천자서평 2 : 약물남용의 늪에서 벗어나는 길 - 김미영 편저 / 나침반 / 1990 -

김미영 한국상담선교연구원 ( 구 한국상담선교학회 ) 2000 상담과 선교 Vol.8 No.4

공과대학생의 온라인 학습에서 자기조절 학습 능력 및 학습 양식과 학습참여도와의 관계

김미영,최완식 대한공업교육학회 2006 대한공업교육학회지 Vol.31 No.1

The Relationship among Self-regulated Learning Ability and Learning Style and Degree of Learning Participation in On-line Learning of Engineering University Student 이 연구의 목적은 4년제 공과대학 학생들의 자기조절학습능력과 학습유형을 조사하고, 자기조절학습능력과 학습유형간의 관계를 분석하며, 이들이 온라인 학습환경에서 학습자들의 참여도, 만족도에 어떠한 영향을 미치는지를 파악하는 것이다. 연구의 대상으로 4년제 대학교 정규과정 1개반을 선정하여 온라인 학습 환경을 설계한 후 한학기 동안 운영하고 학습참여도를 확인하기 위해 시스템 로그 파일과 게시판 게시횟수를 분석하였다. 연구 결과로서 자기 주도 학습 능력과 학습 참여도간에는 정적인 상관관계가 나타나고 학습양식과 학습참여도간에는 통계적으로 유의하지 않았다. 또한 자기조절학습 능력과 학습양식 사이에는 통계적으로 유의미 하지 않았다. 학습양식은 연구자가 기대한 수렴자와는 달리 분산자가 63.4%로 높게 나타났다.

한국어 영형의 통사적 분포와 그 지시에 대한 최적성 연구

김미영 서울대학교 어학연구소 2005 語學硏究 Vol.41 No.1

The purpose of this paper is to explain syntactic distribution and reference of the Korean zero forms by the approach based on optimality theory. Korean has the frequent and pervasive use of zero forms. Korean zero forms are divided into three types according to syntactic distribution and uses-deictic, general and anaphoric. In order to explain those types, five universal constraints proposed by Speas (1997, 2001), and Grimshaw et, al. (1998) are introduced; SUBJECT, FULL-INT, BTB, MAX(PRO), CONTROL. Syntactic distribution and the reference of the Korean zero forms are explained by establishing the different ranking of these constraints. The general zero subject is explained by the following ranking of constraints; FULL-INT > SUBJECT. And the deictic zero subject is explained by the following ranking of constraints; CONTROL > MAX(PRO). Finally anaphoric zero forms are explained by the following ranking of constraints; BTB > MAX(PRO) > CONTROL.

공감훈련프로그램 참여아동의 공감표현 변화과정 분석

김미영 한국초등상담교육학회 2008 초등상담연구 Vol.7 No.1

The purpose of the study you have seen is to verify the effectiveness of existing quantitative research and to put the Empathy Training Program to practical use for participating children. From looking into this, the changes in empathic understanding that came to light in relationships between teacher and children and children and children are sure to have that effect. For this work, I established the following subject of inquiry: What kind of changing processes can be seen in the empathic understanding of participating children in the Empathy Training Program? To resolve the above line of inquiry, six female sixth grade elementary school students were chosen and they progressed through twelve sessions of the Empathy Training Program. The children were given a sentence completion exam, recognition work, neat writing exam and a school adaptation exam both before and after participation in the program, making data for analysis. To analyze, first, participants had one or two meetings of forty to fifty minutes each. Progress through the program’s curriculum was recorded and through the repeating and copying method, to be sure participating children’s empathic understanding was revealed, empathic language and behavior was routinely chosen. Next, according the above criteria I looked into visible changes of the participating children’s empathic expressions, classifying and analyzing changes in empathic understanding and six instances of common changes in the emphatic understanding of the participants relationships were analyzed and put together. Next I will summarize the findings we have seen in this research: First, if we look into changes in common empathic understanding from the beginning, using the criteria of empathic language, each individual showed understanding at the beginning and passed and progressed through stages of care, insight and emotional expressions. Second, when we looked at the criteria of empathic behavior from the beginning to the end, one’s line of vision and ability to concentrate one’s attention was connected. Next, the act of nodding one’s head looked like a brief nod at first but at the end, it was not just a simple nod but rather they could feel deep empathy. The condition and substance of the facial expression was seen to match and at the very end the child was expressive and stretched out arms to hold and pat the other person and the act of holding hands could also be seen. Among lots of empathic behavior the final stage was shown by half of the children. Third, from the first stage to the last stage there were many cases revealed. The more the children went the more complete their empathic language became. Their vocabulary increased and became more diverse with empathic actions. Also, when comparing actions and expressions from the beginning with the end, visible expressions became more natural and sincere at the end. The result of the research we have seen is that through receiving experience of empathic understanding, participating children showed a sense of self-confidence and they looked to make peaceful expressions while not being aggressive or defensive about problems. In addition, from understanding empathic expressions, participating children’s relationships felt closer. This outcome within this group in this case will be applied and the formation of empathic understanding can be used by the children internally to solve their own problems, acquire close relationships with their teachers and others. It will also contribute to smooth classroom management.

