韓.日 兩言語의 親族語에 관한 對照硏究

강수진 東亞大學校 1997 국내석사

순회교사와 통합학급 교사의 통합교육형 순회교육 협력 실태 및 효과에 대한 인식

강수진 창원대학교 2020 국내석사

본 연구는 통합교육형 순회교육에서 순회교사와 통합학급 교사의 협력 실태를 파악하고 협력의 효과에 대한 인식이 어떠한지 알아보고자 하였다. 연구문제는 첫째, 통합교육형 순회교육에서 순회교사와 통합학급 교사의 협력 실태는 어떠한가? 둘째, 통합교육형 순회교육에서 협력의 효과에 대한 순회교사와 통합학급 교사의 인식은 어떠한가? 로 설정하였다. 연구대상은 경남, 부산, 울산 지역에서 통합교육형 순회교육을 실시하고 있는 특수교육지원센터 순회교사 100명과 통합학급 교사 100명으로 설정하였으며, 연구결과는 다음과 같다. 첫째, 순회교사와 통합학급 교사는 학생의 기본적 특성에 대한 정보, 학생의 교수․학습 관련 지원 등에서 협력하고 있었지만 대부분 협력교수를 실시한 경험이 없으며 협력적 자문을 주고받는 초보적인 수준으로 협력하였다. 둘째, 순회교사와 통합학급 교사의 협력을 위한 의사소통은 복도나 교실에서의 짧은 면담, 전화로 이루어지는 경우가 많았다. 셋째, 학습지도, 생활지도, 학부모교육에서 통합학급 교사는 평균적으로 연 1-3회의 빈도로 협력하고 있으나 순회교사는 그보다 낮은 수준으로 협력하였다. 또한 순회교사와 통합학급 교사는 생활지도, 학부모교육에서 높은 빈도의 협력을 하였으나 학습지도 영역에서는 상대적으로 협력이 잘 이루어지지 않는 것으로 나타났다. 넷째, 순회교사와 통합학급 교사 모두 통합교육형 순회교육에서의 협력의 효과에 대해 긍정적으로 인식하였다. 장애학생의 학습능력 향상, 교수에 대한 새로운 관점 교환 기회 증가에서 협력의 효과가 높지만 비장애 학생의 학습능력 향상, 교사의 업무경감을 위한 근무환경 조성, 교사의 스트레스 경감, 통합교육을 위한 학교관리자의 지원 증가에서는 협력의 효과가 낮은 것으로 인식하였다. 이상의 연구 결과들이 주는 시사점은 다음과 같다. 첫째, 통합교육형 순회교육에서 순회교사와 통합학급 교사는 초보적인 협력 수준에서 벗어나 협력교수와 같이 더욱 긴밀하고 직접적인 협력적 접근이 이루어져야 한다. 둘째, 협의 시간 및 장소 확보 등을 통하여 순회교사와 통합학급 교사가 정기적으로 의견을 교환하고 협의할 수 있는 공식적인 의사소통체계가 구축되어야 한다. 셋째, 특수교육지원센터의 순회교육 전담 교사의 증원 및 배치를 통하여 통합교육형 순회교육의 수업 시수 확보 및 순회교사의 담당 학생 수 조정이 필요하다. 넷째, 통합교육형 순회교육에서 학습지도 영역에서의 협력을 촉진하기 위해 협력교수, 정기적인 협의 등 다양한 방법이 고려되어야 한다. 다섯째, 비장애 학생의 학습능력 향상에 대한 협력의 효과를 높일 수 있도록 특수교육지원센터 순회교사의 증원 및 배치를 통해 순회교육의 제도를 개선하여 순회교사가 자신의 소지자격과 동일한 학교급으로 순회교육을 실시할 수 있도록 해야 한다. 여섯째, 교사의 업무 경감을 위한 근무환경 조성, 스트레스 경감, 통합교육을 위한 학교 관리자의 지원 증가에 대한 협력의 효과를 높일 수 있도록 통합교육형 순회교육에서 협력교수를 실시하는 교사에 대한 잡무 경감 및 인센티브 제공, 처우 개선 등의 지원이 제공되어야 하며, 통합교육형 순회교육과 관련된 교육 행정가들이 교사 간 협력의 실태 및 효과, 지원 요구에 대해 충분히 파악하여 적절한 행정적 지원을 제공해야 한다. 일곱째, 통합교육형 순회교육 제도에 적합한 협력교수 프로그램이 개발 및 적용되어야 하며 교사의 협력과 관련된 수업 나눔 및 다양한 연수의 기회가 확대되어야 한다. This study aimed to investigate the current status and awareness of effects about cooperation between itinerant teachers and inclusive teachers in inclusive itinerant education and the research problems were selected as follows: First, what is the current status of cooperation between itinerant teachers and inclusive teachers in inclusive itinerant education? Second, what is the awareness of effects about cooperation between itinerant teachers and inclusive teachers in inclusive itinerant education? The objects of this study are 100 itinerant teachers of special education support center and 100 inclusive teachers who are provided inclusive itinerant education in Gyeongsangnam-do, Busan, and Ulsan, and the results of the study are as follows. First, itinerant teachers and inclusive teachers cooperated in information on the basic characteristics of students and support related to students' teaching and learning, but most of them had no experience in co-teaching and cooperated at a elementary level of exchanging cooperative consultation. Second, communication for cooperation between itinerant teachers and inclusive teachers is often done by short interviews, and telephone. Third, in learning guidance, living guidance, and parental education, inclusive teachers on average cooperate at an annual frequency of one to three times, but itinerant teachers cooperated at a lower level. In addition, it was found that itinerant teachers and inclusive teachers had a high frequency of cooperation in life guidance and parental education, but in the field of study guidance, they did not cooperate very well. Fourth, both the itinerant teacher and the inclusive teacher were positive about the effects of cooperation in inclusive itinerant education. Although the effect of cooperation is high in improving learning ability of disabled students, increasing opportunities to exchange new views on teaching, the effect of cooperation is recognized as low in improving learning ability of non-disabled students, creating working environment for reducing teachers’ work, reducing stress on teachers, and increasing support from administrators for inclusive education. The implications of the above findings are as follows: First, in inclusive itinerant education, itinerant teachers and inclusive teachers should break away from the elementary level of cooperation and take a closer and more direct cooperative approach, such as a co-teaching. Second, a formal communication system should be established so that itinerant teachers and inclusive teachers can exchange opinions on a regular basis. Third, it is necessary to secure the number of hours of classes for inclusive itinerant education and adjust the number of students in charge of the itinerant teachers through the addition and placement in special education support centers. Fourth, in order to promote cooperation in the field of study guidance in inclusive itinerant education, various methods such as co-teaching and regular consultation should be considered. Fifth, the inclusive itinerant education should be improved through the addition and placement of itinerant teachers to enhance the effectiveness of cooperation in improving the learning abilities of non-disabled students so that the itinerant teachers can conduct the inclusive itinerant education at the school level that suits their qualifications. Sixth, support should be provided for teachers who conduct co-teaching in inclusive itinerant education, and administrators involved in inclusive itinerant education should provide adequate administrative support by fully understanding the status, effectiveness and support needs of cooperation between teachers. Seventh, a co-teaching program suitable for the inclusive itinerant education system should be developed and applied, and opportunities for sharing classes and various training related to teacher cooperation should be expanded.

