활천가족실 / 주여, 감사합니다

김신자 기독교대한성결교회 활천사 1982 활천 Vol.399 No.-

大單位授業에 있어서 敎育工學의 適用에 관한 硏究

金信子 이화여자대학교 한국문화연구원 1981 韓國文化硏究院 論叢 Vol.38 No.-

At present, we are faced with the problem of explosive increases in enrollment and the mounting relative shortages of qualified college and university professors and instructional facilities. These problems have prompted higher education to explore and use of media and large group instruction. However, the following question points to possible contributions of the use of media and large group instruction in the face of increased student population ad staff shortage: Can mass communication contribute without loss of quality and perhaps with some hope of betterment to improving large-group instruction? How can large-group be carried out effectively? According to the educational technologist James Brown, instructional functions in higher education can be facilitated and strengthened by combining human judgment and skill with appropriate modern technical instrumentation. The purpose of this study is to survey the current status of instructional methods, the utilization of instructional media and facilities and the problems of large group instruction in higher education and to seek effective and efficient instructional methods for large group instruction by applying educational technology. The results of the survey were analyzed into four categories ; a) instructional methods b) instructional media c) instructional facilities d)problems in large group instruction. a) the lecture method is the most popular instructional method in large group instruction however, 88% of 104 professors responded that they want to improve their instructional method more effectively. b) Slide, filmstrips, film and OHP were the most frequently utilized media in large group instruction, second only to the chalkboard. The reason for utilizing these media did not necessarily indicate they were the most effective instructional media fir learning objectives but rather that there was a lack of the instructional media. It seemed to be clear that the function of the audiovisual center was very important. c) The survey indicated that the extensive importance of instructional facilities of large group instruction in higher education was greatly needed in order to carry out large group instruction successfully. d) The problem in large group instruction was how to present and demonstrate the instructional materials to the class and the ineffective use of the chalkboard. In order to solve these problems, the instructional facilities had to be improved extensively and an overhead projector was recommended instead of using the chalkboard. The following three approaches were sought for applying educational technology to large group instruction : A) By employing a systems approach, the diversity of elements in the teaching-learning process of large group instruction would be organized effectively and efficiently. Glaser's instructional model was applied in this study. The teaching0learning system has five steps. A, Instructional objective b) the assessment of entering behaviors c) the procedure of instruction d) evaluation e) an analysis of feedback. B) Large group instruction probably provides the greatest potential for the use of many forms of media. Instructional media plays an increasingly important role in large group instruction. Media can make learning more effective by increasing the realism, the dynamics and the emotionalism of information, and it can increase the motivation to learn. Some media, such as television can make the best teachers and learning situations available to more students. However, the educator must fully understand and appreciate the capabilities and limitations of media and must carefully plan for their effective use. C) The optimum use of the instructional media in large group instruction requires new concepts of space types and their design. The design critical and planning considerations in large group facilities with media are the most critical of any type of space that might be provided. Appropriate facilities must be provided and must be carefully designed to permit effective uses of media in large group instruction.

