고압열처리에 따른 재고미 쌀가루

정미순 순천대학교 대학원 2018 국내박사

The objective of this study is to find out the possibility of using the dumpling shell and an increasing number of re-processed rice products every year as a rice-processing product. The study tested the physicochemical properties of Saenuri, Saeilmi, Sindongjin and Hwanggeumnuri which are developed in high quality and the processing aptitude during high-pressure heat treatment. For the test, re-processing rice products was dry-milled and treated as high-pressure heat to improve the processing aptitude of the dry-milled old rice flour. The physicochemical properties of the old rice flour was observed before and after the high pressure heat treatment. In addition, the quality characteristics, sensory characteristics and storage quality of dumpling shell produced with this material were tested. The components of Saenuri, Saeilmi, Sindongjin and Hwanggeumnuri old rice grains such as length, width, the ratio of length and width and thousand grains weight were measured, which lead to the highest value of Sindongjin. Based on the measurement of proximate composition, moisture content and crude ash were highest in Hwanggeumnur, crude protein in Saeilmi and crude lipid in Saeilmi and Hwanggeumnuri. As a result of measuring Hunter's color value in old rice grains, the value of L was highest in Sindongjin, the value of a for old rice in Hwanggeumnuri and Saeilmi, and the b value for old rice in Hwanggeumnuri. Measuring the amylose content of dry-milled old rice flours resulted in its highest at 22.40 in Saeilmi, followed by Saenuri, Hwanggeumnuri and Sindongjin. When measuring the free sugar content of dry-milled old rice flours, the total amount of free sugar was the highest at 1478.65 mg% in Sindongjin, followed by Saeilmi, Hwanggeumnuri and Saenuri. As a result of measuring the free amino content of dry-milled old rice flours, the total amount of free amino acid was the highest at 64.33 mg% in Saeilmi, followed by Hwanggeumnuri, Saenuri and Sindongjin. Based on the measurement of the mineral contents of dry-milled old rice flours, their total amount was highest at 40.23 mg% in Saeilmi, followed by Hwanggeumnuri, Sindongjin and Saenuri. Treated with a measure of the particle size of dry-milled old rice flours, Hwanggeumnuri was highest in both before and after high-pressure heat treatment and tended to increase in all samples after high-pressure heat treatment. Measurement of Hunter's color value of dry-milled old rice flours showed that the L and a values decreased after high-pressure heat treatment, but the b values increased. The outcome of the test that had measured the water absorption index and water solubility index of dry-milled old rice flours showed a increase in the water absorption index, but a decrease in the water solubility index after high-pressure heat treatment. As a result of measuring the swelling power and solubility of dry-milled old rice flours, the swelling power increased significantly at 50 ℃, 70℃ and 90℃, while the solubility decreased at 50 ℃ to 60 ℃ and then increased at 70℃ to 90℃ after high-pressure heat treatment. Treated with the measurement of X-ray diffraction patterns and relative crystallinity of dry-milled old rice flours, all samples showed the characteristics of the shape A and the relative crystallization was increased. As a result of measuring the amylogram properties of dry-milled old rice flours, Initial Pasting Temperature after high-pressure heat treatment, Temp. at Maximum viscosity, Viscosity at 95℃ after 15min, Viscosity at 50℃ and Setback increased, but Beakdown decreased. Analyzing Gelatinization properties of dry-milled old rice flours with differential scanning calorimeters indicated that after high-pressure heat treatment, Gelatinization temperature range has widened and Gelatinization enthalpy (ΔH) increased. Measurement of the thickness of dumpling shell was found to be high in the dumpling shell made from old rice flour after high-pressure heat treatment. The result of measuring the moisture content of dumpling shell showed that it was high in the dumpling shell made from old rice flour after high-pressure heat treatment. When measuring Hunter's color value of dumpling shell, the value of L in the dumpling shell manufactured from old rice flour after high-pressure heat treatment increased in Saeilmi and Sindongjin, the a value in Hwanggeumnuri, and the b value in all the samples. Water absorption ratio and volume expansion ratio measured in the dumpling shell increased significantly in both Saenuri and Saeilmi manufactured from old rice flour after high-pressure heat treatment, but were not seen to be significant in Sindongjin and Hwanggeumnuri. The turbidity in the soup of dumpling shell decreased in Saeilmi and Sindongjin which are made from old rice flour after high-pressure heat treatment, but increased in Saenuri and Hwanggeumnuri. Tensile strength and elasticity of dumpling shell showed a increase in the dumpling shell which was made from old rice flour after high-pressure heat treatment. Texture characteristics of dumpling shell indicated that Hardness, Springiness, Gummines and Chwiness increased in Saeilmi, Sindongjin and Hwanggeumnuri which are made from old rice flour after high-pressure heat treatment, while Adhesiveness decreased in all the samples. Treated with Sensory evaluation of dumpling shell, color, flavor, taste, texture and overall preference were shown to be the highest in Saeilmi, which was made from old rice flour after high-pressure heat treatment. Moisture content during the storage of dumpling shell showed that the dumpling shell manufactured after high-pressure heat treatment was high during the storage period. Hunter's color value during storage of dumpling shell suggested that the values L decreased for the dumpling shell manufactured after high-pressure heat treatment while the value b decreased after increased. Tensile strength and elasticity during the storage of dumpling shell indicated were found to be high during the storage of dumpling shell made from old rice flour after high-pressure heat treatment. Texture characteristics during the storage of dumpling shell showed the tendency that Hardness, Springiness, Cohesineness, Gummines and Chwiness increased in the dumpling shell manufactured from old rice flour made after high-pressure heat treatment rather than before high-pressure heat treatment.

