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gemago2_dataset

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λ™μ‹œμ— κ³΅κ΅μœ‘μœΌλ‘œμ¨λŠ” λ¬Όλ‘  λ―Όκ°„κ΅μœ‘μ‹œμ„€λ‘œμ¨λ„ μ„œλ‹Ήμ΄λ‚˜ μ‚¬μ„€ν•™μˆ  κ°•μŠ΅νšŒμ™€ 달리 μ‘°μ„ μ΄λ…λΆ€μ˜ 1910λ…„λŒ€μ²œλ„κ΅κ΅λ¦¬κ°•μŠ΅μ†Œμ˜ κ΅μœ‘ν™œλ™μ€ νƒ„μ••λŒ€μƒμ΄ λ˜μ§€μ•Šμ•˜μŒμ„ μ•Œμˆ˜μžˆμ—ˆλ‹€.
At the same time, it was discovered that, unlike the Dodang Party or private academic seminars, it was not subject to suppression of educational activities by the Cheondogyo Doctrine Training Center in the 1910s by the Japanese Government-General of Korea.
이어 μ΄λŸ¬ν•œμƒν™©μ—μ„œ κ΅λ¦¬κ°•μŠ΅μ†ŒλŠ” μ „κ΅­μ μœΌλ‘œ 섀립이 μ΄λ£¨μ–΄μ‘Œκ³  κ·Έ λͺ©μ μ€ 청년을 λŒ€μƒμœΌλ‘œ 보톡지식을 μ „λ‹¬ν•˜κΈ° μœ„ν•¨μ΄μ—ˆμŒμ„ ν™•μΈν•˜μ˜€λ‹€.
In this context, it was confirmed that catechism classes were established nationwide with the goal of delivering common knowledge to young people.
이와 ν•¨κ»˜ κ΅λ¦¬κ°•μŠ΅μ†Œμ˜ κ΅κ³ΌλŠ” 기본적으둜 ꡐ리가 ν¬ν•¨λ˜μ–΄ μžˆμ—ˆμœΌλ‚˜ 결코ꡐ리에 치우쳐 μžˆμ§€μ•Šμ•˜κ³  κ°•μŠ΅λ£Œλ₯Ό λΉ„λ‘―ν•œ μ œλ°˜λΉ„μš© λ˜ν•œ μ‹€μ§ˆμ μœΌλ‘œ κ°•μŠ΅μƒλ“€μ—κ²Œ 뢀담이 λ˜μ§€μ•ŠλŠ” μˆ˜μ€€μ΄μ—ˆλ‹€.
In addition, the catechism training center's curriculum included doctrine, but it was never biased toward doctrine, and all expenses, including lecture fees, were not burdensome to the students.
ν•œνŽΈ μš΄μ˜λ‚œμ„ κ²ͺλŠ” κ΅λ¦¬κ°•μŠ΅μ†Œκ°€ λŒ€λΆ€λΆ„μ΄μ—ˆμœΌλ‚˜ ꡐ인은 λ¬Όλ‘  λΉ„κ΅μΈμœΌλ‘œλΆ€ν„° 경제적 지원을 λ°›μœΌλ©° μœ μ§€λ˜λŠ” κ²½μš°κ°€ λ§Žμ•˜μŒμ„ μ•Œ 수 μžˆμ—ˆλ‹€.
On the other hand, it was discovered that while the majority of catechism classes experienced operational difficulties, they were often supported financially by both church members and non-church members.
λ˜ν•œ λ‹Ήμ‹œλ³΄ν†΅ν•™κ΅μ™€ 기독ꡐ ν•™κ΅μ˜ ꡐ과비ꡐ 및 κ΅λ¦¬κ°•μŠ΅μ†Œμ—μ„œ κ΅μœ‘μ„ λ°›κΈ°μœ„ν•΄ λΉ„κ΅μΈλ“€μ˜ μžμ œκ°€ νƒ€κ΅μœ‘μ‹œμ„€μ—μ„œ λ„˜μ–΄μ˜€λŠ” 사둀λ₯Όν†΅ν•΄ κ΅λ¦¬κ°•μŠ΅μ†Œμ˜ κ΅μœ‘μˆ˜μ€€μ΄ κ²°μ½” ν˜•νŽΈμ—†μ§€ μ•Šμ•˜μŒμ„ ν™•μΈν•˜μ˜€λ‹€.
Furthermore, the level of education at the catechism school was confirmed by comparing subjects from ordinary schools and Christian schools at the time, as well as cases in which non-students' children were transferred from other educational facilities to receive education at the catechism school.
이λ₯Ό μœ„ν•΄ λŒ€ν•™μƒ 310λͺ…을 μ—°κ΅¬λŒ€μƒμžλ‘œ μ„ μ •ν–ˆκ³  그듀이 μž‘μ„±ν•œ 성찰일지 평가지 인터뷰 μžλ£Œμ™€ κ΅μˆ˜μžκ°€ μž‘μ„±ν•œ 관찰일지 등을 근거이둠에 따라 λΆ„μ„ν–ˆλ‹€.
310 college students were chosen as study subjects for this purpose, and their reflection journals, evaluation papers, interview data, and observation journals written by instructors were analyzed using grounded theory.
첫째 λŒ€ν•™μƒλ“€μ€ μƒˆλ‘œμš΄ μˆ˜μ—…λ°©μ‹μ— 맀λ ₯을 느꼈고 μ˜μ‚¬μ†Œν†΅ λŠ₯λ ₯κ³Ό 문제 ν•΄κ²° λŠ₯λ ₯이 ν–₯μƒλ˜μ—ˆμœΌλ©° λΉ„νŒμ μΈ 사고 ν™•μž₯을 κ²½ν—˜ν•œ κ²ƒμœΌλ‘œ ν™•μΈλ˜μ—ˆλ‹€.
First, it was established that college students were drawn to the new teaching method, that they improved their communication and problem-solving skills, and that they experienced expanded critical thinking.
λ‘˜μ§Έ λŒ€ν•™μƒλ“€μ€ μ²˜μŒμ—λŠ” PBL 방식을 λ‚―μ„€κ³  λΆ€λ‹΄μŠ€λŸ½κ²Œ μƒκ°ν–ˆμ§€λ§Œ μˆ˜μ—…μ΄ μ§„ν–‰λ˜λ©΄μ„œ μž¬λ―Έμ™€ ν₯λ―Έλ₯Ό 느꼈으며 μˆ˜μ—…μ— λ§Œμ‘±ν•˜λŠ” κ²ƒμœΌλ‘œ ν™•μΈλ˜μ—ˆλ‹€.
Second, college students initially perceived the PBL method to be unfamiliar and burdensome; however, as the class progressed, they felt more fun and engaged, and it was confirmed that they were satisfied with the class.
μ…‹μ§Έ λŒ€ν•™μƒλ“€μ€ μžμ‹ μ˜ κ°€μΉ˜κ΄€μ„ 정립 ν•˜λŠ” 계기λ₯Ό κ°€μ‘Œκ³  μΈμ„±ν•¨μ–‘μ˜ μ€‘μš”μ„±μ„ μΈμ‹ν–ˆλ‹€.
Third, college students recognized the importance of character development, and had an opportunity to establish their individual values.
λ„·μ§Έ λŒ€ν•™μƒλ“€μ€ ꡐ수자의 μˆ˜μ—… μš΄μ˜μ „λž΅κ³Ό μœ μ—°ν•œ νƒœλ„μ— 따라 μˆ˜μ—…μ— λŒ€ν•œ ν₯λ―Έλ₯Ό κ°–κ³  μ°Έμ—¬ν•˜λŠ” κ²ƒμœΌλ‘œ λ‚˜νƒ€λ‚¬λ‹€.
Fourth, it was determined that that the instructor's class management strategy and flexible attitude encouraged interest and participation among the students in the class.