SF 소설 속의 포스트휴먼 공간

강수진 경북대학교 대학원 2019 국내박사

With the development of science and technology, humanity is entering a posthuman era. Responding to the societal demands of this upcoming age, the core of posthumanism aims to set new standards for the human condition and overcome anthropocentrism. In debates around the impact of posthumans, SF has been a generative tool for the posthumanists to preach effectively their agendas with cultural influence. This dissertation explores the features of the posthuman space in SF novels, particularly focusing on the works of the three female SF writers: Ursula K. Le Guin, Octavia E. Butler, and Margaret Atwood. To investigate the diversified social spaces reflecting the new era, this dissertation posits three alterations relevant to the production of posthuman space. First, the advanced technology has enabled people to have access to territorially expanded space. Second, posthumans take a role as the main agents of a new social space production. Third, the former social spaces will be reproduced according to ideological deconstruction in the posthuman period. Inasmuch as the ultimate value of social space production concurs with the idea of utopia, the inquiry on the production of the posthuman space should also be conducted with an emphasis on the examination of utopian possibilities in the new society. Although the critical utopia that achieved its heyday in the 1970s seems to result in the occupation of dystopia, the utopian impulse still serves as a valid starting point for reconsidering the value of a society. It requires continued research of utopia in accordance with different values from those of modern utopia. Based on the varying social relations and consciousness captured in the works of the three writers, this dissertation attempts to scrutinize the major changes of thought in the last half-century on the utopian space pursued by modern society. Therefore, chapter Ⅱ examines the features of social space, newly found or invented in the posthuman era in Le Guin’s fictions. Her SF novels are set in an alternate universe in which the evolution of human beings is considered to be a result of interstellar colonization project of another planet, Hain. Through the works of Hainish cycle, Le Guin indicates the problems of colonization repeated in geographically expanded cosmos and cyberspace. The Left Hand of Darkness (1969), a prominent examination of androgyny in SF, notes social systems affected by the political progress of civilization. Regarding utopian impulses, Le Guin delineates the paradigm shift in space of interconnectedness with a cosmic coalition. Meanwhile, The Word for World Is Forest (1976) concentrates more on detectable negatives of spatial integrity and depicts the reprehensible manner of colonizers. In the process of subversion, the Athsheans’ ability to access and control their subconscious embodies their dream as a form of cyberspace. Le Guin presses that proper responsibility and ethical consciousness conform to the new form of space that transcends the conventional space-time concept. Chapter Ⅲ discusses the aspect of social space produced by posthuman subjects based on Butler's works. Butler has been recognized as the first African-American female science fiction writer who introduced a black female narrative in this genre. Describing both anticipation and shortcomings of posthuman space production, Butler’s literary works represent well-balanced comprehension of the posthuman space affected by the desire of posthuman individuals or collective subjects. Specifically, Wild Seed (1980) portrays the breeding of superpowers, whereas Lilith’s Brood (2000) suggests the birth of hybrid species with aliens. Each story casts light upon a cross-section called the emergence of technologically enhanced transcendent beings, while its social spaces are reproduced under the domination of colonial and patriarchal ideology. It highlights the ideas of the critical utopia, noting the deterministic limitations of transhumanists’ claims that only the transformation of mankind would ensure an ideal future for humanity. Butler’s works indicate that the spaces produced by technologically enhanced posthumans try to achieve the feature of utopia only to be confronted with their own limits. Chapter Ⅳ delves into the spatial conversion associated with the disintegrated social values ​​in the posthuman age through the works of Atwood. Posthuman space is easily identified as the autonomous sphere of posthuman figures. But far from being the realm of exclusion, humans still exert influence on the way how society should work and how it should change. Thus, the production of posthuman spaces is also implicated in the reproduction of human society. Atwood skeptically depicts the world in which scientism and capitalism are the axes along which people conceptualize the society. With intertwining plots of Oryx and Crake (2003) and The Year of the Flood (2009), Atwood suggests the social spaces reproduced in the posthuman era can be retrotopic or dystopian. However, the reconstruction of human society does not necessarily lead to a negative form. Depending on the desires of human individuals and groups, there still remains a potential for utopian practice. The three authors show that the territorial expansion and reorganization of social space in the posthuman era impart both anxiety and expectation to members of the time. The production process of posthuman space in their works call for a shift in the characters’ perception of society, allowing them to identify the changing human status and society in the new era. The six works under study in this dissertation reveal that the utopian impulses and hegemony offered by existing societies are inevitably dissolved in the posthuman age. In other words, the production of posthuman spaces involves the restructuring in power relations and the forms of spatial practice. By addressing the underlying utopian impulses of colonialism, racism, capitalism, and gender discrimination, each piece of work presents models of critical utopia. Through reconsidering the social nature of humanity, this dissertation argues that the colonialist goals, the operation of political power, and the scientific attitude are constantly interrelated in the reconstruction of social space. With these tangled interests, the production of posthuman space provides fertile ground for both challenge to and opportunity in searching for utopia. Given that SF novels present practical visions for posthuman spaces, this genre should be illuminated as a key to a ceaseless exploration of insight into the new era which has not yet fully reached.

