남해안 별신굿과 동해안 별신굿 제차비교

박성석 ( Sungsuk Park ),조구호 ( Guho Jo ) 한국드라마학회 2004 드라마연구 Vol.- No.23

남해안 별신굿과 동해안 별신굿은 무속의례의 일반적인 구조인 청신-오신-송신의 구조로 정리해 보면 전체구조는 동일하다. 그런데 청신, 오신, 송신의 각 제차에 포함된 소제차는 다소 차이가 있다. 청신제차는 동해안 이천 별신굿의 경우 청신제차는 전체굿의 청신제차와 본굿의 청신제차가 중첩된 구조이고, 전체굿의 청신제차에는 〈 당제사 〉와 〈 맞이굿 〉이 포함되어 있다. 남해안 죽도 별신굿의 청신제차에 〈 당제사 〉는 없고 〈 맞이굿 〉에 해당되는 제차들만 있다. 이천을 비롯한 동해안지역에서는 마을의 수호신인 골매기신과 당산신이 같지 않기 때문에 마을 수호신인 골메기신을 위한 당제와 당산신을 위한 산신제가 별도로 거행된다. 동해안 이천 별신굿과 남해안 죽도 별신굿의 〈 맞이굿 〉은 내용상으로는 유사하나, 제주의 역할에 따라 소제차의 진행순서가 다르다. 이천의 경우 제주가 굿의 중심인물로서의 역할을 하고 있어 제주집의 〈 부정물림 〉부터 〈 맞이굿 〉이 시작되고, 죽도의 경우 제주는 형식적으로 있지만, 당산제를 지내는 제주의 역할을 무당이 대신하기 때문에 〈 부정굿 〉이 〈 맞이굿 〉의 마지막에 행해진다. 오신제차는 제차의 양적인 면에서 많은 차이가 있다. 동해안 이천 별신굿의 오신제차에는 23개의 제차가 있고, 남해안 죽도 별신굿의 오신제차에는 7개의 제차가 있다. 이것은 굿의 구조가 동해안의 경우 내당굿과 외당굿의 2원적 구조로 되어 있고, 남해안의 경우는 그렇지 않기 때문이다. 송신제차는 내용적인 면에서는 유사하나, 연행방식에서는 차이가 있다. 동해안 이천의 경우 무극형식이고, 남해안 죽도의 경우는 풍물놀이형식이다. A Comparative Study of rites between Peolsin Gut of jukdo in South coast and Peolsin Gut of ichen in East coast. The purpose of this study is to investigate and compare the differences between the two Peolsin guts, which are held on the East coast and the South one of Korean Peninsular. They have the common characteristics in that both of them wish to result in a big catch of fish and create peace in a fishing village. The followings are the results: 1. The major procedures which are held during the two guts, ``the gut of the East coast and the gut of the South cost, are similar, but show a few differences in some minor procedures such as Cheongsin(which means to call a spirit), Ohsin(which means to entertain a spirit) and Songsin(which means to send away a spirit). 2. Although the procedures to call a spirit in Peolsin gut on the East coast have the same ceremony as a main gut which consists of 〈 Dangjaesa 〉and〈 Mati gut 〉, the ones to call a spirit on the South coast have only 〈 Dangjaesa 〉. 3. A lot of differences in number are found in the procedures to entertain a spirit. The procedures of the gut to entertain a spirit on the East coast have 23 ceremonies from〈 Gamanggeori 〉of ``Naedang gut`` to〈 Youngsanmati 〉of ``Yeodang gut`` however, the ones on the South coast have just 7 ceremonies from〈 Gamang gut/Jaeseok gut 〉to〈 Siwangtanil 〉. These differences are closely related to the traditions of the two other guts. 4. The procedures to send a spirit at the two guts are similar in contents, but the style of performance is different. That is, though Peolsin gut held on the East coast shows no style, peolsin gut on the South coast does a style of a farmer`s folk band.

