국가-시장-가족 관계를 통해서 본 한국 복지체제의 성격

박순례 경남대학교 대학원 2009 국내석사

가톨릭 유아교육기관 교사의 교육신념과 교수행위에 관한 연구

박순례 가톨릭대학교 교육대학원 2006 국내석사

본 연구의 목적은 가톨릭 유아교육기관 교사의 교육에 관한 신념과 실제 교수행위 간의 일치 정도를 살펴보고, 신념과 실제 간갈등 정도 및 그 원인을 알아보는 것이다. 이와 같은 목적에 따라 다음과 같은 연구문제를 설정하였다. 1) 가톨릭 유아교육기관 교사의 교육신념은 어떠한 경향을 보이고 있는가? 2) 가톨릭 유아교육기관 교사의 교육신념은 교사의 학력, 경력과 교사 재교육의 정도에 따라 어떻게 다른가? 3) 가톨릭 유아교육기관 교사의 교육신념은 실제 교수행위와 관련성이 있는가? 4) 가톨릭 유아교육기관 교사가 인식한 교육신념과 실제 교수행위 간의 갈등인식은 어느 정도이며 그 원인은 무엇인가? 본 연구의 대상은 전국 가톨릭 유아교육기관 교사의 교육신념과 교수행위에 관한 관계를 알아보기 위하여 유치원 200곳과 어린이집 87곳에 근무하는 336명의 교사를 대상으로 하였다. 연구도구는 가톨릭 유아교육기관 교사의 교육신념과 교수행위를 측정하기 위한 교사용 자기 평가 질문지이다. 사용한 질문지의 항목은 문미옥(1993)이 개발한 ‘교사의 교육신념 유형분석을 위한 도구 6점 평정척도’로 된 30개 문항을 본 연구의 목적에 맞게 신념 5점 및 실제 5점의 척도로 바꾸었으며, 교육신념과 교수행위의 갈등의 원인을 알아보기 위해 최윤정(1990)과 김수영(1992)연구에서 사용된 문항을 첨가하여 총 28개의 문항으로 구성하였다. 본 연구는 조사대상자의 일반적인 특성 및 신념과 실제 교수행위 사이의 갈등 특성을 알아보기 위해 빈도, 백분율을 산출하였으며, F-검증 및 Pearson’s의 상관관계분석을 실시하였다. 질문지의 신뢰도 검증은 Cronbach’s ■로 구하였다. 본 연구의 자료 분석 결과는 다음과 같다. 첫째, 가톨릭 유아교육기관 교사의 교육신념 경향은 성숙주의, 상호작용주의, 행동주의 순으로 나타났다. 성숙주의가 높은 이유로는 조사대상 교사들이 근무하는 가톨릭 유아교육기관의 주요 교육프로그램 중에서 몬테소리 프로그램이 61.9%을 차지하고 있는 영향에서 오는 것임을 알 수 있다. 둘째, 가톨릭 유아교육기관 교사의 학력과 경력에 따른 신념유형에 차이가 없었다. 행동주의, 성숙주의, 상호작용주의 어느 것도 통계적으로 유의미한 차이를 보여주지 않았다. 그러나 재교육 횟수가 많을수록 행동주의의 경향이 낮게 나타났다. 셋째, 가톨릭 유아교육 교사의 67.9%가 자신의 교육신념과 실제교수행위 간에 갈등을 많이 느끼고 있다고 보고하였다. 넷째, 가톨릭 유아교육 교사들은 갈등의 원인을 ‘과중한 업무와 작업’, ‘교사 자신의 능력부족’, ‘학급당 과밀한 원아 수’, ‘학부모의 기대요구’, ‘물리적 환경 및 재정 부족’, ‘책임자와의 교육목적 및 견해차이’등으로 인식하였다. The purpose of this thesis was to study the teaching beliefs of teachers catholic early childhood education Institutions and their actual teaching practices. It was also to find any conflict that may arise from the differences and possibly find the cause(s). For this purpose, following questionnaire was made: 1. What tendencies can we find in educational beliefs among teachers working in catholic early childhood educational Institutions? 2. What differences can we find in educational beliefs of teachers working in Catholic Early Childhood Educational Institutions according to their academic, work, and training experiences? 3. Is there any correlation between educational beliefs and their actual practice? 4. How intense is the conflict between perceived educational beliefs of teachers their actual practices. What are the possible reasons for this conflict? The researcher recruited of 336 teachers working at 200 kindergartens and 87 day care centers. The researcher developed a seif-reported questionnaire adapted from Moon, Mi-Ok’s “Classified Evaluation of educational beliefs of teachers”(1993). In order to accommodate the research, the researcher chose 30 questions and reused. 5. Furthermore, the researcher chose 28 questions from Choi, Yoon-Jung (1990) and Kim, Soo-Young (1992) to find possible causes for conflicts arising from differences in educational beliefs and actual practice of teachers. For the analysis of the evaluation, frequency and percentage were figured out and further executed F-test and Pearson's analysis of correlation. For the reliability of the questionnaire, Cronbach's ■ was used. The results of the survey were as follow: First, the tendencies in educational beliefs of teachers working for catholic early childhood educational institutions were found to be maturity, interaction, and behavior in order. The reason seems that 61.9% of main programs in catholic early childhood educational institutions are based on Montessori programs. Second, it was found that there was no influence of teachers’ academic and work experiences on their teaching practice. Also, maturity, interaction and behavior seemed to show not much significance. However, more the training experience, there was low frequency in behavior tendency. Third, 67.9% of teachers working in catholic early childhood educational institutions reported that they experienced conflict from gap between educational belief and actual practices. Fourth, the reasons for these conflicts were found to be ‘work overload’, ‘a sense of inadequacy as a teacher’, ‘overpopulated classes’, ‘high expectation of parents’, ‘materialistic and financial insufficiency’,and ‘discord with supervisor and his/her educational goal.’

