연령·표상양식·단어유형이 유아산문학습에 미치는 효과

황구연,최민수,정연숙 진주교육대학교 1990 論文集 Vol.34 No.1

The learning activities of young children have been frequently accomplished through the prose materials varied in the form and the structure. The probe passages mean the language activities that explain, describe, and tell about the objects and events in several sentences. It is needed the concrete materials and the method of instruction in order that young children understand the abstract and complex informations and concepts in prose. The materials of instruction for young children's prose learning involve the pictures, the actions, and the written language that are similar or identical with the prose contents. Thus it is possible to study the relations between Bruner's three repersentational modes (enactive, iconic, symbolic) and the young children's prose learning. The main purpose of this study was to present the appropriate instruction media and method in young children's prose learning by investigating the effects of the repersentational modes, the area, and the kinds of word on young children's memory of key words in prose learning. And the other purpose was to give the basic information in selecting the words for instruction throuh the comparison of nouns and adjectives. The hypotheses of this study are as follows: Hypothesis 1. The young children win recall key words differently in ages. Hypothesis 2. The young children win recall key words better in the conditions of enactive representation and iconic representation than in the condition of symbolic representation, Hypothesis 3. The five, six, seven-year-olds will recall more nouns than adjectives. Hypothesis 4. There win be the interaction effect of the ages and the representational modes. Hypothesis 5. There win be the interaction effect of the representational modes and the kinds of word. For subjects in this study, a total of 90 children who know the written language and go to the kindergarten and the elementary school in Guang-Ju, Ma-San were randomly assigned to the three experimental conditone (actions, pictures, witten languages). The experimental instruments were the actions, the 10 pictures, and the 10 cards with the written languages, and the tapes with the prose passages by the experts. Stein's(1978) "Albert Gets Caught" was used for this study as in Jung Yeon-Suk'a paper(1986). The datas were colleted by the response test consisted of ten items that were divided to 0. 1. and 2 degrees by the responses. The collected dates were analized by the repeated 3×3×2 (Ages × Rrpesentational Modes × Kinds of Word) ANOVA. The following findings were obtained: First, the hypothesis 1 was accepted [F(2, 81) = 1.09, p<,01]. The seven-year-olds (the second grades) rememberd key words better then the five-year-olds and the six-year-olds. But the differonce between the memory of the five- year-olds and that of the six-year-olds was not. Second, the hypothesis 2 was accepted [F(2, 51) = 5.56, P<.01]. Namely the significant differences among the conditions of the notions, the pictures, and the written languages were. The means of the three conditions were 6.78, 6.98, 5.92. And be the mean of the iconic repersentation mods was highest. Third, the hypothesis 3 was sccepted [F(1,81) = 39.68. P<.01]. This indicates the main effect of the kinds of word. And this mians that the kinds of word affect the prose learning of the five, six, and seven-year-olds. Forth, the hypothesis 4 was rejected. the degrees in the three representational modes were consistent in disregard of ages. Fifth, the hypothesis 5 was accepted [F(2, 81) = 3.01, P<.10]. The young children remembered relatively well key words of adjectives in the iconic representation mode.

