放線菌의 一株가 生産하는 抗眞菌性 抗生物質에 關한 硏究

고영희 서울大學校 大學院 1982 국내박사

방문자가 많은 초등교육 사이트의 성공요인 분석

고영희 충북대학교 2009 국내석사

This study's research purpose is to analyze about success factors of elementary education site in relation to the number of visitors. For this research, planing the analysis frame which is based on existing earlier study and comparing·analyzing the case sites. As the result : First, drawing success factor valuation basis to operate and establish successfully the e-Learning site operating for elementary students to 4 factors, mean system quality, information quality, service quality, entertainment quality, and planing the success factor valuation basis which is based on those 4 factors and existing earlier study. Second, all case site 5 show that they are good above average about what is the effect of 4 quality factors to user satisfaction measurement. Among them, the interaction item of service quality records more or less low point so it needs improvement hereafter. Third, as the result of researching differences according to site having many visitors, the effect of 4 quality factors to user satisfaction measurement satisfy success factors element as the site in order to ranking high. Fourth, as a point of view of comparing and estimating each site, the differences between demonstrator factor and leaner factor are small comparatively. So it shows case site reflecting at the level of two effect factors. Fifth, the effect of 4 quality factors to user satisfaction measurement about differences between demonstrator and learner(elementary student) shows; 4 quality factors of demonstrator are good, on the other hand, the case of elementary student scores low point more or less. Because of this, each site about two factors need improvement. This research can be a influential data for success of e-Learning site which is developed hereafter.

