철학적 토론활동에 나타난 4, 5세 유아의 발화에 관한 연구

조선희 ( Seon Hee Jo ) 미래유아교육학회 2012 미래유아교육학회지 Vol.19 No.1

본 연구는 철학적 토론활동에 나타난 4, 5세 유아의 발화 빈도 차이를 분석하여, 유아학급에 나타난 유아의 언어활동을 이해하는 데 연구의 목적이 있다. 연구 참여자는 4세 3학급, 5세 4학급 총 7학급의 유아 137명이었다. 2010년 5월부터 2011년 2월에 걸쳐 각 학급에서 실시된 4회의 철학적 토론활동 자료를 녹화, 전사하여 분석하였다. 연구 결과를 요약하면 다음과 같다. 첫째, 유아학급의 철학적 토론활동에서 유아 공동발화에 비해 유아 개인발화의 빈도가 높았다. 둘째, 유아 발화는 질문발화에 비해 진술발화 사용 빈도가 높았다. 셋째, 질문발화 분석 결과, 4세 유아학급에서는 ``정보나 지식 관련 질문``이 가장 많이 사용되었고, 5세 학급에서는 ``이유대기 질문`` 사용 빈도가 가장 높았다. 넷째, 진술발화 사용에 있어서, 4세 학급에서는 ``자신의 견해 제시하기``가 대부분을 차지하였지만, 5세 학급에서는 ``자신의 견해 제시하기``와 ``다른 사람의 주장에 동의하기``, ``집단 결속 관련 진술하기`` 등도 나타났다. The purpose of this study was to identify the types of utterances four and five-year old children used in the philosophical discussion activities in order to understand the characteristics of the language activities in the kindergarten classroom. 137 children attended in this study. The results of this study were as follows: 1) The children`s personal utterances were much more frequent than the common utterances. 2) The number of children`s predicate utterances largely exceeded that of the children`s questioning utterances. 3) The children`s questioning utterances were classified into 4 different types: ``questioning that asks reasons and evidence``, ``questioning of clarification``, ``questioning that asks the results``, and ``questioning that asks information or knowledge``. The most used type in the 4-year-old children`s classroom was ``questioning that asks information or knowledge``. In the 5-year-old classroom, ``questioning that asks reasons and evidence`` was used frequently. 4) The children`s predicate utterances were classified into 6 different types: ``offering one``s beliefs, clarification, and self-correction``, ``offering confirmation to other children`s beliefs``, ``offering disconfirmation to other children`s beliefs``, ``describing personal experiences about discussion themes``, ``utterances about group cohesion``, and ``utterances about open communication``. Most of the 4-year-old children`s predicate utterances were ``offering one`s beliefs, clarification, and self-correction``. However in the 5-year-old classroom, though the most used type was ``offering one`s beliefs, clarification, and self-correction``, ``offering confirmation to other children`s beliefs``, and ``utterances about group cohesion`` also were used frequently.