鹽化物 含有量에 따른 鐵筋腐食 및 콘크리트 强度特性에 관한 實驗的 硏究

김정섭,강연구,유덕룡,박광수 朝鮮大學校 建設技術硏究所 1999 建設技術硏究 Vol.19 No.2

As reinforced concrete buildings have been large, high-storied and high perfomance supply of river sand and gravel is insufficient and sex sand and crushed gravels which have the problem in internal force and durability are used as substitute aggregates. The problems caused by the use of sea sand lower the durability of reinforced concrete building according t o the content of chloride and shellfishes and cause the problem of corrosion and neutralization of reinforcing rod. Therefore, this study analyzes the degree of corrosion and neutralization of reinforcing rod which are the causes of lowering durability of reinforced concrete buildings with the variable of chloride content through the experiment and obtains the following results. 1. As a result of experimenting river sand and sea sand by comparison, the corrosion can be found at reinforcing rod without using rust proof paint regardless of the covering depth from 60 days of age and especially, the extensive corrosion is occurred at the damaged reinforcing rod among the same rods. 2. As a result of neutralization experiment with river sand and sea sand, there is no response in neturalization till 60 days of age. 3. As a result of strength and non-destructive strength test with river sand and sea sand, it is found that the value of strength is increased more at the test specimen using sea sand than river sand and while the specimen using river sand shows increasing value of strength continuously based on 28 days of age, the specimen using sea sand shows the decrease in strengh as it has more chloride contents. It is thought that evaluation experiment and method of durability and security and countermeasure of durability according to age on the basis of the basic materials of this study should be conducted as future research task.

Metabolomic Analysis of Korean Perilla Seed Varieties Using HPLC-ESI/QTOF/MS/MS and GC-MS/MS

Su Yeon Gu,Bo-Min Kim,Hyeon-Jeong Lee,Sung-Gil Choi,Myoung-Hee Lee,Hyun-Jin Kim 한국식품영양과학회 2017 한국식품영양과학회 학술대회발표집 Vol.2016 No.10

Metabolomic Analysis of Seeds from 15 Perilla Varieties with Different Growth Condition

Su Yeon Gu,Ye-Jin Son,Park Ji Yeong,Sung-Gil Choi,Myoung-Hee Lee,Ki-Hyun Kim,Hyun-Jin Kim 한국식품영양과학회 2018 한국식품영양과학회 학술대회발표집 Vol.2018 No.10

영아반 교사의 합반 운영 경험의 의미 탐색

구수연 ( Su Yeon Gu ) 한국어린이문학교육학회 2015 어린이문학교육연구 Vol.16 No.4

본 연구는 영아반 합반 운영에 대한 연구로 영아반 합반 운영의 의미를 탐구하여 보다 나은 영아반 합반 운영을 위한 대안을 모색하는데 그 목적이 있다. 이를 위해 6명의 경력별 교사를 대상으로 면담을 시행하였고 수집된 자료를 분석하였다. 연구 결과 영아반 합반 운영의 의미는 ‘시소놀이’로 은유되어 해석되었다. 영아반 합반 운영의 의미를 보다 구체적으로 제시하면 다음과 같다. 합반운영에 대한 교사의 의견 반영이 미흡하며, 교사들 간의 운영 차이 발생하는 것을 ‘원치 않는 시소놀이’로, 합반 교사들 간의 업무편중과 위계관계를 ‘기울어진 시소’로, 후임교사의 교실 내 낮은 지위에 대하여 ‘한쪽은 늘 낮은 곳에’로, 일관된 운영을 향한 교사들 간의 동화를 ‘균형 잡기’로 해석하여 기술하였다. 이러한 연구 결과를 바탕으로 협력적인 합반 운영을 위한 논의를 하였으며, 합반운영이 공동의 목표를 가진 동료 교사가 전문성을 가지고 복수 담임의 장점을 활용할 수 있는 진정한 협력수업이 되기 위한 제언을 하였다. The purpose of this study was to explore the meaning of managing combined classes to better improve conditions for managing combined classes. This study adopted in-depth interviews which were based on the questionnaires with 6 infant and toddler teachers according to their careers. The results were organized by four metaphorical expressions of seesaw play; ‘unwanted seesaw play’, ‘declined seesaw’, ‘one side always staying low’, and ‘making the seesaw parallel’. According to the metaphors, first of all, ‘unwanted seesaw play’ meant the lack of reflecting teachers` opinions and the differences between team teachers, ‘Declined seesaw’ meant inequality in sharing classroom works and hierarchy between team teachers, ‘One side always staying low’ meant the low status of low-career teachers and ‘making the seesaw parallel’ meant passive adaptation to good models as well as bad models. Thus this study was discussed based on the results, and proposed the ways that a combined class could be a cooperative class for infants and toddlers by utilizing strong points of each teachers in combined classes.