소집단 독서교육 프로그램이 유아의 사회적 기술에 미치는 영향

강수진 총신대학교 교육대학원 2007 국내석사

본 연구는 유아들이 정상적인 일상의 과업에 대처할 수 있도록 하기 위해 그림 이야기책을 활용한 다양한 독서교육프로그램이 사회적 기술이 부족한 유아들에게 어떠한 영향을 미치는지 알아보는 것을 목적으로 하였다. 이러한 연구목적에 따른 연구문제는 다음과 같다. 1. 소집단 독서교육 프로그램이 유아의 사회적응 기술에 영향을 미치는가? 1) 소집단 독서교육 프로그램이 또래에 대한 놀이 제안, 프로그램 활동 참여도, 또래에 대한 놀이나 게임 방법 설명, 스스로의 놀이 활동 고안 기술을 향상시키는가? 2) 소집단 독서교육 프로그램이 유아의 권리와 요구 주장 및 좌절과 분노의 효율적 표현, 타인과의 적절한 타협 기술을 향상시키는가? 2. 소집단 독서교육프로그램은 유아의 대처기술에 영향을 미치는가? 1) 소집단 독서교육 프로그램이 유아의 예의 지키기, 규칙 따르기, 비밀 지키기와 사과하기 기술을 향상시키는가? 2) 소집단 독서교육 프로그램이 유아의 충동 억제하기, 책임감 기술을 향상시키는가? 본 연구의 대상은 서울시 양천구 목동에 소재한 중류층 유아들이 다니는 R 유치원의 만5세 두 학급 각각 40명, 30명 모두 사회적 기술 검사를 실시한 후 그 점수가 하위 40%인 아동 각 반 18명, 16명씩 확정하여 독서교육을 실시하는 실험집단과 독서교육을 실시하지 않는 통제 집단에 각 각 배치하였다. 실험 연구를 위한 도구로는 사회적 기술의 하위요인의 내용을 토대로 유아들이 유치원생활을 하면서 겪게 되는 또래와의 상호작용의 상황이 제시되고 이를 소집단에서 적용할 수 있는 책으로 현장교사 4인과 전문가의 자문을 구하여 예비조사에서 사용한 후 최종 6권을 선정하여 독서교육 프로그램으로 구성하였다. 연구도구는 소집단 독서교육 프로그램이 유아의 사회적 기술증진에 미치는 효과에 대해 알아보기 위해 사회적 기술을 측정할 수 있는 Pease, Clark와 Crase가 제작한 사회적 능력척도(Iowa Social Competence Scale: Preschool Form)와 Vineland 사회적응행동 검사(Vinealand Adaptive Behavior Scales :교사용)를 번안하여 우리나라 유아의 사회성을 측정할 수 있는 척도로 이영자 등(1987)이 개발한 ‘사회적응 행동발달평가’를 수정하여 사용한 이태영(2000)의 검사도구를 사용하였다. 유아의 사회적 기술은 두개의 하위요인 ‘사회적응 능력’과 ‘대처기술 능력’을 측정하기 위하여 Pease, Clark와 Crase가 제작한 사회적 능력척도(Iowa Social Competence Scale: Preschool Form)와 Vineland 사회적응행동 검사(Vinealand Adaptive Behavior Scales :교사용)를 번안 수정하여 사용한 이태영(2000)의 질문지를 사용하였다. 연구자료 분석에 사용된 통계는 수집된 자료를 SPSS11.0 통계프로그램을 활용하여 처리하였으며, 소집단 독서교육 프로그램이 유아의 사회적응 기술과 대처기술에 미치는 영향을 살펴보기 위해 사전 검사결과를 공변인으로 하는 공변량 분석(ANCOVA)을 실시하였다. 본 연구를 통하여 얻은 주요 결론은 다음과 같다. 첫째, 소집단 독서교육 프로그램이 유아의 사회적응 기술 향상에 효과가 있었다. 독서교육 프로그램을 경험한 유아들이 경험하지 않은 유아들보다 사회적응 기술이 향상되었다. 하위영역으로 또래에 대한 놀이 제안의 경우 실험집단 유아들(13.56)이 비교집단 유아들(7.56)보다 높았으며, 이러한 차이는 통계적으로도 매우 유의한 것으로 나타났다(F=118.130 p<.001). 또한 프로그램 활동 참여도(F=47.226, p<.001)와 또래에 대한 놀이나 게임방법 설명(F=41.497, p<.001) 등의 영역에서도 모두 실험집단 유아들이 비교집단 유아들에 비해 높은 평균점을 보였으며, 통계적으로도 매우 유의한 것으로 나타났다. 그러나, 스스로의 놀이활동 고안 영역의 경우 실험집단 유아들(3.39)이 비교집단 유아들(2.88)에 비해 높게 나타났으나, 통계적으로 유의한 차이는 나타나지 않았다. 둘째, 유아의 대처 기술 능력 향상에 효과가 있었다. 대처기술 하위 영역의 사전검사를 공변인으로 하여 집단간의 사후검사 평균점을 분석한 결과, 유아의 예의 지키기 영역의 경우 실험집단 유아들(6.17)이 비교집단 유아들(3.88)보다 높았으며, 이러한 차이는 통계적으로도 매우 유의한 것으로 나타났다(F=34.734 p<.001). 또한 규칙 지키기(F=36.522, p<.001)와 비밀 지키기(F=17.186, p<.001), 사과하기(F=24.772, p<.001)능력 역시 실험집단 유아들이 비교집단 유아들에 비해 높은 평균점을 보였으며, 통계적으로도 매우 유의한 것으로 나타났다. 이상과 같은 결론을 통해 그림 이야기책을 활용한 독서교육 프로그램이 유아의 사회적응 기술과 대처기술에 미치는 긍정적인 효과들이 입증되었다. 이는 사회적 기술을 향상시키기 위한 체계적인 독서교육 프로그램을 통해 유아가 책을 읽고 표현하는 방법에 대한 다양한 방법과 활동을 제시하고 개인적 활동과 소그룹 활동을 활용하여야 겠다. 이처럼 유아기에 있어 독서교육은 중요하며 유아교육 현장에서 지금의 비형식적이고 비지시적인 독서교육을 좀더 체계적인 방법으로 프로그램을 개발 연구하고, 교사들은 다양한 독서교육 프로그램을 통해서 유아들이 긍정적인 사회적 태도를 수용하며 적절한 사회적 기술을 키워 나갈 수 있도록 This Study was designed to investigate the effects of small-group reading education programs on social skills of young children. More Specifically, the purpose of the study are two-fold : 1.Will a small-group reading education program affect improve kindergarteners' adaptive skills? 1)Will the reading program influence their peer play skills and participant behaviors in reading program ? 2)Will the program influence their claim frequency for rights and demands, efficient expressions of frustration and anger, and abilities to make proper compromises with others? 2.Will a small reading education program enhance kindergarteners' coping skills? 1)Will the reading program influence their skills regarding courtesy, rules, secret keeping, and apologizing? 2)Will the reading program influence their skills regarding responsibility and impulse control? The subjects included two classes of five-year-olds at R kindergarten they were mostly from the middle class located in Mok-dong, Yangcheon-gu, Seoul. The two classes each had 40 and 30 students. After providing a social skills test to them, those who had scores in the bottom 40% made the experiment and control group. The former group consisting of 18 students was from the class with 40 students, and the latter one consisting of 16 students from the one with 30 students. Attempting to investigate the effects of a small group reading education program on the infants' social skills, the testing tools to measure social skills were employed in the study. The subjects' social skills were measured with the Iowa Social Competence Scale: Preschool Form by Pease, Clark and Crase and with a scale by Lee Tae-yeong(2000), which was a revised version of the "Evaluation of Adaptive Behavior Development" developed by Lee Yeong-ja et al.(1987) based on the Vinealand Adaptive Behavior Scales: for Teachers'Use to measure the sociality of Korean infants. The collected data were analyzed with the SSS11.0 statistics program. And ANCOVA was conducted with the results of a pretest as the covariate to understand how a small group reading education program would have impacts on the infants' adaptive and coping skills. The findings of two study were as follows: First, a kindergarten should provide infants with an environment where they are offered opportunities to improve their social skills. During infancy, infants develop social skills that are needed to establish and maintain social relationships with their peers. The systematic reading education program turned out to suggest a variety of methods and activities to help them read books and express themselves. The individual activities along with small group ones also taught them to be cooperative with others. Second, the teachers need to create an environment in which infants learn and adopt new social skills and constantly inspire them to improve their social skills. In administering a reading education program to infants, it's critical to attract their attention through many different methods rather than simple words. When questions are asked in the same manner over and over again, infants get to be bored easily. Asking questions is effective in stimulating their high-level cognitive skills and sensitizing their emotions. But it's important to lessen the burden on the shoulders of those who are first exposed to questions and promote their gradual participation in the program. Third, infants should be given the chances to increase their abilities to understand, accept and control themselves and to understand and sympathize with others. Those abilities are essential to their recognizing their own emotional state, controlling their feelings, understanding and sympathizing with others in terms of thoughts and emotions, and ultimately establishing desirable relationships with others that allow for early coping measures. Fourth, the optimal time for infants to obtain social skills and make the base for self-regulation that requires for discretion and intentional control is when they are four or five years old. There should be various programs of social interactions developed so that infants can interact with the social and cultural environment through education, which is a prerequisite of their changing personal thinking processes inside via internalization. And fifth, according to Freud, the early social acts that infants display are formed by their mothers or care givers. Especially, it's known that infants identify with their parents through positive parent-child relations. They also learn to resolve conflicts by learning to control the feelings of jealousy and anger. Thus the educational agencies for infants should maintain organic relations with the families in providing education to their students so that they can work on their social skills at home too.