철학적 토론활동에 나타난 유아의 논리적 사고에 대한 연구

조선희 ( Seon Hee Jo ) 한국유아교육학회 2009 유아교육연구 Vol.29 No.6

『서울의 달빛 0章』의 문체 연구

조선희(Jo, Seon-hui) 전남대학교 한국어문학연구소 2019 전남대학교 한국어문학연구소 학술지 어문논총 Vol.- No.34

김승옥의 1960년대 소설이 대체로 ‘감수성의 혁명’이라고 평가받는 것에 비해 1970년대 소설은 대중성에 기인한 문학적 개성이 다소 떨어진다고 평가된다. 때문에 그의 소설 연구의 거개가 60년대에 집중되어 있다. 그에 비해 1970년대에 발표된 서울의 달빛 0章은 소설의 문체적 특징을 살피기에 충분히 의의가 있다고 본다. B. 조빈스키는 문체를 크게 거시문체와 미시 문체로 논의한다. 그러나 두 문체는 그 경계가 없을 뿐더러 오히려 함께 논의되어야 할 관계이다. 이 소설은 주인공인 ‘나’의 아내와의 만남 · 결혼 · 이혼의 과정이 회상 방식으로 이루어졌으며, 서울을 공간적 배경 삼아 그 시대를 살아가는 한 인물의 불안정하고 우울한 내면이 제시된다. 이러한 과정이 서술되는 과정에서 독특한 문체적 특징을 자아낸다. 또한 그 이전 시대의 폭력이 종결되지 않고 지속된 데서 오는 분노가 소설 면면에서 드러난다. 현실의 폭력은 소설의 폭력으로 자행되어 구성적 요소에서 드러난다. 큰따옴표와 같은 문장부호를 불규칙적으로 생략하였고, 변이된 문장구조로 소설의 우울함과 역설을 드러내기도 한다. 그런가 하면 김승옥 작가의 이야기 퍼스펙티브가 화자인 ‘나’, ‘아내’ 등을 위시한 등장인물들, 그리고 독자의 이야기 퍼스펙티브에까지 영향을 미쳤다. 시대의 불합리함에 대응하는 이 소설만의 서술방식은 기존 방식을 변형하여 문체적 변화를 추구하는 성과를 이루었다. Compared to Kim Seung-ok`s novels in 1960s generally evaluated as `the Revolution of the Sensitivity,` his novels in 1970s are evaluated as a little lacking in their individuality resulted from popularity. Thus, most studies on his novels are focused on 1960s. In comparison, Chapter 0 under the Moonlight published by him in 1970s is significant enough to examine the stylistic characteristic of the novel. B. Sowinski discusses a style by dividing into the micro and macro styles. However, there is no boundary between the two styles, and rather they should be discussed together. This novel consisted of the process of meeting the wife `I,` the hero of the novel, marriage, and divorce in the way of remembrance, and an unstable and depressed inner side of a figure living in the times with Seoul in the spatial background is presented. The process of describing such a process arouses a unique stylistic characteristic. Likewise, the resentment of the continuous violence in the earlier times without being finished appears on the various sides of the novel. The actual violence committed as the violence in the novel is exposed in the constructive elements. Punctuation marks like double quotation marks were irregularly omitted, and depression and paradox of the novel are also revealed with the modified sentence structure. Author Kim Seung-ok`s story perspective, though, influenced the characters including the narrator `I` and `wife,` etc. and even the readers` story perspective. This novel`s own description method responding to irrationality of the times obtained the results of pursuing a stylistic change by modifying the existing method.

