적외선 호밍 유도탄의 조준축 정렬에 관한 연구

정영숙,Jung Young-Sook 한국군사과학기술학회 2004 한국군사과학기술학회지 Vol.7 No.3

For a proper operation of portable air defense IR terminal homing missile to the rapid intruding target, the boresight of an IR seeker of the missile should be accurately aligned with the gunner's aiming sight. Before a gunner fires the missile, he tries to keep the target within the circle of ASU ensuring the seeker to lock on the target correctly. In this paper, using an electrical seeker caging loop and IR detector signal characteristics, a precise aligning method between the seeker boresight and the LOS(Line of Sight) of ASU(Aiming Sight Unit) was studied. Although every seeker has slightly different SLA (Signal of Look Angle) output, we can get negligible alignment error through a fine tuning method of electrical caging signal. This alignment procedure was also adopted in K-PSAM system.

가정간호 요구에 관한 연구

정영숙(Jung, Young-Suk),김현옥(Kim, Hyeon-Ok) 한국보건간호학회 1994 韓國保健看護學會誌 Vol.8 No.1

지명어 "달/돌/등"에 대하여

정영숙 ( Young Suk Jung ) 충남대학교 인문과학연구소 2002 인문학연구 Vol.29 No.2

교육대학교 영어전용 수업의 필요성과 개선방안

정영숙(Jung Yung Suk) 한국영어교과교육학회 2007 영어교과교육 Vol.6 No.2

  This study argues that universities of education need to consider students" needs and necessities in designing their curriculum and syllabus for the development of their English language proficiency. It also emphasizes the importance of the immersion program in university classes in order to help the prospective teachers improve their practical abilities to teach English through English(TETE) as well as learn language teaching theories. In order to achieve the goals, the present study conducted a survey to students at a national university of education after one semester of the English medium instruction. It investigated students" level of satisfaction with the course as well as the benefits and limitations of the English medium instruction. The results showed that the students were satisfied with the English medium instruction and that they had strong needs for more English medium instruction courses taught by bilingual Korean teachers. More detailed findings of the study were reported and analyzed, and more effective ways of adopting English medium instruction were discussed.

부산여대생의 다도교육 인식에 관한 연구

정영숙(Young-Sook Jung) 한국차학회 1999 한국차학회지 Vol.5 No.2

The purpose of this study is to know college students' general recognition, mentality and behavior on TEA ritual. The general recognition of tea ritual is regard as the process of training both bodies and spirits, and as the learning of manners and then it is judged positively in the need of this education. The mental recognition of tea ritual is proved to be cheerful view by increasing its educational period. Especially, it is more remarkable in charge of harmonious mentality and practical mind of economy. The behavioral recognition of tea ritual is also turned out to be affirmative attitude by increasing its educational period. As a result, tea ritual education is found helpful for students to build up their characters and to learn sound conducts. Therefore, the education of tea ritual should be acknowledged as a cultural subject which succeeds to the moral(spiritual) culture and forms our characters.

초등영어교육과 창의성 : 글 없는 그림책 활용

정영숙 ( Yung Suk Jung ) 충남대학교 인문과학연구소 2013 인문학연구 Vol.46 No.4

본 연구의 목적은 글 없는 그림책을 보면서 영어로 이야기를 만들어 말하는 활동이 아동의 언어적 창의성 향상에 효과가 있는지를 살펴보는 것이다. 연구 목적을 달성하기 위하여 만 6세의 남아가 6주 동안 1주 3회, 총 18회에 걸쳐 만들어 말을 한 영어 이야기를 전사하였다. 산출물은 언어 창의성의 요소인 생산성(유창성), 신기성(독창성), 융통성(어휘의 다양성), 정교성(기능어수), 비유적 언어사용과 내적 동기로 구분하여 양적· 질적으로 분석되었다. 본 연구의 결과는 아동이 반복적으로 이야기를 짓는 과정에서 이야기를 변화시키고, 창의적 사고를 발휘하게 된다는 것이다. 구체적으로 아동이 동일한 그림을 보며 이야기를 두세 번 만들어가면서 단어수, 문장수가 증가하였으며 말의 속도도 빨라져 생산성이 향상되었다. 그리고 특히 두 번째로 이야기 말하기부터는 신기성(독창성)의 요소를 보여 주었다. 또한 점차 단어유형과 내용어의 수가 증가하는 융통성의 향상도 볼 수 있었고 점차 내적 동기가 증가하여 성취감과 자신감이 향상되어가는 것을 볼 수 있었다. 본 연구를 통하여 글 없는 그림책을 사용하여 영어로 이야기를 말하는 것은 쉽지 않은 과업이지만 글 없는 그림책은 맞고 틀리는 것이 없이 아동이 원하는 대로 이야기를 전개시킬 수 있기 때문에 아동들의 창의성 발달에 도움이 될 수 있는 학습 자료인 것을 확인할 수 있었다. The present study aims to investigate whether Korean children`s storytelling in English using wordless picture books can promote their creativity. To achieve this purpose, 18 English stories created by a six-year-old Korean boy for six weeks were transcribed and analyzed quantitatively and qualitatively according to the elements of linguistic creativity: productivity, novelty, flexibility, elaboration, figurative language usage, and intrinsic motivation. The finding of this study showed that the stories evolved during the process of story-making and storytelling repeatedly, which demonstrated his development of creative thinking skills. Specifically, the number of words and sentences used in the stories and his fluency increased. Also, his second version of each story contained more unique elements than his first version. Furthermore, he gradually used more word types and content words, showing the development of flexibility. Finally, the most encouraging result was that he enjoyed making and telling stories using the wordless picture books, showing the increased intrinsic motivation.