λ§ˆμ§€λ§‰μœΌλ‘œ λ‹€μ–‘ν•œ 디지털 μžμ›μ„ 적극적으둜 ν™œμš©ν•˜λŠ” 것이 μˆ˜μ—… 효과λ₯Ό λ”μš± λ†’μ΄λŠ” κ²ƒμœΌλ‘œ λ‚˜νƒ€λ‚¬λ‹€.
Finally, active use of various digital resources was found to further enhance the class effect.
이런 κ²°κ³ΌλŠ” λŒ€ν•™κ΅μœ‘ ν˜μ‹  μ°¨μ›μ—μ„œ κ΅μ–‘μˆ˜μ—…μ— PBL 방식을 적극적으둜 λ„μž…ν•˜κ³  ν•™μŠ΅ 촉 μ§„μž 역할을 ν•˜λŠ” ꡐ수자의 μ—­λŸ‰ κ°•ν™”λ₯Ό μœ„ν•΄ 코칭을 λ„μž…ν•  ν•„μš”κ°€ μžˆμŒμ„ μ‹œμ‚¬ν•˜κ³  μžˆλ‹€.
These findings suggest that, in terms of university education innovation, it is necessary to actively introduce the PBL method into liberal arts classes, as well as to introduce coaching to strengthen the capacity of instructors who serve as learning facilitators.
ν•„μš”ν•œ μΈμž¬λŠ” λ‹¨νŽΈμ μΈ 지식과 정보λ₯Ό λ‹¨μˆœν•˜κ²Œ κΈ°μ–΅ ν•˜λŠ” μΈμž¬κ°€ μ•„λ‹ˆλΌ 그것을 μ μ ˆν•˜κ²Œ ν™œμš©ν•˜κ³  λ‹€λ₯Έ μ‚¬λžŒκ³Ό ν˜‘λ ₯ν•˜μ—¬ 문제λ₯Ό ν•΄κ²°ν•˜λŠ” 졜적의 λ°©μ•ˆμ„ λ„μΆœν•˜λŠ” μ‚¬λžŒ 이닀.
The required skill is not that of someone who simply memorizes fragmentary knowledge and information, but of someone who applies it appropriately and derives the best way to solve problems in collaboration with others.
즉 코칭은 문제λ₯Ό ν•΄κ²°ν•˜κ³ μž ν•˜λŠ” μ‚¬λžŒμ΄ 슀슀둜 그것을 ν•΄κ²°ν•˜λ„λ‘ λ•λŠ” 일련의 κ³Όμ •μœΌλ‘œμ„œ λ‹€μ–‘ν•œ ν˜•νƒœλ‘œ 진행 λ˜λ©΄μ„œ 개인의 μ„±μž₯κ³Ό 쑰직의 λ°œμ „μ— 긍정적인 영ν–₯을 λΌμΉœλ‹€λŠ” 점이 선행연ꡬλ₯Ό 톡해 ν™•μΈλ˜κ³  μžˆλ‹€.
In other words, prior research has confirmed that coaching is a series of processes that assist people who want to solve problems on their own, and that it has a positive effect on individual and organizational growth while taking various forms.
PBL은 개인의 λ‹€μ–‘ν•œ κ²½ν—˜κ³Ό μ •λ³΄λ“€μ˜ μœ΅ν•© 창의적인 찾아보기 νž˜λ“€λ‹€.
In PBL, it is difficult to find a creative convergence of different personal experiences and information.
PBL 아이디어 λ„μΆœ μƒλŒ€μ— λŒ€ν•œ 배렀와 쑴쀑에 κ·Όκ±°ν•œ μ†Œν†΅μ„œ μ–΄λ–€ νš¨κ³Όλ“€μ΄ λ‚˜νƒ€λ‚¬κ³  이것은 ν–₯ν›„ PBL μˆ˜μ—…κ³Ό ν˜‘λ ₯을 ν†΅ν•œ 문제 ν•΄κ²°κ³Ό κ΄€λ ¨λ˜μ–΄ μžˆλ‹€.
Some effects were observed in communication based on consideration and respect for the other party when generating PBL ideas, and this is related to problem solving in future PBL classes and cooperation.
PBL을 톡해 길러 μ½”μΉ­ μ˜μ—­μ— μ–΄λ–€ μ‹œμ‚¬μ μ„ μ œκ³΅ν•˜λŠ”μ§€λ₯Ό 찾고자 ν•œλ‹€.
We want to determine what implications PBL has for the coaching field.
ν˜„μž₯에 μ ‘λͺ©λ˜κΈ° μ‹œμž‘ν–ˆκ³  λ‹€μ–‘ν•œ 연ꡬ가 ν•¨κ»˜ 이루어지 κΈ° μ‹œμž‘ν–ˆλ‹€.
It began to be applied in the field, and several studies began to be conducted concurrently.
코칭이 ꡭ내에 λ„μž…λœ 이래 μ½”μΉ­ 효과λ₯Ό λΉ„λ‘―ν•œ μ½”μΉ­ ν”„λ‘œκ·Έλž¨ 개발 μ½”μΉ­ 연ꡬ방법둠 μ½”μΉ­ μ—­λŸ‰ μ½”μΉ­ 리더십 등에 κ΄€ν•œ λ§Žμ€ 연ꡬ가 μ§„ν–‰λ˜μ—ˆλ‹€.
Since the introduction of coaching in Korea, numerous studies on the development of coaching programs, including coaching effects, coaching research methodology, coaching competency, and coaching leadership, have been conducted.
ν•˜μ§€λ§Œ μˆ˜μ—… 효과 ν–₯상을 μœ„ν•œ ꡐ수자의 역할에 μ΄ˆμ μ„ λ§žμΆ”λ©΄ μ½”μΉ­μ˜ 역할을 더 κ°•μ‘°ν•˜κ³  ν™•λŒ€ν•˜μ—¬ μ μš©ν•  ν•„μš”κ°€ μžˆλ‹€.
If the emphasis is on the instructor's role in improving class effectiveness, the role of coaching must be emphasized and expanded.
첫째 PBLκ³Ό 코칭은 μ°Έμ—¬μžμ˜ μžκΈ°μ£Όλ„μ„±μ„ κ°•μ‘°ν•œλ‹€λŠ” μ μ—μ„œ 곡톡점이 μžˆλ‹€.
First, PBL and coaching have something in common in that they both emphasize participant self-direction.
PBL은 ν•™μŠ΅μžκ°€ 문제λ₯Ό νŒŒμ•… ν•œ μ‹œλ„ˆμ§€μ™€ ν™•μ‚°μ΄λΌλŠ” μ μ—μ„œλ„ μƒˆλ‘­κ²Œ μ‹œλ„ν•  λ§Œν•œ 일이닀.
PBL is a novel approach to synergy and diffusion in which learners identify problems.
을 λŒ€μƒμœΌλ‘œ μˆ˜μ—…μ„ μ§„ν–‰ν•œ ν›„ μ’…κ°• μ‹œμ μ—μ„œ μˆ˜κ°• μ†Œκ°λ¬Έ 등을 μ œμΆœν•œ 310λͺ…이 ꡬ체적인 λΆ„μ„λŒ€μƒμ΄μ—ˆλ‹€.
Following the class, 310 students were specifically analyzed who submitted their impressions of the class at the end of the class.
특히 ν™•λŒ€ 된 κ°œλ…μ˜ μ½”μΉ­μ—μ„œ κ°•μ‘°ν•˜λŠ” κ°€μΉ˜μ™€ 기법을 ν™œ μš©ν•˜μ—¬ ν•™μŠ΅μ„ μ΄‰μ§„ν•˜λŠ” ꡐ수자의 역할을 적극적으둜 μˆ˜ν–‰ν•˜λŠ” λ°©ν–₯으둜 μ§„ν–‰ν–ˆλ‹€.
It progressed, in particular, toward actively playing the role of an instructor who promotes learning by using the values and techniques emphasized.