제 6차, 제 7차 교육과정에 따른 고등학교 과학 교과서의 지구과학영역에 대한 STS 내용 분석

정미순 원광대학교 2008 국내석사

본 연구는 제 6차 과학 교육과정에서 ‘공통과학’ 교과서와 제 7차 교육과정에 따라 2002학년도부터 시행되는 10학년(현 고등학교 1학년) 교과서인 ‘과학’ 교과서를 STS(Science-Technology-Society) 관점에서 비교 분석하였다. 제 6차, 7차 교육과정을 통하여 과학 교과서의 교육목표, 내용, 방법, 평가의 주된 변화는 무엇인지 알아보았다. 제 6차, 7차 교육과정에 의해 편찬된 각 교과서 지구과학 영역의 전체면수와 STS 내용 면수의 비율을 백분율로 나타내어 STS 내용의 포함비율을 알아보고, Piel(1981)의 7가지 주제 영역을 사용하여 STS 주제 영역을 비교하고 각 교과서의 STS 관련 내용을 SATIS의 학습활동 유형을 기준으로 분류하여, STS 내용의 활동 영역 항목별 분포를 알아본 결과는 다음과 같다. 1. 제 6차 교육과정에 의한 7종의 ‘공통과학’ 지구과학 영역의 교과서를 분석한 결과 교과서에 따라 2.5%에서 17.6%까지의 분포를 보이고 있으며 전체 교과서의 STS 내용 비율은 평균 8.2%, 제 7차 교육과정에 의한 7종의 ‘과학’ 지구과학 영역의 교과서를 분석한 결과 교과서에 따라 3.0%에서 17.8%까지의 분포를 보이고 있으며 전체 교과서의 STS 내용 비율은 평균 12.1%였다. 2. Piel(1981)의 기준에 따른 교과서별 STS 주제 영역 비교에서는 제 6차 교육과정 ‘공통과학’ 지구과학 영역에서는 환경문제와 천연자원의 이용(46.8%), 과학과 사회화(31.0%), 우주개발과 국방(14.1%), 에너지(8%), 기술발달의 영향(1.9%), 인간공학(0.0%), 인구(0.0%)순으로 나타났으며, 제 7차 교육과정 ‘과학’ 지구과학 영역에서는 환경문제와 천연자원의 이용(33.7%), 과학의 사회화(25.7%), 우주개발과 국방(24.6%), 기술발달의 영향(16.0%), 에너지(0.0%), 인구(0.0%), 인간공학(0.0%)로 나타났다. 3. 제 6차 교육과정에 의해 편찬된 ‘공통과학’ 지구과학 영역 교과서의 STS 내용을 활동 영역별로 분석해 본 결과는 총 53회의 활동 영역 중 구조화된 토론(35.8%)로 가장 많고 자료해석(32.1%), 조사활동(24.5%), 역할놀이 및 모의실험(3.8%), 문제해결 및 의사결정(1.9%), 사례연구(1.9%) 순 이였으며, 실제활동과 연구사례는 전혀 발견할 수 없었다. 제 7차 교육과정에 의해 편찬된 ‘과학’ 지구과학 영역 교과서의 STS 내용을 활동 영역별로 분석해 본 결과 총 971회의 활동 영역 중 조사활동(39.0%), 역할놀이 및 모의실험(22.7%), 사례연구(14.2%), 자료해석(13.4%), 구조화된 토론(9.4%), 문제해결 및 의사결정(0.8%), 연구사례(0.4%), 실제활동(0.1%) 순이다. 제 6차 교육과정에 비해 제 7차 교육과정에서 STS 교육 내용이 더 많이 포함되어 있다고는 하나 교과서의 비중을 생각해 볼 때, 우리나라의 실정에 맞는 내용으로 더 많은 내용이 교과서에 반영될 수 있도록 더욱 더 노력해야 할 것이다. 주용어 : STS, 제 6차 ‘공통과학’ 교과서, 제 7차 ‘과학’ 교과서, STS 주제영역, SATIS 활동영역