다도교육이 유아의 EQ 발달에 미치는 영향

정영숙(Jung young sook) 한국차학회 2003 한국차학회지 Vol.9 No.1

This study concerns effects of Dado education on the development of infants' emotional quotient(EQ). Infants' EQ has been measured by so-called "Emotional Intelligence Evaluation Tools" developed by Lee, Yongja, et al(2000). These tools comprise 108 paragraphs relating to daily routines at kindergartens and are based upon Mayer and Salovey's(1997) four areas of emotional intelligence, four sub-areas of each, and forty-nine items. The following are results derived from this study. It was found from the total EQ scores displayed that Dado education had positive effects on the group of subjects, enabling on the argue that Dado education is conducive to the development of infants' EQ. In terms of the sub-areas, positive effects were remarkable particularly in infants' emotional recognition and expressions, as in their reflective adjustments of emotions. Psychological stability that infants have obtained through Dado Learning seems to be instrumental in their acquiring abilities to discern their own emotions and accurately perceive their inner feelings as well as to recognize and evaluate their complex feelings. By waiting for tea to be properly brewed in water, carefully pouring it into cups to serve their perrs, and then waiting further, they come to adjust and control their feelings and desires and have a mind to care about others, which makes reflective adjustments of their emotions possible. On the other hand, it was found that Dado education had not had significant effects on such factors as "promotion of thinking power by means of emotion" and "emotional utilization of knowledge". However, positive effects on these two factors may be derived if subjects of a somewhat older age are employed for investigation or if a longer-term program is administered that involves the same subjects.

키토산 및 키토산과 Eugenol 공중합체의 항산화 효과

정영숙 ( Young Sook Chung ),김제중 ( Je Jung Kim ),정병옥,정석진 ( Suk Jin Chung ),유희중 ( Hee Jung Ryoo ),나재식 ( Jae Sik Na ),이경원 ( Gyung Won Lee ),최채연 ( Chae Youn Choi ) 한국키틴키토산학회 2005 한국키틴키토산학회지 Vol.10 No.4

대학 강의식 수업에서 질문 작성 중심의 학습자 질문 활성화 전략에 대한 교육적 효과 인식

정영숙(Jung Young Sook),성지훈(Sung Ji Hoon) 고려대학교 교육문제연구소 2018 敎育問題硏究 Vol.31 No.2

본 연구에서는 대학의 강의식 수업에서 질문 작성 중심의 학습자 질문 활성화 전략을 개발·적용한 후 전반적인 교육적 효과와 학습자의 교과목 난이도 인식에 따른 교육적 효과를 분석하였다. 이를 위해 경기도 소재 A대학에서 2017년 1학기에 개설된 ‘교육방법 및 교육공학’ 수강생에게 6회에 걸쳐 학습내용에 대한 질문을 작성하도록 하였으며, 교수자 강의와 소그룹 토의를 통해 답변을 제공하였다. 이후 수강생 44명을 대상으로 설문조사를 통해 질문 활성화 전략의 교육적 효과에 대한 인식을 학습, 수업태도, 질문역량 영역으로 나누어 조사하였다. 연구결과, 학습자들은 세 영역에 대해 모두 긍정적인 교육적 효과를 인식하는 것으로 나타났다. 교과목 난이도를 높게 인식한 집단이 높지 않게 인식한 집단보다 학습 영역의 내용 이해, 기억, 심층 학습, 이해도 점검에서, 수업태도 영역의 수업 몰입도에서, 질문역량 영역의 질문표출의 정의적 장애 극복에서 효과를 유의한 수준에서 더 낮게 인식하는 것으로 나타났다. 이는 대학의 강의식 수업에서 질문 활성화 전략을 개발하는데 있어 학습자가 인식한 교과목 난이도가 중요한 변인으로 고려되어야 하며, 난이도를 높게 인식하는 학습자에게는 질문 생성을 촉진할 수 있는 추가적인 지원이 필요함을 시사하였다. This study investigated the overall educational effects of the strategies for fostering learner-generated questions in a lecture-based university course. The effects were compared and analyzed according to the learners’ perception of the course difficulty. Students attending the ‘Instructional Methods and Educational Technology’ course offered at A university (located in Gyeonggi-do) in the spring semester of 2017 were required 6 times to submit question writing assignments regarding the course content, in which the answers were provided through lectures and small-group discussions. The survey was distributed to 44 students and examined the perceptions of the educational effects of the strategies, divided into the aspects of learning, classroom attitudes, and question competencies. Positive results were shown for all 3 aspects. In comparing educational effects according to the perception of the course difficulty, the group that perceived the course difficult showed the effects significantly lower in memory, understanding confirmation, content understanding, and deep learning regarding the learning aspect. This was shown to be the same with class engagement in the aspect of the classroom attitudes and overcoming obstacles for asking questions in the aspect of question competencies. This study implied that when developing strategies to foster learner-generated questions in lecture-based university courses, it is important to consider the learner’s perception of course difficulty. It also showed that the learners who perceive the course difficult need to get additional assistance for fostering the generation of questions.

지명어의 유형 분류 (1)

정영숙 ( Yeong Suck Jung ) 충남대학교 인문과학연구소 2004 인문학연구 Vol.31 No.1