2μ£Όμ°¨ μˆ˜μ—…λΆ€ν„° 14μ£Όμ°¨ μˆ˜μ—…κΉŒμ§€ 짝수 μ£Όμ—λŠ” μ£Ό ꡐ재 μœ„μ£Όμ˜ κ°•μ˜μ‹ μˆ˜μ—…μ„ μ§„ν–‰ν–ˆλ‹€.
Lecture-style classes focused on the main textbooks were held on even-numbered weeks from the second to the fourteenth.
슀슀둜 μ •ν•œ κ·œμΉ™μ„ 전체 학생듀 μ•žμ—μ„œ κ³΅ν‘œν•˜μ—¬ μ±…μž„κ°μ„ κ³ μ·¨ν•œ μ£Όμ°¨ μˆ˜μ—… 이후에 μ£Όμ°¨ μˆ˜μ—…λΆ€ν„°λŠ” 진행 3 5 PBL μ ˆμ°¨μ— 따라 μ§„ν–‰λ˜μ—ˆλ‹€.
The parking class proceeded according to the 3 5 PBL procedure after the self-determined rules were announced in front of all students to inspire a sense of responsibility.
그리고 κ΅μˆ˜μžλ‘œμ„œ μ—°κ΅¬μžλŠ” ν•™μŠ΅μžλ“€μ—κ²Œ μ μ ˆν•œ ν”Όλ“œλ°±μ„ μ œκ³΅ν•˜κ³  μΉ­μ°¬κ³Ό 인정 등을 톡해 그듀이 μˆ˜μ—…μ— 전념 PBL ν•˜λ„λ‘ κ²©λ €ν•˜κ³  동기뢀여λ₯Ό ν–ˆλ‹€.
As a teacher, the researcher gave appropriate feedback to the students and encouraged and motivated them to focus on PBL in class by praising and recognizing them.
자료 μˆ˜μ§‘μ€ 2019λ…„ 9μ›”λΆ€ν„° 12μ›”κΉŒμ§€ 주둜 μˆ˜μ—… μ‹œκ°„μ„ 톡해 μ΄λ£¨μ–΄μ‘Œλ‹€.
Data collection was conducted between September and December 2019, mainly during class hours.
PBLλŠ” κ³Όμ •μ—μ„œ μƒλŒ€λ°©μ„ μ‘΄μ€‘ν•˜λŠ” λ§ˆμŒμ„ κΉ¨λ‹¬μ•˜κ³  λ‹€μ–‘ν•œ μ‹œκ°μœΌλ‘œ 바라보고 생각할 수 μžˆμ–΄μ„œ μ’‹μ•˜λ‹€.
I realized how to respect others through the process of PBL, and it was nice to be able to look and think from various perspectives.
κ·Έλž˜μ„œ μƒλŒ€λ₯Ό λ°°λ €ν•˜κ³  그의 μ˜κ²¬μ„ μ‘΄μ€‘ν•˜λ©° μžμ‹ κ³Ό λ‹€λ₯Έ μ˜κ²¬μ„ κ²½μ²­ν•˜λ©΄μ„œ 문제 해결을 μœ„ν•œ μƒˆλ‘œμš΄ 아이디어λ₯Ό μ°ΎκΈ° μœ„ν•΄ 깊이 μƒκ°ν•˜λ €κ³  λ…Έλ ₯ν•œ κ²ƒμœΌλ‘œ λ‚˜νƒ€λ‚¬λ‹€.
So it was determined that he tried to think deeply in order to come up with new ideas for problem solving while being considerate of the other person, respecting his opinions, and listening to opinions that differed from his own.
ν•˜μ§€λ§Œ μžμ‹ μ΄ 진행할 μˆ˜μ—…μ— μ μš©ν•΄ λ³Ό 것을 λ‹€μ§ν•˜κΈ°λ„ ν–ˆλ‹€.
He also promised, however, to apply it to his classes.
κ³  심리적인 μ•ˆλ…•κ°μ„ λŠλΌλ©΄μ„œ 의미 μžˆλŠ” λ³€ν™”λ₯Ό 톡해 슀슀둜 μ„±μž₯ν•˜κ³  λ°œμ „ν–ˆλ‹€κ³  μ§„μˆ ν–ˆλ‹€.
They claimed to have grown and developed on their own through meaningful changes, while maintaining a high level of psychological well-being.
이 잘 따라주어 주어진 문제λ₯Ό 잘 ν•΄κ²°ν•  수 μžˆμ—ˆλ‹€.
Following this enabled me to solve the given problem well.
μˆ˜λ™μ μœΌλ‘œ 지식을 μŠ΅λ“ν•˜λŠ” κ²ƒμ—μ„œ λ²—μ–΄λ‚˜ λŠ₯λ™μ μœΌλ‘œ ν•™μŠ΅ν•˜λŠ” 과정을 κ±°μ³€λ‹€.
Rather than passively acquiring knowledge, I went through the process of actively learning.
μ…‹μ§Έ λŒ€ν•™μƒλ“€μ€ μžμ‹ μ„ λ˜λŒμ•„λ³΄λ©° κ°€μΉ˜κ΄€μ„ μ •λ¦½ν•˜λŠ” 계기λ₯Ό κ°€μ‘Œκ³  인성 κ΄€λ ¨ 덕λͺ©μ„ μ‹€μ²œν•˜λŠ” 기회λ₯Ό λ§žμ΄ν•¨μœΌλ‘œμ¨ μΈμ„±ν•¨μ–‘μ˜ μ€‘μš”μ„±μ„ μΈμ‹ν•œ κ²ƒμœΌλ‘œ λ°ν˜€μ‘Œλ‹€.
Third, it was learned that university students had the opportunity to reflect on themselves and establish their values, as well as recognize the significance of character development by meeting opportunities to practice character-related virtues.
PBL 코칭을 ν†΅ν•œ 인성함양 ꡐ윑의 λͺ‡ 가지 νš¨κ³Όκ°€ ν™•μΈλ˜μ—ˆμ§€λ§Œ μˆ˜μ—… 후에도 인성함양 νš¨κ³Όκ°€ κ³„μ†ν•΄μ„œ μœ μ§€λ  것인지에 λŒ€ν•œ μΆ”κ°€ κ²€ν† κ°€ ν•„μš”ν•˜λ‹€.
Although some effects of character development education through PBL coaching have been confirmed, more research is needed to determine whether the character development effect will last beyond the classroom.
λ‘˜μ§Έ 질적 μ—°κ΅¬λ°©λ²•μœΌλ‘œ μ§„ν–‰λœ κ²ƒμ΄μ–΄μ„œ 객관적인 뢄석이 λ³΄μ™„λ˜μ–΄μ•Ό ν•œλ‹€.
Second, objective analysis should be supplemented because it was conducted with a qualitative research method.
PBLκ³Ό ν™•λŒ€λœ κ°œλ…μ˜ 코칭이 μ ‘λͺ©ν•˜μ—¬ μ§„ν–‰ν•œ μΈμ„±κ΅μœ‘μ˜ ν•™μŠ΅νš¨κ³Όλ₯Ό κ°κ΄€μ μ΄λ©΄μ„œλ„ λ©΄λ°€ν•˜κ²Œ ν™•μΈν•˜κΈ° μœ„ν•΄ 양적 연ꡬλ₯Ό λ™μ‹œμ— 진행할 ν•„μš”κ°€ μžˆλ‹€.
Quantitative research must be conducted concurrently in order to objectively and closely confirm the learning effect of personality education that has been carried out by combining PBL and coaching with an expanded concept.
효율적인 μ‹œκ°„ 관리 λ“±μ˜ λ¬Έμ œμ μ„ ν•΄μ†Œν•  수 μžˆμ„ 것이닀.
You will be able to solve issues like effective time management.