루소의 여성교육론과「에밀」에 나타난 여아교육의 의미 탐색

구수연(Gu, Su-Yeon) 한국열린유아교육학회 2012 열린유아교육연구 Vol.17 No.6

루소는 「에밀」이라는 교육소설을 통해 자연주의교육이라는 교육 패러다임을 제시했으며, 이를 통해 페스탈로치, 프뢰벨, 듀이로 이어지는 아동중심교육에 많은 영향을 주었다.「에밀」에서 루소는 남아인 에밀의 성장과 그의 배우자 역할을 할 소피의 교육 방법에 대해서 상세하게 제시하였다.루소는 남성인 에밀을 시민사회의 일원으로 성장시킨데 비해, 여성인 소피를 남성에게 종속시킴으로써 페미니스트의 비난이 대상이 되었다. 그러나 여성교육을 여성의 특성과 인간 발달에 맞추었다는 점에서 루소의 여아교육은 조명될 필요가 있다. 따라서 본 연구는 루소의「에밀」에 나타난 여성관과 여성교육론을 고찰하고, 루소가 제시한 여아교육의 의미를 탐구하고자 하였다. 이에 따라 루소의 여성교육론을 정리하고, 「에밀」의 5장을 분석한 결과 루소의 여아교육의 의미는 육체의 단련, 성차를 고려한 교육, 여성적 취향의 형성을 고려한 교육, 습관형성을 위한 교육으로 해석될 수 있다. 루소의 여성교육론에서 여성을 남성의 동반자적 존재로 본 여성관에 대한 재조명이 필요하며, 루소의 여아교육은 차별적이라기보다 남녀의 차이를 고려한 교육이며, 성적 특성을 고려하여 여아의 교육을 남아와 분리해서 다뤘다는 점에서 그 의미가 있다고 할 수 있다. Rousseau proposed an educational paradigm based on naturalism in the novel, “Emile” drawing on child-oriented education theories from Pestalozzi, Frobel to Dewey. In Emile, Rousseau showed detailed description about the growth and educational methods for Emile, and his wife Sophie. He raised Emile as a member of civil society but, raised Sophie to have subordinate relation with man, and this drove Rousseau to confront feminists" criticism. But he focused and arranged female education based on the development and characteristics of the female child. The purpose of this study was to examine Rousseau"s view of women and his theory of women’s education to extract the goals of girls’ education. The extracted goals for female child education were training of body, education based on the difference between man and woman, education to build woman"s taste, and education to develop good habits. It is worth reconsidering Rousseau"s educational theory for women such as treating women as partners for men’s. Rousseau"s educational theory for girls’ education was based on the differences between man and women, and that the education of female children should be based on the their own characteristics and the development of female children.

