열린교실 연구 Workshop 참관기

김수향 한국열린교육학회 1995 열린교육연구 Vol.3 No.1

A Structural Relationship Between Children’s Personality and Its Variables

김수향 한국유아교육학회 2018 INTERNATIONAL JOURNAL OF EARLY CHILDHOOD EDUCATION Vol.24 No.1

This study aims to examine which variables influence children’s personality most strongly by verifying a structural relationship among children’s personality, children’s temperament, parenting attitude, and peer competence. This study selected parents and classroom teachers whose children aged 5 attended an early childhood education institute. This study distributed two questionnaires to teachers and parents, that for the parents about their children’s temperament and parenting attitude and that for the teachers about children’s personality and peer competence. The collected data were statistically analyzed with SPSS 21.0 and AMOS 21.0. This study adopted SEM (Structural Equation Modeling) analysis to verify the children’s personality and its variables and the Sobel test to verify the mediating effect of measurement variables. As a result, children’s temperament, parenting attitude, and peer competence were found to have a direct effect on children’s personality. Moreover, children’s temperament had an indirect effect on their personality, mediated by parenting attitude and peer competence. In particular, peer competence affects children’s personality most, followed by parenting attitude and children’s temperament. It is expected that the results of this study will help us to better understand children’s personality and serve as basic data for the development of children personality education programs in the near future.

콜버그의 도덕발달이론을 통해 본 응화방편문 : 응화방편문으로 조명한 미래 도덕성 교육의 방향

김수향 회당학회 2012 회당학보 Vol.17 No.-

차별강화에 의한 미술치료 프로그램이 정신지체아동의부적응 행동에 미치는 효과

김수향 한국미술치료학회 2004 美術治療硏究 Vol.11 No.3

본 연구는 부적응행동을 하는 정신지체아동의 문제행동들을 소거․감소시킬 목적으로, 대상아동에게 차별강화에 의한 미술치료 프로그램을 적용하여 그 효과를 알아보는 것이었다. 본 연구의 연구문제는 다음과 같았다. 첫째, 차별강화기법을 이용한 미술치료 프로그램이 정신지체아동의 부적응행동 감소에 효과가 있는가? 둘째, 차별강화기법을 이용한 미술치료 프로그램이 정신지체아동의 부적응행동의 지속적인 감소, 즉 유지에 효과가 있는가? 본 연구의 대상아동은 7.4세의 정신지체아동으로, 이 아동의 세 가지 부적응행동에 미치는 차별강화에 의한 미술치료 프로그램의 효과를 알아보기 위해 복식기초선 실험설계를 사용하였고, 아동의 표적행동들은 시간 간격별-부분 표집 기록법으로 기록되었다. 본 연구의 결과는 차별강화에 의한 미술치료 프로그램이 대상 정신지체아동의 세 가지 문제행동 발생 빈도를 감소시키는 기능적 관계를 보여주었고, 아울러 이러한 결과의 유지에도 효과가 있는 것으로 나타났다. Maladaptive behavior is one of defining characteristics of children with mental retardation. In most cases, children with behavior problems such as maladaptive behavior show deficits in stimulus control and contingencies required under certain circumstances. Specially, self-injurious behavior is so dangerous, is one of maladaptive behaviors bothering personal-relationships and discrimination learning in children with mental retardation. In this study, the effects of art therapy program using differential reinforcement were examined on three maladaptive behaviors in a child with mental retardation. Research questions were as follows: 1. Is the intervention using art therapy program using differential reinforcement effective decreasing maladaptive behaviors in a child with mental retardation? 2. Is the intervention using art therapy program using differential reinforcement effective maintaining the reduced rate of maladaptive behaviors in a child with mental retardation? A multiple baseline design was employed to examine the treatment effects. The intervention using art therapy program using differential reinforcement decreased the frequency of problematic behaviors. The overall results of this study indicate that the intervention using art therapy program using differential reinforcement yields beneficial effects on the reduction of three maladaptive behaviors in a child with mental retardation.

영유아권리존중보육에 대한 보육교사와 예비보육교사의 개념도 분석

김수향 한국열린유아교육학회 2019 열린유아교육연구 Vol.24 No.5

The purpose of the study is to examine the content and level of care-giving of children’s rights perceived by in-service and pre-service teachers using concept map. A total of 222 subjects were selected, including 103 in-service and 119 pre-service teachers. The results are as following: First, there were 23 super ordinate concepts of the care-giving of children’s rights. The in-service teachers were 21 super ordinate concepts of the care-giving of children’s rights and they drew up the right to protection at the most. And pre-service teachers were 19 super ordinate concepts of the care-giving of children’s rights and they drew up the right to survival at the most. Second, In the subcategories of care-giving of children’s rights, in-service teachers made out the right to protection systematically. While pre-service teachers drew up the right to survival systematically. Third, the distribution of the concept level ranged from 1.00 to 4.15. In-service teachers showed 3.16, and pre-service teacher 2.23 in average on the understanding level of care-giving of children’s rights. There was a statistical difference on the understanding level of in-service and pre-service teachers. In-service teachers with more education and training experiences showed better understanding of the care-giving of children’s rights. This study suggests the necessity of research on education and institutional arrangements in order to improve the professionalism of child-care teachers’ care-giving of children’s rights. 본 연구의 목적은 개념도를 사용하여 보육교사와 예비보육교사가 지각하는 영유아권리존중보육에 대한 내용과 그 수준을 살펴보는 것이다. 연구대상은 보육교사 103명과 예비보육교사 119명으로 총 222명이다. 연구결과, 첫째, 보육교사와 예비보육교사의 상위개념은 총 23개 유형으로 나타났다. 그 중에서 보육교사의 상위개념 유형은 21개로 보호권의 빈도가 높게 나타났다. 예비보육교사의 상위개념 유형은 19개로 생존권의 빈도가 높게 나타났다. 둘째, 영유아권리존중보육의 하위내용에 대한 개념형성은 보육교사는 보호권이, 예비보육교사는 생존권이 체계적으로 나타났다. 셋째, 영유아권리존중보육에 대한 개념 수준의 분포는 1.00~4.15로 나타났고, 보육교사는 평균 3.16, 예비보육교사는 2.23으로 보육교사가 예비보육교사 보다 개념 수준이 높았으며, 통계적으로 유의한 차이가 나타났다. 보육교사는 교육경력이 많고, 연수경험이 있을수록 개념수준이 높은 것으로 나타났다. 본 연구는 보육교사의 영유아권리존중보육에 대한 전문성 향상을 위해 교육과 제도 마련에 대한 필요성을 시사하고 있다.