λ¨Όμ € AIμœ€λ¦¬κ΅μœ‘μ„ μœ„ν•œ μš”μ†Œλ₯Ό μΆ”μΆœν•˜κΈ° μœ„ν•΄ 13개 κΈ°κ΄€μ˜ 자료λ₯Ό μ’…ν•©ν•˜μ—¬ λΆ„μ„ν•˜μ—¬ AI윀리적 μš”μ†Œλ₯Ό 12개λ₯Ό μΆ”μΆœν•˜μ˜€λ‹€.
To begin, data from 13 institutions was synthesized and analyzed in order to extract elements for AI ethics education, and 12 AI ethical elements were extracted.
μ΄λŸ¬ν•œ AI μ„Έ 가지 μ˜μ—­μ˜ μˆ˜μ—…μ„ μœ„ν•΄ κ΅μˆ˜ν•™μŠ΅λͺ¨λΈμ„ κ°œλ°œν•˜μ˜€μœΌλ©° 이 λͺ¨λΈμ€ μƒν™©μ œμ‹œ 탐색 문제 ν•΄κ²° μΌλ°˜ν™” 4가지 단계λ₯Ό κ±°μΉœλ‹€.
For classes in these three areas of AI, the teaching-learning model developed that goes through four stages of situational presentation, search problem-solving, and generalization.
λ³Έ μ—°κ΅¬μ—μ„œ 개발된 κ΅μˆ˜ν•™μŠ΅λͺ¨λΈμ΄ 학ꡐ ν˜„μž₯μ—μ„œ AIμœ€λ¦¬κ΅μœ‘μ„ μœ„ν•œ κ΅μˆ˜ν•™μŠ΅μ˜ μ€‘μš”ν•œ 자료둜 ν™œμš©λ˜κΈ°λ₯Ό κΈ°λŒ€ν•œλ‹€.
The teaching and learning model developed in this study is expected to become important data for teaching and learning in the field of AI ethics.
μš°λ¦¬λ‚˜λΌμ—μ„œλ„ 2019λ…„ 12μ›” AI κ΅­κ°€ μ „λž΅μ„ λ°œν‘œν•˜μ˜€μœΌλ©° 이어 2020년에 AIκ΅μœ‘μ— κ΄€ν•œ 정책을 λ°œν‘œν•˜μ˜€λ‹€.
In Korea, the national strategy for AI education was announced in December 2019, followed in 2020 by a policy on AI.
인곡지λŠ₯은 μ‚¬νšŒμ˜ μ—¬λŸ¬ μ‚¬νšŒ 뢄야와 μ‚°μ—…μ—μ„œ μœ΅ν•©λ˜μ–΄ 획기적인 λ³€ν™”λ₯Ό μΌμœΌν‚€κ³  μžˆμœΌλ‚˜ κ°•λ ₯ν•œ 영ν–₯만큼 λ‹€μ–‘ν•œ μœ€λ¦¬μ™€ μ‚¬νšŒμ  문제λ₯Ό μΌμœΌν‚€κ³  μžˆλ‹€.
Artificial intelligence is converging in various social fields and industries, causing revolutionary changes, but it is also causing a slew of ethical and social issues as significant as its impact.
이처럼 인곡지λŠ₯이 ꡐ윑으둜 μ‹€μ‹œλ¨μ— 따라 AIμœ€λ¦¬κ΅μœ‘μ— λŒ€ν•œ ν•„μš”μ„±λ„ λ‹€μŒ μ—°κ΅¬μžλ“€μ˜ 의견과 ν•¨κ»˜ μ œκΈ°κ°€ 되고 μžˆλ‹€.
As artificial intelligence is used in education, the need for AI ethics education is becoming more apparent, as are the views of the following researchers.
AIꡐ윑 μ „ μ„Έκ³„μ μœΌλ‘œ 인곡지λŠ₯ 정책이 수립되고 이λ₯Ό λ‹¬μ„±ν•˜κΈ° μœ„ν•œ λ°©μ•ˆμœΌλ‘œ 인재 양성은 λ°˜λ“œμ‹œ 뒷받침이 λ˜μ–΄μ•Ό ν•œλ‹€.
AI education: Artificial intelligence policy has been established throughout the world, and talent must be cultivated in order to achieve it.
쀑ꡭ은 2017λ…„ μ΄ˆμ€‘κ³  ν•™μƒμš© AIκ΅κ³Όμ„œλ₯Ό κΈ°μ—…μ—μ„œ κ°œλ°œν•΄ 학ꡐ ν˜„μž₯에 λ³΄κΈ‰ν•˜μ˜€λ‹€.
China developed and distributed AI textbooks for elementary, middle and high school students in 2017.
μ΄λ ‡κ²Œ AIκ΅μœ‘μ—μ„œ AIκ°€ μ‚¬νšŒμ— λ―ΈμΉ˜λŠ” 윀리적인 μš”μ†Œμ— λŒ€ν•œ ν•„μš”μ„±μ„ μ œκΈ°ν•˜κ³  μžˆλŠ” μ—°κ΅¬λŠ” 이루어지고 μžˆμœΌλ‚˜ AI윀리ꡐ윑의 μ‹€μ œ ν•™μŠ΅μ μš©μ„ μœ„ν•œ ν•™μŠ΅λͺ¨λΈμ˜ 개 λ°œμ— λŒ€ν•΄μ„œλŠ” 연ꡬ가 λΆ€μ‘±ν•œ 싀정이닀.
While research in AI education is being conducted to raise the need for ethical factors that AI affects society, there is a lack of research on the development of learning models for the actual application of AI ethics education.
이에 λ³Έ μ—°κ΅¬μ—μ„œλŠ” AIμœ€λ¦¬κ΅μœ‘μ„ μœ„ν•œ μš”μ†Œλ₯Ό μΆ”μΆœν•˜κ³  그에 λ”°λ₯Έ ν•™μŠ΅λͺ¨λΈμ„ κ°œλ°œν•˜μ—¬ κ΅μœ‘ν˜„μž₯μ—μ„œμ˜ 인곡 지λŠ₯ 윀리ꡐ윑의 λ°©ν–₯을 μ œμ‹œν•˜κ³ μž ν•œλ‹€.
As a result, the purpose of this research is to present the direction of artificial intelligence ethics education in the educational field by extracting elements for AI ethics education and developing an appropriate learning model.
κ·Έ λŒ€μƒμžκ°€ μ΄ˆλ“±μ—μ„œλΆ€ν„° μ„±μΈκΉŒμ§€λ‘œ 기초ꡐ윑 및 평생 ꡐ윑의 κ°œλ…μœΌλ‘œ μ‹€μ‹œλ˜κ³  μžˆλ‹€.
It is implemented with the concepts of basic education and lifelong education for the target audience, which ranges from elementary school to adulthood.
μ΄λ ‡κ²Œ 인곡지λŠ₯ 윀리ꡐ윑의 ν•„μš”μ„±κ³Ό μ΄λŸ¬ν•œ λ‚΄μš©μ„ ν¬ν•¨ν•œ ν”„λ‘œκ·Έλž¨ κ°œλ°œμ€ 이루어지고 μžˆμœΌλ‚˜ 학ꡐ ν˜„μž₯의 μ‹€μ œ μˆ˜μ—…μ—μ„œ ν•„μš”λ‘œ ν•˜λŠ” κ΅μˆ˜ν•™μŠ΅λͺ¨λΈμ— λŒ€ν•œ μ—°κ΅¬λŠ” λΆ€μ‘±ν•œ 싀정이닀.
The importance of artificial intelligence ethics education is being recognized, and programs with these contents are being developed, but there is a lack of research on teaching and learning models required in actual school classes.
연ꡬ 절차 및 방법 AIμœ€λ¦¬κ΅μœ‘μ„ μœ„ν•œ ν•™μŠ΅λͺ¨λΈ κ°œλ°œμ€ μ΄ˆμ€‘λ“±ν•™μƒμ„ λŒ€μƒμœΌλ‘œ ν•˜λŠ” AIμ†Œμ–‘κ΅μœ‘μœΌλ‘œ κ·Έ λ²”μœ„λ₯Ό μ„ μ •ν•˜μ˜€λ‹€.