의류상품 유형별 평가기준에 관한 연구 (Ⅰ)

김미영,이은영 한국의류학회 1988 한국의류학회지 Vol.12 No.2

The purposes of the study were to define the clothing evaluative criteria concept as an internal evaluative criteria and buying evaluative criteria based on the Engel-Kollot-Blackwell's consumer behavior model, and to explore the differences between internal evaluative criteria and buying evaluative criteria imprically. The study also aimed to find out the differences between internal evaluative criteria and buying evaluative criteria according to clothing items(underwears, pajama, jeans, blouse, two-pieces, coat). The questionnaires were administered to college female students living in Seoul. Means and Standard Deviations were calculated, and Discriminant Analysis were used for statistical inferences. The results were as follows: In underwears, internal evaluative criteria were comfort and fiber, while buying evaluative criteria was color. In pajama, internal evaluative criteria was comfort and fiber, while buying evaluative criteria was good buy. In jean, internal evaluative criteria was fit and suitability to individual, while buying evaluative criteria was suitability to individual and price. In blouse, internal evaluative criteria was beauty and harmony with other clothing. In two-pieces, internal evaluative criteria was color and beauty, while buying evaluative criteria was suitability to individual. In coat, internal evaluative criteria was textile and color. In conclusion, as shown in the results above, the evident differences between internal evaluative criteria and buying evaluative criteria and buying evaluative criteria were testified, therefore evaluative criteria should be defined as internal evaluative criteria and buying evaluative criteria, and study of evaluative criteria should be explored according to clothing items.

[고마운 사람] 소매치기를 잡아준 군인아저씨

김미영 샘터사 2000 월간 샘터 Vol.31 No.7

오키나와코코로(沖縄の心)의 형성 및 변용과정: 오키나와의 일본 복귀 과정을 중심으로

김미영 고려대학교 글로벌일본연구원 2019 일본연구 Vol.32 No.-

This study begins with the question of why most Okinawans chose “returning to Japan” instead of “independence” or a complete “administration” by the U.S. despite the bitter experience of the Battle of Okinawa. This article examines the formation and transformation of the Okinawa national identity through the Okinawa Kokoro, which appeared in the process of returning the islands to Japan. Okinawa Kokoro is a political and academic term that was used by Masahide Ota, which contains the words “anti-war and peace”, “recovery of human rights” and “establishment of autonomy”. Okinawa Kokoro, which started from the “heart to live a human life” through the Battle of Okinawa, invited the fantasy of “return to Japan = assurance of human life” through Japan’s peace treaty that contained the clause to “give up war”. In other words, the fact that Okinawa’s voluntary return to Japan was possible in Okinawa is reflected in the “Peace Constitution”, a symbol of postwar democracy in Okinawa Kokoro, which is a desire for “anti- peace” and “respect for humanity.” However, Okinawa was “returned” to Japan, ignoring Okinawa Kokoro. Even though Okinawa had gained the same rights as Japanese citizens on the surface, they were forced to ask again who the Okinawan people were. The presence of U.S. military bases regarded as the “Okinawa problem” is still the most significant social challenge in Okinawan society and remains a problem to be solved. 본 연구는 대다수 오키나와인이 오키나와전투의 쓰라린 경험에도 불구하고 ‘독립’이나 미국으로의 완전한 ‘귀속’이 아닌 ‘일본 복귀’를 선택한 이유는 무엇일까 하는 의문점에서 시작되었다. 이 글은 이러한 의문을 풀기 위해 오키나와의 일본 복귀 과정에서 나타난 ‘오키나와코코로’를 통해 오키나와인의 내셔널 아이덴티티의 형성 및 변용의 양상을 살펴본 것이다. 오키나와코코로는 ‘반전평화(反戰平和)’, ‘인권회복(人權回復)’, ‘자치확립(自治確立)’이라는 말을 내포하고 있는 것으로 오타 마사히데(大田昌秀)에 의해 하나의 정치적·학문적 용어로 자리 잡았다. 오키나와전투의 경험을 통해 ‘인간다운 삶을 살고자 하는 마음’에서 시작된 오키나와코코로는 ‘전쟁포기’ 조항을 가지고 있는 일본의 평화헌법을 통해 ‘일본 복귀=인간다운 삶의 보장’이라는 환상을 불러왔다. 즉, 오키나와 내에서 자발적인 일본복귀운동이 가능했던 것은 ‘반전평화’, ‘인간존중’, ‘자치확립’을 바라는 마음인 오키나와코코로가 일본 전후민주주의의 상징이라 할 수 있는 ‘평화헌법’에 투영된 결과라 할 수 있다. 하지만 오키나와코코로가 무시된 채 오키나와가 일본에 ‘반환’됨으로써 오키나와는 표면적으로는 일본국민으로서의 권리를 획득했음에도 불구하고, 다시금 ‘오키나와인은 무엇인가’라는 자문을 하지 않을 수 없게 되었다. ‘오키나와문제’로 치부되는 미군기지문제는 여전히 오키나와 사회에서 가장 큰 사회적 문제이자 해결해야할 과제로 남아있다.

