孤山 尹善道의 造景觀과 庭園의 造成特性에 관한 硏究

이안진 서울市立大學校 1995 국내석사

유아의 또래놀이 상호작용과 학습행동 간의 관계

이안진 군산대학교 2014 국내석사

Early childhood is the most important period in the formation of young children's peer relationships and it is formed by their peer play interactions. Furthermore, their learning ability will predict their scholastic achievements in this period. This study was targeted at children aged 3,4 and 5 from low-income families. The purpose of it was to suggest the direction of necessary basic materials in development of education intervention programmes for them after examining young children's peer play interactions and learning behaviors. This study was targeted at children aged 3,4 and 5 at the kindergarten and proceeded to examine children's peer play interactions using instruments for the teacher which was developed by McWayne, Sekino, Hamton, & Fantuzzo(2002), to measure learning behaviors using Preschool Learning Behaviors Scale(PLBS) which was developed by McDermott, Green, Francis and Stott(2000). Frequency and percentage were used to comprehend the children's general backgrounds. T-test, one-way analysis of variance & Duncan's posteriori tests, and Pearson's product-moment correlation analysis were used to verify problems of this study. The results of this study are as follows. First, after the peer play interactions according to the demography factors (gender, age, and birth order) were examined, there were significant differences according to age. There were significance differences according to birth order in the play disconnection of the sub-domain. Second, after the learning behaviors according to the demography factors were examined, there were significant differences according to birth order. Third, there were significant differences in the peer play interactions and learning behaviors of children in correspondence to their standards of living. Fourth, there is a direct correlation between the demographic factors and the learning behaviors. This is evident after controlled examination. Consequently, there were generally positive significance correlations among sub-domain factors of the peer play interactions and learning behaviors. 유아기는 또래관계 형성에 있어서 매우 중요한 시기로 주로 또래놀이를 통해 또래관계를 형성한다. 또한 이시기에는 미래의 학업성취를 예상할 수 있는 여러 가지 학습행동들도 출현한다. 이에 본 연구는 저소득층 만3, 4, 5세 유아들을 대상으로 또래놀이 상호작용과 학습행동에 대해 살펴보아 이들을 위한 교육중재 프로그램을 개발하는데 필요한 기초 자료의 방향을 제시하고자 한다. 본 연구는 만 3, 4, 5세 유아를 대상으로 실시하였으며 유아의 또래놀이 상호작용에 대해 알아보기 위해 McWayne, Sekino, Hamton, & Fantuzzo(2002)가 개발한 The Penn Interactive Peer Play Scale(PIPPS)의 교사용 도구를, 학습행동을 측정하기 위해 본 연구에서는 McDermott, Green, Francis와 Stott(2000)가 개발한 Preschool Learning Behaviors Scale(PLBS)을 사용하였다. 연구대상의 일반적 배경을 파악하기 위하여 빈도와 백분율을 산출하였다. 연구문제를 검증하기 위해서는 t-검증, 일원변량분석과 Duncan 사후검증, Pearson의 적률상관분석을 실시하였다. 이를 통해 살펴본 본 연구의 결과는 다음과 같다. 첫째, 인구학적 변인(성별, 연령, 출생순위)에 따른 또래놀이 상호작용에 대해 살펴본 결과, 연령에 따라서 유의한 차이가 나타났다. 하위영역인 놀이단절에서는 출생순위에 따라 유의한 차이가 나타났다. 둘째, 인구학적 변인에 따른 학습행동에 대해 살펴본 결과 성별, 연령에 따라서 유의한 차이가 나타났다. 셋째, 생활수준에 따른 또래놀이 상호작용과 학습행동에서는 모두 유의한 차이가 나타났다. 넷째, 인구학적 변인에 따라 또래놀이 상호작용이나 학습행동에서 유의한 차이가 있었으므로 이를 통제한 후 상관계수를 구하였다. 그 결과 또래놀이 상호작용과 학습행동의 하위요인 간에는 대체적으로 긍정적 유의한 상관관계가 나타났다.

중학교 음악 수업에 있어서 심미적 음악 예술의 지도방법 연구

이안진 대구가톨릭대학교 교육대학원 2015 국내석사

Music Aesthetic Education is important to provide the opportunity to experience the aesthetic experience to the aesthetic sense and empathy that comes from representation. Students will determine the aesthetic quality in a number of ways to experience music and to seek the meaning associated with each of the musical life. Therefore, the teacher valuable artistic music, a variety of music, presenting students and students interested in music and to have their own 'ability to feel' deep interest in instilling the ‘aesthetic attitude’ with an emphasis on art in the life that they should that. Music means of aesthetic experience is an aesthetic perception takes place through music experiences and the interaction of aesthetic response. Will explore the expressive qualities that are inherent in the work and the meaning and By discovering the beauty that was created by the artist when viewed in terms of educational and artistic beauty perfume expresses the meaning of music learners. These experiences are ultimately gives sensitive perception of the beauty of the music and aesthetic sensitivity reactions evolved. This study B. Reimer music education methods based on teaching methods in order to create an appreciation for music aesthetic experience to learn what the aesthetic experience of music tracks, depending on the music selection criteria applied to music aesthetic act of B. Reimer was to create an example of appreciation classes for aesthetic experience. Firstly, that music selection criteria B. Reimer selected by default when music was considered the educational usefulness. Plan a variety of learning resources in order to increase the understanding and interest in art song was able to increase the interest in art songs through the use of various musical components to students by presenting the Plan. Second, if the accompaniment and rhythm to express how the content of the poem is written in the score and musical beauty and artistic insight into the meaning and experience of musical acts through even feel the flow of the rhythm and music can express creatively, that while listening to music Imagine the feelings of the characters are seen in the poetry of Goethe, more aesthetic perception will be able to concentrate. The teaching method is based on the absolute expressionist aesthetic theory of B. Reimer, never expressionism has been teaching approach based on the implementation of the feeling type that art. Third, Configure the lesson plans for students continually motivated to help you remember the rhythm until the end of the first half in the intro music using that directly improves motivation when participating in class and feeling alive when the contents of the is based on the ultimate goal of the cast of the musical aesthetic that could deepen the aesthetic experience to be able to develop their individual aesthetic sensibility as much as possible, by singing the lyrics education. As a result, when you configure a music class B. Reimer's musical aesthetic behavior because that theory is applied to the music lesson plans teaching students to plan a variety of questions and study materials to explore their own musical elements and principles and concepts students to explore themselves and to induce a positive answer to lead an active class participation will reach the goal of aesthetic music education. When you see these findings B. Reimer enjoy the art of music lessons apply the aesthetic experience is based on the teaching of music to students of beauty and aesthetic sensitivity to stimulation due to the execution of an aesthetic act is the development of aesthetic sensibility aesthetic education will enable that.