Methods and Procedures for Conducting Research: As an AI literacy education targeting elementary and middle school students, the development of a learning model for AI ethics education was chosen.
AIμœ€λ¦¬κ΅μœ‘μ„ μœ„ν•œ 윀리적 μš”μ†Œ μΆ”μΆœ AI μœ€λ¦¬κ΅μœ‘μ„ μœ„ν•œ μš”μ†Œλ₯Ό μΆ”μΆœν•˜κΈ° μœ„ν•΄ 인곡지λŠ₯윀 λ¦¬μ•ˆμ„ λ°œν‘œν•œ κ΅­λ‚΄μ™Έ κΈ°μ—…κ³Ό ν•™νšŒ μ—°κ΅¬μ†Œ λ“±μ˜ 13개 κΈ°κ΄€μ˜ 자료λ₯Ό μ’…ν•©ν•˜μ—¬ λΆ„μ„ν•˜μ˜€λ‹€.
Ethical Elements Extraction for AI Ethics Education: Data from 13 institutions, including domestic and foreign companies and academic research institutes that published draughts of artificial intelligence ethics, were synthesized and analyzed to extract elements for AI ethics education.
κ·Έ μ™Έ ν¬μš©μ„±κ³Ό AIν¬λΉ„μ•„λŠ” μ€‘λ³΅λ˜μ§€ μ•Šκ³  ν•΄λ‹Ή κΈ°κ΄€μ—μ„œλ§Œ 언급이 λ˜μ—ˆλ‹€.
Other inclusiveness and AI phobia were not mentioned in the same sentence and were only mentioned by the relevant institution.
AIμœ€λ¦¬κ΅μœ‘μ„ μœ„ν•œ 윀리적 μš”μ†Œμ˜ λ²”μ£Όν™” μΆ”μΆœλœ 인곡지λŠ₯ 윀리적 μš”μ†Œλ₯Ό λ²”μ£Όν™”ν•˜κΈ° μœ„ν•΄ 곡톡 적인 속성을 λ²”μ£Όν™”ν•˜κΈ° μœ„ν•œ 적용 기쀀이 ν•„μš”ν•˜μ˜€κ³  이λ₯Ό μœ„ν•΄ 선행연ꡬ와 κ΄€λ ¨ μžλ£Œλ“€μ„ λΆ„μ„ν•˜μ˜€λ‹€.
Ethical Elements Categorization for AI Ethics Education: Application criteria for categorizing common attributes were required to classify the artificial intelligence ethical elements extracted, and previous studies and related data were analyzed for this purpose.
AIμœ€λ¦¬κ΅μœ‘μ„ μœ„ν•œ κ΅μˆ˜ν•™μŠ΅ λͺ¨λΈ AIμœ€λ¦¬κ΅μœ‘μ„ μœ„ν•œ 윀리적 μš”μ†Œμ˜ 3가지 λ²”μ£Όλ₯Ό ν˜„μž₯ κ΅μœ‘μ— μ μš©ν•˜κΈ° μœ„ν•΄μ„œλŠ” 각 ꡐ과와 μ—°κ³„ν•œ μˆ˜μ—…μ˜ ν˜•νƒœλ‘œ 진행이 λ˜μ–΄μ•Ό ν•œλ‹€.
AI ethics education teaching and learning model: Classes related to each subject must be held in order to apply the three categories of ethical factors for AI ethics education to field education.
주제 μ˜ˆμ‹œμ˜ μž‘μ„±μ€ AI윀리적 μ„ΈλΆ€ μš”μ†Œκ°€ 흩어져 μžˆλŠ” 것을 ꡐ윑 ν˜„μž₯에 맞게 ꡐ사와 학생이 μ‰½κ²Œ 이해할 수 μžˆλŠ” 주제λͺ…μœΌλ‘œ μ„ μ •ν•˜μ˜€λ‹€.
In the preparing the sample topic in accordance with the educational field, AI ethical details were scattered and selected as subject names that teachers and students can easily understand.
AI와 κ΄€λ ¨λœ μˆ˜μ—…μ„ ν•˜κΈ° μœ„ν•΄μ„œλŠ” 인곡지λŠ₯에 λŒ€ν•œ 이해가 λ°˜λ“œμ‹œ ν•„μš”ν•˜λ‹€.
An understanding of artificial intelligence is essential to teaching AI-related classes.
인곡지λŠ₯을 μ΄ν•΄ν•˜λŠ” κ³Όμ • μ†μ—μ„œ 인곡지λŠ₯ 기술 μžμ²΄μ—μ„œ μš”κ΅¬ν•˜λŠ” 윀리적 νŠΉμ„±μ„ 이해할 수 있기 λ•Œλ¬Έμ΄λ‹€.
This is because we can understand the ethical characteristics required by artificial intelligence technology in the process of understanding artificial intelligence itself. .
λ„€ 번째 μΌλ°˜ν™” λ‹¨κ³„λŠ” 평가 λ°ν”Όλ“œλ°±μ„ ν•˜λŠ” κ³Όμ •μœΌλ‘œ κ°œλ°œν•œ 문제 ν•΄κ²°μ•ˆμ„ 평가해보고 ν”Όλ“œλ°±ν•˜λŠ” 과정을 톡해 μˆ˜μ •λ³΄μ™„ν•˜κ²Œ λœλ‹€.
The fourth step in generalization step is evaluation and feedback, where the developed problem-solving plan is evaluated and given feedback to correct and supplement it.
그리고 μΈκ°„μ€‘μ‹¬μ˜ AIκΈ°μˆ μΈμ§€λ₯Ό 확인해보며 μ‹€μƒν™œμ—μ„œ μ‹€μ²œν•΄λ³Ό 수 μžˆλŠ” μ˜μ§€λ₯Ό 닀지도둝 ν•œλ‹€.
And confirm whether it is a human-centered AI technology, as well as strengthen the desire to put it into practice in real life.
검증 κ°œλ°œν•œ 인곡지λŠ₯μœ€λ¦¬κ΅μœ‘μ„ μœ„ν•œ 윀리적 μš”μ†Œμ˜ μΆ”μΆœκ³Ό λ²”μ£Όν™”λ₯Ό ν†΅ν•œ μ˜μ—­ μ„ μ • 그에 λ”°λ₯Έ μˆ˜μ—… μœ ν˜• μˆ˜μ—… μ£Όμ œμ™€ κ΅μˆ˜ν•™μŠ΅λͺ¨λΈμ˜ μ μ ˆμ„±μ„ κ²€ν† ν•˜κΈ° μœ„ν•΄ μ „λ¬Έκ°€ 듀을 λŒ€μƒμœΌλ‘œ λ‚΄μš©νƒ€λ‹Ήλ„λ₯Ό μ‹€μ‹œν•˜μ˜€λ‹€.
Content validity was assessed using experts to assess the appropriateness of the class types, topics, and teaching-learning models for AI ethics education, developed by extracting and categorizing ethical factors.
μ „λ¬Έκ°€ 그룹은 μ»΄ν“¨ν„°κ΅μœ‘ ꡐ수 1λͺ… μ»΄ν“¨ν„°κ΅μœ‘ 박사과정 3λͺ… ν˜„μž₯ꡐ사 4λͺ…을 λŒ€μƒμœΌλ‘œ μ‹€μ‹œν•˜μ˜€λ‹€.
The expert group included one computer education professor, three doctoral students in computer education, and four on-site teachers.
첫 번째 μƒν™©μ œμ‹œ λ‹¨κ³„λŠ” μ‹€μƒν™œμ—μ„œ μ‚¬μš©λ˜κ³  μžˆλŠ” AIλ₯Ό μ‚΄νŽ΄λ³΄κ³  κ·Έμ—μ„œ λ‚˜νƒ€λ‚˜κ³  μžˆλŠ” 문제점과 ν•œκ³„λ₯Ό νŒŒμ•…ν•˜μ—¬ 문제λ₯Ό μ„ μ •ν•˜λŠ” 과정을 λ‹΄κ³  μžˆλ‹€.