<정석가>의 의미소통구조에 관한 연구

김미영 연세대학교 국어국문학과 1994 연세어문학 Vol.26 No.-

인지면담기법이 아동과 성인의 사건회상 정확성에 미치는 효과

김미영,전우병,김시업,김경하 한국사회및성격심리학회 2004 한국심리학회지 사회 및 성격 Vol.18 No.2

본 연구는 아동과 성인의 사건 회상에 있어서 인지면담기법이 아동에게 보다 효과적임을 입증해 보고자 하였다. 서울 소재 G초등학교 2학년 79명과 경기도 소재 K대학교 대학생 57명을 대상으로 면담유형(표준면담기법/인지면담기법)과 연령(성인/아동)에 따른 사건 정확회상률의 차이를 알아보았다. 모든 참가자들에게 비디오 자극 재료를 보여준 후 성인집단인 대학생과, 아동집단인 초등학교 2학년들을 표준면담집단과 인지면담집단으로 무선할당하였다. 두 집단 모두 면담실시 전에 비디오 자극재료에 대한 사전회상을 실시하였고, 그 다음, 인지면담집단에게 인지면담을 실시하는 동안 표준면담집단은 단순 반복회상 지시를 하였다. 면담실시후 두 집단 모두에게 비디오 자극재료에 대한 구조화된 질문지를 사용하여 회상된 전체 정보 중 정확한 정보의 비율, 즉 정확회상률을 측정하였다. 그 결과, 표준면담집단에서는 성인이 아동보다 정확회상률이 더 높았고, 인지면담집단에서는 성인과 아동 간 유의미한 차이가 나타나지 않았다. 즉, 인지면담기법은 표준면담기법에 비해서 정확회상률이 더 높았으며, 특히 아동의 정확회상률은 성인만큼 높았다는 것을 발견하였다. 따라서, 인지면담은 성인보다 아동에게 더 효과적인 면담기법인 것으로 판단된다. This study examined the effects of Cognitive interview on children and adults' recall(accuracy rates). Participants were 79 second grade of G primary school in Seoul and 57 undergraduate students of K university in Kyonggi. We analysed the amount of participants, recall according to type of interviews and ages. After participants were watched a video recording of a staged fight event, they were randomly assigned to the standard interview group or cognitive interview group. The control group were administerd recall procedure(try again) and the experiment group were administerd the cognitive interview procedures. then they were asked to recall the information about what they watched. As a result, when using standard interview, there were significantly difference in accuracy rates between children and adults, however, when using the cognitive interview, there were no significantly difference. That is children has significantly increased difference of accuracy rates in recall between standard interview group and cognitive interview group than adults. We therefore consider cognitive interview is more effective interview techniques for children than adults.

고등학교 생물Ⅰ교과서에 제시된 혈당량 개념과 학생들의 개념 수준 분석

김미영 韓國生物敎育學會 2011 생물교육 Vol.39 No.3

This study intends to examine the blood sugar concept presented in major textbooks of BiologyⅠ and the levels of blood sugar concept for high school students, and to analyze their visual representation about regulating blood sugar so as to know its relation to understanding those concepts. The findings of this study are as follows. The blood sugar concept is explained either with text or visual representation in the textbooks. The textbooks investigated include similar portions of three categories of texts, i.e., knowledge, life experience, and scientific gross-level, but no scientific microlevel category of text is found. The visual representation consists of drawings, graphs and diagrams. With regards to students' understanding the blood sugar concept, life experience and scientific gross-level were high, while the scientific gross-level and simple knowledge were dominant for the regulation of blood sugar. No response was reported for scientific micro-level. The analysis of the visual representation showed that 51.6% of the students could not understand the concepts, while the category of the hierarchy gross-level was 25.8% and that of hierarchy micro-level was 6.5%, which was very low. In conclusion, in order to promote students' understanding of the concepts, improvement should be made as to not only how the textbooks present the concepts but also what strategies teachers use to deliver the concepts to students.