내담자의 불안정 불안 및 회피 애착 수준에 따른 초기 작업동맹의 변화 : 심리적 고통과 지각된 공감의 조절효과

강수진 서강대학교 대학원 2018 국내석사

본 논문은 내담자의 불안정 불안 및 회피 수준과 초기 작업동맹과의 관계, 그리고 내담자가 지각한 상담자의 공감 수준과 내담자의 주관적 심리적 고통 수준이 불안정 애착과 초기 작업동맹에 미치는 영향을 살펴보고자 하였다. 서울 및 경상북도 대학교 소재의 상담소에 내방한 84명의 내담자가 연구에 참여해 상담 1회기 직후에 작업동맹 질문지, 친밀관계경험척도, 주관적 불편감 척도로 이루어진 1차 설문을, 4회기 직후에 공감 척도, 작업동맹 질문지로 이루어진 2차 설문을 실시하였다. 수집된 정보를 통해 먼저 각 변인 간의 상관을 구한 후 내담자의 심리적 고통 수준이 불안 및 회피 애착과 1차 작업동맹의 관계에 미치는 영향을 위계적 회귀분석을 통해 검증하였다. 이후 심리적 고통 수준과 지각된 공감 수준이 불안 및 회피 애착과 1차 작업동맹의 영향력을 통제한 2차 작업동맹의 관계에 미치는 영향을 위계적 회귀분석을 통해 검증하였다. 연구 결과, 회피 애착은 1차 작업동맹과 2차 작업동맹 모두와 유의미한 부적 상관을 나타내었다. 불안 애착의 경우 1차 작업동맹과 유의미한 부적 상관을 나타내었으나 2차 작업동맹과는 유의미한 관련성을 나타내지 않았다. 내담자의 심리적 고통 수준은 불안 애착과 1차 작업동맹의 관계에 유의미한 영향을 미쳤으며, 불안 애착 수준이 높은 내담자일수록 심리적 고통 수준이 높을 때 첫 회기 직후의 작업동맹을 낮게 보고하였다. 회피 애착의 경우 심리적 고통 수준에 따른 작업동맹에서의 차이가 나타나지 않았다. 2차 작업동맹에 대한 분석 결과, 심리적 고통 수준은 불안정 애착과 작업동맹의 관계에 유의미한 조절 효과를 나타내지 않았다. 공감의 경우 두 애착 차원의 작업동맹에 긍정적인 영향을 미쳤으나, 회피 애착 수준이 높은 내담자의 경우 지각된 공감 수준이 높아도 회피 애착 수준이 낮은 내담자에 비해 작업동맹이 유의미하게 낮게 상승하는 것으로 나타났다. 본 연구는 내담자의 불안정 애착과 초기 작업동맹의 관계 및 이들의 관계에 영향을 미치는 요인을 살펴봄으로써 상담자가 내담자의 개인차를 인식하고 효과적인 상담 전략 수립 및 조기종결을 예방하는 것에 도움을 줄 수 있다. 그러나 정보의 수집이 내담자의 자기보고에 의해서만 이루어졌으며 심리적 고통과 공감의 구체적 분류가 포함되지 않았다는 제한점이 있으므로 추후 연구에서는 이러한 점을 고려해 불안정 애착 내담자의 작업동맹에 영향을 미치는 변인을 살펴볼 필요성이 있을 것이다.