문화상품 개발에 관한 연구 : 십이지신상을 중심으로

박순례 서울산업대학교 2002 국내석사

에니어그램을 활용한 집단프로그램이 성매매피해여성의 자아존중감과 지각된 스트레스에 미치는 효과

박순례 부산대학교 대학원 2017 국내석사

본 연구는 에니어그램을 활용한 집단프로그램이 쉼터 거주 성매매피해여성의 자아존중감과 지각된 스트레스에 미치는 효과를 알아보고자 다음과 같은 연구가설을 설정하였다. 연구가설 1. 에니어그램 활용 집단프로그램은 성매매피해여성의 자아존중감을 향상시키는 효과가 있을 것이다. 연구가설 2. 에니어그램 활용 집단프로그램은 성매매피해여성의 지각된 스트레스를 감소시키는 효과가 있을 것이다. 본 연구가설을 검증하기 위해 B광역시에 소재한 두 곳의 성매매피해여성 지원 쉼터를 통해 성매매피해여성 20명을 모집하였다. 실험집단 12명, 통제집단 8명으로 할당 배치 후 매회기 120분씩 총 8회기로 구성된 프로그램을 2016년 9월부터 11월까지 두 달간 진행하였다. 프로그램의 효과를 검증하기 위해 실험집단에만 프로그램을 실시 후, 두 집단의 사전·사후 검사 점수 차이를 확인하는 공변량 분석(ANCOVA)을 실시하였다. 실험집단과 통제집단에 자아존중감과 지각된 스트레스 척도를 사용하였고 실험집단과 통제집단의 사후검사를 비교해 본 결과 두 집단 간에 유의미한 차이가 있었다. 에니어그램 활용 집단프로그램은 성매매피해여성의 자아존중감을 향상시켰으며, 지각된 스트레스를 감소시키는 효과가 있었다. This study sets up the following research hypotheses to review on the effect of group program using Enneagram on shelter residence-prostituted women’s self-esteem and perceived stress. Research hypothesis 1. Group participating in group program using Enneagram will improve self-esteem compared to group not participating. Research hypothesis 2. Group participating in group program using Enneagram will reduce perceived stress versus group not participating To test this research hypothesis, it recruited 20 prostituted women by prostituted women’s 2shelter residences in B city. It conducted the program composed of each120 minutes, a total of 8 sessions for two months, from September to November 2016, after random assignment of 12 persons of experimental group and 8 persons of control group. To check the effectiveness of the program, after only the experimental group was programmed, a covariance analysis(ANCOVA) was conducted to confirm the difference between the pre- and post-test scores of the two groups. The results of the verification on effects of the group program on the research hypothesis are as follows. Firstly, group program using Enneagram showed the effect of improving prostituted women’s self-esteem. The self - esteem score of the experimental group was improved, compared to non-programmed control group. Secondly, group program using Enneagram showed the effect of reducing prostituted women’s perceived stress. The perceived stress score of the experimental group was reduced, compared to non-programmed control group. The purpose of this study is to find out ways to adapt to shelter life and to re - enter society, by allowing understanding of prostituted women living in shelters on their personality types in the Enneagram. This study has significance in understanding prostituted women's personality traits by identifying the types of Enneagram. Keyword: Enneagram, prostituted women women, self-esteem, perceived stress