서사의 인지적 은유 분석

조선희(Jo, Seon-hui) 중앙어문학회 2016 語文論集 Vol.66 No.-

은유는 단순한 언어의 문제, 즉 낱말의 문제가 아니며, 오히려 인간의 사고과정 대부분, 즉 인간의 개념체계가 은유적으로 구성되고 규정된다. 언어적 표현으로써 은유가 가능한 것은 바로 인간의 개념체계 안에 은유가 존재하기 때문이다. 따라서 ‘은유’는 ‘은유적 개념’을 뜻하는 것이라 할 수 있겠다. 은유는 우리의 사고에 편재해 있고 이것은 다시 우리의 문화와 맥락을 같이 한다는 것을 레이코프의 인지적 은유이론에서 확인할 수 있다. 이것은 일상적 사고방식 내에 문화적 사고가 당연히 자리 잡고 있으며, 문학 언어도 별반 다르지 않다는 것을 시사하는 ‘서사적 은유’와 매우 흡사하다. 문화는 마땅히 개인적인 문제가 아니라 공동체적인 문제로 환원된다. 또 개인에 의해 창조된 은유만이 아니라, 공동체의 자장에서 창조된 은유가 존재한다는 것도 의미한다. 이러한 전제를 포석으로 하여 우리의 사고와 언어를 담지한 서사체를 대상으로 개념항에 의해 구성된 다채로운 의미망을 설계해야 한다. 본고는 소설인물들의 심리와 관련한 몇 가지 은유항을 토대로 확장된 해석의 가능성을 확인해보고자 한다. 서사에서 심리는 등장인물의 은유적 개념에 의해 사고되어 표상되고, 다시 은유적 표현으로 사상된 과정을 거친 후 다채로운 징후로 드러난다 할 수 있다. 결과적으로 레이코프의 은유이론을 기저로 하여, 문화적 인식을 토대로 형성된 서사적 은유의 단면을 볼 수 있다. 편재한 서사적 은유 도식을 통해 그간의 해석을 새로운 방식으로 재정립해 나가는 가능성을 지속적으로 타진해 볼 수 있다. 텍스트로 정한 「그림자를 판 사나이」는 세 남자-한 여자와 관련한 사랑의 변주를 은유적으로 형상화한 텍스트라고 볼 수 있다. 또한 그 과정에서 서술화자의 심리가 작용하는 지점, 혹은 문화적 기저를 확인하면서 언어적으로 은유화된것이 은유적 사고와 맞물려 있다는 사실 또한 도출할 수 있다. 요컨대, 빛/그림자, 사랑/마음, 문화/열등감으로 계열화할 수 있는 몇 가지 은유를 토대로 하여 문학 언어에 편재한 다양한 창조적·문화적 해석의 국면을 살필 수 있는 것이다. Metaphors are not simple linguistic notions or issues dealing with words; they are the manner in which the thinking process in humans, or the conceptual system of humans, is metaphorically formed, and regulated. The fact that metaphors can be used as form of linguistic expression implies that the conceptual system of humans inherently contains the mechanism of metaphors. Therefore, “metaphors” can be understood to mean “metaphorical concepts.” Metaphors are omnipresent in our thinking, and they are in the same vein as our culture. This fact can be confirmed by Lakoff’s conceptual metaphor theory. This is similar to the “narrative metaphor,” which suggests that cultural thinking is an integral part of ordinary thinking; literary language is not much different either. Culture is not simply a personal matter, but a community-related matter, and rightfully so. In addition, it implies that metaphors are created not only by individuals but also by the community as a whole. With this basic premise, a network of diverse meanings that draws from our thinking and language, contained in a narrative form, needs to be designed. This paper aims to explore the possibility of an expanded interpretation based on several metaphoric sentences related to the psychology of characters from a novel. In the narrative, psychology is intellectualized and represented by the character’s metaphorical concepts, and it goes through a process of thinking in the form of metaphorical expressions and then manifests itself in various signs. Ultimately, based on Lakoff’s metaphor theory, an aspect of narrative metaphors formed from the perspective of cultural perceptions can be seen. Using the omnipresent narrative metaphoric schemas, the possibilities for expanding the existing interpretations in new directions can be sought as an ongoing process. In a way, the novel “The Man Who Sold His Shadow” is the result of giving a metaphorical form to the dynamics of love in the relationship between three men and one woman. Moreover, examining the psychology of the narrator’s actions, or perhaps its cultural foundations, we realize that linguistic metaphors are interlinked with metaphorical thinking. In short, based on a few metaphors, which can be classified into different types - light/shadow, love, and a sense of inferiority - various creative and cultural interpretations that are omnipresent in literary language can be examined.

