印度 服飾에 관한 考察 - B.C. 320年까지

兪水敬(Yoo Soo-Kyung) 국민대학교 교육연구소 1985 교육논총 Vol.4 No.-

  Because Indian costume is complicated like their language, most of the studies of Indian costume have been centered on the present costume rather than the past one. But in this study I want to study the process of development in Indian costume, especially before the invasion of Alexander the Great, that of the native Indian, Dravidian, and the ancestor of the present Indian, Arian. I will deal with Indian costume which had been influenced from that of the Greek and the Mongolian, in my next study of Indian costume.   While we can only see from the remains how the life of the Stone Age had been, Dravidian who had migrated to India had established the Indus civilization. At that time, men had worn the knee-wrapped robes which had covered the left shoulder but revealed the right one, and the skirt like garment; women had worn the scanty skirt but revealed their busts and waists. Both of them had covered their upper parts of the bodies with the cloaks. In addition to it, they had used many kinds of the developed ornaments: necklace, choker, pendant, blacelet, armlet, fillet, finger ring and girdle, etc.   Indus civilization had been destroyed by the invasion of the Arian. According to the Veda and the epic kinds of the records in which we can find the process of their settlement in India, their costume had been mainly the long piece of cloth wich had girted round the loins. Their upper-costume had been like the shawl, but sometimes the tailored garment had been worn.   Because of the Persian invasion in 516 B.C., long coat, trousers, and boots had been introduced in Indian costume.   In my study, I want to show the process of development in Indian costume, that the main stream of the tropical costume had been added by some tributaries of Artie costume.

1920년대 미국 여성 복식에 관한 연구

유수경(Yoo Soo-Kyung) 국민대학교 교육연구소 1995 교육논총 Vol.14 No.-

  The purpose of this study was to verify the relationship between the social factors of a certain period and the characteristics of women"s costume in that period.   America in 1920"s was the typical example which showed how social factors or changes influened the women"s costume in that period. American women"s participation in public affairs, beginning in 1920"s and hardly won during World War Ⅱ, had a great influence on the style of women"s wearing.   American women"s costume in 1920"s pursued the straight and functional style for their more active life and no more maintained the costume style which emphasized the femininity and the curve of women"s body shape.   The hemline of skirt kept the trend of going upward through the period, even though its length slightly changed year by year. And at last, women could be released from the corset which had strained her body for centuries to emphasize the curve of her body, for the women"s costume style in vogue through 1920"s was an absolutely straight one.   With the straight costume in vogue, the cloche hat style and the bobbed hair style were very popular. The bell-looking cloche hat wearing deep down on the head went along with the short, bobbed hair style.   As the skirt went shortened, women were more interested in their stockings and shoes, therefore, the various designs and colors of stockings and shoes were shown.   Meanwhile, the sports enthusiasm arosen in 1920"s, the rapid spread of cars and the necessities in working place led American women to try on pants. However, there still remained a resistance to women"s wearing pants as a daily costume.   These new trends shown in American women"s costume in 1920"s didn"t last because of the revival mood in fashon after the American Economic Panic(1929).   But the new trends shown in American women"s costume in 1920"s has a great significance in women"s costume history, for those new trends in 1920"s were very peculiar themselves and contributed to the shaping of 20C women"s fashion.