무선 센서 네트워크에서 에너지 효율적인 멀티홉 스킴 기반의 라우팅 알고리즘

박순례 성균관대학교 일반대학원 2009 국내석사

센서네트워크에서 어떤 센서노드가 다른 노드 혹은 베이스스테이션으로 패킷을 보내려고 할 때, 아이디얼한 통신환경을 가정한다면, 그 때의 센서노드가 소모하는 에너지는 거리에 의존적이며 일반적으로 1/dα 로 표현할 수 있다. 여기에서 d는 transmitter와 receiver 사이의distance를 의미하며 α는 path-loss( indoor environment : 2~4)를 의미한다. 이와 같이 에너지 소모와 거리의 상관관계로 인하여 기존의 많은 연구에서는 통신반경 내에 센서노드들이 조밀하게 위치하고 있더라도 Single-Hop 보다는 Multi-Hop 기반의 라우팅 알고리즘을 설계해 왔다. 그러나 short range의 멀티홉 라우팅은 에너지 소모에 있어 문제점 역시 가지고 있다. 그것은 일반적으로 센서노드의 에너지 소모가 데이터를 송,수신할 때 가장 크기 때문이며 Switching 모드 즉, TX 모드에서 RX모드로의 전환 혹은 RX모드에서 TX모드로의 전환 시에 발생되는 에너지 소모와 CSMA/CA가 동작할 때의 에너지 소모 역시 결코 간과할 수 없는 수준을 보이고 있기 때문이다. short range의 통신거리를 기반으로 한 Rahul C. Shah 의 Energy Aware Routing 은 네트워크의 규모가 커질수록 빈번한 Switching과 hop count가 많아짐으로 인해 TX, RX, 모드 전환, CSMA/CA 등에서 발생되는 에너지 소모가 극심해져서 전체적인Network Lifetime을 단축시킬 수 있다. 이러한 이유로, 본 논문에서는 energy efficient한 multi-path 중 상대적으로hop count가 최소인 경로를 선택하게 하고 hop count가 같을 때는 데이터 송,수신 경로로 사용되었던 path에 weight를 주어 weight 값이 작은 노드를 먼저 선택되게 함으로써 Energy Aware Routing의 short range에서 발생되는 overhead 를 개선하고자 하였다. 우리는 시뮬레이션 결과를 통해 EAR보다 향상된 Network survivability를 확인할 수 있었다. Energy conservation is critical in wireless sensor networks. Conventionally, energy consumption is represented by, when d is the distance between a TX and a RX, and is the path-loss (generally between 2 and 4 for indoor environments). Such a correlation between the energy consumption of sensor node and the distance between a transmitter and a receiver allows a researcher to develop multi-hop routing algorithms rather than single-hop routing algorithms even in the networks with densely placed sensor nodes. Short-ranged multi-hop routing algorithms, however, induce noticeable energy consumption particularly under the two situations 1) when the TX mode is changed to the RX mode and when the RX mode is changed to the TX mode and 2) when CSMA/CA is used. A large-scale network would require more frequent switching and hop counts. To reduce these overhead, we propose a energy-efficient multi-hop scheme based on routing algorithm (EEMS), which use relatively minimum hop count and node weight. Simulation result presents that our proposed scheme shows better performance for network survivability.

소설교육방법론의 모색 : 수용이론을 바탕으로

박순례 전주대학교 2001 국내석사

The literary education at the scene has neglected the original purpose of literary education and carried out only a teacher-centered lecture, so that it only laid emphasis on the cognitive area. Similarly, the novel education does not emerge from the simple process that the teacher reads text and explain it. Therefore, the researcher tried to set up a learner-centered novel education method and grope for a new possibility of novel education. For this, the researcher determined the reception theory to be the theoretical basis, considered the receptionist(learner)-centered novel guidance method, and suggested the text analysis which could be applied to the education at the scene. From the point of reception theory, the process of reading novel is that the reader receives the influence elements of the text actively and reproduces them into new meaning. The active reading comes from grasping the meaning of the work, internalizing the value, and extending the impression. So the reception theory shifts the subject of learning in the literary education from teachers to learners' active participation and helps to expand the intelligent, emotional, and personal thinking. Applying the theory to the education at the scene brings about the following new possibilities in the literary education. First, a conversion to the student-centered class form is possible by stressing the subjective activity of the receptionist. Second, the guidance on the emotional area is possible in the novel education. Third, he various personalities of student are respected and the individual guidance is possible. The reception theory suggests that the understanding of the work comes from interaction between work and reader. The reading process is the active reciprocal action between work and reader and the aesthetic materialization, so the center of reading must be students. Reading is not to receive the information of the work passive but to interpret and organize meaning using all the knowledge and experience of the reader. Therefore, teacher should give students the outlook of the work, explain the new words and notions, or give the time to think about the structure and constitution as 'pre-reading activities.' As 'mid-reading activities,' teacher can make a cloze test abut the gist of the work, have the students put down new information, write down the questions and critical contents and ask questions, and jot down the students' own opinion, appreciation, and imagination. As 'post-reading activities,' teacher can examine the students' creative response through making questions, finding the main idea summarizing, talking about individual response. These processes are a good method in the novel education where learners can share their thought and opinion. From the process, the researcher identified the possibility of the receptionist-centered novel education and on the basis of precedent studies, worked out text analyses centering around the Korean short stories which middle school and high school students should read for the purpose of applying it the real education scene. Teachers, teaching novel, should help the receptionist to accept the text subjectively and actively and to reproduce it into a work. In addition, the desirable teaching-learning in the literary education depends on the consistent efforts to develop the teaching method of the literary teachers who are responsible for the literary education, especially novel education.