어린이집 생활을 통해 본 여성 결혼이민자 자녀와 가정에 대한 이해

구수연(Gu Su-Yeon) 한국열린유아교육학회 2007 열린유아교육연구 Vol.12 No.5

본 연구는 여성 결혼 이민자 자녀의 어린이집 생활을 통하여 이들의 가족과 자녀에 대한 이해를 목적으로 수행되었다. 이를 위해 전라북도 K시에 소재한 A 어린이집의 여성 결혼 이민자 자녀 두 명을 2007년 2월부터 6월까지 관찰하였으며, A 어린이집의 두 명의 교사를 포함하여 인근 지역에서 여성 결혼 이민자 자녀를 보육하고 있는 6명의 교사와 두 명의 원장을 인터뷰하였다. 관찰 자료와 어린이집 교사들의 인터뷰를 바탕으로 하여 어린이집에서 유아들의 생활과 여성 결혼이민자 가정의 특징으로 두 가지 연구문제에 따라 분석되었다. 연구 결과에서 결혼 이민자 자녀들은 또래와 유사한 언어 발달과 사회성 발달을 보여주었으며, 결혼 이민자 가정이 한국인 가정과는 다른 생태학적 배경을 가진 가정이라는 점에서 이민자 가정의 인간관계와 가족 구성원의 특징적인 역할이 있음을 보여주었다. 따라서 이러한 특징으로 인해 발생될 수 있는 문제를 예방하기 위한 중재의 필요성을 인식하고 그에 대한 실천이 요구된다. 본 연구는 이들의 실제적인 생활과 삶에 대한 이해를 바탕으로 하여 실제적인 지원프로그램을 구성하는데 기여할 수 있을 것이다. This Study examines the lives of the female international marriage migrants(FIMMs) children in child care center and their families. The participants of this study are two 4-year-old children of FIMMs in a child care center and six teachers and two principals responsible for them in their classes. The children were observed two or three times a week for free play time from February to June 2007 and the teachers and principles were interviewed. The data were analyzed according to two questions; first how are the lives of FIMM's childrens' lives in the child care center? Second, what are the characteristics of FIMM's families? Results showed: 1. They used language skills like suggestions and rejection and invitations to peers and asked help to teachers to settle the troubles and difficulties in their play with peers. 2. The children used social strategies to negotiate and compromise and social interactions with peers in their play. 3. The families of FIMMs have different ecological backgrounds than that of Korean families. The mothers have difficulties because of the language problems. The grandparents have active roles in rearing the grandsons, and the fathers need to be open-minded to their multicultural situations and recognize their active roles in raising their kids. This study can be the basic research to seek ways and think out the practical program to support the families of FIMMs.

Mary Wollstonecraft 교육론의 유아교육적 함의

구수연(Gu Su-Yeon),나성식(La Sung-Sik) 한국열린유아교육학회 2011 열린유아교육연구 Vol.16 No.5

본 연구의 목적은 18세기 여성 페미니스트였던 울스톤크래프트의 교육 사상을 탐구하고, 그녀의 교육론의 유아교육적 함의를 고찰하는 데 있다. 울스톤크래프트의 교육관은 교육을 통한 여성해방, 이성의 함양, 적극적 모성론으로 정리될 수 있다. 이를 바탕으로 유아교육적인 가치, 아동관, 교육목표, 교육내용과 방법, 부모교육의 측면에서 유아교육적인 의미를 고찰하였다. 고찰한 결과 울스톤크래프트의 교육론이 갖는 유아교육적 의미는 유아기부터 남녀에게 동등한 교육을 제공하는 것에 가치를 부여하고, 아동을 사회적 존재로 보며, 유아기 교육의 주요 목표는 이성을 발달시키는 것이며, 유아의 발달적 특성에 맞는 유아교육의 내용과 방법을 적용하여 교육하며, 부모들은 모델링을 통한 교육의 가치를 인식하고 실천할 것으로 정리되었다. 울스톤 크래프트는 최초의 페미니스트로서 여성의 목소리로 여성의 교육권에 대하여 주장하였으며 그 구체적인 방법의 제안은 유아교육에 갖는 의미가 크다고 할 수 있다. This study examined the thought of education of Mary Wollstonecraft, a feminist in the 18th century and explored its meanings in the field of childhood education. The thought of education of Wollstonecraft was the liberation of female through education, fostering rationality, active motherhood to care and educate their children. According to Wollstonecraft’s thought of education, meanings for childhood education could be suggested in the aspect of value of childhood education, the view of child, object of education, contents and the ways of education. And the results are; the value of her opinion for education was to give same opportunity between female and male from childhood to be educated. She imaged a child as a social one, the main object of childhood education was to develop their rationality, there could be suggested better ways to educate children according to their development, and parents should recognize and practice to discipline children by modeling. Wollstonecraft maintained the equal rights of female to be educated, suggested practical ways of educating children, and gave valuable implications in the field of childhood education.