The process of selecting problems by examining AI used in real life, and identifying problems and limitations appearing in it, is included in the first stage of presenting the situation.
두 번째 νƒμƒ‰λ‹¨κ³„λŠ” μ œμ‹œλœ λ¬Έμ œμ™€ κ΄€λ ¨ν•œ AI의 κ°œλ…κ³Ό 원리λ₯Ό μ΄ν•΄ν•˜κ³  μ‹€μ œ μ²΄ν—˜ λ˜λŠ” μ‹€μŠ΅μ„ ν•΄λ³΄κ²Œ λœλ‹€.
In the second exploration step, you will comprehend the concept and principle of AI as they relate to the presented problem, as well as experience or practice it.
μ„Έ 번째 문제 ν•΄κ²° λ‹¨κ³„λŠ” 문제 해결을 μœ„ν•œ AIλ₯Ό κ°œλ°œν•˜κ³  이λ₯Ό μ μš©ν•˜μ—¬ 문제λ₯Ό ν•΄κ²°ν•΄ λ³΄λŠ” 것이닀.
The third problem-solving step is to create artificial intelligence for problem solving, and apply it to the problem.
이에 λ”°λ₯Έ ꡐ윑의 역할은 μ œλŒ€λ‘œ 된 인곡지λŠ₯을 κ°œλ°œν•˜κ³  ν™œμš©ν•˜λŠ” 인재의 양성에 μžˆλ‹€.
As a result, education's role is to cultivate talents capable of developing and deploying appropriate artificial intelligence.
AI 기술이 μΈκ°„μ—κ²Œ μ‘΄μž¬ν•˜λŠ” μ΄μœ κ°€ λ°”λ‘œ 인간을 μœ„ν•˜κ³  우리의 미래λ₯Ό ν–‰λ³΅ν•˜κ²Œ ν•  μ„ ν•œ λͺ©μ μ„ 가지고 μžˆλ‹€.
AI technology exists for humans and serves a good purpose in making our future happy.
μ΄λŸ¬ν•œ λͺ©μ μ„ λ‹¬μ„±ν•˜κΈ° μœ„ν•΄μ„œλŠ” μ˜¬λ°”λ₯Έ 인재λ₯Ό μ–‘μ„± ν•˜κΈ° μœ„ν•œ μ μ ˆν•œ ꡐ윑 λ‚΄μš©κ³Ό μˆ˜μ—…μš© μ½˜ν…μΈ  그리고 κ΅μˆ˜ν•™μŠ΅ 방법이 μš°μ„ λ˜μ–΄μ•Ό ν•œλ‹€.
To achieve this goal, cultivating the appropriate talents through appropriate educational content, class content, and teaching and learning methods should be prioritized.
AIꡐ윑과 λ”λΆˆμ–΄ AIμœ€λ¦¬μ— λŒ€ν•œ μ€‘μš”μ„±λ„ 점차 컀지고 있으며 AIμœ€λ¦¬λŠ” AIκΈ°μˆ μ— λŒ€ν•œ μ‹€μ œμ μΈ 이해가 바탕이 λ˜μ–΄μ•Όλ§Œ κ·Έ νš¨κ³Όμ„±μ΄ 컀진닀고 λ³Ό 수 μžˆλ‹€.
The importance of AI ethics is growing along with AI education, and AI ethics can only be said to be effective when it is founded on a practical understanding of AI technology.
λ³Έ μ—°κ΅¬μ—μ„œλŠ” μ΄λŸ¬ν•œ AI윀리 κ΅μˆ˜ν•™μŠ΅λͺ¨λΈμ„ μ œμ‹œλŠ” ν•˜μ˜€μœΌλ‚˜ μ‹€μ œ μˆ˜μ—… 적용과 그에 λŒ€ν•œ νš¨κ³Όμ„±μ€ 이루지지 μ•Šμ•˜μœΌλ―€λ‘œ 후속 μ—°κ΅¬λ‘œ μ΄μ–΄μ§ˆ ν•„μš”κ°€ μžˆλ‹€.
This AI ethics teaching and learning model was presented in this study, but the actual application of classes and their effectiveness were not achieved, necessitating further research.
2020λ…„ 일본 쀑학ꡐ κ΅κ³Όμ„œ κ²€μ • λ°œν‘œμ™€ 보수 μ„±ν–₯ κ΅κ³Όμ„œ μ§€λ‚œν•΄ 3μ›” 일본문뢀과학성은 2021λ…„ 4μ›”λΆ€ν„° μ „κ΅­μ€‘ν•™κ΅μ—μ„œ μ‚¬μš©ν•  κ΅κ³Όμ„œμ˜ κ²€μ •κ²°κ³Όλ₯Ό λ°œν‘œν•œλ°”μžˆλ‹€.
The Japanese Ministry of Education, Culture, Sports, Science, and Technology (MEXT) announced in March of last year the results of textbooks to be used in middle schools nationwide beginning in April 2021.
μš”μ½”ν•˜λ§ˆμ‹œμ˜ μ΄μΏ ν˜Έμƒ€ κ΅κ³Όμ„œ λΆˆμ±„νƒκ³Ό κ·Έ μ—¬νŒŒ κ΅κ³Όμ„œ 채택과 κ΄€λ ¨ν•˜μ—¬ κ°€μž₯ λ¨Όμ € κ΄€λ ¨μ†Œμ‹μ„ 비쀑 있게 μ „ν•œκ²ƒμ€ μš”μ½”ν•˜λ§ˆμ˜€λ‹€.
The Effects of Yokohama City's Failure to Adopt Ikuhosha Textbooks: Yokohama was the first to convey critical information regarding textbook adoption.
μ™œ 보수 μ„±ν–₯ κ΅κ³Όμ„œκ°€ λ°°μ²™λ˜μ—ˆλŠ”κ°€ 2020λ…„ 8μ›” ν•œλ‹¬κ°„ 이어진 각지역별 κ΅κ³Όμ„œ 채택결과 μ΄μΏ ν˜Έμƒ€κ΅κ³Όμ„œλŠ” μ£Όμš” μ§€μ—­μ—μ„œ 선택받지 λͺ»ν–ˆλ‹€.
Why were conservative textbooks rejected? Ikuhosha textbooks were not chosen in major regions because textbooks were adopted by region for a month in August 2020.
보수 μ„±ν–₯ κ΅κ³Όμ„œ λΆˆμ±„νƒμ„ λ³΄λŠ” μ‹œμ„  κ²°κ΅­μ΄μΏ ν˜Έμƒ€κ΅κ³Όμ„œμ˜ 채택λ₯ μ€ μ§€λ‚œλ²ˆμ— λΉ„ν•΄ 큰격차둜 ν•˜λ½ν•˜μ˜€λ‹€.
An examination of the non-adoption of conservative textbooks: The adoption rate of this Kuhosha textbook has finally dropped significantly compared to the previous period.
μ΄μΏ ν˜Έμƒ€κ°€ λΆˆμ±„νƒλœκ²ƒμ€ λ³΄μˆ˜μ„±ν–₯을 λ°°μ²™ν•œ 것이 μ•„λ‹ˆλΌ 였히렀 λͺ¨λ“  κ΅κ³Όμ„œκ°€ 일정뢀뢄 λ³΄μˆ˜ν™”λœ κ²°κ³ΌλΌλŠ” 것이닀.
Ikuhosha was not adopted because all textbooks were conservative to some extent, and not because of conservative tendencies.