體制的 接近의 敎授體制設計에 관한 硏究

金信子 이화여자대학교 한국문화연구원 1983 韓國文化硏究院 論叢 Vol.42 No.-

In recent years new knowledge about how students learn, developments of new instructional, materials and potential flexibilities for broadening teaching/learning methods have encouraged educators to explore new approaches for improving both curriculum planning and student learning. The instructional process is complex and composed of many interrelated parts and functions that must operate in a coherent manner in order to achieve successful results. Therefore, it has become evident that the application of the systems approach to education is essential. The systems approach is being applied in business and industry to solve the problems involved in production, marketing, distribution, and transportation. Recently educators have been attempting to apply the systems concept to education. A system is the structure or organization of an orderly whole, clearly showing the inter-relationship of the parts to each other and to the whole itself. Systems approach is formal analytical planning methods for progressing from the specification of system-mission objectives to the achievement of those objectives through the controlled and orderly specification of parts according to functions to be performed into a total system that achieves stated mission objectives. The purpose of this study was to review the principles of instructional system design in terms of the systems approach and analyze the models that were developed by the application of the systems approach to instructional system design. The basic design strategy consists of three phrases: (1) analyzing system requirements; (2) designing the system; (3) evaluating system effectiveness. The specific procedures of instructional system design are: (1) describe current status of system (2) derive and write learning objectives (3) formulate evaluation plans (4) describe and analyze tasks (5) design and implement instructional procedures (6) implement evaluation plan (7) redesign. Two models were analyzed comparatively in this study : (1) Kemps Instructional Design Model and (2) KEDIs General Instructional System Model. 1. Kemps Instructional Design Model This model consists of eight steps: (1) Topics and General Purposes (2) Student Characteristics (3) Learning Objectives (4) Subject Content (5) Pre-Test (6) Teaching/Learning Activities and Resources (7) Support Service (8) Evaluation. The procedures of this instructional design model is applicable on any educational level-elementary, secondary, or college. The design can be best be applied first to individual subject topics leading to unit developments, and then to complete course development, initially involving one or a few teachers. 2. KEDI's General instructional System Model KEDI has developed a new instructional system model which is able to take into consideration the academic progress of individual students but does not overload the teacher with management problems. This model consists of five stages : (1) Planning (2) Diagnosis (3) Teaching/Learning (4) Extended Learning (5) Evaluation. KEDI conducted four small scale tryouts and five comprehensive tryouts from 1973 to 1980. The results of these tryouts indicated that this model was effective and feasible. The conclusions implied that the new KEDI instructional system and the materials were successfully implemented in present school setting.

韓國人의 育兒方法 : 授乳와 離乳를 中心으로

金信子,朴順子,池明姬,洪敬玉 이화여자대학교 사범대학 교육심리학과 1964 心理硏究 Vol.- No.5

고령자를 위한 레인보우 건강체조 프로그램에 관한 연구

김신자 부산여자대학 2004 釜山女子專門大學 論文集 Vol.26 No.-

The present age emphasizes the quality of life. People desire to enjoy a comfortable long life instead of a hard long life. However, the 80 year old people lose 60% of the muscle of the young people in their 30s. As the aged people lacks muscle tenacity, they become easily tired and vulnerable to wounds. Human brain cells are ceaselessly produced and destroyed. In conjunction with these facts, aged people are exposed to various diseases including aging of brains and dementia. To prevent these diseases, a special exercise is needed. It is the rainbow health exercise to vitalize brains and build muscles. The purpose of this research is to analize the rainbow health exercise program. It is designed to prevent the cause of dementia, disfunction in the brain cells. This exercise program is also designed to help the people who are already in the trouble of brains and muscles. The exercise program was developed by KENICHIT AKAHASHI in Japan to advance the health of aged people. Simply speaking this exercise is to stimulate both brain cells and muscles. It consists of five parts: 1. Improving body temperature 2. Concentrating mind and body 3. Stimulating brains 4. Stimulating muscles 5. Final adjustment The effect of this exercise has been well proved in Japan. I am pleased to introduce this program first time in Korea through this research.

學校敎育의 Recreation 本質과 意識

金信子 부산여자대학 1987 釜山女子專門大學 論文集 Vol.9 No.-

相術한 바와 같이 理由로서, Recreation의 定義를 아래와 같이 규정하는 바이다. “Recreation은, 各者가 선택한 活動에 스스로 참여하여 만족을 할 수 있고, 동시에 文化的, 社會的으로 받아들일 수 있는 건설적이며 創造的인 餘醒의 活動이다 以上과 같이 Recreation은 餘睡 즉 自由시간에서 행하는 비교적 자유로운 活動이며, 흥미있는 自겁表現의 활동인 것이다. 따라서, 各者가 즐길 수 있는 활동을 자유롭게 선택하고 이에 自發的으로 참여함으로써 喜悦, 滿足, 幸福을 느낄 수 있어야 한다. 이러한 活動은 身體的, 精神的,社會的, 情緒的으로 바람직한 人間으로서, 創造的이며 건설적 이며 協助的정신을 길러주는 價植있는 活動이 되는 것이며 나아가서는 民主社會의 건전한 文化發展에 기여할 수 있는 것이어야 한다. 韓國社會의 건전한 발전은 系統化 및 組織化된 Recreation movement에서 기대할 수 있는 만큼 國民전반에서 Recreation에 관한 認講을 서둘러야 할 때는 왔다고 보는 바이다.

