外國語敎授學習의 態度要因에 關한 硏究

崔榮玉 韓國體育大學校 1982 論文集 Vol.4 No.-

This study is to discuss the importance of attitudes of teachers and students as one of the factors explaining proficiency in teaching and learning a foreign language. Attitudes have been defined in a number of different ways. Each of the traditional definitions contains a slightly different conception of what an attitude is or emphasizes a somewhat different aspect of it. Allport proposed that an attitude is a mental and neural state of readiness, organized through experience, exerting a directive or dynamic influence upon the individual's response to all objects and situations with which it is related. An attitude is relatively enduring because it is learned. Because it is learned it can be taught. Attitude formation is often analyzed in the following way. First there is the cognitive component, the perception of the concept or situation. Then there is the affective component, or the feelings that rise about the cognitive element. These feelings are often appraised, good or bad. This is the evaluative component. Finally these evaluations are translated into the behavioral component. The successful foreign-language teacher--the one is self-confident professionally--- is the one who can eclectically choose his or her methods, approaches, and techniques on the basis of personality factors and local situations, and who can successfully come to terms with the two aspects of foreign language teaching---the art and science and who is interested in students and able to accept them as they are. It is also essential for the successful foreign-language teacher to present the cultural materials objectively and analytically. There are several kinds of the student's unfavorable attitudes: the "dumb bell" attitude: the "irrelevant" attitude : the "bored" attitude: feeling of " anomie." The poor attitudes mentioned above can be cured by diversification (more individualized instruction, evaluating individual progress in terms of individual aptitues and motivation, multilevel grouping, broadening the curriculum, developing cultural empathy, meeting psyschological needs and encouraging creative thinking. In conclusion, the following four variables may be considered to be attitudinal aspects of foreign-language teaching and learning: ⑴ the teacher's attitude: ⑵ the attitude of the individual student within a group; ⑶ the individual student as a single personality; ⑷ the inter-relationship of teacher and students(classroom dynamics). Therefore effective language teaching and learning can be achieved through the deep understanding of the above factors.

직업계층에 따른 건강습관실천 및 운동소모열량에 관한 연구

최영옥,정성현,김덕진,김용규,김주호 한국스포츠학회 2005 한국스포츠학회지 Vol.3 No.2

스쿼시 지도자의 자기효능감 강화전략 사용빈도 분석

최영옥,김덕진 한국스포츠학회 2004 한국스포츠학회지 Vol.2 No.2

기억과 추억

최영옥 문예운동사 2015 수필시대 Vol.10 No.-

복싱선수용 자기효능감 측정도구 개발

최영옥,구봉진,이병기 한국스포츠학회 2003 한국스포츠학회지 Vol.1 No.2

스포오츠 社會化過程에 관한 硏究

崔榮玉 韓國體育大學校 1983 論文集 Vol.5 No.-

This study was undertaken to discuss socialization in sport. Sport is important to society and to physical education. As a medium that permeates nearly every important aspect of life, sport has led some physical educators to believe that it should receive intensive study, particularly as it affects the behavior of human beings and institutions as they form the total social and cultural complex of society. Socialization is the process of becoming a member of a society through learning and adapting to a particular social system. Society perpetuates, stabilizes, and preserve itself by this passing on of values and norms designated and accepted ways of behaving to its youth. As a result, a society stays viable, alive, and functioning, and the individual becomes a socialized being. Sport socialization has been analyzed from two perspectives. The first focuss on socialization into sport--that is, the agents or agencies that have been influential in attracting children and youth into sport involvement. This includes the acquisition of social, psychological, and physical skills requisite for participation in sport. The second focus relates to socialization through sport. Here the interest is on the probable consequences or outcomes of sport participation. This socialization process into sport and through sport begins in childhood and adolescence, but is inter-wined with continued sport involvement across all stage of the life cycle. Socialization into sport is carried out through the usual agencies associated with childhood and adolescence. The introduction to sport is most likely to occur in the family if the child has parents of older siblings who participate and are interested in sport activities. Peer influence within the neighborhood is likewise an early socialization experience into sport participation. The opportunity to learn athletic skills and to evaluate one's perception of ability is likely to occur in early childhood among neighborhood friends. Community agencies, where they exist, also present opportunities to become involved in sport and the mass media also provide a constant opportunity for youngesters to become acquainted with sports, and the media provied sport heroes are role model for behavioral emulation. There are several theoretical perspective for understanding the learning of social roles(psychoanalytic, cognitive-developmental, social learning), but social learning theory is probably most salient in understanding the acquisition of sport roles. How individuals acquire and perform social behaviors is the focus of social learning theory, Three features of this approach--reinforcement, coaching, and observational learning--are useful for comprehending the learning of sport roles. The following factors are correlated with adult sport participation : (1) parental interest in sport, (2) parental encouragement to participate in sport, (3) participation in formal sport programs as a youth, (4) self-perception of athletic ability, and (5) involvement in sport by one's spouse. Involvement in sport varies in several respects(degree, frequency, duration, intensity and kind). There are two generic involvement---(1) primary, and (2) secondary---that are further dichotomized into direct and indirect subdivisions. Primary involvement refers to direct participation in the staging of athletic contest or intermission activities. Secondary involvement comprises a residual category encompassing activities not qualifying as primary in nature. Involvement in sport produce desirable consequences and outcomes(bulids character, teaches discipline, prepares one for the competition of life, facilitates moral development and good citizenship, and cultivates desirable personality trait). But there are not always generalizable. In conclusion, learning to be an athletes must be approached in the same manner as learning skills in music, art, automobile mechanics, or any other area of special expertise. The development of such skills and knowledge also includes the internalization of the appropriate values, norms, attitudes, dispositions, and self-image through socialization in sport.