노인학대 위험요인에 관한 연구

정미순 전북대학교 대학원 2006 국내석사

This study classified the risk factors of the elder abuse into individual, family and socio-cultural factors of the elderly, which may comprehensively explain the risk factors of the elder abuse and empirically examined how these risk factors were related to the elder abuse experience. This study attempts to identify the risk factors of the elder abuse reviewing the examined results, and thus to provide fundamental data to be used in preventing the recurrence of the abuse and in establishing the alternatives of the elder abuse prevention. 16 municipal and provincial elder abuse prevention centers, senior welfare centers and club houses for the elderly(Kyung-ro-dang) in Korea were selected and, among the service users, the samples of the study were confined to the elderly who had experience of the abuse only. The survey was conducted from August 2005 to October 2005 and purposive sampling was used. 496 surveys were collected out of total 550 surveys. However, 441 surveys were finally used for the analysis excluding 55 incomplete ones with missing data. For the analysis, Frequency, Crosstabs, Chi-square, t-test, Pearson Correlation, Multiple Regression Analysis, Hierarchical Regression Analysis were conducted using SPSS- WIN 10.0 statistical package. The major findings can be summarized as follows: First, regarding the types of the elder abuse of the study subjects, verbal and emotional abuse turned out to be the highest followed by neglect, financial abuse, and physical abuse. 4.1% of the study subjects experienced one kind of abuse, while 41.7% experienced two, 39.7% experienced three, and 14.5% experienced all four kinds of abuse. Considering this fact that many elder abuse victims are involved in multiple abuse as such, we may see that the elder abuse in Korea has reached an alarming level. Second, frequencies of the elder abuse experience are examined according to the risk factors of the abuse, and the results are as follows. First of all, in terms of individual risk factors, female elderly appeared to experience verbal and emotional abuse along with physical abuse. The elderly experienced neglect more as they were older, and the elderly with lower educational level turned out to experience verbal and emotional abuse along with physical abuse. Also, the ones who subjectively recognized their financial status worse and the ones parted from their spouses by death turned out to experience neglect. In addition, as they were more dependent in ADL or more independent due to the impairment of their recognition function, they appeared to experience verbal and emotional abuse and neglect more. In terms of family related risk factors, the elderly turned out to experience neglect when the major abuser had a spouse, experience verbal and emotional abuse, financial abuse and physical abuse when the major abuser didn't have a spouse due to divorce or separation, and experience financial abuse when he/she was unemployed. The elderly experienced verbal and emotional abuse, neglect and physical abuse more as their relationship with major abusers were worse. When the frequency of contact with their children not living together via visiting or calling was higher, the elderly experienced financial and physical abuse more. Also, as the satisfaction level of the relationship with their children was lower, the elderly turned out to experience all types of abuse, and as the expectation of the filial duty towards their children was higher, the elderly experienced neglect more. Considering the elder abuse in terms of socio-cultural risk factors, the elderly experienced physical abuse as they had less emotional support from relatives, neighbors, friends, or religious organizations. And as the elderly had less public social support, that is, as the usage rate of the service provided by community senior welfare centers or other social welfare organizations was lower, they experienced verbal and emotional abuse along with physical abuse. Also, as the elderly themselves felt sense of discrimination more, they appeared to experience verbal and emotional abuse more. Third, let's examine the influence of the risk factors on the abuse experience of the elderly. First of all, the elderly appeared to experience verbal and emotional abuse more when they were female, had lower educational level and when their dependency was higher. In the second stage including family related risk factors, verbal and emotional abuse rate was higher when their relationship with the abuser was not good, as the satisfaction level of the relationship with their children was lower, and as their expectation of filial duty towards their children was higher. In the third stage including socio-cultural risk factors, they appeared to experience verbal and emotional abuse more as the level of the emotional support from relatives, neighbors, friends, or religious organizations was higher. The effect of the individual risk factors on the financial abuse didn't have statistical significance. However, when the family related risk factors were added in the second stage, financial abuse turned out to be influenced as the elderly's dependency was lower, when the major abuser of the elderly didn't have a spouse due to divorce or separation, when the abuser was employed, when the frequency of contact with the children not living together via visiting or calling was higher and as the satisfaction level of the relationship with their children was lower. In terms of socio-cultural risk factors in the third stage, only familyism uniquely appeared to have influence on the financial abuse. In terms of individual risk factors regarding neglect, as the age of the elderly was higher, as their subjective financial status was worse, when they were separated with their spouses by death, when their dependency was higher, they turned out to experience neglect more. In the second stage including family related risk factors, when the major abuser of the elderly had a spouse, when their relationship with the elderly were not good, as the satisfaction level of the elderly's relationship with their children was lower and as their expectation of filial duty towards their children was higher, they appeared to experience neglect more. However, in the third stage inputting socio-cultural risk factors, the influence of the risk factors on neglect was statistically insignificant. In terms of individual risk factors regarding physical abuse, when the elderly were female, as their educational level was lower, when they didn't have religion and when they were separated from their spouses due to death, they turned out to experience physical abuse more. In the second stage including family related risk factors, as the abusers' relationship with the elderly was worse, as the satisfaction level of the relationship with their children was lower, they seemed to experience physical abuse more. In the third stage inputting socio-cultural risk factors, the elderly received more emotional support from relatives, neighbors, friends, or religious organizations experience physical abuse frequently. In terms of the individual risk factors regarding the overall abuse, when the elderly were female and as their dependency was higher they turned out to experience the overall abuse more. In the second stage inputting family related risk factors, the elderly appeared to experience the overall abuse more when the abusers' relationship with the elderly was not good, as the satisfaction level of the elderly's relationship with their children was lower and as their expectation of filial duty towards their children was higher. And when the socio-cultural factors were included in the third stage, the elderly appeared to experience overall abuse more as the level of the emotional support from relatives, neighbors, friends, or religious organizations was higher. Through the above study results it has been verified that the elderly experience multiple abuse through complex factors and that the elder abuse has reached an alarming level. This fact should be an initiative of converting social recognition to approach the elder abuse issue from the social approach instead of attributing the matter to an individuals' or family's responsibility. In order for this change, multilateral efforts should be made for prevention instead of passive post intervention of the abuse. In addition, the nationwide elder abuse prevention centers as well as related professional organizations should play a pivotal role in improving the relationship between the major abuser and the abused elderly so that people should no longer hide the matter of the elder abuse or hesitate to expose it. Moreover, every individual including the elderly, family, and nation need to be involved actively at a macro level and active interventions such as public education and promotions need to be designed in order to deal with the elder abuse issue by recovering family relationship and maintaining it.

