종합토론

신희선,유호열,홍양호,윤덕민,박흥순,이영종 숙명여자대학교 교양교육연구소 2020 교양교육과 시민 Vol.1 No.-

과학 관련 특목고에 진학한 과학영재교육원 수료생 부모들의 과학영재교육원에 대한 인식 및 과학교육참여에 대한 분석

신희선,김선자,박종욱 한국과학영재교육학회 2010 과학영재교육 Vol.2 No.1

과학영재교육원 수료생 중 과학 분야 특수 목적 고등학교에 진학한 학생의 부모들을 대상으로 그들이 과학영재교육원에 대해서 어떻게 인식하고 있으며 자녀의 과학교육에 어떻게 참여하고 있는 지에 관하여 분석하였다. 이를 위해 총 29명의 학부모들을 연구 대상으로 설문지와 심층면담을 실시 하였다. 분석 결과 학부모들은 자녀들의 과학 관련 특목고 진학에 과학영재교육원의 새롭고 다양한 교육활동과 우수한 동료들과의 교류가 많은 영향을 주었다고 생각하였다. 학부모들은 자녀의 다독 습관, 높은 문제해결력 등을 과학영재 특성이라고 생각하였고, 자녀 대부분은 초, 중학교 시절 친구 들과의 문제로 힘든 시기를 겪었던 것으로 나타났다. 이러한 자녀들을 위해 심리적으로 많은 배려와 지원을 하였고, 다양한 교육환경을 제공하기 위해 노력하였다. 학부모들은 자녀가 현재 원하는 진로 를 정확히 파악하고 있었고, 자녀의 희망을 지지하였으며, 항상 과학을 쉽게 접할 수 있는 가정 분위 기를 이끌고 있는 것으로 조사되었다. This study aims to examine to analyze how the parents of students who entered science-related special high school after graduating from the Science Gifted Education Center(SGEC) for the Gifted view the SGEC and how the parents understand the SGEC and participate in their children’s science education. For this study, the survey and interview was carried out on 29 parents, and the resulting are as follows: Parents thought that curriculums of SGEC, various programs that are uncommonly experienced, and relationship with colleagues from SGEC mostly influenced their children's entrance into science-related special high school. It was discovered that the parents consider that their children’s habits on heavy reading, high abilities on solving the given problems and others are the characteristics of the gifted students in science. On the other hand, it was shown as the most of children have had their hard times due to the problems with the peer groups in their elementary and middle school years. All of the parents psychologically payed much attention and offered supply to their children's science education. However, there were some difference in their actual participation. It was evaluated that the parents were precisely understanding the courses their children wish to proceed, supporting them and leading their family atmosphere for the children to be always exposed to the science.

