신정아 사건을 계기로 본 한국 학벌 구조의 폐해

정미량 ( Mee Ryang Jeong ) 한국사회사학회 2010 사회와 역사 Vol.0 No.86

이 글은 2007년 ``신정아 사건``의 발생을 계기로 하여, 오늘날 한국 사회에서 학벌이 생산, 유지, 재생산 되는 구조가 일으킨 폐해를 분석하고자 하였다. 학력 위조사건은 학벌 구조로 인해 피폐화된 환경과 그 환경 속에서 길들여진 개인의 비정상적 행위가 만나 발생하는 것이기 때문이다. 이를 위해 구체적으로 우선 학력 위조사건의 역사적 흐름을 개관하였다. 그 다음 ``2007년 신정아 사건``을 통해 오늘날 한국 사회에 학벌 구조적 병폐가 고질화, 만연화 되었음을 드러내었다. 즉, 오늘날 한국사회에는 차별적이고 위선적인 학벌 체제가 구축됨으로써 첫째, 다양하고 창조적인 사회적 동력이 저하되었고, 둘째, 인격의 가치를 고양하는 교육적 기능이 소멸되었으며, 셋째, 가족 간의 사랑이 왜곡·단절되었음을 지적하였다. 그리고 이는 결국 인간 자신의 황폐화를 초래하게 되었음을 고발하였다. This research intends to analyze the harmful effects of the Korean academic clique structure that it is produced, maintained, and re-produced through the prism of an educational background forgery accident, ‘Shin Jeong-ah case’. Educational background forgery accidents occur through the mixture of the environment devastated by a perpetuated academic clique system and of the abnormal behavior of an individual tamed by the environment. Concretely, this paper overviews the historical flow of educational background forgery accidents, and then, it analyzes Shin Jeong-ah case in 2007. Through the analysis, it shows the harmful effects of the academic clique structure constructed by the Korean society, such as devastation of the Korean society, education, home background, and people. In other words, this paper reports that the discriminating and hypocritical academic clique system was constructed in the Korean society and this system created a few harmful effects that: educational power monopolizes the national power so various creative social powers are forcibly killed; personality value disappears, which results in the devastation of education; and feelings among family members become distorted or broken off and further, home gets devastated, which is continued to the devastation of human beings.

임상실습 교육개선을 위한 간호학생의 간호활동시간 분석

이애경,김정애,주미경,정안순,장은정,김정수,강정희,이정애 경복대학 2001 京福論叢 Vol.5 No.-

신규간호사의 능력은 간호학생 때의 다양한 임상경험에 기초를 둔다. 따라서, 간호대학의 교수, 병원 지도자, 임상지도자는 간호학생들이 다양한 지식을 획득하고 간호기술을 경험할 수 있도록 도와주는 중요한 역할을 한다. 이 연구의 목적은 이러한 간호학생들의 임상실습에서 수행하는 간호활동과 간호활동 시간을 분석하고자 하는데 있다. 연구결과 간호학생 1인당 직접간호활동 시간은 185.5분(직접간호비율은 56.7%)으로 141.65분(간접간호 비율은 43.3%)인 간접간호활동 시간보다 많았다. 직접간호활동 시간 중 활력징후 측정이 51.9분으로 가장 많은 시간을 차지하였고, 간접간호활동 시간 중에는 차트보기가 22.98분으로 가장 많은 시간을 차지하였다. 전반적으로 기본적인 임상간호 수행기술에 소요되는 시간이 고도의 숙련된 간호기술을 수행하는데 드는 시간보다 많은 것으로 나타났다. 따라서, 본 연구결과를 토대로 간호대학의 지도자와 병원의 지도자 및 임상지도자가 함께 임상실습 교육과정의 지침서와 평가서를 평가할 필요가 있다고 제언하는 바이다. The competence of newly graduated nurses is based on various clinical experiences gained when they were students. Therefore, professors in nursing schools, directors in hospitals or preceptors must play a critical role in assisting them to obtain various knowledge and experienced nursing skills. The purpose of this study is to investigate nursing care activities and nursing care hours practiced by nursing students in clinical experience. The results of this study showed that the direct nursing care hours per each nursing student are 185.5 mins(direct nursing care rate 56.7%) and it is higher than indirect nursing care hours, 141.65 mins(indirect nursing care rate 43.3%). The hours of checking vital signs are the longest(51.9mins) among the direct nursing care activities, and the hours of reviewing chart are the longest(22.98mins) among the indirect nursing care activities. In general, the time of performing basic clinical nursing technique was higher than that of performing high skilled nursing technique. And nursing observation was higher than that of directly performing task. So, we suggest based on the results of this study as follows. It is needed for nursing instructors in nursing schools and hospitals together to evaluate the guidelines and check-list of clinical practice courses.