중산층 소형 아파트의 공간계획을 위한 생활행태적 연구 : 소집단 워크샵 패널방법을 이용한 거주자 참여 연구

고영희 연세대학교 1993 국내박사

중등학교 일반교사의 통합수업에 대한 인식과 준비?운영실태 및 지원요구

고영희 우석대학교 교육대학원 2014 국내석사

A study of the Awareness and Preparation and Operational Situation and Support Needs of inclusive education on Secondary School General Teachers Written by: Go, Yeong-hee Department of Special Education Graduate School of Education Woosuk University Directed by: Prof. Chung, Jin-ja, Ph. D. <Abstract> This study aims to analyze the awareness and preparation and operational situation and support needs of inclusive education on secondary school general teachers The subjects for this study were 215 general teachers from 15 general schools that have special classes in Gyeongbuk and Jeonbuk. The results of the present study were as follows: First, the general teachers’ opinions about the effect of inclusive education were positive. Those who answered positively about integrated education thought it would influence ‘social development’ and lead to a ‘positive change of troubled attitudes’. On the other hand, teachers who answered negatively about integrated education gave the reasons, ‘Integrated classes are hard to understand’ and, ‘There rarely exists interactions in integrated education.’ If teachers could decide whether to include disabled students in their classes, a high amount of teachers would allow them. If not, the reasons are, ‘Those students will be ignored because of the high amount of teaching load’ and ‘It is educationally effective for them to learn in special classes.’ Second, the general teachers’ preparation for inclusive education showed that they strongly believed they needed to cooperate with special education teachers to synchronize teaching instruction. According to the responses to the survey questions, the general teachers expected to cooperate with the special teachers the most about ‘understanding the disability’, ‘how to control troublesome attitudes’ second, and ‘social interaction’ the least. Teachers’ concept of how to co-teach with special education teachers was low but they responded that co-teaching in integrated education was a high priority for them. The questions about the training experience of general teachers in integrated education showed that, in both middle school and high school, most teachers have never had any. The questions about the acceptance of co-teaching in integrated education showed that ‘I will do co-teaching occasionally, if needed’ was the highest response and ‘I will do co-teaching, if the special education teacher would agree and be willing to cooperate’ was the second highest. The understanding of the concept of curricular adaptation was low, but the belief in the appropriateness of curricular adaptation was positive. The questions about their training experience in curricular adaptation showed that, in both middle school and high school, most teachers have never had any. The questions about the acceptance of curricular adaptation in integrated education showed that ‘I will adapt the curriculum occasionally, if needed’ was the most common response and ‘I will adapt the curriculum, if the special education teacher would agree and willing to cooperate’ was the second most common. Third, the questions about general teachers’ operational situation in inclusive education showed that they cooperate with special education teachers more than the average. The reason most given for why middle and high school teachers cooperate with the special education teachers was ‘to understand about the disability’ while ‘to have social interactions’ was the second highest. The questions about the frequency of meetings for integrated education showed that ‘occasionally’ was the highest, and the questions about the rate of opinion exchange for integrated education showed that ‘sometimes’ they do it. The questions about co-teaching experiences with special education teachers showed that most of the general teachers have never done it. Also, the questions about the reason why they did co-teaching with the special education teacher showed that ‘other co-workers who are already co-teaching with special education teachers influenced me’ was the highest result from middle school teachers, while ‘I spontaneously co-teach with them to integrate instruction’ was the highest for high school teachers. The most common co-teaching methods were ‘The general teacher leads the class while the special education teacher helps disabled students and those with low achievement’ and ‘The general teacher leads the class while the special education teacher helps the class as an assistant.’ In answering the questions about the actual effect of the integrated education ‘I do not know the effect because there were not many chances’ was the most common response, and ‘I think it is generally effective’ was the second most common. The questions about the experience with curricular adaptation showed that, in both middle and high school, most teachers have never done it. As for the reasons why they think the instructional modification is needed, middle school teachers said ‘Because other co-workers who are already co-teaching with the special education teachers influenced me’ and high school teachers said ‘Because the special education teacher suggested it to me.’ About curricular adaptation, the research showed that the way to improve the teaching environment is to ‘Create an environment that supports or encourages the disabled students’ participation’, and ‘Arrange learning materials or teaching aids for the disabled students’ easy use.’ Also, in both middle and high school, teachers said the preferred type of grouping for teaching was ‘pair usage.’ And, the preferred method for correcting behaviors was the ‘Behavior Reinforcement Strategy.’ For curriculum content adaptation, middle school teachers prefer ‘Curriculum adaptation for individual learning’ while high school teachers prefer to ‘Support students’ development regardless of curriculum content.’ For evaluation correction, both of them prefer to use ‘Grant students different score criteria.’ Teachers felt that the most effective way of adapting the curriculum was ‘Teaching environment’, while ‘Teaching method’ was second. Fourth, the research into general teachers’ support needs in order to implement inclusive education showed that their support needs were all high in downsizing the number of students in integrated classes, reducing teachers’ workload, increasing administrative assistance, training in how to run integrated classes, supporting teaching-learning materials for the integrated classes and developing an organization to implement integrated classes. Among the responses, reducing teachers’ workload was the highest, with increasing administrative assistance and supporting teaching-learning materials for the integrated classes following. Both middle school and high school teachers think that they need to recognize the importance of the integrated education system and cooperate with it. However, there is a lack of understanding of, training chances and experiences in integrated education co-teaching skills and in curricular adaptation. Therefore, support is needed for the teachers. Also, to implement integrated education, decreasing teachers’ workload and increasing administrative support are required. The limitations of the study are as below. First, the subjects are from only Gyeongbuk and Jeonbuk. This causes a regional limitation to the generalizability of the results. Second, the subjects are only general teachers. As there were no special education teachers involved, so it does not reflect all the perceptions of and experiences in integrated education. Third, this study only researched the teachers’ training experience, not training times or hours. This study could be repeated to ask the number of times and length of their training. Here are some suggestions for further research. First, to improve the co-teaching skills and the effect of curriculum adaptation, teacher training that is based on the actual examples, useful classroom information and program development are needed. Second, integrated education teaching-learning materials for each subject should be developed.

빈곤아동의 가족건강성, 자아탄력성 우울과의 관계

고영희 아주대학교 2014 국내석사

광전기화학시스템에서 CIGS 광전극을 이용한 수소발생 효율 향상에 관한 연구

고영희 전남대학교 대학원 2015 국내석사

최근 화석에너지를 대신할 대표적인 대안으로 수소 에너지가 새롭게 떠오르고 있다. 수소에너지는 자체적으로 오염물질을 배출하지 않는 청정에너지원으로 온실가스 배출 문제의 근본적인 해결책이 될 수 있고 물과 수소에너지의 재순환이 가역적으로 일어나기 때문에 에너지와 환경 문제를 동시에 해결 할 수 있는 꿈의 에너지원으로 평가되고 있다. 본 연구에서는 PEC 법을 이용하여 수소를 얻고자 하였고, 이 때 CIGS 기반의 광전극을 디자인하여 수소 발생량을 향상시키고자 하였다. CIGS 박막과, 이에 CdS층을 증착하여 CdS/CIGS 구조를 갖는 광전극 셀을 제작하고 광전극의 안정성 확보를 위하여 CNT를 코팅하여 PEC 시스템에서의 수소발생량을 비교, 광전기화학적 특성을 분석 평가 하였다. 광전극으로 CIGS 박막 구조만을 사용하였을 때, -0.8V 에서 수소가 발생되는 지점인 onset potential이 나타났고 여기에 CdS를 증착한 CdS/CIGS 구조의 광전극에서는 –0.6V에서 onset potential이 나타났으며 CIGS 광전극만 사용하였을 때보다 광전류가 3배이상 증가 하였다. 최종적으로 광전극의 안정성 확보를 위하여 CNT를 CdS/CIGS 구조의 광전극 위에 코팅한 결과, 전류 안정성이 2배이상 향상 되었으며 onset potential은 –0.4V로 가장 빠르게 수소가 발생되는 결과를 얻었다. 따라서 PEC 시스템에 있어서 CdS/CIGS 구조의 광전극은 물분해를 일으켜 수소를 발생시키기는 전극으로 사용 될 수 있으며, CNT는 전극의 표면을 보호해 주는 동시에 수소 발생량을 향상시키는 물질임을 확인하였다.

