In this study, the continuity of reading passages from high school mock College Scholastic Ability Test (CAST) English exams across grade levels was investigated using Coh-Metrix. A corpus consisting of 525 reading passages, evenly distributed with 175 passages from each high school grade level, was compiled from the 2017-2023 mock CSAT English exams administered by the Seoul Metropolitan Office of Education. Coh- Metrix measures included basic counts, word frequencies, word features, lexical diversity, personal pronouns, connectives, standard readability, syntactic complexity, coreference, and semantic cohesion indices. The analysis revealed significant differences among grade levels in the reading passages of the mock CSAT English exams in measures such as word counts, average word and sentence length, nouns, age of acquisition, second person pronouns, standard readability, and subject density indices. These findings highlight the potential for refining the design and construction of reading passages in mock CSAT exams to better prepare students for the linguistic challenges presented in the actual high-stakes CSAT.

The purpose of this study was to investigate the continuity of reading passages of Korean high school English textbooks with the 2015 Revised National Curriculum using Coh-Metrix, a software that analyzes English texts in a range of linguistic features. Twenty-one English textbooks were analyzed: 11 High School English, five High School English I, and five High School English II. Only reading passages in textbooks were analyzed. Coh-Metrix indices related to basic counts, lexical features, syntactic features, cohesion, and readability were analyzed. Results revealed significant differences between High School English and High School English I and II, but no such differences exist between High School English I and II. This study implies that continuity of reading difficulty in terms of lexical, syntactic, and readability characteristics among High School English, English I, and English II textbooks should be considered.

This study analyses the communicative functions of listening scripts extracted from the 2015 elementary school English 6 and middle school English 1 textbooks in terms of continuity. Auditory data corpora were drawn from all five elementary school English textbooks and five most widely used middle school English textbooks. Each sentence of listening scripts was manually tagged based on the classification of communication functions presented in the 2015 Revised National Curriculum. The corpora were analyzed using 14 syntactic complexity measures with the L2 Syntactic Complexity Analyzer (Lu, 2010). The findings of this study show that the continuity between the elementary school English 6 and the middle school English 1 textbooks is relatively well-organized. However, concerning the sequence, the elementary school English 6 was found to be more complex than the middle school English 1 in terms of syntactic complexity. It is suggested that future textbook development should correct the reversed complexity in listening scripts found in this study.

본 연구에서는 NURBS 기반 아이소 지오메트릭 쉘 해석을 위해 다중 패치 해석 모델을 정식화하였다. 기존 연구를 통해 개발된 단일 패치로 구성된 전단 변형을 고려한 쉘 요소에 대해 일반 좌표계에서 기하학적으로 엄밀한 쉘 구조물의 아이소지오메트릭 해석 모델을 도입하고 매개변수 연속성을 고려하여 다중 패치 모델로 확장하였다. 인접 곡면의 노트 요소가 결합 경계를 통해 조화를 이루는 경우에 대해 0차와 1차 매개변수 연속성 조건을 고려하였으며, 두 패치 간 마스터-슬레이브 관계를 정립하여 종속된 한 곡면의 자유도를 상대 곡면의 자유도로 표시하여 모델 크기를 줄이면서 두 곡면을 결합하였다. 다중 패치 쉘 예제에 대해 0차와 1차 연속성 조건을 각각 적용하여 구조해석을 수행하여 1차 연속성 조건의 주요한 특성들을 확인하였다. 또한 각 연속성 조건에 대한 해의 수렴 특성을 검토하였으며 결합 경계에서의 두 패치의 연속성을 확인하였다.

The present study sought to examine the continuity of the English textbooks of the elementary school 6th grade and the middle school 1st grade by analyzing the readability and vocabulary difficulty of their reading passages. It investigated the continuity between textbooks of the two grades and among chapters of each textbook. For the analysis, Flesch-Kincaid Grade Level Index was used to measure the readability of reading passages, whereas vocabulary difficulty was measured in terms of TTR (type-token ratio) and frequency by using VocabProfile. The results showed that the readability of middle school textbooks was one point higher than that of elementary school textbooks. Given that the readability index is based on the American school system, the increase in readability index between grades can be seen as large gap. In terms of vocabulary difficulty, the total amount of vocabulary in the middle school textbooks was three times as much as that of the elementary school textbooks. Second, readability index fluctuated across the chapters of each textbook, while the TTR was found to be higher in the former chapters than in the latter chapters in elementary school textbooks. All these could lead to learning difficulties for students. Pedagogical implications are discussed.

이 연구의 목적은 유아교사와 초등교사 양성 대학 및 대학원 교육과정에 나타난 유·초 연계교육 관련 교과목 개설 여부를 통해 유·초 연계교육의 실태를 분석하는 데 있다. 이를 위해 ‘진로정보망 커리어넷(www.career.go.kr)’ 누리집에서 ‘보육’ 또는 ‘유아교육’이 포함된 학과와 ‘초등교육’ 학과가 설치된 대학을 검색한 후 각 대학 및 대학원 누리집에서 해당 학과 또는 전공의 교육과정을 살펴보았다. 연구 결과 유아교사 양성 대학은 209개 학과 중 11개 학과에, 유아교사 양성 대학의 대학원은 78개 학과 또는 전공 중 11개 학과 또는 전공에, 초등교사 양성 대학은 13개 대학 중 3개 대학에, 초등교사 양성 대학의 대학원은 13개 대학원 중 8개 대학원에 유·초 연계교육 관련 교과목이 개설되어 개설률이 저조한 것으로 나타났다. 그러므로 교사들이 유 초 연계교육에 대한 전문성을 갖기 위해서는 유아교사와 초등교사를 양성하는 대학 및 대학원이 적극적으로 그 책임을 다할 필요가 있으며, 국가에서 강조하는 유 초 연계교육이 실제로 이루어지기 위해서는 유아교사와 초등교사를 양성하는 대학 및 대학원에 유 초 연계교육 관련 교과목이 개설되어야 한다.