자기 평가 및 동료 평가를 통한 공적 말하기 수행평가의 대면 시행과 온라인 시행 시 적합성과 공정성 탐색

박성석 ( Park Seongseog ),임지원 ( Lim Jiwon ) 청람어문교육학회 2024 청람어문교육 Vol.- No.99

This study empirically explored whether suitable and fair assessment results can be obtained when evaluating high school students’ public speaking performance by self- and peer-evaluation in online and face-to-face situations. Twenty-six high school students performed and self-/peer-evaluated public speaking in traditional, face-to-face situations. Twenty-three high school students performed public speaking alone, video-recorded and shared, and then conducted the evaluation online. As a comparative group with them, 22 college students performed and evaluated public speaking online. As a result, both high school student groups lacked the suitability as raters than the college student group, and the deviation in the rater severity was larger. In addition, the public speaking performance ability of the face-to-face/high school students were evaluated lower than those of the online/college students. The implications of these results were discussed from the perspective of oracy education.

또래 간 고민대화에서 공감성향과 공감지각에 따른 반응발화 선택

박성석 ( Seongseog Park ) 한국화법학회 2015 화법연구 Vol.0 No.30

This research aims to find out what kind of responses in peer group troubles-talk can be considered empathic responses. The research regarded Emotional Empathic Tendency(EET) and Self-Recognition of Empathy(SRE) as criteria to define empathic responses. Both EET and SRE were treated as independent variables, and 12 response types, which were produced in 102 subjects’ utterances, as dependent variables. To verify the effect of EET and SRE on responses, a binary logistic regression analysis method was used. This found that EET had an influence on three response types and SRE on just one response type. By interpretation of these response types, based on some advanced studies, the researcher found that EET and SRE have an independent effect on the selection of responses in peer-group troubles-talk. Specifically, EET had an effect on the use of responses that consider the listener’s emotion, such as face or politeness, while SRE had an effect on the use of responses that reveal similar trouble for the respondent, by which they could reveal their empathy.

초등 예비 교사의 교수화법에 대한 성찰 수준

박성석 ( Seongseog Park ) 한국화법학회 2016 화법연구 Vol.0 No.32

This study aims to examine elementary school pre-service teachers` level of reflection on their instructional communication. 56 student teachers handed in a reflective writing about their instructional communication which they practiced in field practicum. 4 estimators evaluated these writings by REFLECT Rubric(Wald et al., 2012). Analysis of evaluated scores shows something as follow. (1) In the intra-person level, only 1 criterion(Analysis and Meaning making)`s mean score was over than Reflection level(3 points) and 1 criterion(Attending to Emotion)`s was less than Thoughtful Action level(2 points). (2) In the inter-person level, It was possible to classify most of pre-service teachers into 7 level groups(from ``pre-reflection`` to ``totally balanced reflection``). The result of this study will be helpful to university educators who are interested in reflective professional education.

읽기 동기의 자기결정성에 따른 독해력 차이 : 중학교 1~3학년을 중심으로

박성석 ( Park¸ Seongseog ),민병곤 ( Min¸ Byeonggon ) 한국독서학회 2020 독서연구 Vol.0 No.57

읽기 동기 측정을 위해 개발된 기존 척도를 활용하여 읽기 동기의 자기결정성 정도를 파악하는 것이 가능하고, 이러한 방식이 독해력 정도를 잘 예측함을 입증하였다. 중학생 2,020명의 읽기 동기를 MRQ 기반 척도로 측정하였다. 측정 결과가 9구인 요인 구조에 적합함을 확인하였다. 구인 간 상관 행렬이 유사 심플렉스 패턴을 보이는 점을 근거로 9구인이 자기결정성 정도에 따라 위계적으로 파악될 수 있음을 논의하였다. 군집분석 결과 4개 군집을 도출하였다. 각 군집 중심의 9개 구인별 Z점수를 근거로 4개 군집을 각각 ‘무조절’, ‘외적 조절’, ‘내면화된 조절’, ‘내적 조절’이라 명명하였다. 자기결정성 군집, 학년, 성별을 독립변인으로, 독해력 검사 점수를 종속변인으로 삼아 삼원배치 분산분석을 수행하였다. 그 결과 자기결정성 군집에 따른 차이가 유의하며, 자기결정성 정도가 높은 군집일수록 독해력 검사의 평균 점수가 높음을 확인하였다. 읽기 동기의 자기결정성 측정을 위해 MRQ 기반 척도를 활용하는 것이 가능하다는 점, MRQ로 측정된 읽기 동기가 독해력과 선형 비례 관계가 있다는 예측을 경계해야 한다는 점, 후속 연구를 통해 읽기 동기 발달 과정에 대한 조사가 필요하다는 점을 논의하였다. This study proved that it is possible to determine the degree of self-determination in students’ reading motivation by using existing scales for reading motivation measurements. Furthermore, this approach can predict reading competence. The reading motivations of 2,020 middle school students were measured using MRQ-based scales. The results fitted adequately to the nine-factor structure. Based on the fact that the correlation matrix of these nine factors shows a quasi-simplex pattern, here, we claim that the nine factors can be identified hierarchically, according to the degree of self-determination. A cluster analysis resulted in four clusters. Based on the Z-scores of the nine factors at the center of each cluster, we named the four clusters: Amotivation, External-Regulation, Internalized-Regulation, and Intrinsic-Regulation. A three-way ANOVA was conducted, considering self-determination, school year, and gender as independent variables and reading comprehension test scores as a dependent variable. The results confirmed that the difference among self-determination clusters was significant and that the higher the self-determination level, the higher the reading comprehension. We discuss the following: (a) MRQ-based scales can be used to measure self-determination in reading motivation; (b) we have to caution against predictions that assume readingmotivation, measured by MRQ, will have a linear correlation with reading comprehension; and (c) follow-up studies have to investigate learners’ developmental process regarding reading motivation.