사회경제적 지위가 법학전문대학원 진학과 재학 경험에 미치는 영향

이안진 고려대학교 대학원 2024 국내석사

전문직은 특정 학위, 자격시험 통과, 의무 수련기간 등 여러 진입 장벽이 존재한다는 점에서 기타 직업과 구별된다. 전문직 중에서도 법무전문직은 전문직 협회에서 전문직 종사자의 수를 스스로 결정하고, 자신들이 제공하는 법률 서비스 시장을 통제하여 높은 지위를 누리고 있다. 이 연구는 법무전문직이 되기 위해 준비하는 청년들의 진로 결정 경험을 중상류층의 기회 사재기(opportunity hoarding) 개념으로 분석하는 연구이다. 이 연구는 진로 결정 경험과 진로 준비 활동을 시기별로 알아보기 위해 법학전문대학원 진학 준비 시점과 법학전문대학원 재학 시점으로 시기를 구분한다. 법학전문대학원 입학을 준비하는 대학교 재학·휴학·졸업(예정)자 19명과 법학전문대학원 재학/졸업 후 변호사시험 결과 대기자 21명, 총 40명을 대상으로 한 인터뷰 자료를 근거이론으로 분석했다. 개인의 사회경제적 계층이 진로 선택 동기, 진로 준비활동, 그리고 법학전문대학원 재학 경험에 미치는 영향에 초점을 두었으며, 사회경제적 계층 배경을 파악하고자 국가장학금 소득 구간, 부모의 직업, 출신 학교, 성별, 전문직 친족 여부를 조사하였다. 연구 결과, 개인의 진로 선택은 개인적인 결정이 아니라 주변 환경에 영향을 받은 사회적 의사결정이었다. 개인의 법무전문직 진로 인식, 법무전문직에 대한 기대, 그리고 진로 준비에 활용하는 자원은 사회경제적 계층, 출신 학교, 성별 및 법무전문직 친족에 따라 정도의 차이를 보였다. 연구 참여자들은 자신의 학벌, 경제 소득 등 사회경제적 자원을 최대한 활용(exploit)해 법무전문직 진입을 준비하였다. 더 나아가, 법무전문직은 그 자체로 여러 자격 요건을 두어 진입이 제한적이고 폐쇄적인 집단이지만, 법무전문직 진입 단계부터 높은 학벌과, 중상류층 이상만 진로로 설정하는 등, 기회 사재기(opportunity hoarding)와 사회적 폐쇄(social closure)가 작동하는 모습을 확인할 수 있었다. 이러한 결과는 전문직 자격 요건이 중상류층의 계층 공고화 수단으로 기능하고 있으며, 현행 법학전문대학원 제도 내에서 전액 장학금 제도 확대 등, 정책적으로 전문직 진입을 더욱 개방할 필요가 있음을 시사한다. Professions are distinguished from other occupations in that there are several entry barriers, such as a specific degree, passing a qualification exam, and mandatory training period. Among those professions, legal professions maintain a high status by determining the number of professional members through professional association and controlling the legal service market they provide. This study analyzes the occupation decision experiences among the youth preparing to become legal professionals with the concept of opportunity hoarding from upper-middle class. This study divides the preparation time into two, preparation time to enter law school, and the time of enrollment in the law school, in order to comprehend the occupational decision experience and career preparation activities by period. Total 40 people, 19 incumbent youth preparing to enroll in law school, and 21 law school incumbent students were interviewed. Interview data were analyzed by grounded theory, focused on the influence of individual socioeconomic class on the occupation choice motivation, career preparation activity, and experience of attending law school. In order to assess individual class background, 10-scale family income section of Korea Student Aid Foundation(KOSAF)’s national scholarship, parent’s occupation, academic background, gender, and whether they were related to the professional relatives were studied. As a result, one’s occupational career choice were not only a mere personal decision, but also a social decision that was influenced by one’s environment. The degree of individual perception of legal profession, expectations for the legal profession, and the resources one used for career preparation differed in accordance with the socioeconomic class, the school one attend, gender, and professional relatives. Interview participants exploited the socioeconomic resources, such as academic background, economic income, etc., while preparing to enter the legal profession. Furthermore, although the legal profession itself is a group with limited access through several entry barriers, opportunity hoarding, and social closure was confirmed even from the entry stage with high academic background and upper-middle class students setting legal profession as one’s career paths. These results suggest that professional qualifications function as a means of solidifying the middle and upper-classes, and that it is necessary to further open up professional entry policy, such as expanding the full scholarship program within current law school system.