유아의 사회성 발달을 위한 신체표현놀이에 관한 연구

김신자,김해성 부산여자대학 2002 釜山女子專門大學 論文集 Vol.24 No.-

The objective of this study is to present the content of the synthetic preschool education through the play method that can improve infant’' s social development of the basis of body expression to bring physical development and original emotion expression. The body expression play for infant' s social development of the education content can be divided by 5 steps on the sixth kindergarten education and good social life. Can present next 19 subjects as suitable specific class subject hereupon. 1) 1 step As subject connected with basis life habit, there is specific class subject that "Do greeting " , "Play the signal lamp" , "1 can do save money" 2) 2 steps As subject connected with individual life, there is specific class subject that "What did 1 look like?", "1 became a mirror" "There is a work which 1 can do" 3) 3 steps As subject connected with home life, there is specific class subject that "Let’s sews", "Laundry flies", "There is our family ’s dinner" 4) 4 steps As subject connected with living in a group, there is specific class subject that "Our village", "If driving a some car when is like this", "Playing with a net" 5) 5 steps As subject connected with social phenomenon and environment, there is specific class subject that "Pu’s travel", "Opened flower Shop", "Do one’s buying and selling", "Reduce garbage", Play tortoise", "Play World Cup" , "Let ’s became Indians","To a friend who is far away".