장아함경에 나타난 언어적 상호작용의 교육적 의미

김수향 한국종교교육학회 2009 宗敎敎育學硏究 Vol.31 No.-

The purpose of this study is to examine the meanings of the Buddha’s verbal interactions, which is used in Buddha’s dialogues with his disciples in Dīghāma sūtra and how his method can be applicable to contemporary educational fields. The tests used was Edward & Mercer(1987)’s development criteria for class analysis which deals more on Qualitative Methods for Buddha’s verbal interaction in Buddha-disciples discussion. The results of Buddha’s verbal interaction showed. Firstly, the Buddha uses open questions at the interaction begin. Sometimes his disciples ask questions or ask gathas at the interaction begin. Secondly, format of Buddha’s questions consist of the application, inquiry, reasoning and meta questions rather than the confirmation and memorization questions. Thirdly, the Buddha’s feedback to the disciples interestingly indicates that Buddha shows his disciples the attitude of accepting and receiving disciples’ replies, invites different responses from other disciples by reserving instant answers or judgements to the disciples, and gives the disciples the confidence of solving the next problem by praising and encouraging them. Finally Buddha’s verbal interaction emphasized not only memorizing and one way teaching for simple knowledge but better knowing of inner self. It is necessary to recognize that teachers should try to be a good teachers who can lead and direct the children to a better life.

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김수향,신정옥,이성재,최장석,공규민,옥민아 대한기계학회 1999 대한기계학회 춘추학술대회 Vol.- No.-

교사 유형에 따라 전래놀이 인성교육프로그램이 만2세 영아의 인성과 기본생활습관에 미치는 효과

김수향,안지령,이은희 한국아동부모학회 2020 아동부모학회지 Vol.6 No.1

본 연구의 목적은 교사 유형에 따라 전래놀이 인성교육 프로그램이 만 세 영아의 인성과 2 기본생활습관형성에 미치는 효과 차이를 분석하여 만 세 인성교육 프로그램 개발의 기초자 2 료를 제공하고자 하는 것이다 이를 위해 만 세 영아 명을 대상으로 담임교사가 인성교 . 2 80 육을 실시하는 실험집단과 외부 어르신 인성교육 강사가 실시하는 비교집단으로 구성하여 두 집단 모두 전래놀이 인성교육 프로그램을 실시하였다 교사유형에 따른 프로그램 효과를 . 측정하기 위해 영아인성측정도구와 기본생활습관 측정도구를 활용하여 행동변화를 측정하 였다. 연구결과 전래놀이 인성교육 프로그램은 인성교육 교사유형 따라 만 세 영아들의 인성 , 2 및 기본생활습관에서 차이가 나타났다 특히 실험집단의 만 세 영아들이 비교집단보다 인성 . 2 에 있어서는 배려 질서 자기통제 사회적 관계 주체의식 기본생활습관은 정리정돈 규칙 ,, , , , , 적인 생활 예절 등이 높게 나타났다 이러한 연구결과는 인성교육 프로그램 수행은 인성교 , . 육 프로그램에 대한 충분한 이해를 기반으로 하루일과 중 필요시 반복적으로 적용할 수 있 도록 담임교사에 의해서 시행하는 것이 바람직함을 시사하고 있다 나아가 본 연구결과는 . 세대 간 교류 인성교육 방안의 기초자료를 제공할 것으로 기대한다 The purpose of this study is to explore the effects of traditional play character education program on personality and lifestyle of 2-year-old children by type of teacher. The subjects of this study were 80 two years old young children. The group consisted of an experimental group that conducted personality education and a comparative group that was conducted by an outside senior character education instructor. In order to measure the effect of the program according to the teacher type, the behavior change was measured by using the infant character measurement tool and the basic lifestyle measurement tool. Then, the collected data were quantitatively analyzed. As a result, the analysis of the effects on 2-year-old children’s behavior by traditional play character education programs revealed a difference in the development of personality and lifestyle by type of teacher. In particular, 2 year-old-children in the experimental group had higher personality considerations, order, self-control, social relations, subjective consciousness, and basic living habits than the comparative group. These findings suggest that the performance of the personality education program should be carried out by the homeroom teacher so that it can be repeatedly applied when necessary during the course of the day based on a sufficient understanding of the personality education program. Furthermore, it is expected that the results of this study will provide basic data for intergenerational personality education.

소각재를 이용한 도시하수 소화슬러지의 탈수실험 분석

김수향,김생근,이수빈,이기태,김명호 한국환경교육학회 2014 한국환경교육학회 학술대회 자료집 Vol.2014 No.12

자기교수법을 병행한 미술치료가 학습장애아동의 자아개념에 미치는 효과

김수향 한국미술치료학회 2004 한국미술치료학회 학술발표대회 Vol.11 No.-