질문을 통한 예수의 교육방법 연구 : 누가복음 10장 25~37절을 중심으로

강수진 감리교신학대학교 신학대학원 2010 국내석사

코로나19 상황에서 경기 일부 지역 초등학교 고학년 학생의 아침 결식 실태 및 관련 식생활 요인 연구

강수진 수원대학교 2022 국내석사

This study is Anseong, Gyeonggi-do to examine the breakfast status of elementary school students and to find out the rate of skipping breakfast and the factors affecting it, eating habits, nutritional knowledge, and willingness to change dietary behavior.The survey was conducted on 352 5th to 6th graders in Pyeongtaek, and the results are as follows. Of the 352 students who participated in this survey, 148 (42%) were in the breakfast group, and 204 (58%) were in the breakfast group. The rate of skipping breakfast was higher in female students (121 students, 59.3%) than male students (83, 40.7%), and in 6th grade (121 students, 59.3%) was much higher than in 5th grade (83, 40.7%). As the grade went up, the rate of skipping breakfast tended to increase. The morning skipping group showed higher levels of height, weight, and BMI than the breakfast group, and significant differences in height, weight, and BMI levels were all shown. In both the breakfast group and the breakfast group, nuclear families (87.7% and 89.2%) were the most common, followed by single-parent families (6.4%) in the breakfast group, but expanded families (9.5%) ranked next. Therefore, there was a statistically significant difference between the family composition type and the rate of skipping breakfast (p<0.05). Considering the COVID-19 situation, as a result of measuring three items: weekdays (school days), weekdays (non-school days), and holidays, there was a significant difference between bedtime and morning skipping rates (p<0.001). However, there was no significant difference in food intake before bedtime (2 hours ago). Looking at the rate of skipping breakfast according to wake-up time, most weekdays (school days) occur before 7:30, and on weekdays (non-school days) or holidays, both meal groups and skipping groups woke up after 7:30, and there was a significant difference in wake-up time and breakfast rate (p<0.05). Looking at the rate of morning skipping according to sleep time, 14.2% of the morning skipping group and 6.1% of the breakfast group on weekdays (school days) were high, 85.8% of the morning skipping group and 93.9% of the breakfast group were overwhelmingly high (p<0.01). If the daily snack requirement was less than 2,000 won, 66.8% of the breakfast group and 78.3% of the breakfast group were high, 33.2% of the breakfast group and 21.7% of the breakfast group were high. This showed a significant difference between the daily snack requirement and the breakfast and meal groups (p<0.01). In the case of eating less than four times a week, 12.8% of the breakfast group and 5.6% of the breakfast group were higher, while in the case of eating dinner more than five times a week, 87.2% of the breakfast group and 94.4% of the breakfast group were higher. This showed a significant difference between the number of dinners consumed and the number of missed breakfasts (p<0.01). If the number of meals with family members per day is less than two, the number of breakfast skipping groups was high on weekdays (school days), weekdays (non-school days), and holidays. In addition, if the number of meals with family members per day was more than 3, the breakfast group's figures were high on weekdays (school days), weekdays (non-school days), and holidays, which showed a significant difference between the number of meals with family members and the number of missed breakfast (p<0.05). According to the parents' breakfast status, 35.9% of the breakfast group accounted for less than 6 meals a week, 48.3% of the breakfast group, and 51.7% of the breakfast group showed a significant difference in the number of breakfasts and breakfast distribution (p<0.05). In addition, the breakfast group was 23.3% for mothers to eat every day, 76.7% for meals less than 6 days a week, 54.1% for mothers to eat every day, and 45.9% for meals less than 6 times a week, showing a more significant difference in the number of breakfast and breakfast distribution than fathers (p<0.05). In the case of the breakfast skipping group, 69.3% were finished within 20 minutes, 30.7% were finished within 20 minutes, 77% were finished within 20 minutes, and 23% were finished within 20 minutes, indicating that the breakfast group's meal time was faster and the rate of skipping (p<0.001). As for the types of breakfast, the breakfast group had 50% of Korean food, 14.7% of Cereal & Milk, 13.9% of Bread & Beverage, 5.0% of Fruit & Vegetables, 64.1% of Korean food, 12.5% of Bread & Beverage, 10.3% of Cereal & Milk, and 7.6% of Fruit and Vegetables. As for the types of breakfast, the breakfast group eats 50% of Korean food, 14.7% of Cereal & Milk, 13.9% of Bread & Beverage, 5.0% of Fruit and Vegetables, 64.1% of Korean food, 12.5% of Bread & Beverage, 10.3% of Cereal & Milk, and 7.6% of Fruit and Vegetables. On the other hand, it seems that the morning skipping group does not insist on Korean food, but often replaces breakfast with cereal & drinks, fruits and vegetables. In terms of breakfast skipping, 40.4% of them did not eat breakfast, 33.5% of them drank milk, 13.3% of them ate food prepared by their mothers, 11.8% of them ate snacks, 30.1% of milk, 21.7% of "food prepared by their mothers," 15.4% of snacks, and 4.9% of themselves. If you don't have breakfast, your empty stomach becomes too long and you can't stand hunger until lunchtime, so you're likely to be exposed to snacks. The score of positive eating behavior for breakfast was higher in all questions in the breakfast group than in the skipping group. In terms of dietary information acquisition channels, non-professional nutrition education through parents accounts for the largest proportion of 48.8% of the breakfast group and 50.3% of the breakfast group, while the breakfast group represents 24.4% of school classes and 13.4% of Internet and books. In addition, as the breakfast group shows the figures of the Internet, books 17.2%, school classes 15.2%, and TV, radio, and newspapers 11%, nutrition education through school classes is still insufficient. Breakfast skipping showed the highest willingness to improve "I'm not eating every day at the moment, but I'll try to eat regularly in the future," with 57.2 percent saying "I don't want to eat in the future," and 20.7 percent saying "I'm going to eat breakfast regularly every day as I do now." In addition, 95.2% of the breakfast group said, "We are going to eat breakfast regularly every day as we do now, account for a very high percentage. As for the preferred type of morning meal support, 34.7% of the morning meal support, 28.7% of school meal service, 24.8% of free home delivery, 5.0% of school meal service, 4% of unwanted meal service, and 3% of paid home delivery. In addition, breakfast groups were surveyed in the order of 32.0% of school hours, 30.6% of free school meals, 30.6% of free home delivery, 2.7% of unwanted meals, 2% of paid school meals, and 2% of paid home delivery. Overall, 33.5% of the data were adjusted for school hours, 29.5% for free school meals, 27.2% for free home delivery, 3.7% for school meals, 3.4% for unwanted meals, and 2.6% for paid home delivery. The conclusion of this study was that breakfast skipping also affected height, weight, and BMI levels, and there were significant differences in grade, gender, wake-up time, sleep time (only weekdays), snack consumption, dinner intake, number of family meals, parents' breakfast, and meal time. In the study of Bang (2005), breakfast skipping factors were mainly "lack of appetite" and "lack of time", and since then, "habitually" accounted for 16.8% of the opinions, and a new factor called "weight loss" appeared in Choi's (2009) study. In addition, in Kim's (2020) study, unlike previous studies, the number of "no appetite" was low at 12.5%, 28.1% because other families did not eat and 25% because they were not ready for meals, and the two new factors accounted for a high proportion. This study started from the point that factors such as "lack of time," "lack of appetite," "because other families do not eat," and "because they are not ready" can provide solutions in terms of schools and communities. It is also noteworthy that the types of meals vary with the times. In the past, most of the time, if Korean food was mainly eaten, fruits or salads were often simply eaten in the morning due to simple meals, cereal & milk, or vegetarian intake for health. Therefore, it is believed that such changes should be prepared for school meals and group meals. In addition, even though positive nutritional knowledge of breakfast can be the driving force behind eating behavior, the reality that such nutritional knowledge is not systematically provided can have some effect on breakfast skipping. Therefore, I think that if professional eye-level nutrition educati on is emphasized through school classes, breakfast skipping and proper eating habits will be a policy to prevent indiscriminate application of nutritional knowledge that does not fit my life cycle through non-professional windows (parents, the Internet, YouTube, etc.). In addition, as a result of the survey based on the form of support for school hours, free school meals, free school meals, free home delivery, and paid home delivery, it was a favorable opinion for free school meals and free home delivery. This can be judged that even if breakfast meal support is provided, we do not want paid support that costs money, and if it is provided free of charge, we hope that they will support meals at school or at home according to each preference. This study was conducted during the COVID-19 period and was conducted under many restrictions, and children suddenly did not come to school and were left alone at home, causing problems with children's meals. Therefore, based on the COVID-19 quarantine guidelines, there were ridiculous landscapes in which children had to go to school to eat meals even though they could not go to school through online classes. I think more research and application in the field are needed so that children can respond faster in the field so that they do not suffer from new situations.