中國의 核戰略에 關한 一考察

신희선 숙명여자대학교 대학원원우회 1994 원우논총 Vol.12 No.-

S Leadership 함양을 위한 숙명여대 의사소통센터의 교양교육 사례연구

신희선 숙명여자대학교숙명리더십개발원 2007 숙명리더십연구 Vol.6 No.-

숙명여대는 리더십 교양교육을 강화하면서 의사소통능력이 탁월한 여성 리더를 육성하고자 교양필수과정으로 <글쓰기와 읽기>, <발표와 토론> 강의를 개설하였다. 학제적이고 통합적인 리더십 교양교육의 차원에서 의사소통센터를 제도화하여 신입생들을 대상으로 사고와 표현능력을 키우는 교육을 실시하고 있다. 이는 아카데미즘에 충실한 대학 교육 본연의 자세를 견지한 기초교육이면서, 동시에 현대사회가 요구하는 실용적인 맞춤형 인재를 양성하기 위한 목적을 내포하고 있다. 본 연구는 2002년부터 시작된 <글쓰기와 읽기>, <발표와 토론> 수업 사례를 중심으로 의사소통교육의 현황을 소개하고 학생들의 리더십능력을 키워주기 위한 차원에서 실시되고 있는 의사소통센터의 다양한 프로그램들을 살펴보는데 있다. 학생들은 실습 비중이 큰 교양필수 과목을 1학년 시기에 이수함으로써 이러한 의사소통교육을 통해 사회현상에 대한 통찰력과 문제의식을 키우고, 자신의 생각을 구성하고 공적인 공간에서 설득력 있게 표현하고 전달하는 능력을 개발하고 있다. 이와 같은 의사소통능력은 숙명여대가 지향하는 S-리더십의 중요한 축인 미래형 기술(Skill)을 지닌 리더의 중요한 역량이자 자질이다. 이러한 방향에서 현재 진행되고 있는 의사소통교육이 갖고 있는 함의와 향후 S-리더십 교육의 방향에서의 시사점을 살펴보았다. Sookmyung Women's University set up "Writing and Reading" and "Presentation and Debate" courses as core electives of an educational program to foster women leaders who will practice gentle serving manner, and who will have excellent communication capabilities. Moreover, as a centralized and interdisciplinary educational program, Sookmyung Women's University has institutionalized the communication development center to educate the first year university students. This course is a fundamental education program which fulfills an intrinsic educational function of allowing students to cultivate their own ability. At the same time, an important goal is training pragmatic and talented people who best fit modern society. This paper analyzed current communication programs based on "Writing and Reading" and "Presentation and Debate" courses, and has looked over various other programs, which are dedicated to fostering students' leadership capabilities, which are operated by communication development center. Especially, this research highlighted the educational importance of campus competitions like "Sookmyung Debate Contest", started in 2002, and "Kyobo-Sookmyung the Whole Country University Students' Books discussion Contest", started in 2006, because these competitions were helpful enhancing students' communication capabilities. Through these effective education programs, students can cultivate their insight to social phenomenon and develop a critical mind to that, beyond her major. With the help of practical educational core courses which could stimulate students' thinking and expression ability, students' capability which was formulated by the communication education, will move toward S Leadership which is targeted by Sookmyung Women's University.

토론교육에서 유튜브 텍스트의 의미 고찰 -유튜브 활용에 대한 대학생들의 인식을 바탕으로-

신희선 한국사고와표현학회 2020 사고와표현 Vol.13 No.1

YouTube is the online platform where the largest video clips are shared globally as well as the site where students easily access to it by the development of internet and smart phone. Considering the learner’s nature which prefer image text to text message, I can assume it will be more effective when YouTube contents are used in the education process. During the class of ‘Critical Thinking and Debate’, I looked at students’ perceptions and reactions about the communication education where YouTube contents were used. Through this research, I could confirm the YouTube was an effective text which can activate the debate education. As educational materials, YouTube is really valuable due to its user-centric easy accessibility and retained various texts. In addition, YouTube can be the learning space for debate education in terms of available live communication by comments. In this sense, cataloging YouTube texts to be properly used for the purpose of debate education as well as running parallel courses of critical thinking and digital media literacy are inevitable for learners to actively sort out necessary materials. Moreover, I’ve learned that the learner-centric design of debate education is the most important to cultivate, as the ‘Generation-YouTube’, students’ capabilities of thinking and communication. 유튜브는 전 세계적으로 가장 많은 동영상이 공유되는 온라인 플랫폼이다. 인터넷과 스마트폰의 발달로 학생들이 가장 손쉽게 접하는 싸이트기도 하다. 문자텍스트보다 영상 텍스트를 선호하는 학습자 특성을 고려할 때 유튜브 콘텐츠를교육과정에 활용할 경우 효과가 높을 것이라 가정해 볼 수 있다. 대학 의사소통교육으로 <비판적 사고와 토론>에서 유튜브를 활용해 운영했던 토론수업에 대한학생들의 인식과 반응을 살펴보았다. 연구 결과, 유튜브는 토론 교육을 활성화하는데 효과적인 텍스트임을 확인할 수 있었다. 다양한 텍스트를 확보하고 있고 사용자 중심의 편리한 접근성으로 유튜브는 교육자료로서 유용성이 크다는 점을 알수 있었다. 또한 댓글을 통해 실시간 소통이 가능하다는 점에서 토론교육을 위한 학습공간이 될 수 있음을 알 수 있었다. 이런 점에서 향후 토론교육 목적에 적절하게 이용할 수 있도록 유튜브의 동영상 자료를 목록화 하는 작업과, 학습자가능동적으로 선별하고 검증할 수 있도록 비판적 사고력과 미디어 리터러시 교육이 병행되어야 함을 지적하였다. 나아가 ‘유튜브 세대’인 학생들의 사고와 표현능력을 키워주기 위해 학습자 중심의 토론교육 설계를 통해 유튜브 텍스트를 적극 활용할 필요가 있음을 강조하였다.