창작동화속에 나타난 장애이미지 분석을 통한 장애의 교육적 이해

박순례 전주대학교 교육대학원 2006 국내석사

The purpose of this study was to examine how creative fairy tales perceived the disabled in a bid to help non-disabled children have a positive understanding of disability. Domestic fairy tales created between 1990 and 2004 were investigated to find out how disabled people were described, and the findings of the study were as follows : First, as for the disability types of characters in the creative fairy tales, their characters mostly suffered from speech-language disorders, hearing-impairment and physical handicaps. Concerning the dominant types of disability by year, speech-language disorders were prevailing before 1995, and after 2000, characters with learning disability, emotional disturbance and autism appeared, which implied that the way of looking at disability was widened over time. Second, concerning positive and negative attitude toward the image of the disabled in the fairy tales, main disabled characters were described as dynamic people who made a ceaseless challenge, well responded to changing situations and struggled to become independent, and readers were inspired to see the issue of disability as a matter of all of them, not just as one of the disabled alone. However, the fairy tales basically took an authoritarian view of the disabled by looking upon them as incompetent on the assumption that disability meant an inferiority And those fairy tales used negative terms to portray disabled people, such as 'a brother like a fool,' 'a crescent-shaped fat man,' or 'a mute.' Third, the types of themes that could contribute to stirring up the positive emotion of non-disabled children or show productive changes in disabled people should be selected when children's books are written. To enhance people's perception of disabled people, they should be depicted not as victims but as more active people. The above-mentioned findings suggested that children's books associated with disability tended to lean toward specific sorts of disability like physical handicaps, visual impairment, hearing impairment or speech-language disorders. Children's books should deal with a wider variety of disabilities, and fairy tales should avoid taking any biased stand on disability. In addition, correct terms should be utilized to represent disabled people.

학부모의 유아교육기관 선택기준 및 만족도 조사

박순례 금오공과대학교 산업대학원 2012 국내석사

This study aims to investigate the selection factors and the degree of satisfaction in mothers concerning early childhood educational institutions. To achieve this, questionnaires were distributed around Gumi area, and the data were analyzed with the use of SPSS program. The result is as following. First, mothers recognized most of suggested fields as important upon choosing early childhood educational institutions, and especially regarded health, nutrition and physical environment as the most important ones. From the viewpoint of mothers, the most important factor was health. So, it should be taken as the most important, and educational institutions have to improve physical environment by managing appropriate numbers of kids and teachers. And also since mothers put some value on every aspect in their choice of kindergarten or nursery school, early childhood educational institution should be faithful to all-rounded education rather than adopting simply expedient management. Also, since the physical environment is taken as more important in earlier age, institutions should take care protective environments especially against negligent accidents. Second, as for the satisfaction in early childhood educational institutions, mothers of kids are generally satisfied with almost all fields suggested for early childhood educational institutions. Such a result means that early childhood educational institutions put great efforts on preschool education. However, there was a little difference for health and nutrition. Satisfaction was higher in private institutions than in those national, public and annexed ones. Health and nutrition considered to be more important for growing infants than anything else, and so high quality snacks and meals with good nutritions should be provided. Also, there was some difference in relationship with parents. Directors and teachers should be well equipped to take desirable roles through the correct understanding of parents' educational request and the systematic parents education in relation with families. Third, the importance and the satisfaction seems to go rather parallel. That is, elements of higher importance upon choosing early childhood educational institutions seem to guarantee higher degree of satisfaction after choice.

실시간 CORBA의 우선순위 모델 설계 및 구현

朴順禮 崇實大學校 2000 국내석사