풍속, 거푸집의 종류, 양생조건, 및 비등효과에 따른 외기대류계수의 연구

김미순(Jin, Mei-Shun),김진근(Kim, Jin-Keun),이성태(Yi, Seong-Tae) 한국콘크리트학회 2007 한국콘크리트학회 학술대회 논문집 Vol.2007 No.5

고등학교 디지털교과서를 대비한 ‘중국어Ⅰ’ e-book 현황 연구

김미순 ( Kim¸ Mi Soon ),전진 ( Jeon¸ Jin ),김재현 ( Kim¸ Jae Hyun ) 한국외국어대학교 중국연구소 2021 中國硏究 Vol.88 No.-

A digital textbook is a textbook with the structure and contents of a paper textbook, but with digital functions added to it. According to the textbook development plan of the Ministry of Education, currently digital textbooks were distributed only for English subjects in high schools, and ‘Chinese I’ subjects are still in the form of e-books. However, the Ministry of Education plans to announce a new curriculum in 2022, and there is a possibility that ‘Chinese I’ will be converted into a digital textbook in the future. Therefore, it is necessary to understand the digital textbook in depth and prepare to reflect the current status of the 'Chinese I e-book' in the development of new textbooks. Thus, this paper examined the development principles of high school digital textbooks, analyzed the pros and cons of the ‘Chinese I’ e-book, and then made suggestions for the future development of digital textbooks. Among the 11 types of current 'Chinese I' textbooks, 4 types of textbooks were selected because these e-books cover the four language skills separately and provide relatively various viewer functions. First, the paper examined the differences between digital textbooks and e-books through the concept of high school digital textbooks. Next, the development principle was derived through the verification standards of digital textbooks. Based on these principles, the four ‘Chinese I’ e-books were divided into eight areas: unit introduction, listening, speaking, reading, writing, activity, confirmation problem, and culture, and the strengths and weaknesses of each area were analyzed. The current 'Chinese I' e-book provides additional teaching and learning materials not found in paper textbooks through various viewer-providing functions, and encourages self-directed learning and learning by level. However, it is necessary to provide additional functions that can promote various interactions between teachers and students, students and students, and students and content. In addition, by strengthening the platform area, the insufficient areas in teaching/learning materials, methods, and evaluation must be supplemented. In the future, we expect the development of digital textbooks that are much more effective than e-books.

미숙아 통증지표(Premature Infant Pain Scale) 개발

김미순(Kim Mi-Soon),김미진(Kim Mi-Jin),함은하(Ham Eun Ha),김경미(Kim Kyoungmi) 기본간호학회 2006 기본간호학회지 Vol.13 No.3

Purpose: To develop and validate a scale suitable and efficient scale for use in clinical practice as to assess pain in premature infants. Method: Pain indicators identified by observation of preterm infants. A cohort of preterm infants was studied prospectively to determine the construct validity, inter-rater reliability, and internal consistency of the scale. The PIPS uses four indicators of pain: corrected gestational age, heart rate, oxygen saturation, behavioral state. The validation study included 45 premature infants with gestational age of 37 weeks or less. Results: The inter-rater reliability of the PIPS was acceptable, with Pearson correlations ranging from .720 to .970. Internal consistency was high: Cronbach's alpha coefficients ranged from .551 to .653. There was a strong correlation between the PIPS and PIPP scores (each researcher's r=.743, each indicator's r=.914). Although gestational age showed no association between these factors and the sum, the other variables were positively associated with the sum. Time needed to calculate PIPS scores is was less than Premature Infant Pain Profile (PIPP) scores(p<.000). Conclusion: The validation data suggest that the PIPS is appropriate and efficient for assessing pain in premature infants. Further studies are required about to determine appropriate interventions for each pain score on the PIPS.

고등학교 중국어 개사의 교수·학습에 관하여 ― 2015 개정 교육과정과 현행 교과서를 중심으로 ―

김미순 ( Mi-soon Kim ),양소연 ( So-yeon Yang ),전진 ( Jin Jeon ) 한국외국어대학교 외국어교육연구소 2021 외국어교육연구 Vol.35 No.4

중국어 개사는 사용빈도가 높고, 다양한 기능을 갖는다. 그러므로 고등학교 중국어 수업에서 내용어의 학습도 중요하지만 기능어인 개사의 학습도 그에 못지않게 중요하다. 이에 본고는 현행 교육과정과 고등학교 중국어 교과서에 대한 분석을 통해 고등학교 중국어 개사의 교수·학습이 제대로 이루어지고 있는지 파악하는 데 그 목적이 있다. 본고는 우선 현행 중등학교 중국어 교육과정의 ‘기본 어휘표’와 ‘의사소통 기본 표현’에서 개사를 추출하고, 의미에 따라 분류하였다. 이어서 교육과정에 의거하여 현행 고등학교 교과서 『중국어Ⅰ』 11종과 『중국어Ⅱ』 6종에서 수록한 개사의 개수와 교수·학습 내용을 분석하였다. 마지막으로 『중국어Ⅰ』과 『중국어Ⅱ』를 모두 출판한 6종 교과서를 대상으로 두 교과서 간의 체계성(연계성)이 구현되었는지 고찰하였다. 교육과정의 ‘기본 어휘표’는 총 36개의 다양한 의미의 개사를 수록하였다. 그러나 ‘기본 어휘표’에 품사를 제시하여 교수·학습 범위를 구체적으로 제시할 필요가 있다. 그리고 교과서에 더욱 다양한 개사와 예문을 수록하고, 『중국어Ⅰ』과 『중국어Ⅱ』 간의 나선형 학습과 점진적인 학습이 이루어질 수 있도록 개선할 필요가 있다. The Chinese preposition has various functions with a high frequency of usage. Thus, learning function words in high school Chinese class is as much important as learning content words. The purpose of the study is to analyze the current curriculum and high school Chinese textbooks to find out whether the teaching and learning of high school Chinese preposition is being done properly. The study first extracted prepositions from the ‘Basic Vocabulary List’ and ‘Basic Communication Expressions’ of the current high school Chinese curriculum and classified them according to the meaning. Then, based on the curriculum, the numbers of prepositions and teaching and learning contents in 11 kinds of 『ChineseⅠ』 and 6 kinds of 『Chinese Ⅱ』 high school textbooks were analyzed. Finally, the systemicity (connectivity) between the two textbooks was examined for 6 textbooks that had both published 『ChineseⅠ』 and 『Chinese Ⅱ』. The ‘Basic Vocabulary List’ of the curriculum contains a total of 36 prepositions with various meanings. However, it is necessary to present the parts of speech in the ‘Basic Vocabulary List’ to specifically present the scope of teaching and learning. In addition, more improvements are needed for the spiral learning and gradual learning between 『ChineseⅠ』 and 『Chinese Ⅱ』 by including diverse prepositions and examples.