일 전문대학 간호과 학생들이 인지하는 강의평가 기준에 대한 조사연구

김정애,이애경,주미경,정안순,장은정,김정수,강정희,이정애 경복대학 2004 京福論叢 Vol.8 No.-

일개 전문대학 간호과 학생들을 대상으로 강의평가 기준을 파악하고자 하였다. 개방형 질문지를 이용하였으며 7개의 교수관련 강의평가 문항 각각에 대해 좋은 점수 및 나쁜 점수를 부여하는 기준을 조사하였다. 각 문항별로 다양한 기준이 확인되었으며, 간호과 학생들의 강의 만족도를 높일 수 있는 교수설계를 위한 기초 자료로 활용할 수 있을 것이다. We aimed to set standards for the student evaluation of instruction for college students of Nursing. We used an open questionaire and surveyed the standards for how students judge the instruction good of bad by using seven questions related to the instructor. Various standards set from each question could be used as basic materials to meet the students' needs in the classroom when the instructors try to find out new instructional design.

간호 학생의 임상실습 효율을 위한 기초 조사 연구

이애경,김정애,주미경,정안순,배경진,김정수,이정애,장은정 경복대학 2000 京福論叢 Vol.4 No.-

임상실습 교육은 간호이론을 실무에 적용하는 기회를 제공하는 과정으로서 임상실습이 간호교육의 중요한비중을 차지하고 있다는 것은 주지의 사실이다. 이러한 중요성에도 불구하고, 임상실습 교육에 즉각적인 해결이 어려운 많은 문제점이 있음도 이미 알고 있는 사실이다 이에 임상실습 교육의 기초 자료로 활용되고 있는 실습목록표에 대한 간호 학생들의 실습목표의 명확한 이해와 더불어 이론과 실습의 연계성을 강화시키고자 하였다. 성인간호, 모성간호, 이동간호 3개 영역 모두에서 공통적으로 기본임상간호 항목이나 기본간호술과 관련된 항목에서 직접수행의 빈도가 높았고 숙련된 기술적인 처치나 전문성을 필요로 하는 항목에서는 관찰과 수행경험이 부족한 것으로 나타났다. Clinical performance is not only the process of providing the opportunity for applying nursing theory into practice but also it is a well-known fact that clinical performance is an important part in nursing education. lnspite of this importance, it is also true that many problem with no immediate solution exist in clinical performance of nursing students. thus, through measuring and analyzing the degree of clinical experience of the nursing students, on the nursing checklist that is being used as the basic guide in clinical education, we tried to clearly understand the objectives of clinical performance and to emphasize the connection between theory and clinical performance. The results of the study showed that the frequency of directly performing tasks was high in all areas of adult health nursing, maternity nursing, and child nursing for the items of basics clinical nursing and items related with basic nursing techniques, and that the experiences of observation and execution were lacking in the items needing skilled treatment or speciality.

TEE를 위한 영어교사 자율연수 효과 분석

송정미 忠州大學校 2009 한국교통대학교 논문집 Vol.44 No.-

TEE(Teaching English in English) has been emphasized since 2001 when the 7th national curriculum commensed and emphasized communicative competence as an aim of English education. According to Jeon's report(2006), however, only an average 5% of English teachers can teach English using English only. One of the reasons TEE hasn't been realized in the English classrooms is due to the English teachers' own communicative abilities in English. Thus Education ministry offers ample opportunity for in-service teacher training for English teachers to enhance their communicative abilities. Chungju National University offered voluntary in-service teacher training for 60 hours from April to June in 2009. The purpose of this study is to analyze the effectiveness of the teacher training offered in this university and suggest the better method of implementation. A total of 19 teachers, 14 elementary school teachers and 5 secondary school teachers, participated in the program. For this research, 3 surveys were analyzed. The first survey found that most teachers wanted to improve their English communicative competence by means of theme-based informal conversation and experiencing practical classroom activities such as interesting games, stories, classroom English, and so forth. The second survey found what the teachers were thinking with regard to native teachers' teaching activities. This also served as a guidelinefor the program. The third survey showed that 100% of them gained some competence to teach English in English using classroom English, although they realize their English abilities need to be improved more. The survey also found that the overwhelming amount of school work and activities often prevented them from attending. However, 100% of them wanted to participate in this program again and have a continuous in-service teacher training program which allows them easy access with distance and training points. It is with great urgency that regional English teachers are provided with more and better opportunities for teacher training programs. One of the ways in which this goal can be realized is if the university works toward becoming a registered official teacher training institute which can give teachers training points and offer regular teacher training programs

중학생과 초등학생 영어캠프 효과 비교

송정미 韓國交通大學校 2013 한국교통대학교 논문집 Vol.48 No.-

We've been holding elementary English camps for 9 years. This year, however, we held elementary and middle school English camps together for the first time. The 1st week was a combined program with 64 elementary students and 36 middle school students for 6 nights and 7 days. The 2nd week was an individual program with 80 elementary students for 4 nights and 5 days. The 3rd week was an individual program with 80 middle school students for 4 nights and 5 days. All the programs are based on content-based language learning with the same time schedule, but the content itself and the intensity of language learning are different. The purpose of this study is to find out how effective those programs are. The data for this study were collected from the entrance and exit survey sheets, and reflection papers from students. The results showed that elementary students' satisfaction was higher than that of middle school students in most of the camp activities. They became more motivated for future English language learning. Students' satisfaction in the individual programs was higher than the combined one. This study also showed that for the middle school program, when students have more choice, they are more motivated to participate in their own activities, which resulted in improving their language skills. Thus, this study can suggest that middle school and elementary school program should be separate. Middle school programs should be prepared based on students' need and operated with more flexibility.

