This paper presents a case study of developing a blended reading program for Korean EFL middle school students using a process drama methodology to generate intrinsic motivation to read, improve reading comprehension and language fluency, and foster twenty-first-century skills such as creativity, communication, and cooperation. For the development of the reading program, a needs analysis was conducted using student questionnaires and diagnostic tests. From results of the needs analysis, sample lessons were designed based on the process drama methodology following its planning principles and strategies. Based on feedback from teachers and students after piloting the sample lessons, the blended reading program was finalized. The proposed blended reading program is expected to help Korean EFL middle school students build a positive attitude toward reading English books and develop reading comprehension, language fluency, and 21st-century core competencies. It will also encourage English teachers to use innovative teaching methods in English education.

The purpose of this study is to examine the appointment process for secondary teachers of Korea and China, and analyze its differences. The characteristics of the appointment process for secondary teachers of Korea are as below. First, the influence of the Ministry of Education is absolute. The Ministry of Education manages everything from appointment notice to appointment examination, and it even controls dispatch of teachers, which proves its absolute influence. Second, the mode of appointment is unified. Korea only allows competitive examination, and thus being a secondary teacher is only possible through appointment examination that is held once a year. Third, secondary teachers are treated as civil servants. Secondary teachers are provided with the ninth-class salary of civil servants as soon as they are appointed, and when they have to do additional work for self-study or evening study, they receive two times the urban workers’ average wage. This treatment makes people consider the teaching job positive and prefer the job at the same time. The characteristics of the appointment process for secondary teachers of China are as below. First, schools have autonomy in appointing teachers to a certain degree. In selecting teachers, schools can decide when to hold appointment examination, how to proceed with the mode of appointment, and how many teachers are to be selected, and then gain approval from the Ministry of Education. The Ministry of Education gives autonomy to schools in selecting teachers. Second, the mode of appointment is diversified. Schools can decide whether to set the ratio of interview test to 100% or that of interview test and written test to 50% each, and whether to include demonstration class, according to their regions and characteristics. In addition, as schools can set the time of appointment examination differently depending on their regions, it can be said that appointment examination is held several times a year. Third, China is making an effort to realize improvement of treatment. Although it is well known that teachers’ workload is rather heavy compared to other jobs, the level of wage is not that high, and it varies with regions. Thus, ｢2014 New Teacher Wage Reform Measure｣ was established in March 3, 2014 to raise teachers’ wage considering the heavy workload and standardize the different levels of wage in different regions. Therefore, it is thought that China will constantly try to make the teaching job an ideal one at last.

It recently became evident that the EFL needs of secondary school students could not be met by the then-current complement of teachers. This led to an increase in the number of Conversational English Instructors in the public school system. This growing demand for EFL instructors in our nation‟s public schools requires an obligation to examine the selection criteria and process for incoming EFL instructors. Based on our analysis of a nationwide survey of EFL Instructors, we recommend reforms to the selection process system. A total of 199 EFL instructors in secondary schools including those in Seoul, metropolitan cities, medium-sized cities, and small communities participated in the main survey. The survey considered the entire EFL Instructor selection process including the 1st step of applicant specifications, the 2nd step of teaching-learning performance test and interview test. Our analysis suggests that the selection criteria should include the applicant‟s proficiency test score in spoken and written English, and the teaching-learning performance should be emphasized in a greater extent. This research suggests that the way of testing the applicants‟ teachinglearning performance in the 2nd step selection process should be changed into a more authentic microteaching situation, and that regional needs vary and must be considered in the selection process.

이 연구의 목적은 중등 학교 과학 실험 수업의 실태를 파악하기 위해 수업을 분석하는 것이다. 이를 위해 중등학교 과학 실험 수업을 세 범주로 분석하도록 개발된 분석 도구를 활용하였다. 이 분석 도구는 실험의 목적, 상호 작용, 탐구 과정 세 가지 영역에 20가지 평가 항목으로 구성되어 있으며, 4명의 과학 교육 전문가로부터 0.89의 타당도가 확보되었다. 수업 분석을 위하여 21차시의 실험 수업이 녹화되고 전사되었다. 전사된 프로토콜과 동영상을 바탕으로 실험 수업을 분석한 결과, 중등 학교 실험 수업은 실험 목적 측면에서 선언적 지식의 습득과 과학에 대한 태도의 향상에 집중되어 있었다. 상호 작용 측면은 교사의 발문이 학생들의 발산적 사고를 유도하지 못하고 있고 학생들에 의한 주도적인 실험 기회가 주어지는 대신 교사의 직접적 지도에 의해 실험 수업이 진행되고 있으며, 학생들의 토의 과정이 거의 나타나지 않는 등 상호 작용 I 수준으로 분석되었다. 탐구 과정은 학습 주제에 대한 현상 제시 및 문제 제기가 거의 관찰되지 않았다. 학생들의 가설 설정 활동이나 예상 활동도 대부분의 수업에서 관찰되지 않았으며, 실험 설계 부분은 활동지나 교사의 지시에 의해 주어지고 있었고, 학생들은 실험 결과 기록에만 집중되어 있어 탐구 과정 수준도 I 수준으로 나타났다.

하수 처리수의 재이용을 위하여 표준활성슬러지법에 의한 생물학적 처리 후 최종침전지 유출수를 급속여과공정으로 처리하기 위한 Pilot Plant 실험연구가 수행되었다. 또한, 활성슬러지와 연계된 급속여과공정과 포기조 후단에 응집제를 주입하는 활성슬러지 이후 급속여과 처리하는 공정과의 비교 실험도 행해졌다. 최종침전지 유출수를 급속여과공정으로 처리한 경우 여과속도는 100m/day, 여과지속시간은 40시간 이하로 운전하는 것이 타당한 것으로 나타났으며, 여