재원영아의 적응 특성 이해

구수연(Gu Su-Yeon),나성식(La Sung-Sik) 한국열린유아교육학회 2006 열린유아교육연구 Vol.11 No.2

본 연구는 어린이집의 재원영아들의 새 학급 적응과정을 통해 재원영아들이 새 학급에서 경험하는 환경과의 관계를 분석하고, 이러한 관계 속에서 재원영아들이 보이는 행동상의 특징을 알아본 질적연구로서, 어린이집에서 만 2세 반 15명(재원 영아 7명, 신입 영아 8명)들을 대상으로 2004년 1월부터 2004년 9월까지 참여관찰을 통하여 이루어졌다. 본 연구결과 재원영아들은 진급 초기에는 새로운 교실을 탐색하고, 신입영아들의 울음과 진급 전의 교실과 달라진 교실상황으로 인해 축적된 긴장감을 표출한 후, 신입영아들의 행동에 동조함으로써 새로운 학급의 상황에 자신을 조절해나간 다음, 다시 교실에서의 규칙을 준수하며 또래들에게 언어로 의사소통을 할 것을 강조하는 ‘교실 탐색 → 긴장감 표출 → 새로운 학급 상황에 조절 → 규칙 준수와 언어적 의사소통의 강조’ 라는 적응과정의 흐름을 보여주었다. 그리고 재원영아들은 신입영아들이 보여주는 행동특성에 의한 인상에 따라 또래를 배척, 회피하였다. 초기에는 놀이가 위축되고 주로 다른 재원영아들과 단독놀이나 병행놀이를 했으나, 교실이 안정됨에 따라 다시 놀이를 주도했으며, 새학급 구성 초기에 하락했던 규칙이행 수준이 다시 회복되는 행동특징을 보였다. The purpose of this qualitative research is to investigate the special features of the adaptation process of coddlers who move up co a higher class in a child care center. The participants of this research are 15 toddlers aged 2-years old (8 newcomers and 7 re-enterers of a child care center). Data was collected by observation from January to September, 2004. Analysis showed that the flow of adaptation of returning toddlers is 'investigating the physical environment→showing stressful behaviors → aligning with the new class → keeping a rule and putting a stress on the verbal communication'. The re-enterers looked withdrawn from the newcomers and their parents, and nervous about the new class while the newcomers' parents were staying in the class. They felt uneasiness and insecurity and showed stressful behaviors, and then they adjusted their play and actions to the newcomers who did not know the rules and played roughly. When the newcomers overcame their separation anxiety and were accustomed to the routines in the class (about June), the re-enterers leaded the play, put the rules into practices and put stresses on verbal communications.

보육교사들이 인식하는 다문화 가정 영유아의 기본생활습관 특성

구수연(Gu Su-Yeon) 한국열린유아교육학회 2010 열린유아교육연구 Vol.15 No.3

본 연구는 다문화 가정의 자녀가 교실에서 보이는 기본생활습관의 특성과 교사들이 인식하는 가정의 기본생활습관 지도와 문제점 등을 파악하여, 다문화 가정의 유아들의 건강한 사회생활에 필요한 교육과 지원을 위한 자료를 제공하는데 연구 목적이 있다. 연구를 위하여 18명의 시설장과 보육교사를 인터뷰한 자료를 분석하였으며, 연구참여자들은 식습관, 청결과 의복 착용, 배변훈련, 예절, 질서의 부분에서 다문화 가정자녀의 기본생활습관의 특성에 대해 보고하였다. 다문화 가정 영유아의 기본생활 습관 지도에 있어 어려움으로 교사는 다문화 가정 부모와의 협력 관계의 어려움, 문화 차이에 대한 이해, 다문화 가정 영유아를 배려하는 문제 등을 지적하였다. This Study examines child care educators' conception of basic life habit of multi-cultural families' children in child care centers. The purpose of this study is to investigate characteristics of basic life habit of multi-cultural families' children showing in classes and their parents' attitudes dealing the basic life habit of their children, and the difficulties of child care educators to guide multi-cultural families' children good basic life habit. The participants of this study were 18 child educators from 9 child care centers and they were interviewed. They reported characteristic behaviors of multi-cultural families' children in eating habit, hygiene matters, evacuation training, etiquettes and good manners, and keeping order. The child care educators have difficulties in making cooperative relations with multi-cultural families, in understandings about the differences among cultures and fall into a dilemma treating multi-cultural families' children in special ways.