PDA기반 전자평판측량시스템 설계 및 구현

박성석(SungSeok Park),고정석(Jeongseok Ko),김준식(Joonsik Kim) 한국멀티미디어학회 2007 한국멀티미디어학회 학술발표논문집 Vol.2007 No.1

종이도면을 사용하여 측량하던 방식에서 전자 도면을 활용하여 측량하는 방식으로 전환되면서 노트북 기반 전자평판측량시스템을 사용하게 되었다. 그러나 전자평판시스템은 노트북, 평판 및 거치대 등 부가적인 장비가 많이 필요로 하여, 이동하면서 측량 수행 시 많은 어려움을 수반한다. 이에 본 논문에서는 노트북 기반의 전자평판시스템의 단점을 보완하고자 PDA기반의 전자평판측량시스템을 개발하였다. 이를 위해 전자치도 포맷을 설계하고, 이를 기반으로 한 GIS엔진을 개발하였다. PDA기반의 전자평판시스템은 기존 장비에 비해 장비 구성품이 적고, 가벼워 측량 시 2인 측량도 가능하며, 높은 이동성을 확보할 수 있다.

초등학생 및 중학생을 위한 범용 읽기 동기 척도의 개발 및 타당화

박성석 ( Park Seong-seog ),양수연 ( Yang Soo-yeon ),민병곤 ( Min Byeong-gon ) 한국독서학회 2020 독서연구 Vol.0 No.54

본 연구에서는 읽기 동기의 개념을 논의하고 1~9학년 학습자를 대상으로 이를 측정하는 척도를 개발, 타당화하고자 하였다. 국내외 선행연구들을 검토하여 측정의 관점에서 거론되는 읽기 동기가 습관적 읽기 동기에 해당하며, 내적 동기와 외적 동기로 구분될 수 있음을 논의하였다. 이를 바탕으로 내적 동기에 해당하는 호기심과 몰입, 외적 동기에 해당하는 경쟁심, 인정, 성적, 순응, 과제회피, 보상, 상황회피의 총 9가지 하위 구인을 설정하였다. 예비문항 44개에 대해 3~4학년 학생 462명이 응답하게 한 후 탐색적 요인분석을 실시하였다. 그 결과 다수의 문항이 제거 혹은 수정될 필요가 있음을 확인하였다. 새로 마련한 본 문항 34개에 대해 1~9학년 학생 2,662명이 응답하게 한 후 확인적 요인분석을 실시하였다. 그 결과 5개 문항을 제거한 29개 문항을 통한 측정 결과가 본 연구에서 가정한 요인 구조에 적합함을 확인하였다. 결론에서는 최종 선별한 29개 문항이 연구에서 어떤 활용 가치를 갖는지 논의하는 한편, 후속 연구를 위한 제언을 하였다. This study discussed the concept of reading motivation and developed and validated the scale for measuring reading motivation of students in the first to ninth grade. After reviewing foreign studies as well as domestic ones, we discussed that the reading motivation mentioned in terms of measurement corresponds to a habitual reading motivation and can be divided into intrinsic and extrinsic motivations. Based on the concept of reading motivation, a total of nine constructs were established: curiosity and involvement for intrinsic motivation; competence, recognition, grades, compliance, work avoidance, reward, and situation avoidance for extrinsic motivation. 462 of third and fourth graders responded to 44 preliminary questions and exploratory factor analysis was conducted. The analysis confirmed that a few questions needed to be removed or modified. The 34 newly prepared questions were answered by 2,662 students in the first to ninth grade and confirmatory factor analysis was conducted. The results of the measurement in 29 among 34 new questions were proved to be suitable for the factor structure assumed in this study. The conclusion discussed the value of using the last 29 selected questions in the future studies and made suggestions for future research.