철학적 토론활동에 나타난 4세 유아의 "이유 표현"에 대한 연구

조선희 ( Seon Hee Jo ) 미래유아교육학회 2008 미래유아교육학회지 Vol.15 No.4

철학적 토론활동에 나타난 유아교사 발화에 관한 연구

조선희 ( Seon Hee Jo ) 미래유아교육학회 2010 미래유아교육학회지 Vol.17 No.2

유아의 이행추론과 오류에 관한 연구

조선희(Jo Seon-Hee) 한국열린유아교육학회 2011 열린유아교육연구 Vol.16 No.1

본 연구에서는 유아의 논리적 사고교육의 기초를 마련하기 위하여 유아의 이행추론의 성격을 파악하고자 하였다. 유아의 이행추론과 오류에 미치는 과제유형과 전제제시순서의 효과가 어떠한 지를 알아보기 위하여, 6세 유아 76명의 이행추론 정답수행 정도와 오답수행에 나타난 오류를 분석하였다. 연구 결과, 첫째, 과제유형에 따라 유아의 이행추론에 차이가 있으나, 전제제시순서별 과제유형의 효과가 다른 것으로 나타났다. 둘째, 전제제시순서에 따라 유아의 이행추론에 차이가 있으나, 과제유형별 전제제시순서의 효과가 다른 것으로 나타났다. 셋째, 이행추론 과제에 대한 오답수행에 나타난 오류를 분석한 결과, 과제 자료에 내포된 서열적 특성에 기인한 오류, 과제자료 구성에 기인한 오류, 과제자료의 표면적 특성에 기인한 오류, 문제 이해 부족에 기인한 오류 등을 나타내었다. 넷째, 과제유형에 따라 이행추론과정에 나타난 오류 유형에 차이가 있으나, 전제제시순서별 과제유형의 효과가 다른 것으로 나타났다. The purpose of this study was to understand the characteristics of young children's transitive inference in order to provide basis for young children's logical thinking education. In this study, 76 six-year-old children were asked to answer four transitive inference tasks[two types of task(the ABC task & the Color task) × two presentation orders of premises(X>Y, Y>Z & Y>Z, X>Y)] and to give the verbal report for the solving processes. The degree of correct transitive inference performance and the errors in the wrong transitive inference performance were analyzed. The results of this study were as follows: First, there were the effects of the task types on the degree of correct transitive inference performance. Specifically, in the presentation order of premises 1(X>Y, Y>Z), the degree of correct transitive inference performance of the ABC task was higher than that of the Color task. But in the presentation order of premises 2(Y>Z, X>Y), there was no difference between the ABC task and the Color task. Second, there were the effects of the presentation orders of premises on the degree of correct transitive inference performance. Specifically, in the ABC task, the degree of correct transitive inference performance of the presentation order of premises 1(X>Y, Y>Z) was higher than that of the presentation order of premises 2(Y>Z, X>Y). But in the Color task, there was no difference between the presentation order of premises 1 (X>Y, Y>Z) and the presentation order of premises 2(Y>Z, X>Y). Third, the errors in the wrong transitive inference performance were analyzed as 4 types: the error coming from the order connotation of the task items, the error coming from task construction, the error coming from the superficial characteristics of task items, and the error coming from the shortage of task comprehension. Fourth, there were the effects of the task types on the error types in the wrong transitive inference performance. Specifically, in the presentation order of premises 1(X>Y, Y>Z), there was no difference between the ABC task and the Color task. But in the presentation order of premises 2(Y>Z, X>Y), the error types in the wrong transitive inference performance of the ABC task was different from that of the Color task. In the ABC task, the errors coming from the order connotation of the task items and the errors coming from task construction were the most often appeared. But in the Color task, the errors coming from task construction and the errors coming from the superficial characteristics of task items were the most often appeared. It seems that these results could suggest reference to development of programs for logical thinking education and teaching methods.

