 선형 회귀 분석을 수행하였다. 연구 결과는 다음과 같다. 첫째, 실험집단의 공간 시각화 능력 향상 정도가 통제 집단에 비해 통계적으로 유의미하게 더 높게 나타났다. 특히, 공간 시각화 능력의 세 가지 하부 범주 중 공간 조작 능력 향상이 가장 큰 것으로 나타났다. 둘째, 대부분의 범주에서 실험 집단의 화산 개념 이해 향상 정도가 통제 집단에 비해 더 높게 나타났으나, 1개 범주를 제외하고 통계적으로 유의미한 차이는 아니었다. 셋째, VFT 활용 후 실험 집단이 통제 집단에 비해 공간 시각화 능력과 화산 개념 이해 간의 상관관계가 현저하게 증가하였다.

이 연구에서는 플래시 파노라마 기반 가상야외답사(VFT)를 활용한 야외 지질 답사 활동의 효과를 공간 시각화 능력, 개념 이해와 인식 측면에서 분석하고자 하였다. 17명의 강원도 소재 중학교 학생을 대상으로 Kim and Lee (2011)에 의해 제안된 플래시 파노라마 기반 VFT 활용을 위한 3단계 모형을 적용하여 제주도 일대에서 2박 3일간 실제 지질 답사 활동을 수행하였다. 전실험 연구 설계를 적용하여 단일 집단에 대하여 사전과 사후의 공간 시각화 능력과 화산 개념 이해 변화를 각각 분석하였으며, 사후 설문을 통해 VFT 활용 효과에 대한 학생들의 인식을 조사하였다. 플래시 파노라마 기반 VFT 활용 모형을 적용하여 야외 답사 활동을 수행한 결과, 공간 시각화 능력에서는 '공간 관계' 능력이, 화산 개념 이해에서는 '지식'과 '이해'에서 유의미한 증가를 나타내었다. 또한, 공간 시각화 능력과 화산 개념 이해에서 대부분의 학생들의 향상 지수가 양(+)으로 산출되었다. 한편, 참가 학생들은 플래시 파노라마 기반 VFT 활용에 대해서 높은 흥미와 만족도를 나타내었으며, 야외 답사 활동에서 플래시 파노라마 기반 VFT의 활용에 대해 매우 긍정적으로 인식하는 것으로 분석되었다. 또한 플래시 파노라마 기반 VFT 활용이 인지적, 지리적 요소에서 실제 야외 답사 활동에 많은 도움이 되는 것으로 인식하였다.

This study aims to examine the effectiveness of genre-based in-class L2 writing instruction on Korean middle school students' writing ability and their perception change toward L2 writi ng. The research was conducted with 595 middle school students in the third grade from two co-ed schools in Gwangju Metropolitan City, Korea. Five sessions of writing instruction using a dialY genre over five weeks were provided to an experimental group, while no explicit writing instruction was provided to a control group. The experimental group was exposed to 13 writing sample texts, analyzed and identified the characteri stics of the target genre, and then constructed a diaty text in collaboration with their peers. Following the treatment, both groups were required to write a diaty ently in 40 minutes atld the students' writings were rated on content, organization, and language use. The results showed that only the experimental group, provided with explicit genre-based L2 writing instl·uction, showed statistically significant improvement in each categOlY in the post-test. In addition, a set of questionnaires and interview data revealed that the participants' attitudes and perceptions toward L2 writing were positively affected.

On the voyage into explori ng a research question: Where is an interactional interface to interrelate a focus on form to a specific task in designing a task-based syllabus?, this study identifies three problems, i.e., the learnability, the performability, and the interactionability problem from the reviews of the research on task-based sy llabuses (Ellis, 2003; Prabhu, 1987; Snow, Met, & Genesee, 1989) to be settled in designing a task-based syllabus. In order to search for a poss ible solution to these problems, it proposes an interactive approach to a task-based sy llabus called the Ability-Task Function (ATF) Model. The ATF constitutes a linear function, 'y=ax+b', in which 'y ' represents the levels of language abi lities on the Parallel Developmental Sequence (Kim & K won, 2007) and 'x' the hierarchies of task performances on the target language use domain continuum (Kim, 2006c). Hence, the vertical y axis (i.e., the levels of language abilities) and the horizontal x ax is (i.e., the hierarchies of task performances) comprise the ATF Coordinate or Map on which we are able to explore a possible answer to the three problems. Finally, this study demonstrates how the A TF fades the three problems out, and hence comes to a conclusion: The A TF is, in a sense, a kind of metric by which not only we are able to plot, analyze, and evaluate all the pedagogic tasks on the line (i.e., y=ax+b, a= l, b=O), but also select and sequence them along the line on which they are all in direct proportion of the levels of language abilities to the hierarchies of task performances. Thus, the ATF Model can provide a conceptual framework for designing an interactive abilitydifferentiated task-based syllabus.

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.