유아음악감상활동에 대한 교사의 인식과 실제 수준에 대한 연구

고영희 동의대학교 2015 국내박사

본 연구는 유아음악감상활동에 대한 교사의 인식과 실제 수준을 조사하고자 하였으며 이러한 교사의 인식과 실제 수준 정도는 어떤 연관성이 있는지 관계성을 알아보고자 하였다. 연구대상 선정을 위해 울산, 김해, 경북(포항)지역에 위치한 유치원 40개 기관에 근무하고 있는 만 3~5세 유아 담당교사 350명을 대상으로 유아음악감상활동에 대한 교사의 인식 및 실제 수준에 관한 조사용 설문지 350부를 배부하였다. 배부된 설문지 중 총 345부가 회수되었으며 불성실하게 작성된 3부를 제외한 342부(97.7%)를 최종 분석 자료로 활용하였다. 본 연구는 2014년 4월 셋째 주부터 10월 둘째 주까지 진행되었으며 문헌고찰, 전문가 협의, 예비시안 작성, 예비조사, 본 조사 순으로 진행되었다. 본 연구에 나타난 결과를 간략하게 살펴보면 다음과 같다. 첫째, 유아음악감상활동에 대한 교사의 인식 수준을 살펴본 결과 유아음악감상활동에 대한 교사의 인식 수준이 높은 것으로 나타났다. 유아음악감상활동에 대한 교사의 인식들 중 목적이 가장 높았으며, 다음으로 교사역할, 내용, 계획, 환경구성, 평가, 방법 순으로 나타났다. 둘째, 유아음악감상활동에 대한 일반적 특성별 인식 차이를 구체적으로 살펴보면 음악교육 경험에 따라서 유아음악감상활동에 대한 교사의 인식에 차이가 나타났다. 셋째, 유아음악감상활동에 대한 교사의 인식 수준별 실제의 차이가 있는지를 살펴본 결과 하위집단과 상위집단 간 실제에 통계적으로 유의미한 차이가 나타났다. 유아음악감상활동에 대한 교사의 인식 수준별 실제의 차이를 하위요인별로 살펴본 결과 목표, 내용, 계획, 방법, 환경구성, 교사역할, 평가 모든 요인에서 통계적으로 유의미한 차이가 있었다. 이는 유아음악감상활동에 대한 교사의 인식이 높을수록 실제에서의 활용 수준이 매우 높다고 해석할 수 있다. 넷째, 유아음악감상활동에 대한 교사의 인식과 실제 수준 간 다소 높은 상관을 보였으며, 총점 및 하위요인 모두 양의 방향으로 유의한 관련성을 보이는 것으로 나타났다. 하위요인별로 자세히 살펴보면 유아음악감상활동 중 환경구성에 대한 교사의 인식이 실제 수준에 미치는 영향력이 가장 높았고, 그 다음으로 내용, 교사역할, 목적, 방법, 계획, 평가에 대한 교사의 인식이 실제 수준에 미치는 영향력 순으로 나타났다. 이는 유아음악감상활동에 대한 교사의 인식 수준이 실제 수준에 영향을 미치는 주요한 요인임을 알 수 있다. 이와 같은 결과를 통해 유아음악감상활동에 대한 교사의 인식과 실제 수준 간에는 전체적으로 낮은 수준의 정적 상관관계가 있음을 알 수 있다.