발달문제 위험 아동 선별을 위한 한국형 Denver II 검사의 타당성에 관한 연구

신희선,권범선,임성오 한국아동간호학회 2005 Child Health Nursing Research Vol.11 No.3

Purpose: This study was done to evaluate the validity of Korean Denver II developmental screening test in screening children with developmental risk. Method: The participants in the study were 113 children referred for developmental assessment in the department of rehabilitation of D University hospital. They were examined with the BSID (Bayley Scales of Infant Development) II and Korean Denver II by one occupational therapist. The data was analyzed by χ2 test and discriminant analysis. Results: There was a significant relationship between the Mental Developmental Index (MDI) of the BSID II and the result of the Korean Denver II. The sensitivity and specificity of Korean Denver II were 0.87 and 0.62 when abnormal MDI was defined as lower than 85 was used as a diagnosis of developmental delay. There was a significant relationship between the Psychomotor Developmental Index (PDI) of the BSID II and the result of Korean Denver II. The sensitivity and specificity of Korean Denver II were 0.83 and 0.51. The over-all hit ratio was 79.6%. Conclusion: The result showed that the Korean Denver II was valid and has good sensitivity and moderate specificity in screening developmental delay.

아동발달 사정(Denver II를 중심으로)

신희선 한국아동간호학회 2002 Child Health Nursing Research Vol.8 No.4

협상 교육 텍스트로서 영화속 갈등 사례 연구-영화 ‘내 아내의 모든 것’의 딜레마를 중심으로-

신희선 한국사고와표현학회 2014 사고와표현 Vol.7 No.2

We experience dilemmas when the diverse interests conflict eachother, thinking how to solve the problems. Under this dilemmaticsituation, if we cannot find a proper solution on it, the relationshipcan be damaged without making a good result. Dilemmatic situationsare commonly described in the text of movies, dramas, and fictions towhich we frequently exposed. Through dilemma cases in the movie text which was handled inthe communication and negotiation class of the university’s liberaleducation program, this research paper is an introductory study ofsuggesting the necessity of negotiations by applying stepwise negotiationprocess. The movie studied is “All about My Wife” which was releasedin 2012, and this research examines negotiation methods to find outsolutions, focusing on the conflicts of couple’s dialogues in the movie. The conflict situations, dilemmas in the movie, are driven by couple’s different communication styles and methods by gender difference. Byanalyzing couple’s conflicts in the movie and reflecting real problemsthrough it, this paper points out the necessity of integrated negotiationsto maintain a relationship as well as contemplates basic principleshow to solve the problems through negotiation methods. As we can see the case analysis of the movie, the negotiation is aprocess of conversations to convince each party by orchestrating theirown interests. The ZOPA (Zone of Possible Agreement) of negotiationcan be extended when we actively participate in the conversationshaving a strong will to keep an amicable relationship with a counterpartand to avert much bigger conflicts. Communication and negotiationare necessary tools for imperfect human to live together. From thisperspective, the negotiation class should be more emphasized in termsof university’s liberal education program. 사람들은 다양한 이해관계가 맞물려 갈등이 발생했을 때 문제를 어떻게 해결할것인지 고민하면서 딜레마를 경험한다. 이러한 딜레마 상황에서 적절한 해결법을찾지 못할 경우 제대로 된 결과를 만들지도 못하고 관계만 훼손되기도 한다. 두개의 선택 가운데 어느 쪽도 결정할 수 없는 진퇴양난의 딜레마 상황은 우리가자주 접하는 영화나 드라마, 소설 등의 텍스트에도 흔히 그려지고 있다. 본 논문은 대학 교양교육에서 다루어진 <대화와 협상> 수업에서 활용한 영화속딜레마 사례를 통해 협상의 필요성을 제기하고, 협상과정을 단계별로 적용해 본시론적 성격의 연구다. 연구 대상이 된 영화는 2012년에 개봉된 ‘내 아내의 모든것’으로, 부부로 나오는 두 주인공의 갈등대화 사례에 주목하여 문제를 해결하기위한 협상모델을 적용하여 살펴보았다. 영화 속 주인공 부부의 갈등상황은 서로가 갖고 있는 의사소통 스타일과 젠더적 측면에서 대화방법의 차이 때문에 비롯된 딜레마이다. 두 사람의 갈등을 분석하고 그 상황을 해결하기 위해 협상을 활용한다면 어떻게 풀어나갈 수 있는지 분석하면서, 전체적인 협상단계에서 유의해야 할 점을 지적하였다. 동시에 영화를 통해 현실의 문제를 반추해보고 또 관계를 유지하기 위한 통합형 협상의 필요성을 강조하였다. 본 연구가 제시한 영화 사례에서 보듯이, 협상은 각자의 이익을 조율하여 당사자모두가 납득 할 수 있도록 대화로 풀어가는 과정이다. 상대와의 더 큰 갈등을 막고 원만한 관계를 지속하겠다는 적극적인 의지로 대화에 참여할 때 협상의 영역은 확대될 수 있다. 대화와 협상은 완전하지 않은 인간이 더불어 살아가기 위해필요한 수단이다. 그런 점에서, 대학 교양교육 차원에서 협상교육은 더욱 강조되어야 한다.

