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보육교사가 인식하는 어린이집 안전교육 경험에 대한 내러티브
최윤정 ( Choi Yunjung ),안소영 ( An Soyoung ),원윤서 ( Won Yoonseo ) 열린부모교육학회 2018 열린부모교육연구 Vol.10 No.2
본 연구는 보육교사가 인식하는 유아 안전교육 경험의 의미를 찾는 데 목적이 있다. 이를 위하여 강원도 원주시에 위치한 바다어린이집 사랑반 유아 19명과 교사 1명을 연구 참여자로 하여 교사의 안전교육 경험에서 나타나는 인식의 변화를 이야기하기, 다시 이야기하기를 통한 내러티브 탐구 방법으로 분석하였다. 그 결과 첫째, 교사는 국가 의무 안전교육에서 유아 권리주체 안전교육으로 인식이 변화되었다. 둘째, 교사는 앎 중심에서 앎과 실천이 순환되는 안전교육으로 인식이 변화되었다. 셋째, 교사는 지식과 정보전달의 대집단 이야기나누기 위주에서 주제중심 탐구 프로젝트를 통한 교수·학습방법으로 인식이 변화되었다. 이에 근거한 결론은 첫째, 교사는 안전교육 관련법이나 기관 평가 등의 무조건적인 준수에 의한 타율적이고 수동적인 인식의 한계에 머무르기보다 유아를 권리 주체자로 인식하는 안전교육의 ‘목적’을 명확히 하여 유아 안전교육을 실시해야 한다. 둘째, 교사는 앎 중심 보다는 이해를 위한 유아 안전교육 ‘목표’를 설정하고 이를 위하여 자신의 수업을 되돌아보고 반성하는 자기 성찰적인 과정을 통해 앎과 실천이 순환되는 실천적 안전교육을 실시해야 한다. 셋째, 교사는 단편적인 지식이나 정보를 전달하는 데 그치기보다 태도와 성향을 키우는 다양한 ‘통합적 교수·학습방법’을 운영하도록 한다. The purpose of this research is to find the meaning of children’s safety education that a daycare teacher recognizes. In order to achieve this, 19 children and 1 teacher in Sarang class of Bada daycare, located in Wonju City, Gangwon-Do participated in this research, and perception changes appeared in the teacher’s safety education were analyzed by narrative inquiry through collaborative discussion and re-discussion. As a result, first, the teacher has changed perception from national mandatory safety education to safety education for rights of early childhood. Second, the teacher has changed perception from knowledge centered safety education to practical safety education which knowledge and practice circulate. Third, the teacher has changed perception from whole group discussion for delivering knowledge and information to instruction in safety education through a theme-oriented inquiry project. In conclusion, first, the teacher should conduct the safety education by clarifying the “purpose” of safety education, which recognizes children as rights entities rather than staying at the limit of forced, passive recognition by unconditional compliance of safety education related laws or institutional evaluations. Second, the teacher should set up the goal of safety education for understanding rather than knowledge centered, and conduct practical safety education that knowledge and practice circulate through self-reflection of his/her own instruction. Third, the teacher has to operate a variety of "integrated teaching and learning methods" to raise attitudes and tendencies rather than to convey fragmented knowledge and information.
Jung, Jongwoo,Jung, Yunjung,Min, Gi-Sik,Kim, Won Allen Press, etc 2007 The American journal of tropical medicine and hygi Vol.77 No.2
<P>The population genetics of Anopheles sinensis, a major malaria vector in South Korea, was studied based on the nucleotide sequences of a 238-bp variable region of the mitochondrial control region. Three features of genetic variance were observed. First, the Taebaek and Sobaek mountain ranges may function as genetic barriers between the Northern Group (NG) and the Southern Group (SG). These mountain ranges are associated with the subdivision of the population, and significant and unique population differentiation was observed in the examined area. Second, the genetic cohesiveness observed within each group may have been caused by a recent expansion in the population rather than recurrent gene flow. Third, a marked dissimilarity in the genetic diversity between the two groups may also have resulted from several factors that caused a difference in the effective population sizes.</P>
Eun Jung Kim,Won Sik Kong,Kab Yeul Jang,Pyung Gyun Sin,Yunjung Park,Young sook Hahn,Young Bok Yoo 한국버섯학회 2010 한국버섯학회지 Vol.8 No.4
This study was conducted to develop superior hybrids of Pleurotus ostreatus with di-mono and mono-monoka-ryon crosses. Random Amplified Polymorphic DNA-PCR (RAPD-PCR) was used to compare its mitochondrial DNA profiles of hybrids using specific primers designed from microsatellite markers of Pleurotus salmoneo-stramineus. A total of fifty-six dikaryon-monokaryon hybrids were sampled for RAPD-PCR experiments and the results show that twenty-four hybrids were dikaryon and thirty-one hybrids were monokaryon. Interestingly, one hybrid was an intermediate form with the DNA profiles that are different from those of its parents. The DNA profiles from eighty-eight monokaryon-monokaryon hybrids were also analyzed by RAPD-PCR. The results of mitochondria DNA profiles show that seventy-one hybrids are the same to one of their parents, but seventeen hybrids show DNA profiles of both parents.