U-기반 단말기를 위한 지적전산파일의 설계

박성석 ( Sung Seok Park ),차득기 ( Dek Kie Cha ),서용철 ( Yong Cheol Suh ) 한국지리정보학회 2008 한국지리정보학회지 Vol.11 No.4

It is restricted on CPU ability, memory, display size and networking to process GIS data on ubiquitous-based terminal. For that reason, we tried to improve the cadastral electronic file to solve these problems in this paper. The format of old cadastral electronic files is not efficient because it is made of file structure. So, it has inconvenience to let us read whole file, displaying on the screen and connecting to geographic objects by adding index file like database for connecting to geographic object and displaying on the screen. The file size was decreased to 27.6% of original file size through converting format.

자기결정적 읽기 동기 척도의 개발 및 타당화

박성석 ( Park Seongseog ),허모아 ( Heo Moah ),제민경 ( Je Minkyeong ) 한국독서학회 2021 독서연구 Vol.0 No.58

To overcome the limitations of existing reading motivation scales, we aim to develop new scales based on Self-Determination Theory (SDT) and to demonstrate their validity. Following the suggestion of SDT, the following six constructs of reading motivation were set: intrinsic regulation, integrated regulation, identified regulation, introjected regulation, extrinsic regulation, and non-regulation. A total of 36 items, six for each construct, were developed as preliminary items and their content validity was examined by two experts. After analyzing the results of 467 high school students’ responses through an exploratory factor analysis, a total of 22 items were selected from five constructs, excluding identified regulation. A new sample of 429 high school students was asked to respond to the 22 items, followed by a confirmatory factor analysis. The results showed that the model fit was good, the convergent validity and discriminant validity were good, and the correlation matrix among the five constructs showed a quasi-simplex pattern. Consequently, five constructs and 22 items were proposed as the Self-Determinative Reading Motivation Scale, and criteria were suggested to interpret the test results and determine the subjects’ self-determination when using the scale in the future.

오디오북의 국어교육적 활용 가능성 탐색

박성석 ( Park Seongseog ) 한국독서학회 2023 독서연구 Vol.- No.67

The use of audiobooks is increasing rapidly in Korea, the United States, the United Kingdom, and Northern Europe. We examined the concept of audiobooks, media characteristics, the status of use, and reason for use, and discussed the commonalities and differences between traditional book-reading and listening to audiobooks. Then, we proposed several ways to use audiobooks in Korean language education. An audiobook is an ear-hearing book, a secondary work, produced mainly in the literary genre, and refers to recordings of professional reading and conversions through text-to-speech (TTS). The proportion of Korean users in their 20s and 30s is high, and the utilization rate is the same as that of e-books abroad. Audiobooks seem to be used because they are easier to carry and use than printed books, and unlike e-books, multi-tasking is possible. There will be no real difference between listening and reading for native speakers. Still, audiobook listening can be differentiated from paper and e-book reading due to the difference in the affordance between visual reading and auditory listening. In addition, the reading performance of audiobook narrators can have special meaning in terms of literary imagery. In Korean language education, we can use audiobooks for most goals that are approached with printed books in reading classes. Especially in the literature class, we can use them for lower-grade learners that are not fluent at reading text and for higher-grade learners that have to maximize involvement or engagement during reading text and then improve the understanding of literary concepts (e.g., literary imagination) for higher-grade learners. Furthermore, we can use audiobooks for teaching para-linguistic expressions in listening and speaking classes.