초등학교 교사에게 있어 포트폴리오 평가 경험의 의미 : 초등학교 영어교과 수업을 중심으로

정미순 광주교육대학교 2010 국내석사

본 연구는 교실이라는 자연스럽고 유의미한 공간 속에서 초등학교 교사가 포트폴리오 평가를 실행하면서 겪는 경험과 포트폴리오 평가 중 만나게 되는 여러 어려움을 어떻게 극복해나가는지를 살피고, 그런 경험을 통해 교사가 깨닫게 되는 가치 등을 분석함으로써 교육현장에서 실제적인 포트폴리오 평가의 적용 방안을 모색하는데 연구의 목적이 있다. 이러한 연구 목적에 따라 연구 문제는 다음과 같다. 1. 교사가 포트폴리오 평가를 실행하면서 겪는 경험은 어떠한가? 2. 교사가 포트폴리오 평가를 실행하면서 깨닫게 되는 가치는 무엇인가? 연구자는 전남 S시에 위치한 P초등학교의 5학년 교과 전담교사이다. 연구 대상은 전남 S시 P초등학교 5학년 학생들을 대상으로 하며 연구 기간은 2009년 2월부터 10월까지이다. 영어 교과에 대한 포트폴리오 평가를 계획, 설계하여 포트폴리오 평가를 실행(아동의 포트폴리오 작품, 체크리스트, 관찰지, 자기 평가와 동료 평가, 교사의 저널 등을 수집하고 기록)하였다. 자료 분석은 수집된 자료의 전사, 분류와 분석, 해석, 분석 결과의 확인으로 이루어졌다. 본 연구의 결과는 다음과 같다. 첫째, 연구자는 포트폴리오 평가 과정을 통해 실제적이고 의미 있는 여러 경험들을 겪게 되었다. 평가를 제대로 해보아야겠다는 책임감과 의무감에서 포트폴리오 평가를 시작하였으나 포트폴리오 평가에 대한 연구자의 이론적 무장이 부족하고 교과 전담 교사의 특수성 등으로 여러 어려움에 부딪치게 되었다. 처음에 포트폴리오 평가에 익숙하지 않은 학생들은 소극적이고 방관적이었으며, 포트폴리오 평가 활동을 제대로 하지 않고 자신의 수업활동을 돌아보는 일을 싫어했다. 수업활동과 통합된 포트폴리오 평가를 실행하느라 수업 시간이 부족한 경우가 생겼고, 포트폴리오 평가 활동을 피드백해줄 시간 역시 부족하였다. 교과 전담 교사가 담당하는 학생 수가 너무 많은 것과 학교의 잦은 행사 등도 큰 어려움이었다. 연구자는 포트폴리오 평가의 이론들이 적용되는 실제의 교육 현장에 맞게 재구성되어야 할 필요성을 느꼈고, 수업과 통합된 포트폴리오 평가의 전개 과정을 통해 포트폴리오 평가에 대한 전문적 지식과 교과 전문성의 부족함을 깨달았다. 연구자는 학생들의 적극적인 태도를 만들기 위해 다양한 상호작용으로 유대감 형성에 노력했고, 포트폴리오 평가에 대한 전문적 지식을 기르기 위해 애썼다. 또한 포트폴리오 이론서에 제시된 여러 내용들을 재구성하여 적용하려 하였으나 현 교육현장에서 포트폴리오 평가의 실행은 일정부분 교사의 헌신과 열정에 의지할 수밖에 없음을 느꼈다. 둘째, 연구자는 포트폴리오 평가 과정의 실행 속에서 교사와 학생 모두가 나름의 의미를 발견하고 성장해 감을 알았다. 학생들은 익숙하지 않은 포트폴리오 평가 과정에 힘겨워하였으나 과정이 계속됨에 따라 자신의 학습 내용을 수정하고 돌아볼 줄 알게 되었으며, 미약하지만 스스로 학습 계획을 세워 실행하게 되었다. 또한 평가 과정을 포함한 수업 활동에 더 즐겁고 적극적인 태도로 참여하게 되었다. 교사는 개별 학생들에 대해 더 깊은 이해를 하게 되었고, 그 이해는 다시 평가 활동에 힘을 보태주었다. 평가 활동은 교사에게도 끊임없는 반성적 사고를 하게 했는데, 교사는 교과와 평가, 그리고 학생의 관계를 큰 시야에서 바라보며 더 많은 공부의 필요성을 느끼고 노력하게 되었다. 본 연구의 결과 및 결론을 바탕으로 후속 연구를 위한 제안을 하면 다음과 같다. 첫째, 적어도 1년 이상의 장기적인 포트폴리오 평가 적용을 통해 그 의미와 가치를 밝히는 후속 연구가 필요하다. 둘째, 담임이 여러 교과를 함께 지도하고 평가해야 하는 초등학교 현장을 생각할 때, 담임의 입장으로 여러 교과에 포트폴리오 평가를 동시에 적용시켜 봄으로써 초등학교 현장에서의 포트폴리오 평가 적용에 관한 실제적 운영과 가치를 밝히는 후속 연구가 필요하다. 셋째, 다양하고 깊이 있는 방법으로 가정의 활성화된 참여를 이끌어내는 포트폴리오 평가의 적용에 대한 후속 연구가 필요하다. 넷째, 포트폴리오 평가를 실행시키며 교사가 느끼는 여러 내면적이고 외면적인 제약들을 어떻게 절충시켜 나갔는지에 대한 보다 심층적 연구가 필요하다. This research explored meaning of primary teacher's experience in portfolio assessment in the classroom, the natural and significant space, to find how to apply portfolio assessment to the class. Therefore, this research examined how teachers overcome difficulties they find while performing portfolio and analyzes values that teachers experience during the process. Specifically, this research examined the following questions: 1. What do teachers experience during portfolio assessment? 