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한국어교육학회> 국어교육> 공감 순환 대화 교육 모형의 교육적 효과

KCI등재

공감 순환 대화 교육 모형의 교육적 효과

The Educational Effects of the Empathy Circulation Dialogue Education Model

박재현 ( Park¸ Jae-hyun ) , 김유경 ( Kim¸ Yu-gyeong ) , 최어진 ( Choi¸ Eo-jin )
  • : 한국어교육학회
  • : 국어교육 174권0호
  • : 연속간행물
  • : 2021년 08월
  • : 127-159(33pages)
국어교육

DOI

10.29401/KLE.174.4


목차

Ⅰ. 서론
Ⅱ. 공감 순환 대화 교육 모형의 원리
Ⅲ. 공감 순환 대화 교육 모형의 적용
Ⅳ. 공감 순환 대화 교육 모형의 효과
Ⅴ. 결론

키워드 보기


초록 보기

This study aimed to analyze the educational effectiveness of the “empathy circulation dialog education model,” developed to enhance empathetic dialog capabilities. It is based on empathetic listening, non-violent dialog, and dialogic listening in terms of content related to the detailed functions that learners will perform in individual procedures. This study conducted a survey of students to determine the educational effectiveness of the model. According to the survey, participants effectively expressed their needs, empathized with the other person’s situation, and resolved conflicts in a sound manner using nonviolent dialog, empathic listening, and dialogic listening. This study is meaningful in that it conducted a level of class design that could be implemented in actual educational institutions and verified its effectiveness. However, it is limited in that there has been a change in the place of experiment, as it was conducted both online and offline. Further, it has been difficult for learners to engage in dialog practice by internalizing their conversation methods due to the short experimental period.

UCI(KEPA)

간행물정보

  • : 어문학분야  > 국어학
  • : KCI등재
  • :
  • : 계간
  • : 1226-3958
  • : 2713-9867
  • : 학술지
  • : 연속간행물
  • : 1958-2021
  • : 2132


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저자 : 장성민 ( Chang¸ Sungmin )

발행기관 : 한국어교육학회 간행물 : 국어교육 174권 0호 발행 연도 : 2021 페이지 : pp. 271-314 (44 pages)

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This study developed a standardized scale to measure the activity tendency in interdisciplinary learning literacy and validated it through factor analysis. According to Britt and Rouet's (2012) multiple-document task-based relevance assessment and content extraction (MD-TRACE) model, nine factors were theoretically assumed and 19 items were developed in advance. By applying repetitive exploratory factor analysis to the responses of 224 undergraduates, 16 items of 5 factors were finally selected. The model fit and convergent and discriminant validity were investigated with confirmatory factor analysis. The mean of the five factors (i.e. perception of task-based needs, intertext model, mental model, considering counterarguments, and monitoring learning outcomes) was 3.50~4.50, and the standard deviation was distributed within the range of .64~1.01.
The sub-processes of interdisciplinary learning literacy can be practically measured using a standardized scale. It is expected that this scale will be used to effectively diagnose learners' factors in the context of teaching and learning and conduct follow-up studies.

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9문학교육적 역설로서 '문학 생활화' 교육의 문제 - 문학하기의 '즐거움'과 문학적 '통과의례'를 기제로 한 역설의 정치(正治)법-

저자 : 이원영 ( Lee¸ Won-young )

발행기관 : 한국어교육학회 간행물 : 국어교육 174권 0호 발행 연도 : 2021 페이지 : pp. 315-343 (29 pages)

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This study aimed to recognize the problem of “practing literature” education as a literary education paradox and discuss ways to properly deal with it. “practising literature” is regarded as the content that drives the practice of literature in the learner's life and is set as a major agenda for literature education. However, the specific viewpoint or method for realizing “practising literature” education is still ambiguous. Therefore, this study attempted to secure a concrete perspective that enables the such education to function fully by confirming its orientation and its status in literary education. From this perspective, this study attempted to establish a core mechanism for realizing “practising literature” education.
The perspective of “practising literature” education that this study intends to focus on os that it is a literary education paradox, and this education is currently positioned as an antithesis of literary education. To readdress this paradox, the study developed a method that recognizes “practising literature” as a “transit point” of literature education, and penetrates literature and leap through literature simultaneously by using the “pleasure” of literature and the “rite of passage” of literature as the core mechanisms.

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