디지털 네이티브 세대를 위한 대학 토론수업의 방향 모색

신희선,서정혁,황영미,김지윤 한국화법학회 2021 화법연구 Vol.- No.54

Due to the COVID-19 pandemic, on-line education was proceeded in full swing. Thus, changes were inevitable in the class of <Critical Thinking and Debate> which operated through students’ presentations and actual practices. This research contemplates the direction of university debate education in the digital era, especially based upon students’ opinions about “online debate practice” and the opening of “intensified curriculum.” This was done using surveys related with the <Critical Thinking and Debate Class> which was operated as an S-women’s university’s obligatory general education course. This research suggested the aggressive utilization of digital contents and the necessity of customized education for each learner in future debate classes considering the change of educational environment and the presence of new students. Under a full scale online classes with no restrictions on the time and space, this research claimed the necessity of strengthening the network between a professor and a learner and their communication. It also asserts to build up a real/non-real cooperative learning system. In order to strengthen the learner’s curiosity and accessibility, this research emphasized that the class should critically use various contents like YouTube video clips, soap operas in Netflix, and movies. The class also needs to be operated through an online-based participating platform where students’ various activities are easily available. It suggested the following actions as a direction for debate education in the digital era: (1), development and internalization of a step by step teaching and learning module for the learner-centered debate education; (2), institutionalization of a debate clinic with a professor’s role of tutor, coach, and curator for debate education; (3), development of micro contents and aggressive utilization of digital contents; (4), intensification of the communication track for continued debate education; (5), and establishment of online debate education model. With these, I’d like to contemplate the direction of a university’s critical thinking and debate education while reflecting "the digital difference" in the digital era.

아동의 건강 및 질병개념 발달에 관한 탐색적 연구

신희선 朝鮮大學校 附設 醫學硏究所 1992 The Medical Journal of Chosun University Vol.17 No.1

This study examined the development of children's concepts of health and illness based on Piaget's cognitive developmental theory of children. Conceptions of health and illness of 72 children aged 3 to 12 were explored by interview, using interview guide developed by Bibace and Walsh. Six developmentally ordered categories of explanation of illness were utilized for data analysis. The results were as follows: The types of explanation of illness varied as a function of the developmental status of the subjects. Among preschool chidren, 79.2% gave the prelogical explanations including phenomenism and contagion. Among 7 year olds, 45.8% gave contamination explanations and 29.2% internalization explanations. Among 11 to 12 year olds explanations were classified as 58.3% internalization and 12.5% physiologic. The answers to the question "What does it mean to be healthy?" showed qualitative and quantitative changes with age. Among preschool children, "Strong body"(20.8%) and "Eating well"(12.5%)were the mostly mentioned categories. Among 7 year olds, "Not being sick" (41.7%) and "Strong body"(37.5%) were the mostly mentioned categories. Among 11 to 12 year olds, "Strong body" (41,7%) and "not being sick" (33.3%) were the mostly mentioned categories And, mental health was considered a part of health by 16.7 % of this age group children. When children were asked about specific illnesses, knowledge varied with the illness, Children were knowledgeable about headache and heart attack but knew little about cancer and measles.