2. What kind of value do teachers realize during portfolio assessment? The author took charge of teaching 5th grade students in P elementary school located in S-si, Jeonnam-do, who participated in this research performed from February to October 2009. Portfolio assessment was designed for English lesson. Research materials were collected by checklist, observation paper, self-evaluation and peer-evaluation, and collection and record of journal. Collected materials were analyzed through transcription, classification, interpretation, and confirmation of analyzation result. Results of this research are on the below. First, portfolio assessment enabled the teacher-researcher to obtain a lot of practical and meaningful experiences. Although portfolio assessment was started with responsibility and obligation, there were some difficulties due to lack of knowledge about portfolio assessment and specialty of teacher-researcher. At first, students had a passive attitude on portfolio assessment because they had never experienced. Likewise, they disliked to review their class activities. Sometimes, there was not enough time to catch up with the class since portfolio assessment was combined with class activities. Also, feedback hours for portfolio assessment activities was not enough. Other difficulties were that subject teachers took care of too many students and there were so many school events. It was realized that theories of portfolio assessment should be reconstituted for actual education field, and there was lack of professional knowledge and specialty through the process of portfolio assessment combined with class study. Various ways of interaction was employed to establish special bondage with students to induce them to have active attitude on portfolio assessment. Also, professional knowledge was pursued. Second, this research indicated that both teacher and student found meaning of portfolio assessment and progressed during performing the procedure. In spite of difficulties on portfolio assessment that students felt, they were able to review and modify their studies by continuing the process. They were also able to make their own study plan and performed it. As a result, students were able to enjoy the class activities with evaluation process pleasantly and positively. The teacher-researcher was able to understand each student more deeply, such that effective evaluation activities were possible. Portfolio assessment activities also helped the author's self-reflection on teaching continuously. Thus, it is considered that teachers should have extensive understanding on study subjects, evaluation, and relationship with students and to make an effort to study for this. Based on the research results and conclusion, further research is suggested as follows. First, further research is required with long-term application of portfolio assessment at least a year. Second, under the situation that a homeroom teacher takes charge of teaching many subjects and makes evaluation all about the subjects in primary schools, further research should apply portfolio assessment to many class subjects and demonstrate practical management and value of portfolio assessment. Third, further research on application of portfolio assessment is necessary to lead active family participation by various and meaningful methods. Forth, in-depth research should be focused on how teachers resolve inner and outer restriction in application of portfolio assessment.