고등학교 『중국어Ⅰ』의 듣기 영역에 관한 소고 ― 교수·학습 영역을 중심으로

김미순 ( Kim¸ Misoon ),전진 ( Jeon¸ Jin ) 한국중국언어학회 2021 중국언어연구 Vol.- No.96

本文指在考察韩国高中汉语教科书是否有利于培养学生的听力, 以便以后编写更有效的教科书。≪中国语Ⅰ≫是韩国高中科目“中国语Ⅰ”的教科书, 其水平相当于初级。目前, ≪中国语Ⅰ≫共有11种, 皆为根据“2015年修订课程”编写的。本文根据教育部的“2015改订教育课程”考察了≪中国语Ⅰ≫的听力领域应有的条件。再来, 根据这些条件分析了11种教科书的听力领域是否具有针对性、趣味性和系统性。分析结果显示:大多数教科书都收录了听力领域, 並且提供了各种听力教学活动, 其篇幅也不小。可是, 仍然需要提高针对性、趣味性以及系统性。 教育部在2022年将会公布新的‘教育课程’, 隨著根据此教育课程, 改订的高中汉语教科书会出版。希望本文的研究结果能抛砖引玉, 改善教科书的現存问题, 成为编写好教科书的契机。 This study aims to provide helpful insights in revising textbooks in the future by examining the structure of the current high school Chinese textbooks whether they promote the development of students’ listening skills effectively. 『ChineseⅠ』 is a textbook used in high school ‘Chinese 1’ subject. Currently, there are 11 types of 『ChineseⅠ』 which have been published complying the ‘2015 Revised Curriculum’ announced by the Ministry of Education. The study derived the requirements for the listening part through the ‘2015 Revised Curriculum’ and examined these 11 textbooks whether the listening parts are relevant, interesting, and well-organized. Of the 11 textbooks, 10 textbooks cover the listening skills separately, and relatively diverse activities are presented with considerable amount. However, there is still room for improvement in relevancy, interest, and organization for more effective development of students’ listening skills. The Ministry of Education plans to announce a new curriculum in 2022, and textbooks reflecting the new curriculum will be published in the future. It is hoped that the results of this study will serve as an opportunity to compile good textbooks that can improve students’ listening skills without repeating existing problems.

서울대학교 건강캠퍼스 조성연구

이성희(Sunghee Lee),김성연(Sung Yeon Kim),김미순(Misoon Kim),김민정(Min Jung Kim),서경진(Kyeong Jin Seo),박영빈(YoungBin park),고광표(GwangPyo Ko) 서울대학교 보건환경연구소 2009 보건학논집 Vol.46 No.1

Genetic and Biochemical Analysis of the Salbostatin Biosynthetic Gene Cluster

Yong-Hoon Cheong(정용훈),Jong-Hee Kim(김종희),Mi-Soon Kim(김미순),Xue-Mei Jin,Yong-Keun Chang,Soon-Kwang Hong 한국생물공학회 2005 한국생물공학회 학술대회 Vol.2005 No.10

중환자 통증사정 도구 개발

최은희,김진희,최경옥,유정숙,김미순,김필자,장인순 병원간호사회 2012 임상간호연구 Vol.18 No.1

Purpose: The purpose of this study was to develop a reliable and valid pain assessment tool suitable for critically ill patients with communication problem in Korean intensive care unit. Methods: This pain assessment tool, Critical Care Non-verbal Pain Scale (CNPS), was developed based on review of national and international researches. Data were collected from ten intensive care units at five major general hospitals in Seoul. Reliability and validity were tested during performance of position change and endotracheal suctioning. Pain was measured before, during, and 20 minutes after the two procedures. Results: Interrater reliability of the CNPS was analyzed by ICC (Intraclass correlation coefficients). ICC values were significant from .833 to .883. Significant correlation between the FPS (Face Pain Scale) scores and the CNPS scores verified concurrent validity of the CNPS. For position change, CNPS scores increased significantly between before and during (t=-23.399, p<.001) and decreased significantly between during and 20 minutes after (t=22.760, p<.001). For endotracheal suctioning, CNPS scores increased significantly between before and during (t=-29.064, p< .001) and significantly decreased between during and 20 minutes after (t=28.194, p<.001), verifying construct validity of the CNPS. Conclusion: Results indicate that the CNPS can be used to assess pain of critically ill patients who have communication problem.