女子大學生의 餘暇活動에 對한 實態調査硏究

金信子 부산여자대학 1981 釜山女子專門大學 論文集 Vol.3 No.-

Through this study , a survey was made of the actual condition of activities displayed by women/s university students on 1,000 women' s university students thronghout Busan City by means of questiionaire , which as reached the following conclusion: 1) Research on their family environment by basic data has revealed that the number of twenty-year-old students amounted to 464 , forming the majority. Educational standard of their parents showed that among their fathers , the number of high school graduates and graduates of higher grades reached 32.26% of the total number of their parents , and their mothers , 33 65%. Statisics made by occupation showed that 24.72% of them were engaged in commercial business which formed the majority , 13.19% in private firms and organizations , 12.3% in public service , and 9.57% in farming. Classified by religion , Christians held the utmost place by 15.46% , Buddhists by 15.46% , and unbelievers by 0.9 % followed. A survey of married status has revealed the fact that number of singles reached 99.08% , and the married amovnted to 0.9%. , Most of the students ' families were furnshed with modern conveniences according to !he survey , largely leading plentiful life. Students by 41.18% put not. more then an hour in television watch , 46.36% of whom enjoying movie programs on TV; games programs , music , and dramatic series subsequently followed. In newspaper reading , students by 31.49 % cherished the utmost interest in cultural column , then human interest stories , Political column , sport news , and economic column excited their interests in the order named. 2) It was found by the research that their acquaintance of oppos ite sex, smoking and drinking assumed no particular aspect in their private life. Students by 43.8% direct their steps straight toward home immediately after school; 17.07% fulfil their appintments with their friends on their way home , 13.80ro have something to do before home-coming , and students by 8.54% go to libraries. The sum of 20 , 000 won-30 , 000 won was requred for their pocket money which does not strain their modest budge , whereas a few students l expenditure was not in proportion to their means. 3) The basic data collected by the questionaire for the study has also disclosed the fact that their parents l inerests taken in their daughters l activities in ther leisure hours showed as follows: Medium interest ........................... 68.28% No reponse ....................................... 13.15% Entirely indifferent ..................... 9.34% Keen interest................................. 9.23% 4) Analysis of the activities by the women/s university students has attained the following conlusion: (1) Extend of their interest in their activi ies Reading .......................................... 20.84 % Flower arrangement ..................... 10.23 70 Students by 53.6370 preferred pops above all others , and next favorite music was classic which appeared as 28.8470, and popular songs as 12.2370. Those students who appreciate works of art at art exhibitions once or twice a year reaches 62.05 70. (2) Breakdown of the students l activities is as follows: Table tennis ................................ 22.55% Te n>n i s ............................................ 6 5 . 74 70 Frequency of their participation at sports: Occasional participation ...... 50.17 , No participation ...... 21.34%, and positive participation ...... 16.6170; their power in swimming: disability ..... 31.60 70 and those who are able to swim across a 50m distance ...... 7.15 %. Thus , this survey proves that though most of the students have likings for swimming , their inability to swim is ascribed to lack of chances to learn how swim, proper facilities not being furnish ed , and need of expenses on the part of the students , which demands immediate attention. (3) In regard with their activities at a week and , students by 17 .99% were engaged in reading , bustening by 12.40%,TV watch by 10 .96%, family affairs by 9.2270, and association with friends showed 8.77%. (4) They made complaints to the insufficient facilities which is not able to cope with their activities. Now, the study may form the fol10wing final conclusion in view of the statemetioned above: (1) From a view point of educational value , it is very advisable to let the students assume a right attitude of and cherish just conception toward their activities in their leisure hours so that they may acquire higher standard information and arts to facilitate their activities. They should enjoy the benefit of rational I- nstructions concerning their activities so as to develope a wider scope of their sound activitutes. It would be reasonable that educational research institutes concerned will take part in this task part in this task and furnish the st~dents with good chances of activities of activities accoring to specified programs. (2)The proper authorities are requested to exercise their influence in establishing expansive facilities and in putting recreation programs as a part of saemaul movements to pave the way to their satisfactory activities. (3) It would be more meaninful to make a survey of the actual condition of activities displayed by the students in other countries by means of a comparative study by ages and grades , etc.

男女別로 본 大學生의 餘暇活動 및 關心度 硏究

金信子 부산여자대학 1985 釜山女子專門大學 論文集 Vol.7 No.-

現代 技術文明의 急速한 辯化와 오오토메이션(Automation)에 의한 勞動力의 代置는 특히 도시 생활 인들에게 緊張과 焦燥, 내지는 不安感을 주고있는 반면, 많은 餘暇를 가져다 주고 있다. 이 많은 餘暇를 어떻게 쓸것인가 하는것은, 오늘날 모든 現代人들에게 주어진 切實한 문제가 아닐 수 없다. 美國 保建體育 Recreation협회 (American Association For Health, Physical Physical Education, and Recreation)는 餘暇의 중요성을 다음과 같이 지적하고 있다. 다시 말해서 “역사적으로, 餘暇의 使用은 한 나라와 그 나라 文明의 生存에 있어서 한 要因이 된다.” 機械文明의 發達은 인간에게 보다 많은 餘暇時間을 주었으며 또한 도시로의 人口集中現狀은 우리들의 日常生活에 精神的으로나 육체적으로 보다 많은 부담을 안겨주고 있다. 이러한 現實속에서 생활하고 있는 우리들로서는 하나의 目的이 있고 民主社會를 榮寫하는데 必要로 하는 인간의 基本的 生活觀 및 生活態度 育成이 時急하다고 생각된다. 그러므로 높은 知性과 뛰어난 技能 및 훌륭한 人間性을 육성하는데 목표를 둔 大學生들의 日常生活에서 Recreation活動實態를 파악코져 가정환경을 중심으로 한 基底資料資料調査에서부터 Recreation에 얼마나 關心과 知識을 가지고 活動하고 있으며 그 무엇을 누구와 어떻게 활용하고 있는지, 그리고 만족하고 있는지 與否를 調査檢討함으로써 대학생들로 하여금 Recreation에 대한 올바른 知識과 技能을 附與하여 주고 社會에 진출하였을 때는 유능한 지도자로서 능력을 發揮하고 개인생활에서는 명랑하며 행복하고 合理的인 生活態度로서 생의 보람을 느낌과 동시에 나아가서는 國家社會에 貢獻할 수 있는 人材養成에 꼭 필요하므로 본 연구의 목적으로 삼은 것이다.