콜라주 활동을 통한 예비유아교사의 좋은 수업에 대한 시각화 경험 탐색

유수경(Yoo, Soo-Kyung),박선미(Park, Sun-Mi) 경성대학교 인문과학연구소 2016 인문학논총 Vol.42 No.-

본 연구는 콜라주 활동을 예비유아교사 양성과정의 전공수업에 포함시킴으로써 예비교사가 좋은 수업에 대한 인식을 시각화하여 이를 확인하고, 이러한 시각화 경험이 자신이 지닌 수업에 대한 내적 신념을 반성적으로 성찰해 나가는 데에 어떤 의미를 지니는지를 탐색하였다. 연구결과, 콜라주 활동을 통한 예비교사들의 좋은 수업에 대한 인식은 ‘유아가 사랑받고 존중받는 수업’, ‘바로 지금 여기에서의 수업’, ‘다양한 잠재력을 발현시키는 수업’, ‘눈높이에 맞는 개별화된 수업’, ‘공감대 형성으로 유아의 행동을 이끄는 수업’, ‘멈추지 않는 도전과 열정이 존재하는 수업’의 순으로 나타났다. 콜라주 활동은 예비교사들에게 수업에 대한 개인적 이해를 시각화해 봄으로써 자신의 신념을 좀 더 쉽게 구체화하여 이해하고 성찰해 볼 수 있는 기회를 제공하였다. 또한 콜라주 작품은 좋은 수업에 대한 인식을 타인에게 전달하고 공유하는 과정에서 일종의 가이드라인의 역할을 해줌으로써 동료들과의 의사소통을 보다 원활하게 하는 효과적인 방안으로 활용되었다. The purpose of this study was to provide an opportunity for pre-service early childhood teachers to engage in a collage activity as one of their major classes to visualize their perception of good teaching. The findings of the study were as follows: Pre-service teachers visualized good teaching as ‘instruction in which young children are loved and respected’, ‘instruction for right now and here’, ‘instruction to foster children’s various potential’, ‘individualized lesson’, ‘instruction of stimulating children’s action by forming a consensus’ and ‘instruction in which there are ceaseless challenges and enthusiasm’. The collage activity provided a chance for them to concretize, understand and introspect their own beliefs by visualizing their understanding of good teaching. Also, the collage works completed by them served as a sort of guideline while they shared their beliefs in good teaching, and their works consequently became effective ways to facilitate their mutual communication.

韓國 女性服 變遷에 관한 硏究 - 1940年代를 中心으로

兪水敬(Yoo Soo Kyung) 국민대학교 교육연구소 1990 교육논총 Vol.9 No.-

  This study has been considered about the change in Korea women"s dress, in the 1940s. In the first half of the 1940s. uder the wartime rule of Japanese imperialism, the Japanese prohibited us from luxurlous clothes and they were forced to wear Kandanbok or Mompe instead. Therefore, the most of the western style of dress was of a simple design, military style to be in fashion from before. A permanent hair style or personal ornaments were a luxury items.   After being released from Japan, we could again wear a Hanbok that couldn"t be worn under the rule of Japanese imperialism. However, as the economic difficulty and the lack of material, we continually wore a Japanese army uniform which was remade of Kandanbok, Mompe etc.   On the other hand, the population who put on a Western style dress increased with smuggled goods and aid under the military administration of the United States of America. Most of the Western style of dress was still military style, but some people were blamed for their undiscerning imitation of Western fashion.   Among these situation, after the Government was established in 1948, we achieved social stability and continued to make a effort for desirable forming school uniform, Kandanbok, etc.

유치원 교사의 장학에 대한 이미지 연구: Q방법론적 접근

유수경 ( Soo Kyung Yoo ),윤정혜 ( Jung Hea Yoon ),황해익 ( Hea Ik Hwang ) 미래유아교육학회 2007 미래유아교육학회지 Vol.14 No.4

葡萄紋樣에 관한 연구

兪水敬(Yoo Soo-Kyung) 국민대학교 교육연구소 1987 교육논총 Vol.6 No.-

  This paper is of the grape pattern, examining its route of propagation, its characteristics in every region, erpecially of the one represented on the fabrics.   Grapes were introduced from Central Asia to China about 2100 years ago, and has been cultivated since the Bronze Age in Europe.   In Ancient Orient the design of grapes began to appear in the form of grape-palmette, symbolizing fertility. In Greece it represented some connection with myths, and in Rome it was a symbol of Christianity and was propagated throughout Europe.   In western countries the grape pattern was used for symbolizing life and fertility, but ever since it had been transmitted to the East by way of the Silk Road it was adopted as an exotic decorative design.   As time passed, however, the grape-palmette design had transformed into the realistic pattern of grapes and also had its symbolic meaning changed respectively in every different regions. That is to say that in the West it was used as a symbol of Christianity, in Asia Minor of fertility, and in Confucian countries of productiveness and prosperity.   To conclude, from the days of Ancient Orient the grape pattern has been favored in the East and west with its various meanings and forms, symbolizing fertility, productiveness, and life in the respect that grapes bear lots of fruit.