집단미술활동이 다문화가정 유아의 자기효능감 향상에 미치는 효과

정미순 우석대학교 교육대학원 2011 국내석사

Abstract The effect of group art Activities?on the self-efficacy of multi?cultural families children? Woosuk Graduate school Det. of Early Childhood Special Education Mi Sun Jeong The purpose of this study is to find out the effect of group art activities? on the self-efficacy of little children from multi-cultural families.We worked with five youngsters aged 3 to 5 from multi -cultural families as a test subject.The results of the research are as? follows. First, group art activities is effective in improving the cognitive self-efficacy of little children from multi-cultural families.Second, group art activities is effective in improving the social and emotional self-efficacy of little children from multi-cultural families.Third, group art activities is effective in improving the physical self-efficacy of little children from multi-cultural families.Group art activities helps youngsters of multi-cultural families who? can't express themselves well verbally? to have more confidence by expressing what they think with paintings.The findings show that group art activities? has an actual effect on the self-efficacy of little children from multi?cultural families.

돼지감자가루를 첨가한 쌀가루 만두피의 품질특성

정미순 순천대학교 대학원 2015 국내석사

The objective of this study was to investigate the physicochemical properties of rice dumpling shell with different quantities of Jerusalem artichoke powder during storage time, as making dumpling shell with rice could provide basic data of rice processed products and possible ways to promote rice and Jerusalem artichoke consumption, and examined rice dumpling shell with 5 different quantities (0%, 2%, 4%, 6% and 8%) (w/w) of Jerusalem artichoke powder with intervals of 1 day up to 5 days at 4±1℃. In the results of proximate composition, the content of moisture was 75.29%, crude protein was 8.43%, crude lipid was 0.12 and crude ash was 1.09% in Jerusalem artichoke. In the Jerusalem artichoke powder, the content of moisture was 4.16%, crude protein was 1.69%, crude lipid was 0.57% and crude ash was 6.88%. The thickness of uncooked rice dumpling shell was 1.07~1.05 mm but it was not significant. The uncooked and cooked rice dumpling shell with 0% Jerusalem artichoke powder were highest in weight and volume, and decreased as the Jerusalem artichoke powder increased. The water absorption of rice dumpling shell increased as Jerusalem artichoke powder additional ratio increased. But the volume expansion ratio was reversed. The turbidity result of cooked rice dumpling shell decreased as Jerusalem artichoke powder additional ratio increased. In the measurement of Hunter’s color value, the L value of uncooked rice dumpling shell decreased as Jerusalem artichoke powder additional ratio increased, but the a and b value of uncooked rice dumpling shell increased as Jerusalem artichoke powder additional ratio increased. In the measurement of Hunter’s color value, the L and a value of cooked rice dumpling shell decreased as Jerusalem artichoke powder additional ratio increased, but the b value of cooked rice dumpling shell increased as Jerusalem artichoke powder additional ratio increased. The tensile strength and elasticity of uncooked rice dumpling shell decreased as Jerusalem artichoke powder increased, but cooked rice dumpling shell was not significant. As Jerusalem artichoke powder increased, the cooked rice dumpling shell increased in hardness, adhesiveness, gumminess and chewiness, significantly. But springiness and cohesiveness was not significant. In the sensory evaluation, rice dumpling shell with 4% Jerusalem artichoke was highest preference in all properties. The weight and volume of uncooked and cooked rice dumpling shell decreased as storage time increased. The water absorption ratio of rice dumpling shell increased as storage time increased. The volume expansion ratio did not show distinctive change during storage time and it was not significant. The L value of uncooked rice dumpling shell decreased as storage time increased, but a and b value of uncooked rice dumpling shell increased as storage time increased. The L value of cooked rice dumpling shell increased as storage time increased first and then decreased, but a and b value showed irregular changes. The tensile strength and elasticity of cooked and uncooked rice dumpling shell decreased as storage time increased. As storage time increased, decreased the texture properties of cooked rice dumpling shell in hardness, adhesiveness, gumminess and chewiness. The springiness and cohesiveness were significant to cooked rice dumpling shell with 2% and 8% Jerusalem artichoke powder. The sensory evaluation of cooked rice dumpling shell with 4% Jerusalem artichoke powder was highest preference during storage time.