인지전략영역 교수를 위한 교수전략

김신자 이화여자대학교 사범대학 교과교육연구소 2005 교과교육학연구 Vol.9 No.1

인지전략은 학습자가 자신의 인지과정을 통제하고 감찰하기 위해 사용하는 기술로서 효율적으로 학습자의 기억, 사고과정 및 학습과정을 통제·관리하는 학습자 내부의 조직전략이라고 할 수 있다. Gagne(1983)에 의하면 인지전략은 한 단위의 수업이나 학습-교수과정에서는 학습되기 어렵고 이 인지전략의 능력은 오랜 기간에 걸쳐 습득되어진다고 하였다. 인지전략의 능력이 학습되었다고 말할 수 있는 것은 학습자가 주어진 다양한 형태의 문제들을 보다 효율적으로 해결하기 위하여 새로운 해결방식을 창조해 내거나 어떠한 개인적 문제해결 기교를 적절히 일관성 있게 사용할 수 있을 때이다. 그러므로 학습자가 어떤 인지전략을 습득하기 위해서는 그러한 전략이 필요한 다양한 상황에서 여러 가지 경험을 하여야 할 것이다. 일단 하나의 인지전략의 능력이 습득되면 학습자는 그 전략을 여러 문제해결 상황에서 사용할 수 있게 된다. 인지전략영역 수업을 위한 교수전략에서 정리단계의 요약과 복습 그리고 학습전이활동은 매우 중요한데 그 인지전략영역의 습득과 초인지 발달에 중요하기 때문이다. 이 연구는 학습전략과 사고전략 두 가지 인지전략에서 교수전략과 좀 더 밀접하게 관련되어 있는 학습전략을 중심으로 교수설계자인 Smith와 Ragan이 인지전략영역을 효과적으로 가르치기 위해 제안한 교수전략을 분석 고찰하였다. 이 연구에서는 특히 인지전략영역 수업을 위한 교수전략이 중점을 이루고 있으며 이 교수전략은 학습준비, 학업수행, 정리 그리고 평가의 4단계를 중심으로 14개의 교수활동으로 이루어져 있다. Cognitive strategies are those techniques that learners use to control and monitor their own cognitive processes. R. Gagne(1985) identified two primary kinds of cognitive strategies: those for learning and those for thinking. Cognitive strategies for learning are mental tactics for attending to, organizing, elaborating, manipulating and retrieving knowledge. Cognitive strategies for thinking are mental tactics that lead to discovery, invention, or creativity. The purpose of this study is to review and analyze Smith & Ragans' instructional strategies for cognitive strategy instruction. They concentrated on events of instruction for teaching cognitive strategies which are consisted of four steps. They are introduction, body, conclusion and assessment steps. Each step has a number of instructional and learning activities. The introduction step has the four activities: deploy attention, establish instructional purpose, arouse interest and motivation. The body step has six activities review relevant prior knowledge, process information and examples, focus attention, employ learning strategies, practice and evaluate feedback. The conclusion step has two activities: summarize and review and transfer knowledge, The assess performance step has also two activities: feedback and remediation. This study gave more attention to learning strategies, primarily because they have been more clearly described and their related instructional strategies have proven to be more successful than more general thinking strategies. Learning strategies are those tactics employed by learners to facilitate the acquisition of knowledge and skills. When learning strategies are employed, the learners guide their own processing, rather than having the processing guided or supplied by the instruction. The instructional designer must consider a number of factors in determining how much cognitive processing can be supplied by the learner.