커리어 포트폴리오(Career portfolio)를 활용한 예비유아교사 전문성 강화 프로그램 개발

유수경(Yoo Soo-Kyung) 한국열린유아교육학회 2011 열린유아교육연구 Vol.16 No.5

본 연구의 목적은 커리어 포트폴리오를 활용한 예비유아교사의 전문성 강화프로그램을 개발함으로써 예비유아교사의 전문성 강화와 교사교육의 효율성 극대화를 도모하는데 있다. 연구자는 최종 프로그램 개발에 앞서 1차 시안 개발을 위한 문헌연구를 실시하였으며, 이후 포커스 그룹 인터뷰를 실시하고 수집된 결과를 분석?반영하여 프로그램 내용을 수정?보완하는 과정을 통해 최종 프로그램을 개발하였다. 포커스 그룹 인터뷰는 예비유아교사, 유아교육기관장 및 현직교사, 유아교육전문가 그룹별 각 5명을 선정하여, 그룹별 2회 총 6회가 실시되었으며 이를 통해 수집된 자료는 분류체계방법에 의해 분석되었다. 본 연구과정을 통해 개발된 프로그램은 모두 7단계로 구성되어졌으며 각 단계에서 예비유아교사와 C?P(Coaching Professor)가 수행해야 하는 활동은 프로그램 운영의 효율성을 극대화하기 위하여 워크시트와 함께 제시되었다. 그리고 개발 프로그램의 교사교육 현장에의 적용 수월성을 높이기 위해 단계별 활동내용과 구성원의 역할 또한 구체적으로 제시하였다. The purpose of this study was to develop a professional development program geared toward bolstering the professionalism of pre-service early childhood teachers by utilizing career portfolio. The literature analysis and a series of focus group interviews were implemented to determine, the objectives and content of the program. A focus group interviews were conducted twice over three different groups respectively: 1) pre-service early childhood teachers, 2) principals and teachers at early childhood education institutions, 3) and early childhood education experts. There were five people in each group, and the focus group interview was carried out six times in total. The collected data was analyzed by making a taxonomic analysis. The program developed in this study consisted of seven stages, and the activities that pre-service early childhood teachers should perform in each stage were presented in detail along with the worksheets to maximize the efficiency of the program.

예비유아교사 전문성 신장을 위한 멘토링 현장실습 프로그램 개발에 관한 연구

유수경(Yoo Soo-Kyung),황해익(Hwang Hae-Ik) 한국열린유아교육학회 2010 열린유아교육연구 Vol.15 No.5

본 연구의 목적은 예비유아교사 전문성신장을 위한 멘토링 현장실습 프로그램을 개발하는데 있다. 이를 위해 연구자는 문헌연구와 포커스 그룹 인터뷰를 실시하였으며 수집된 결과를 반영하여 최종 멘토링 현장실습 프로그램의 목표를 설정하고 프로그램의 하위내용을 구성하였다. 포커스 그룹 인터뷰는 예비유아교사, 현직교사, 유아교육 전문가 각 6인을 대상으로 그룹별 2회 층 6회가 실시되어졌으며 이를 통해 수집되어진 자료들은 분류체계분석에 의해 분석되어졌다 멘토링 현장실습 프로그램은 일반적인 멘토링 프로그램 발달과정에 따라 프로그램 준비, 프로그램 수행, 프로그램 평가 과정으로 운영되도록 그 내용을 구성하였다. 또한 각각의 과정에서 반드시 이루어져야 하는 프로그램의 내용을 참여 주체에 따라 구분하여 세부적으로 제시하였다. 특히 프로그램 수행단계는 7단계로 구성하여 운영되어지도록 하였으며 각 단계의 내용을 구체적으로 명시함으로써 멘토링 현장실습 프로그램의 원활한 운영을 돕고자 하였다. The purpose of this study was to develop a mentoring field-practice program to improve professionalism of pre-service preschool teachers. For this, a researcher carried out a literature research and focus group interviewes targeting preschool-education experts, incumbent teachers, and pre-service preschool teachers. The objective of the final mentoring field-practice program was established by reflecting the collected results. The sub-contents of program were formed. The focus group interview was carried out totally 6 times with twice by group targeting 6 people in each of pre-service preschool teachers, incumbent teachers and preschool-education experts. The collected materials through this were analyzed by a classification system. The mentoring field-practice program, which was developed through this, was developed with the aim of solving the negative aspect possessed by the existing field-education and of maximizing positive aspect as well as improving professionalism of preservice preschool teachers. The mentoring field-practice program consisted of three parts: the preparation of the program, the implementation of the program, and the evaluation process of the program according to the general mentoring program development process. It suggested in detail by dividing the contents of program, which needs to be certainly performed in each course, according to participants. Especially, the stage of performing program was formed in order to operate the program with 7 stages for 8 weeks. The aim was to be conducive to smooth operation of the mentoring field-practice program by stating its contents more specifically.