중질유로부터 고밀도화된 캐패시터 전극소재용 활성탄소섬유의 제조 및 특성

최영옥,양갑승,김종휘,안계혁 한국공업화학회 1999 한국공업화학회 연구논문 초록집 Vol.1999 No.0

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남성상의에 관한 연구 : 남성 재킷을 중심으로 With a Focus on Men`s Jackets

최영옥 안동대학교 인문과학연구소 1999 인문과학연구 Vol.1 No.-

This paper centers on the etymology and changes of jackets among men's costume. The results of the research are as follows: The word jacket derived from the French word jaque, and it means a short coat. The examples of short jacket-type upper garments were the cotardie in the Middle Ages, the gipon worn under the coat of mail in the 14th century, and the pourpoint worn from the middle of the 14th century. In the no jacket period from the end of the 17th century to the end of the 18th century, the noblemen wore just an corps and ornamented habit a la francaise. On the other hand, citizens wore the practical upper garment frac, which was influenced by the British military uniform. With the advent of short new-style upper garments such as the carmagnole appeared with the French Revolution at the end of 18th century, the jacket and the veston appeared toward the middle of the 19th century, the frac, the morning coat and the tail coat remained as party cloths. The jacket spread itself into all classes of people and contributed greatly to the democratization of the style of dress.

스포오츠의 文化的 要因 硏究

崔榮玉 韓國體育大學校 1983 論文集 Vol.5 No.-

This study was undertaken to discuss the cultural factors in sport. Culture is the changing patterns of learned behavior and the products of learned behavior which are socially shard and transmitted among members of a society. In short, culture is the way of life of a social group, the distinctive patterns---values, norms, institutions---which set if off from others. Sport is a means of highlighting and mirroring social values. These values express beliefs about the functions of sport in society. Since sport represents a microcosm of society, the nature of the dominant sports will vary from one society to another. Even within a society, the subcultural variations are likely to be reflected in the types of sport most acceptable to a particular segment of society. Sport and culture are very much interrelated. A study of a nation's physical education programs usually reveals something of its philosophy and its political and international policies. It also tells much about the modes of life, the thoughts and value systems of its people. The cultural heritage, ethnic background, and the customs which are part of the early life of every person affect his choice of physical activity and his attitude toward it. Physical culture and sport are an integral part of social culture and they reflect the achievement of physical perfection and development of the physical prowness of mankind. Each individual's aspiration to lead a life which includes healthful cultural and sports activity is necessary for a humanistic physical culture. The ways of satisfying the needs of a people grow out of the culture of that people, and any culture functions best when it comes nearest to achieving a balance between the needs of a people and the resources and institutions existing to meet these needs. In the process of social relations between people, taking place on various levels, in the individual and collective development, in school, in one's professional work and during the entire leisure time, culture and sport are accepted parts of an all-round formation of personality and are more and more highly valued, more and more attention is paid to it and growing number of people practice it. The basic stimulae for the development of physical culture and sport stem from those spheres of life was the true activity and expressions of life of the human being actually take place, such as economy, politics, science and culture, These forms of activity exert their influence on other spheres of life and have already turned into relatively important components of the conscious shaping of the life of the individual as well as society as a whole. In conclusion, a knowledge of all of factors that influence sports and people's attitudes toward sports is vital for an understanding of the people and the society in which we live. With the increasing emphasis on the cultural aspects of sports comes an added richness that improves and embellishes the educational stature and the contributions of physical education to the well-rounded education of students.

Implication of phosphorylation of the myosin II regulatory light chain in insulin-stimulated GLUT4 translocation in 3T3-F442A adipocytes

최영옥,류혜정,김혜림,송영숙,김정환,이완,Han Choe,임채훈,장연진 생화학분자생물학회 2006 Experimental and molecular medicine Vol.38 No.2

In adipocytes, insulin stimulates glucose transport primarily by promoting the translocation of GLUT4 to the plasma membrane. Requirements for Ca2+/ calmodulin during insulin-stimulated GLUT4 trans-location have been demonstrated; however, the mechanism of action of Ca2+ in this process is unknown. Recently, myosin II, whose function in non-muscle cells is primarily regulated by phos-phorylation of its regulatory light chain by the Ca2+/calmodulin-dependent myosin light chain ki-nase (MLCK), was implicated in insulin-stimulated GLUT4 translocation. The present studies in 3T3- F442A adipocytes demonstrate the novel finding that insulin significantly increases phosphorylation of the myosin II RLC in a Ca2+addition, ML-7, a selective inhibitor of MLCK, as well as inhibitors of myosin II, such as blebbistatin and 2,3-butanedione monoxime, block insulin- stimul-ated GLUT4 translocation and subsequent glucose transport. Our studies suggest that MLCK may be a regulatory target of Ca2+/calmodulin and may play an important role in insulin-stimulated glucose trans-port in adipocytes.