감마선 조사 랫트의 고환에서 fibronectin의 발현

정진우,김희철,김정태,안미정,이지영,신태균 제주대학교 방사능이용연구소 2005 방사선응용과학연구소논문집 Vol.19 No.-

교양 토익의 온라인 병행학습 효과

송정미 한국교통대학교 2016 한국교통대학교 논문집 Vol.51 No.-

The purpose of this study was to investigate the effects of on-line assisted learning in TOEIC as a university practical English program. Two English classes were selected; the experiment class with 40 students and the control class with 43 students. The on-line assisted TOEIC program was taught to the experiment class for 15 weeks and traditional TOEIC program was taught to the control class for the same period. To achieve this purpose three questions were asked. 1. Does this program improve students’ TOEIC score? 2. Does this program meet students’ satisfaction? 3. How can we apply this program effectively? To answer the first question, pre and post mock test were conducted to the experiment class and the control class at the same time. As a result, the average improvement score of the experiment class showed it was higher than that of the control class. Moreover, more students of the experiment class got high scores ranging from 600 to 800 than the control class. Thus the on-line assisted TOEIC program proved to be effective for students to increase their TOEIC score. To answer the second question, the survey was conducted to the experiment class and the students’ feedback was collected four times. The result of the survey showed that the students were not very satisfied with the program because of the large amount of the home work and the quality of on-line lectures. To answer the third question, students feedback for the improvement of the program was analyzed. As a result, followings can be suggested. 1. Clear evaluation methods should be presented to the students at the beginning of the lesson and should be maintained to the last lesson. 2. The amount of homework should be adjusted so that it can be done easily in the short term. 3. The video lectures should be improved technically so the students can select what they want. 4. The teacher should be concerned about the students’ progress and encourage them continuously in the class.

토익 수업에서의 듣기학습 보고서 효과

송정미 한국교통대학교 2019 한국교통대학교 논문집 Vol.54 No.-

The purpose of this study was to examine the effects of students’listening logs and suggest an effective way of applying them in teaching a TOEIC listening class. To achieve this goal, students’weekly journals, mid and final evaluation sheets, pre and post mock TOEIC tests are analyzed. Among 28 students who registered in this class, 19 students’ data which have complete resources to use this study were selected. To find out the influence of writing listening logs on TOEIC listening ability, pre and post mock tests were implemented and results were analysed in two groups, a well written group and poorly written group. The results showed that the average score of the well written group was higher than the poorly written group, but the average score of the poorly written group improved slightly more than the well written group. The reason the well written group writes better logs can be attributed to wanting to achieve a good grade in the class. Although it doesnt show a good result in improving TOEIC score, it showed positive effects in teaching TOEIC class. First, the instructor well understood student difficulties in TOEIC listening and gave proper feedback in class. Second, the instructor was able to teach effectively by getting familiar with all the names of the students, understanding individual student backgrounds, communicating with students, and giving proper advice to individual students. In the mid and final evaluation sheet, students expressed gratitude and their determination in achieving future goals.

운영요원으로서의 영어캠프 참여가 영어말하기 성취도와, 태도, 동기, 학습전략에 미치는 영향

송정미 忠州大學校 2010 한국교통대학교 논문집 Vol.45 No.-

Learning attitude, motivation, and strategies are crucial factors for successful language learning. The positive influences of English camp on the camp counselors for their language achievement and learning attitude have been examined ever since our university held the first English camp in 2005. However, no research has been done for the concrete influences. Thus, the purpose of this study is to analyze the effects of English camp on the camp counselors' speaking and their attitude, motivation, learning strategies in English language learning. For this study, 10 counselors were asked to take oral proficiency tests, fill out questionnaires which were based on Gardner's Attitude and Motivation Test Battery(AMTB) and Oxford's Strategy Inventory for Language Learning(SILL) before and after the camp. Reflection papers were also analysed to support the result of statistics which has its own weak points because of limited number of subjects. The results of this study showed the following. First, among five parts of oral proficiency such as vocabulary, grammar, comprehension, fluency, and pronunciation, fluency increased the most. Second, counselors had positive attitudes and motivation in learning English language before they participated in the camp, and they are even stronger after the camp. Third, the experienced counselors showed stronger integrative motivation than new counselors, which means that they learned integrative motivation to help them communicate fluently with native teachers. Fourth, counselors used more compensation strategies before the camp, but after the camp they used more metacognitive strategies which is related with planning of future learning. The facts that they used less memory strategies and cognitive strategies suggested that we train those strategies for improving their English proficiency.