음악적 인지능력 향상을 위한 방과후 관악수업의 연구 및 적용 : 초등학교 5,6학년을 중심으로

강수진 경북대학교 교육대학원 2016 국내석사

The present study aimed to verify the effects to improve musical cognitive ability of higher grade students of elementary school by organizing a wind instrument class for after school programs and applying it in practice. To develop an after school wind instrument program which is musical cognition-based, this study was conducted according to detailed procedures as selecting purpose and a goal of this program on the basis of literature review, extracting contents, establishing a model of instruction, organizing activity contents, developing and applying teaching․learning stages, and verifying the effects. Based on the instruction model of Cognitive Apprenticeship Theory which is built on the musical cognitive theory and on the precedent studies on musical cognitive ability, the after school wind instrument program was organized into a cognitive, active, interactive, and self-directed wind instrument performance program forming a small-group ensemble with 16 sessions for 8 weeks with the model of instruction that was reorganized into 3 steps as observation and planning–control-evaluation according to the 6 courses of modeling, coaching, scaffolding, clarification, reflective thinking, and exploration. The subject of this study consists of higher grade elementary school students who are in the concrete operational stage and formal operation stage according to the development stage of musical cognition. Among 5~6th grade male and female students in A elementary school located in Daegu this study organized 18 students who are participating in the after school wind instrument program as an experimental group, and 18 students who are not participating in the after school wind instrument program as a control group. The after school wind instrument program of 80~90 minutes for the research subjects were conducted twice a week(Tuesday and Friday) for 16 sessions of 8 weeks in a music room in the school, and ran individual practice, part practice, and group practice side by side in small-group ensemble format. Also, this study applied the after-school wind instrument program based on the improvement of musical cognitive ability to the higher grade students of elementary school and intended to measure pre․post effects by using a test tool on the effects of their musical cognitive ability improvement in order to statistically compare and verify the findings. A test tool used for this study has inspection items for 5~6th graders of The Korean Test of Music Cognition(KTMC) and is classified into 3 areas as melody-chord test, rhythm-beat test, and melody line-main melody test. The results of this study are as follows. First, according to the result of conducting covariance analysis to investigate whether musical cognition-based after school wind instrument program makes significant effects on the melody-chord cognitive ability of higher grade elementary students, it was identified that the mean of experimental group was 5.69 which is significantly higher(p<.05) than the control group of 4.27. Secondly, as a result of conducting covariance analysis to investigate whether musical cognition-based after school wind instrument program makes significant effects on the rhythm-beat cognitive ability of higher grade elementary students, it was identified that the mean of experimental group was 10.88 which is significantly higher(p<.01) than the control group of 9.00. Thirdly, according to the result of conducting covariance analysis to investigate whether musical cognition-based after school wind instrument program makes significant effects on the melody line-main melody cognitive ability of higher grade elementary students, it was identified that the mean of experimental group was 10.81 which is significantly higher(p<.05) than the control group of 8.28. To conclude, the after school wind instrument program based on improvement in musical cognitive ability is considered to be very helpful in improving cognitive ability for musical elements to higher grade elementary school students who are in concrete operational stage and formal operation stage according to the development stage of musical cognition by combining characteristics and strength of instrumental music education, and the significance of this study is in verifying the applicability of the teaching method in the field of school music education and usefulness on the cognitive developmental stages of higher grade elementary school students.