즉 일본정뢀가 κ΅κ³Όμ„œ 검정을 κ°•ν™”ν•˜λ©΄μ„œ λͺ¨λ“ κ΅κ³Όμ„œκ°€ 그강도에 μ°¨μ΄λŠ”μžˆμ§€λ§Œ κΈ°μ‘΄ μ˜μ΄μΏ ν˜Έμƒ€ κ΅κ³Όμ„œμ‹μ˜ μ„œμˆ μ„ ν•˜κ²Œλ˜μ—ˆκ³  이에 따라 κ΅³μ΄λ³΄μˆ˜μ„±ν–₯ κ΅κ³Όμ„œλΌκ³  지λͺ©λ°›λŠ” κ΅κ³Όμ„œλ₯Ό μ„ νƒν•΄μ„œ λΉ„νŒ 받을 ν•„μš”κ°€ μ—†μ–΄μ‘ŒκΈ°λ•Œλ¬Έμ΄λΌλŠ” 것이닀.
In other words, as the Japanese government strengthened textbook inspection, all textbooks, regardless of strength, were described in the existing Ikuhosha textbook format, and thus there was no need to select and criticize textbooks that were identified as conservative textbooks.
이 과정이 톡상 4κ°œλ…„μ— 걸쳐 μΆ”μ§„λ˜λŠ”λ° μ΄λ²ˆμ€‘ν•™κ΅ κ΅κ³Όμ„œμ˜ 경우 2018년집필 2019λ…„ κ²€μ • 2020λ…„ 채택 그리고 2021λ…„ ν˜„μž₯학ꡐ μ‚¬μš©κ³Όκ°™μ€ 과정을 λ°Ÿμ•˜λ˜ 것이닀.
This process typically takes four years, but in the case of this middle school textbook, the same steps were taken: writing in 2018, testing in 2019, adoption in 2020, and use in field school in 2021.
즉 ꡐ사가 κ°€λ₯΄μΉœ ꡐ수의 결과둜 학생듀이 무엇을 배우기λ₯Ό λ°”λΌλŠ”κ°€λ₯Ό μ§„μˆ ν•œ 것이 ꡐ윑λͺ©ν‘œκ°€ λœλ‹€.
The educational aim, in other words, is a declaration of what the instructor hopes the students will learn as a result of the lessons they are being taught.
κ·ΈλŸ¬λ―€λ‘œ μˆ˜μ—…μ˜ νš¨μœ¨μ„±κ³Ό νš¨κ³Όμ„±μ„ 거두기 μœ„ν•΄μ„œλŠ” μˆ˜μ—…λͺ©ν‘œκ°€ λΆ„λͺ…ν•˜κ²Œ μ§„μˆ λ˜κ³  이λ₯Ό κ΅μˆ˜μžλ‚˜ ν•™μŠ΅μžκ°€ μˆ˜μ—… κ³Όμ •μ—μ„œ 항상 λΆ„λͺ…ν•˜κ²Œ 인식해야 ν•œλ‹€.
As a result, the class goal must be explicitly expressed and acknowledged by the instructor or learner at all times in order for the class to be efficient and effective.
ꡐ사와 학생이 ꡐ윑λͺ©ν‘œλ₯Ό 보닀 쉽고 μ •ν™•νžˆ μΈμ‹ν•˜λ„λ‘ 돕기 μœ„ν•΄μ„œ μˆ˜λ§Žμ€ ꡐ윑λͺ©ν‘œλŠ” 유λͺ©ν™” 쑰직화할 ν•„μš”κ°€ μžˆλ‹€.
To make it easier and more precise for teachers and students to recognize educational goals, many of them need to be nomadic and arranged.
μ™œλƒν•˜λ©΄ ꡐ사가 μˆ˜μ—…λͺ©ν‘œμ˜ 의미λ₯Ό 잘 μ•Œκ³  이λ₯Ό μ‘°μ§ν•˜λŠ” 데 ν•„μš”ν•œ κΈ°λ³Έ 틀을 μ œμ‹œν•˜λŠ” 것이 λ°”λ‘œ ꡐ윑λͺ©ν‘œλΆ„λ₯˜ν•™μ΄κΈ° λ•Œλ¬Έμ΄λ‹€.
This is because taxonomy of educational objectives provides the fundamental framework for teachers to arrange and comprehend the meaning of instructional objectives.
λ˜ν•œ κ΅μ‚¬λŠ” ꡐ윑λͺ©ν‘œλΆ„λ₯˜ν•™ ν‘œλ₯Ό 톡해 λΆ„μ„λœ λͺ©ν‘œμ˜ 달성 μ—¬λΆ€λ₯Ό ν™•μΈν•˜λŠ” 데 κ°€μž₯ μ μ ˆν•œ 평가 방식을 μ„€κ³„ν•˜κ³  μ‹œν–‰ν•˜κ²Œ λœλ‹€.
Teachers also develop and use the best evaluation strategy to determine whether the objectives assessed through the taxonomy of educational goals have been attained.
μš°λ¦¬λ‚˜λΌμ—μ„œλ„ 제7μ°¨ κ΅μœ‘κ³Όμ • 이후뢀터 ν˜„μž¬μ˜ 2015 κ°œμ • κ΅μœ‘κ³Όμ • κΉŒμ§€ μˆ˜μ—…λͺ©ν‘œ λŒ€μ‹  성취기쀀을 μ œμ‹œν•˜κ³  μžˆλ‹€.
Achievement standards rather than class goals are stated in the new 2015 updated curriculum in Korea, which replaces the previous 7th curriculum.
κ·Έλž˜μ„œ μ§€κΈˆμ€ κ΅­κ°€ μˆ˜μ€€ 지역 μˆ˜μ€€ 학ꡐ μˆ˜μ€€μ˜ κ΅μœ‘κ³Όμ •μ„ μ„€κ³„ν•˜κ³  μˆ˜ν–‰ν•  λ•Œ 성취기쀀이 μˆ˜μ—… λ‚΄μš© 방법 평가와 같은 λͺ¨λ“  μˆ˜μ—… ν™œλ™μ˜ μ§€ν‘œκ°€ 되고 μžˆλ‹€.
Therefore, accomplishment standards are gradually becoming indicators of all classroom activities, such as class content and method evaluation, while developing and implementing curricula at the national, regional, and school levels.
λ”°λΌμ„œ κ΅μœ‘κ³Όμ •μ˜ 쀑핡이 λ˜λŠ” μ„±μ·¨ 기쀀은 ν•΄λ‹Ή ꡐ과의 μˆ˜μ—…λͺ©ν‘œλ₯Ό λͺ¨λ‘ λ‹΄μ•„ λͺ…λ£Œν•˜κ²Œ μ§„μˆ λ  ν•„μš”κ°€ μžˆλ‹€.
As a result, all of the subject's course objectives must be included in the accomplishment standard, which is the foundation of the curriculum.
그런데 이듀 μ—°κ΅¬λŠ” λͺ¨λ‘ 2015 κ°œμ • κ΅μœ‘κ³Όμ • μ΄μ „μ˜ 2007μ΄λ‚˜ 2009 κ°œμ • κ΅μœ‘κ³Όμ • λ•Œμ˜ μ„±μ·¨κΈ°μ€€μ΄λ‚˜ ν•™μŠ΅λͺ©ν‘œλ₯Ό λŒ€μƒμœΌλ‘œ ν•˜μ˜€λ‹€.
Prior to the 2015 new curriculum, all of this research, however, focused on the learning objectives or achievement requirements of the 2007 or 2009 revised curriculum.
이 μ€‘μ—μ„œ κ΅­κ°€ μˆ˜μ€€μ˜ κ΅μœ‘κ³Όμ •μ—μ„œ μ œμ‹œλ˜λŠ” 성취기쀀듀은 일반적인 κΈ°λŒ€ μˆ˜μ€€μ„ μ§„μˆ ν•œ 총괄λͺ©ν‘œμ™€ 단원 섀계 의 μ•ˆλ‚΄κ°€ λ˜λŠ” ꡐ윑λͺ©ν‘œ λ‘˜ λ‹€λ₯Ό ν¬ν•¨ν•œλ‹€κ³  λ³Ό 수 μžˆλ‹€.