영미 문화지도가 초등학교 3학년 학생들의 영어학습태도와 능력에 미치는 영향

정미순 진주교육대학교 교육대학원 2010 국내석사

본 연구의 목적은 영어의 중요성이 강조되는 요즈음 초등영어교육의 효과를 증진시키기 위해서 학습자들의 영미문화에 대한 지식이 영어 학습과 관계가 있다고 생각하여 영어 학습에 있어 영미문화지도의 다양한 방안을 연구하고 이를 바탕으로 체계적인 영미문화지도를 하여 그 결과가 학습자의 영어 학습에 어떤 영향을 미치는지를 영어 학습 태도와 능력의 측면에서 알아보는 것이다. 이를 위하여 영미문화지도의 필요성과 방법에 관한 이론적 배경을 살피고, 학년의 수준에 맞는 영미문화지도내용을 선정하고 직접 수업에 투입할 수 있는 수업모형을 개발하여 초등학교 3학년 학생들에게 적용하고 그 결과를 분석하였다. 연구의 대상은 경상남도 김해시에 소재하는 B초등학교 3학년 학생들을 대상으로 영어학습 및 문화학습에 대한 흥미도 사전 조사, 영미문화이해도 검사와 영어 능력 사전 조사를 실시한 결과 영미문화에 대한 이해도와 기본적인 영어 능력, 영어학습 및 문화학습 흥미도가 비슷한 2개 반을 실험반과 비교반으로 선정하였다. 실험반은 영어교육과 영미문화지도를 병합하여 수업을 실시하고 비교반은 일반적인 의사소통 기능 중심의 수업을 하였다. 실험기간은 2009년 3월부터 7월까지로 3학년 1학기 4개 단원 총 16차시의 수업을 실시하였다. 연구결과에 대해 영어학습 흥미도, 영미문화이해도, 영어능력의 측면에서 검증을 하였으며, 본 연구를 통해 얻어진 결론은 다음과 같다. 첫째, 영어 학습에 대한 흥미도 면에서 차이를 분석한 결과 영미문화지도 수업을 한 집단이 일반 의사소통 기능 중심의 학습을 한 집단보다 영어 학습의 흥미도 면에서 높은 결과가 나왔다. 이는 문화내용 자체가 학생들의 학습흥미를 끌 수 있고 본시 수업의 동기유발에도 좋은 자료로 활용될 수 있으며 또한 영어 학습에 대한 자신감 상승에도 도움이 된다고 해석된다. 둘째, 영미문화지도를 통해 학생들의 영어권 문화에 대한 이해의 폭이 넓어졌으며 영미문화를 편견 없이 받아들이게 되었다. 그리고 영어에 대한 수용의 폭이 확대되었으며, 영어를 친숙하게 생각하게 되어 영어 학습에 있어서 긍정적인 효과를 얻었다고 할 수 있다. 셋째, 영미문화지도 수업을 한 집단이 일반 의사소통 기능 중심 교수 방법보다 영어 능력 면에서 효과가 있었다. 이는 교육과정과 연계하여 지도한 영미문화지도가 학생들이 다양한 활동을 할 수 있도록 하여 학생들의 학습동기를 유발하고 수업의 집중도를 높이는 효과를 가져와 영어 능력 면에서도 높은 결과를 가져왔다고 해석된다. 이와 같이 영어 학습에 있어 영미문화지도가 학생들의 영어 학습에 대한 흥미도 및 영미문화이해도 뿐만 아니라 영어 능력 신장에 긍정적인 효과를 가져 온 결과는 앞으로 학생들의 효과적인 의사소통능력 향상을 위한 수업을 할 때 언어기능적인 교육과 함께 교육과정과 연계된 체계적이고 지속적인 문화지도가 중요한 일임을 시사하고 있다. 따라서 초등 영어 교육과 더불어 영미문화지도가 학년별 수준에 맞게 도입되어 아동들이 자연스럽게 영미문화를 익힐 수 있도록 해야 하겠다. 그리고 문화에 대한 교사 연수나 지도자료 등이 확보되어야 하겠으며, 영미문화지도에 대한 지속적인 관심과 연구가 계속 이루어지고 그것이 잘 활용되어야 할 것이다.