조선후기 화가전(畵家傳) 연구

강수진 이화여자대학교 대학원 2010 국내석사

Until the mid of the Joseon Period there are only a few records about painters and more than painters they focus on the paints. The records consist mainly in diaries or historical tales and they were not compiled in order to transmit the lives of the authors, because they were descriptions of the typology of the characters based on the high or low value of the talent of the painters, thus not being apt to stress a confucian ideology. But the perceptions towards painters changed with in the 18C and the volume of the records regarding the painters increased and we can see a great number of stories about painters. Even if the great part of stories dealing with painters was compiled during the last part of the Joseon period, their number is too small and there are no systematic studies of the stories dealing with painters. In this study I tried to supplement these shortcomings and I analyzed the stories dealing with painters trying to find their deep meaning. Moreover, through many records from Goryeo period to Jeoson period dealing with painters, I tried to understand shifts in the perception of painters' image, and through painters' biographies I showed the perceptions of them as a human group and the literary value of these biographies. In chapter 2, I showed the state of the records from Goryeo period to the Joseon period. Till the mid of the Joseon period records about painters are in the form of few diaries. From the last part of the Joseon period, painters were mostly depicted through biographies in various forms and their number is significative. Records on painters till the mid of the Joseon period focus on paints but with the last part of the Joseon period interest growth not only for the paints but for the painters themselves, thus increased not only the descriptions of their talent but a descriptions that presents informations on their lives too. With this, we can say that with the last part of the second period there were a development of the arts in generale and the emerge of the figure of the painters in particular, that is a growing interest not only toward the paints, but towards the painters too. In chapter 3, I divided the Seogajeon on the base of its structure and analyzed painters' perception in the painters' tale. We can divide painters' biographies into three categories, depending on the direction in which the author depicted the figure of the painter. The first category stresses the talent of the painter, the second category stresses the talent of the painter and his behaviour and the third category stresses the talent and the character of the painter. Moreover, perception of the painters changed depending of the rank of the author. In the case of authors from the Yangban class, they tend to acknowledge the value of a painter's life. But in the case of authors from the middle class, they have a deeper understanding of a painter and show compassion for his disadvantage life, sometimes yearning for their unconventional life. In this way we can see a different perspective on the painters depending of the social class of the author. In chapter 4, I tried to understand the literary value of the Seogajeon. In the last part of the Jeosong period records about painters increased in quantity and types and started the development of a new painters' perception. Until the mid Jeoson period painting was perceived having a high value, but painters were scarcely considered. With the last part of the Joseon period, records show a growing interest not only for the paintings, but for the lives of the painters too. In this way the value of their life was recognized and they became perceived as artists. In this period painters were seen has a type of person, and the contemporaries looked at them as artists and not as labourers. In this way we can say that in the last part of the Joseon period there was a shift in the perceptions of people. But painters' biographies have another value. They told us not only the life of the painters as historical characters, but they told us the stories of the people around them. In the painters' biographies there was no evaluation of the moral value of the painters' lives nor a critics toward the social conditions of the time. Tales dealing with peasants' lives of this period were written mostly to show some moral value or to critic the social conditions. But in the case of the painters' life, biographies were written to stress their talent or focusing on their genius. These biographies did not stress painters' moral value or criticize the society of the time. The form of these painters' biographies is different from other kind of tales, they focus on the peculiarities of the painters. In other words, informations about painters dealt with their talent and the characteristics of their work, and painters' biographies show a form that focus on these. In this study I organized the records that deal with painters from Goryeo period to the Joseon period. I then studied in details the painters' biographies of the second part of the Joseon period and I showed the shift in the painters' perception and the characteristics of painters' biographies. 조선중기까지 화가에 대한 기록은 그 수가 적으며, 화가보다는 그림에 초점이 맞춰져 있었다. 그 기록은 주로 필기나 야담의 형태로 존재했으며, 역사서 열전 외에는 전으로 창작되지 않았는데, 이는 화가가 재능의 높고 낮음에 따라 그 가치가 평가되는 인물형이어서, 유교 윤리를 강조하기에는 부적합했기 때문이었다. 그러나 18세기에 들어서면서부터 화가에 대한 이러한 인식이 바뀌면서 화가에 대한 기록의 양이 늘어나고, 화가를 대상으로 전을 창작하는 것이 전대에 비해 활발하게 나타난다. 그러나 조선후기에 들어서서 전대에 비해 다량의 화가전이 지어졌다고는 해도, 그 수가 적기 때문에 화가 전에 대한 본격적인 연구는 제대로 이루어지지 않았다. 본 연구는 이러한 점을 보완하여 화가 전을 분석하고, 이를 통해 작품에 내포된 의미를 알아보고자 하였다. 아울러 고려부터 조선후기까지의 화가에 대한 다양한 기록을 통해 화가에 대한 인식의 변화양상을 파악하고자 하였으며, 화가 전을 통해 화가이라는 특정 인물 군에 대한 인식과 화가 전에 내포된 문학사적 의의를 밝히고자 하였다. Ⅱ장에서는 고려부터 조선후기까지의 화가에 대한 기록의 양상을 살펴보았다. 조선중기까지는 화가에 대한 기록은 주로 필기 형태로만 존재했었고, 그 양이 적었다. 조선후기에 들어서면서 화가는 본격 傳으로 창작되었으며, 그 기록의 형태도 다양해졌으며, 그 양도 前代에 비해 다수 늘어났다. 조선중기까지의 화가에 대한 기록은 화가의 그림에 초점이 맞춰져 있었다. 그러나 조선후기로 오면서 화가의 그림과 함께 화가라는 인물에 대해 관심을 가지면서, 화가의 재능과 함께 그에 관련된 인물 정보를 제시하는 방식의 서술이 늘어나게 되었다. 이를 통해, 조선후기에 예술문화의 발달과 함께 화가의 존재 또한 부상되어, 그림뿐 아니라 화가의 개인의 삶에 대해서도 관심을 가지게 되었음을 알 수 있었다. Ⅲ장에서는 조선후기 畵家傳 을 그 구성에 따라 분류해보고, 화가 전에 나타나는 화가에 대한 작가의 인식을 살펴보았다. 화가 전은 작가가 화가의 어떤 면모를 드러내는 방향으로 전을 창작했느냐에 따라 크게 세 분류로 나눌 수 있었다. 첫 째는 화가의 재능을, 둘째는 재능과 화가의 기행을, 셋째는 재능과 화가의 인품을 강조한 경우였다. 또한, 입 전 작가의 신분에 따라 화가에 대한 인식이 다르게 나타났는데, 사대부층 작가의 경우, 화가의 삶이 나름의 가치가 있음을 인정하는 것에 그치고 있었다. 그러나 중인층 작가는 화가의 내면에 대해 깊이 있는 탐구를 하고 있었으며, 화가의 불우한 삶에 대해 연민을 느끼거나, 때로는 그들의 탈속 세 적 인 모습에 동경하기도 하였다. 이를 통해, 작가 층의 신분에 따라 화가를 바라보는 시각이 달랐음을 알 수 있었다. Ⅳ장에서는 畵家傳 에 내포된 문학사적 의의를 살펴보았다. 조선후기를 기점으로 화가에 대한 기록의 형태와 양이 증가하고, 화가에 대한 인식도 달라지기 시작한다. 조선중기까지는 그림과 그것을 창작하는 행위를 높은 정신적 과정이라고 인식한 반면, 화가를 미천한 기능인으로 인식했다. 조선후기로 오면서, 화가의 그림뿐 아니라 삶에 대해서도 관심을 가지고 이를 기록하게 되었으며, 그들의 삶의 가치를 인정하고 예술가로 인식하게 되었다. 이 시기에 와서 화가는 인물형의 하나로 당대 사람들에게 인식되었으며, 화가를 단순히 기능인이 아닌 예술인으로 보는 시각이 나타났던 것이다. 이를 통해, 조선후기로 오면서 사람을 바라보고 평가하는 관점이 달라졌음을 알 수 있다. 또한, 화가 전은 인물전의 역사에서 동시대에 창작된 주변부 인물들에 대한 전(傳)과는 다른 특성을 지닌다는 점에서 의의가 있다. 그것은 화가 전을 통해 화가의 삶을 윤리적 잣대로 평가하거나 당대 세태를 비판하고 있지 않다는 것이다. 이 시기에 창작된 여 항 인에 대한 전은 주로 작가의 윤리적 가치관을 드러내거나 세태를 비판하기 위해 창작되었다. 그러나 화가전의 경우 화가의 천부적 재능을 강조하거나, 또는 그 기인성을 드러내는 것에 초점을 맞춰서 전이 창작되었기 때문에, 이들의 삶을 통해서 윤리적인 가치를 강조하거나 창작 당시의 세태를 비판하고 있지 않다. 이러한 화가전의 형식은 다른 전과는 구별되는 형식으로 나타나게 되었는데, 이는 화가의 특성에서 비롯된 것이다. 즉, 화가는 직업적 특징상 그 재능과 기이한 행적에 관련된 정보만 존재하고 있었기 때문에, 화가 전 역시 그것만의 형식을 취하게 된 것이다. 본 연구는 고려시대부터 조선후기까지의 화가에 대한 기록을 정리하고, 조선후기의 화가 전을 본격적으로 연구하여, 화가에 대한 인식의 변화와 화가 전만의 특징을 밝혀내고자 하였다.