The national level curriculum's accomplishment standards can be considered as comprising both general goals that outline broad expectations and educational goals that direct unit design.
λ‹€λ“€ μ•Œλ‹€μ‹œν”Ό μ—¬κΈ°μ„œ λΈ”λ£Έ 등은 인지 μ˜μ—­μ˜ ꡐ윑λͺ©ν‘œλ₯Ό 지식 이해 적용 뢄석 μ’…ν•© ν‰κ°€λ‘œ λΆ„λ₯˜ν•˜μ˜€λ‹€.
As you are aware, Bloom et al. divided the educational objectives of the cognitive domain into three categories, which are knowledge understanding, application analysis, and comprehensive evaluation.
이 κ°œμ •νŒμ΄ λΈ”λ£Έμ˜ 초기 λΆ„λ₯˜ 체계와 κ°€μž₯ 크게 달라진 점은 μš°μ„  λ‹¨νŽΈμ μΈ 1μ°¨μ›μœΌλ‘œ 인지 μ˜μ—­μ˜ 유λͺ©μ„ λΆ„λ₯˜ν•˜μ˜€λ˜ 것을 지식과 μΈμ§€κ³Όμ •μ˜ 2μ°¨μ›μœΌλ‘œ λΆ„λ₯˜ 체계λ₯Ό κ³ μ•ˆν–ˆλ‹€λŠ” 점이닀.
The primary distinction between Bloom's prior classification system and this new version is that it created a two-dimensional classification system for knowledge and cognitive processes rather than categorizing the nomads in the cognitive domain as a fragmentary one-dimensional one.
연ꡬ 방법 μ‹ κ΅μœ‘λͺ©ν‘œλΆ„λ₯˜ν•™μ— μ˜ν•œ 뢄석은 μ—°κ΅¬μžμ˜ μΆ”λ‘ κ³Ό νŒλ‹¨μ— μ˜ν•΄ μ΄λ€„μ§€λ―€λ‘œ 이에 λŒ€ν•œ 신뒰도λ₯Ό ν™•λ³΄ν•˜λŠ” 것이 ν•„μˆ˜μ μ΄λ‹€.
Research Method. It is crucial to ensure the validity of this analysis because the new taxonomy of educational objectives is analyzed using the researcher's reasoning and judgment.
그리고 κ΅μœ‘λŒ€ν•™μ› 석사 과정에 μžˆλŠ” 쀑학ꡐ와 μ΄ˆλ“±ν•™κ΅ ꡐ사 2λͺ…μ—κ²Œ μ‹  ꡐ윑λͺ©ν‘œλΆ„λ₯˜ν•™μ— λŒ€ν•œ κ°•μ˜μ™€ μ„Έ λ―Έλ‚˜λ₯Ό 톡해 μ „λ°˜μ μΈ 이해λ₯Ό 갖좔도둝 ν•˜μ˜€λ‹€.
In addition, lectures and seminars on the new taxonomy of educational objectives were offered to two middle school and elementary school teachers enrolled in the master's program at the Graduate School of Education.
이둜써 μ‹  ꡐ윑λͺ©ν‘œλΆ„λ₯˜ν•™μ˜ 뢄석 ν‹€κ³Ό λΆ„λ₯˜ 방법에 λŒ€ν•˜μ—¬ μ–΄λŠ 정도 μˆ™μ§€λœ μƒνƒœμ—μ„œ μ„ ν–‰ μ—°κ΅¬μ˜ 뢄석 사둀도 ν•¨κ»˜ κ²€ν† ν•˜μ˜€λ‹€.
As a result, after familiarizing ourselves with the analysis framework and categorization scheme of the new taxonomy of educational objectives, we also evaluated the analysis instances of earlier studies.
뢄석 결과에 λŒ€ν•œ μΌμΉ˜λ„λ₯Ό μ κ²€ν•œ λ’€μ—λŠ” λΆˆμΌμΉ˜ν•œ 성취기쀀에 λŒ€ν•΄μ„œ κ²€ν†  회 의λ₯Ό 톡해 μ˜κ²¬μ„ κ΅ν™˜ν•˜μ—¬ μž¬λΆ„λ₯˜ν•¨μœΌλ‘œμ¨ λΆ„λ₯˜ κ²°κ³Όλ₯Ό μž μ •μ μœΌλ‘œ λ™μΌν•˜κ²Œ ν•©μ˜ ν•˜μ˜€λ‹€.
Following a review meeting to discuss the uneven performance criteria and reclassification, opinions were expressed and a tentative agreement was reached on the categorization outcomes.
μ…‹μ§Έ μ„±μ·¨κΈ°μ€€μ—μ„œ μˆ˜ν–‰ λ™μ‚¬μ˜ μ˜λ―Έκ°€ λΆˆλΆ„λͺ…ν•˜κ±°λ‚˜ ν­λ„“κ²Œ 해석될 수 μžˆμ„ κ²½μš°μ—λŠ” μ„±μ·¨κΈ°μ€€ ν•΄μ„€μ΄λ‚˜ ν•΄λ‹Ή 성취기쀀을 κ΅¬ν˜„ν•œ κ΅κ³Όμ„œ λ‹¨μ›μ˜ ν•™μŠ΅λͺ©ν‘œλ₯Ό μ°Έκ³  ν•˜μ—¬ λΆ„λ₯˜ν•˜μ˜€λ‹€.
Third, if the performance verb in the achievement standard has more than one possible interpretation or is ambiguous in its meaning, it is classified by referring to either the achievement standard's explanation or the learning objective of the textbook unit that carries out the achievement standard.
이 경우 학생에 λ”°λΌμ„œλŠ” μˆ˜ν–‰ ν™œλ™λ§Œ 이뀄지고 이λ₯Ό ν†΅ν•œ 지식이 ν˜•μ„±λ˜μ§€ μ•Šμ„ μœ„ν—˜λ„ μžˆλ‹€.
In this situation, there is a chance that some pupils may merely do activities, and no knowledge will be formed from them.
κ·Έλž˜μ„œ 졜근의 κ΅μœ‘κ³Όμ • 개편 λ•Œλ§ˆλ‹€ 성취기쀀을 μ€‘μ‹¬μœΌλ‘œ ν•™μŠ΅ λ‚΄μš©μ„ κ°μΆ•ν•˜λŠ” λ°©ν–₯으둜 κ°œμ •λ˜μ—ˆλ‹€.
As a result, whenever the curriculum was recently rebuilt, it was changed to reduce learning elements that were centered on achievement requirements.
성취기쀀이 절차적 지식 μ€‘μ‹¬μœΌλ‘œ λ³€ν™”ν•˜κ²Œ 된 배경에 λŒ€ν•΄ 섀득λ ₯ μžˆλŠ” 쑰언을 ν•΄μ£Όμ‹  μ‹¬μ‚¬μžμ—κ²Œ κ°μ‚¬λ“œλ¦°λ‹€.
I appreciate the reviewers' thoughtful comments on the rationale behind the switch from academic success requirements to procedural knowledge.
μƒμ„Έν•œ 성취기쀀이 κ΅μ‚¬λ“€μ—κ²ŒλŠ” κ΅μœ‘κ³Όμ •μ„ 창의적으둜 μž¬κ΅¬μ„± ν•˜λŠ” 데 더 큰 도움이 될 수 있기 λ•Œλ¬Έμ΄λ‹€.
This is because teachers can more effectively restructure the curriculum using specified accomplishment standards.
λ‹€μŒμœΌλ‘œ κ΅­μ–΄κ³Ό ν•˜μœ„ μ˜μ—­λ³„λ‘œ μ„±μ·¨κΈ°μ€€ 양상을 μ‚΄νŽ΄λ³΄μ•˜λ‹€.
The characteristics of achievement standards for each sub-area of the Department of Korean Language were the next thing we looked at.