우리나라의 수퍼그래픽에 나타난 한국적 이미지에 관한 고찰

정미순 계명대학교 교육대학원 미술교육전공 1990 국내석사

서울 소재 일개교 중학생의 비만과 생활습관에 관한 조사 연구

정미순 연세대학교 1989 국내석사

학교장의 변혁적리더십이 학교조직역량에 미치는 영향 : 학습조직과 전문적학습공동체의 매개효과를 중심으로

정미순 韓國航空大學校 2019 국내박사

이 연구는 초등학교 교장의 변혁적리더십이 학습조직과 전문적학습공동체를 매개로 학교조직역량에 미치는 영향을 분석하는 데 있다. 따라서 연구의 목적을 달성하기 위하여 다음과 같은 연구문제를 설정하였다. 첫째, 학교장의 변혁적리더십이 학교조직역량에 미치는 영향은 어떠한가? 둘째, 학교장의 변혁적리더십이 학습조직과 전문적학습공동체에 미치는 영향은 어떠한가? 셋째, 학습조직과 전문적학습공동체가 학교조직역량에 미치는 영향은 어떠한가? 넷째, 학교장의 변혁적리더십이 학교조직역량 간 관계에서 학습조직과 전문적학습공동체의 매개 효과는 어떠한가? 연구실행을 위해 경기지역의 140개 초등학교 대상으로 학교당 5부씩 700부의 설문지를 보내 133개 661부를 회수하였으며, 회수된 설문지 중 결측치가 있는 24개 학교 120부를 제거하고 최종 109개 학교 541부 설문을 통계자료로 활용하였다. 연구에서 사용한 변혁적리더십, 학습조직, 전문적학습공동체, 학교조직역량 측정 도구는 기존 연구자들이 개발한 신뢰도가 입증된 것을 수정하여 사용하였다. 특히 본 연구는 조직단위 연구로 위계적회귀분석을 활용하여 영향관계를 분석하였다. 이러한 절차를 통해 나타난 연구의 결론은 다음과 같다. 첫째, 학교장의 변혁적리더십은 학교조직역량에 유의한 정(+)의 영향을 확인하였다. 이는 변혁적리더십의 발휘가 높을수록 학교조직역량이 강화된다는 것을 의미한다. 따라서 학교장의 변혁적리더십 향상을 위한 다양한 정책과 지속적인 실행학습이 강구되어야 한다. 둘째, 학교장의 변혁적리더십은 학습조직과 전문적학습공동체에 유의한 정(+)의 영향을 미쳤다. 따라서 학교장은 학생중심 교육의 학교문화를 조성하고 학교조직의 학습조직화를 통해 전문적학습공동체를 활성화해 교사들의 전문성과 효능감을 키워주어야 한다. 셋째, 학습조직과 전문적학습공동체는 모두 학교조직역량에 유의한 정(+)의 영향을 미쳤다. 전문적학습공동체 활성화를 위해서 학교장은 교육과정 중심의 업무로 재구조화하고 권한을 위임하며, 교사들은 학생중심 교육을 위해 협력적인 탐구문화 조성과 지속적인 연수로 교수역량을 강화해야 한다. 이와 같은 전문적학습공동체의 활성화는 학교조직의 학습조직화를 통해 학교조직역량을 더 강화할 것이다. 넷째, 변혁적리더십이 학교조직역량에 미치는 영향에서 학습조직과 전문적학습공동체의 매개효과는 모두 유의한 정(+)의 효과가 있었다. 변혁적리더십과 학교조직역량의 관계에서 학습조직의 매개효과는 0.104(0.378×0.274), 전문적학습공동체의 매개효과는 0.185(0.351×0.527)로 각각 유의수준 p<0.01, p<0.001에서 의미 있는 것으로 나타났다. 따라서 학교장은 학교조직역량을 강화하기 위해 변혁적리더십을 직접 발휘하기보다는 교사의 자발성을 기반으로 하는 전문적학습공동체의 활성화를 통해 전문성을 키워주고 학습조직을 통해 학교문화를 개선하는 전략이 필요하다. 다섯째, 연구의 통제변수인 농어촌 소재지의 학교는 대부분 부(-)의 영향을 미치는 것으로 나타났다. 이는 농어촌 학교 대부분이 소규모 학교로 행정업무가 많고 열악하다는 것으로 해석할 수 있다. 따라서 농어촌 지역의 학교장은 교육활동 중심의 학교문화 조성하고 업무경감을 통해 교사들이 학생중심 교육에 열정을 갖고 몰입할 수 있도록 전문적학습공동체를 활성화 해 학교조직역량을 강화해야 한다. 본 연구의 특징은 학교 조직수준의 연구방법을 활용한 것과 학습조직과 전문적학습공동체의 이중매개 방법을 활용한 것이다. 연구의 시사점은 학교장의 변혁적리더십의 발휘가 학습조직과 전문적학습공동체의 내실화를 통해 학교조직역량이 배가될 수 있음을 검증한 것이다. 연구의 한계는 학교장의 리더십과 학교조직역량을 측정하는데 객관적 자료를 확보하지 못하고 교사의 자기기입식 설문을 활용한 것이다. 향후 변혁적리더십과 학교조직역량의 연구에서는 다양한 관점의 객관적인 데이터를 활용한 후속연구를 기대한다.