고등학생이 지각한 부모-자녀간 의사소통유형과 자아존중감 및 우울, 불안과의 관계

고영희 원광대학교 교육대학원 2008 국내석사

본 연구는 고등학생이 지각한 부모-자녀 간 의사소통유형과 자아존중감 및 우울, 불안과의 관계를 알아봄으로써 청소년의 자아존중감을 향상시키는 부모교육의 기초 자료를 얻는 것을 목적으로 한다. 이러한 목적을 달성하기 위하여 부모와의 의사소통유형과 자아존중감 및 우울, 불안의 특성을 알아보고, 부모와의 의사소통유형과 자아존중감 및 우울, 불안간의 관계를 살펴보았다. 연구 대상은 익산시에 소재한 인문계, 전문계에 재학중인 2학년 고등학생 921명으로 부모-자녀 간 의사소통 질문지, 자아존중감 질문지, 우울 질문지, 불안 질문지를 사용하여 자료를 수집하였다. 자료의 처리는 SPSS/PC 14.0 프로그램을 이용하여 자료 분석 목적에 따라 빈도 분석, 백분율 산출, t-검증, 일원변량분석, Duncan 사후검증, Pearson의 적률상관분석을 실시하였다. 이러한 과정을 통하여 나타난 연구 결과는 다음과 같다 첫째, 고등학생이 지각하는 부모의 의사소통유형은 대상자의 학교유형과 성별, 부모의 학력, 부모의 직업, 가정 경제수준에 따라 유의한 차이가 있다. 둘째, 고등학생이 지각한 부모의 의사소통유형에 따라 고등학생의 자아존중감에 차이가 있다. 부모와 자녀간의 의사소통유형이 개방적일수록 자녀의 자아존중감이 높은 것으로 나타났다. 셋째, 고등학생이 지각한 부모의 의사소통유형에 따라 고등학생의 우울에 차이가 있다. 부모와의 의사소통이 개방형인 고등학생이 문제형인 고등학생보다 우울수준이 낮다. 넷째, 부모-자녀 간 의사소통유형에 따라 불안에 차이가 있다. 부모가 문제형 의사소통을 많이 할수록 고등학생의 불안감이 높다는 점이 확인되었다. 다섯째, 자아존중감이 높은 고등학생의 우울과 불안 수준이 자아존중감이 낮은 고등학생의 우울, 불안 수준에 비하여 보다 더 낮다. * 주제어: 의사소통유형, 자아존중감, 우울, 불안

디자인 교육 과정에 관한 연구 : 중등교육의 색채 실습 프로그램을 중심으로

고영희 국민대학교 교육대학원 2001 국내석사

한 ·일 모어화자의 사죄표현 대조연구

고영희 대구가톨릭대학교 2016 국내박사

Every culture and society has their own act of apologizing. Depending on culture and society, the act of apologizing appear in different forms. For example, there is some difference in reaction to the following questions, for example, About what do you have to make an apology?, In what ways do you make an apology? Why do you have to apologize? This study is a contrastive analysis of examining a speech act of the natural utterance among close friends of Korean and Japanese speakers. In this study, the role plays and follow-up interviews are carried out for 30 native speakers of Korean and Japanese for each setting the different situations in terms of level of anxiety. The data based on the role plays and follow-up interviews are analyzed with 7 apology strategies, and the results are as follows: 1) Direct apology (An illocutionary force indicating device) As the level of anxiety increases, the ratio of using Korean and Japanese is getting up in terms of frequency of using direct apologies. Japanese speakers preferred this strategy to Korean counterpart. In the analysis of real strategies, the Adjacency Pair first pair part is found more in Japanese utterance, while the Adjacency Pair second pair part is found more in Korean utterance. 2) Acknowledgement of responsibility In terms of their frequency, both Korean and Japanese speakers use an acknowledgement of responsibility strategy for apology at the same ratio. The preference goes to the Japanese speakers who want to express more clear acknowledgement of responsibility than Korean counterpart. 3) An explanation or account of the cause which brought about violation The Koreans have a tendency to make an excuse and to find some reasons for saving-face activity. Because of the overuse of making an excuse or finding some reasons directly related to avoidance of responsibility, the Japanese tend to show the abstinence of them. With the increase of anxiety, both Korean and Japanese speakers make more use of this strategy: An explanation or account of the cause which brought about violation. The explanation or account strategy has been adopted as one way of defensive speech acts to keep social relationships. 4) Suggestion for compensation(an offer of repair) The Koreans have the opinions that it is possible for them to recover human relationship if they convey an offer of repair for violations in acts of apologizing. In contrast, the Japanese thought that it is not appropriate to convey an offer of repair for the misbehavior(violations) in acts of apologizing. 5) Promise it never happens again(Promise of forbearance) A few of participants use this strategy. It is not easy to make a discussion to the necessity of the apology strategy in acts of apologizing. 6) Caring (concern for the hearer) In case the level of anxiety is not that high, both the Koreans and Japanese use the apology strategy at the same rate. However, the higher level of anxiety is, the more frequently the apology strategy is used. The Koreans use the ‘hesitation strategy’ or ‘use more caring expressions when they make a question to the hearer.’ Meanwhile, the Japanese dominantly use ‘the questions which are about the hearer.’ 7) Promise for the next time There is no big difference in Korean and Japanese to make a promise for the next time. The Japanese prefer the utterance strategy in which the apologizer make a promise for the next event. The present study is very significant from the following point of view. First, there is an obvious difference between Korean and Japanese acts of apologizing. Second, it suggests some points of caution when the socio-cultural learning activities take place. However, this study has some limitations in the experimental methods such as role play. And it is necessary to analyze the utterance and reaction of the person who is given apology. Based on the present study, further research should take in the area of quantitaive discourse research other than the simple case study.