정신보건간호사의 방문간호 내용 조사연구

조선희 ( Jo Seon Hui ),하양숙 ( Ha Yang Sug ) 한국정신간호학회 2003 정신간호학회지 Vol.12 No.1

N/A In this research, a list of Psychiatric Home Care Items, framework of the present analysis, through participant observation, analysis of nursing record, and literature review was developed. This developed list was used by 56 psychiatric-mental health nurse practitioners working at the community mental health center and 18 working at public health centers. The result of the implementation of the list was surveyed and analyzed for the purpose of this research. A summarized conclusion of this research is as follows: ASSESSMENT consisted of assessments of: mental health status; home environment; safety issues; MSE; GAF; needs for support and resources; physical assessment; social and economic status and family of the patient. INTERVENT10N included: individual psychotherapy or counseling; family psychotherapy or counseling; relaxation therapy; social-interpersonal skill training; cognitive therapy; crisis-emergency intervention; behavior modification; medication administration; medication monitoring; drug side effects monitoring; medication instruction; family education regarding illness and coping skills; individual education regarding illness and coping skills; intervention in physical problems; monitoring of follow-up schedule; management of daily life status; coordination with other mental health services; referral to community resources; provision of information; financial support.EVALUAT10N covered: evaluation of each nursing intervention; adjustment of frequency in visit after evaluation. For ASSESSMENT, the measurement of psychiatric home care work and the degree of implementation of the list resulted in the highest average point of 3.56 out of 4.00 with the assessment of psychiatric status and the lowest of 2.51 with GAF. For DIAGNOSIS and PLANNING, the measurement results were relatively low; for instance, nursing diagnoses scored 2.26. For INTERVENT10N, the items related to medication management scored highly, among which the highest was 3.67 with medication monitoring and the lowest 1.92 with financial support. For EVALUAT10N, the evaluation of each nursing intervention scored 2.60. The comparison of the psychiatric home care work and the degree of implementation of the list of the two institutions (community mental health center and public health center) showed that the former scored higher significantly in items such as: MSE; behavior modification; medication monitoring; management of daily life status; provision of information (p<.05); assessment of psychiatric status; GAF; individual psychotherapy or counseling; drug side effect monitoring; evaluation of each nursing intervention (p<.01); adjustment of frequency in visit after evaluation (p<.001). In conclusion, this research shows that the overall qualitative improvement of psychiatric home care requires not only the individual psychiatric-mental health nurse practitioner`s efforts, but also standardized work guidelines and evaluation tools, proper budget and qualified personnel, continuing education of the practitioners, and a better quality of the psychiatric home care through a quality control system, all this contributing to developing the nation`s mental health services and improving the quality of life of the people with mental illness. The constraints of this research were the relative lack of data from the public health center, thus limiting the generalization based on these results as well as the possible over-presumption resulting from the self-reports, which leaves needs for more further research on the activities of the public health center practitioners.

유아의 유추추론과 오류에 관한 연구

조선희 ( Seon Hee Jo ) 미래유아교육학회 2010 미래유아교육학회지 Vol.17 No.3

본 연구에서는 유아의 논리적 사고교육 및 창의성 교육의 기초를 마련하기 위하여, 유아의 유추추론의 성격을 파악하고자 하였다. 이러한 목적을 위하여 친숙한 단순 과제와 복잡 과제에 대한 5, 6세 유아 80명의 유추추론 정답수행 정도와 오답수행에 나타난 오류를 분석하였다. 연구 결과로, 첫째, 유추추론 과제에 대한 유아의 정답수행 여부를 분석한 결과, 5, 6세 유아 모두 유추추론이 가능하며, 5세 유아에 비해 6세 유아의 유추추론이, 그리고 복잡 과제에 비해 단순 과제에 대한 정답수행이 유의하게 높은 것으로 나타났다. 둘째, 유추추론 과제에 대한 오답수행에 나타난 오류를 분석한 결과, 5, 6세 유아들은 유추추론에서 연상적 추론 오류, 부분 추론 오류, 공통성 추론 오류, 연속적 추론 오류, 무관 추론 오류 등을 나타내었다. The purpose of this study was to understand the characteristics of young children`s analogical reasoning in order to provide basis for education of children`s logical thinking and creativity. In this study, 80 children, aged 5, 6, were asked to answer two analogical reasoning tasks(a simple task and a complex task) and to give the verbal report for the solving processes. The degree of correct analogical reasoning performance and the errors in the wrong analogical reasoning performance were analyzed. The results of this study were as follows: First, the degree of correct analogical reasoning performance of 6-year-old children was higher than 5-year-old children. Also, the degree of the analogical reasoning performance of 6-year-old children compared to that of 5-year-old, and the degree of the correct performance of the simple task compared to that of complex task, were shown to be similarly higher. In addition, in evaluating the difference in the degree of correct performance influenced by both age and level of task complexity, that of 6-year-old was similarly higher than that of 5-year-old. Second, the errors in the wrong analogical reasoning performance were analysed as 5 types: the associative reasoning error, the partial reasoning error, the commonality reasoning error, the successive relationship reasoning error, and the unrelated reasoning error. The associative reasoning errors were the most often appeared in the 5-year-old children`s wrong performance. But in the 6-year-old children`s wrong performance, the partial reasoning errors were the most often appeared. It seems that this results could suggest reference to development of programs for logical thinking/creativity education and teaching methods.

내 안의 아시아를 찾아서

조선희(Jo Seon-hui) 도서출판여이연 2008 여성이론 Vol.- No.19