만5세 누리과정에 기초한 ESD 프로그램 개발 연구

유수경(Yoo Soo Kyung) 학습자중심교과교육학회 2018 학습자중심교과교육연구 Vol.18 No.4

The purpose of this study is to develop an ESD (Education for sustainable development) program based on the Nuri Curriculum to enable ESD Program at the early childhood education sites. To do this, the researcher has reviewed prior studies to develop ESD and Nuri Curriculum Education Program and developed the first draft of the program. After preliminary application to 20 children aged five years, the problems derived in this process were corrected and supplemented again to develop a second draft. The second draft that was developed was examined by 30 experts for appropriateness of the program, and the result was 4.42. The program developed from this study consisted of a total of 47 activities, each taking 25 to 30 minutes to process. The ESD program developed from this study aims to foster democratic citizens with ESD capabilities and has four detailed goals : The specific content of the detailed goals is to recognize the importance of human dignity and equality, and, secondly, recognize the importance of respect for human rights in the future era and the need for the commitment to generation and to diversity, and understand the diversity of ecosystems. Individual activities are developed on the basis of ESD content elements and the principles of ESD attitude, respectively. 본 연구의 목적은 누리과정에 기초한 ESD(Education for sustainable development) 교육 프로그램을 개발하여 유아교육현장에서의 ESD교육 활성화를 도모하는데 있다. 이를 위해 본 연구자는 ESD 및 누리과정 교육 프로그램 개발 관련 선행연구를 고찰하고 프로그램 1차 시안을 개발하였다. 1차 시안 프로그램은 만 5세 유아 20명에게 예비 적용되었으며, 이 과정에서 도출된 문제점을 수정·보완하여 2차 시안을 개발하였다. 프로그램 2차 시안에 대한 내용타당도 확보를 위해 전문가 30명을 대상으로 프로그램 적절성 검사를 실시하였으며, 그 결과는 4.78이였다. 본 연구를 통해 개발된 ESD 프로그램은 ESD 역량을 갖춘 민주시민을 육성하는 것을 목적으로 하며 다음과 같은 4개의 세부 목표를 가진다. 세부목표의 구체적인 내용은 첫째, 인간의 존엄성과 평등함 알기, 둘째, 미래시대 인권존중의 중요성과 세대 간 책임에 대한 헌신의 필요성 알기, 셋째, 지구 생태계 보호와 복구 및 생명 공동체의 다양성을 인정하고 존중하기, 넷째, 문화적 다양성을 인정하고 관용 및 비폭력 문화 조성의 중요성알기이다. ESD 내용 요소와 ESD 태도 요소의 원리에 기초하여 개발 개발 된 각 활동은 16개 생활주제를 중심으로 전체 47개의 활동으로 구성되었다.

그림책 속에 나타난 친구관계 유형과 우정의 의미 탐색

유수경(Yoo Soo-Kyung),정명숙(Jung Myung-Sook),송주연(Song Ju-Yun) 한국열린유아교육학회 2008 열린유아교육연구 Vol.13 No.3

본 연구는 선행연구의 고찰을 통하여 친구관계 유형을 범주화하고 이를 바탕으로 유아의 그림책 속 주인공들이 맺고 있는 친구관계에 나타난 다양한 우정의 의미를 분석함으로서 현장에서의 유아의 친구관계 형성을 도울 수 있는 효과적인 교수매체로서의 활용을 위한 자료를 제공하는데 그 목적이 있다. 유아에게 있어 친구관계란 많은 유아들이 형성하는 관계 가운데 하나로 둘 사이에 이루어지는 친밀하고 밀접한 관계를 의미한다. 선행연구 고찰을 통하며 친구관계는 그 속에 담겨져 있는 우정의 요소와 관계의 속성에 따라 다양한 형태로 분류할 수 있음을 알 수 있었으며 이들은 각기 다른 우정의 요소를 포함하고 있음을 알 수 있었고 친구관계 및 우정의 하위요소들의 속성에 따라 범주화하는 과정을 통하여 유아의 친구관계는 돌봄의 관계 공유의 관계 경쟁의 관계 지배적 관계의 형태로 범주화 되어졌다. 이렇게 도출되어진 범주에 따라 친구관계와 관련한 그림책의 내용을 분석한 결과 각각의 그림책 속에 드러나고 있는 친구관계 또한 유아의 친구관계 유형과 특징을 하나의 주제로 다루고 있음을 알 수 있었으며 그림책의 주인공과 사건의 맥락 속에서 각각의 유형들이 가지고 있는 고유한 속성들을 그대로 드러내고 있음을 알 수 있었다. This study is to explore various meanings of friendship in children's picture books. Children's friendship is an intimate and close relationship between them. In the literature review, friendship has various forms according to friendship factors and properties of relationship, and includes different friendship factors. We analyzed main character's friendship types in picture books according to properties of friendship. From the research, it was revealed that there are four types of friendship: caring, sharing, competing, and controlling. Also, it was found that all different friendship factors and different meanings of friendship were exposed In picture books.