성인애착이 대인관계능력에 미치는 영향 : 정서조절양식과 사회불안을 매개변인으로

강수진 수원대학교 대학원 2010 국내석사

To date the influence of attachment on the interpersonal relation has been studied with many theories and researches such as the attachment theory and the psychoanalysis of object relations theory by John Bowlby. Moreover, attachment and the object relation have been studied with the concepts of ego-identity, self-consciousness, self-efficacy and self-awareness together. Previous studies, however, consider what relation among attachment, the object relation and the other factors related to them in a simple way or with regression analysis. As a result, the study how attachment functions in the personal mental for interpersonal relation is not well understood. It is highly significant to explore the factor to consciously regulate of influence factors of attachment on the interpersonal relation because it is very difficult to change attachment already built up or patterns of object relation. Thus, this study focuses on the emotion regulation and social unrest, as a parameter, of the influence factors of attachment on the interpersonal relation. The experiment volunteers are senior students of the university in Gyeonggi-do and Chungchong-do, and a research method is a personal report that consists of adult attachment, emotion regulation, relation anxiety, and interpersonal relation ability. The regression analysis tool, SPSS for window 10.0 has been used to analyze the statistics form 629 personal reports by the students. The results of statistics are as below: First, the higher attachment avoidance and anxiety are, the lower interpersonal relation ability is, and higher attachment avoidance is higher than attachment anxiety. Second, the higher attachment avoidance are the less positive emotion regulation is in use, and higher attachment anxiety are the more negative emotion regulation is in use. Third, the higher attachment avoidance and anxiety are, the higher social unrest is and interpersonal relation anxiety is higher than achievement anxiety. Fourth, the more positive emotion regulation is in use, the higher interpersonal relation ability is. Fifth, the higher social unrest is, the less interpersonal relation ability is. Sixth, the emotion regulation and social unrest intermediate among the anxiety, avoidance of attachment in adults and the interpersonal relation ability, and emotion regulation and social unrest comprehensively intermediate among the anxiety, avoidance of attachment in adults and the interpersonal relation ability. In conclusion, this study proves that the influence of the factors follows the result of previous study and study in the same way and support their theory. This is, when attachment is insecure, positive emotion regulation is in use less than usual, social unrest becomes high and interpersonal relation ability is deficient. Futhermore, effective emotion regulation can not be in use and interpersonal relation ability is more damaged as long as social unrest become high. The result of this research is that it validates proof of effective intervention through the counselling scene for the people having interpersonal relation problem by stacked attachment, and it can be an intial research about effect verification of the factors of attachment and interpersonal relation due to none of study about it.