印度 服飾에 관한 考察 - B.C. 320年까지

兪水敬(Yoo Soo-Kyung) 국민대학교 교육연구소 1985 교육논총 Vol.4 No.-

  Because Indian costume is complicated like their language, most of the studies of Indian costume have been centered on the present costume rather than the past one. But in this study I want to study the process of development in Indian costume, especially before the invasion of Alexander the Great, that of the native Indian, Dravidian, and the ancestor of the present Indian, Arian. I will deal with Indian costume which had been influenced from that of the Greek and the Mongolian, in my next study of Indian costume.   While we can only see from the remains how the life of the Stone Age had been, Dravidian who had migrated to India had established the Indus civilization. At that time, men had worn the knee-wrapped robes which had covered the left shoulder but revealed the right one, and the skirt like garment; women had worn the scanty skirt but revealed their busts and waists. Both of them had covered their upper parts of the bodies with the cloaks. In addition to it, they had used many kinds of the developed ornaments: necklace, choker, pendant, blacelet, armlet, fillet, finger ring and girdle, etc.   Indus civilization had been destroyed by the invasion of the Arian. According to the Veda and the epic kinds of the records in which we can find the process of their settlement in India, their costume had been mainly the long piece of cloth wich had girted round the loins. Their upper-costume had been like the shawl, but sometimes the tailored garment had been worn.   Because of the Persian invasion in 516 B.C., long coat, trousers, and boots had been introduced in Indian costume.   In my study, I want to show the process of development in Indian costume, that the main stream of the tropical costume had been added by some tributaries of Artie costume.

葡萄紋樣에 관한 연구

兪水敬(Yoo Soo-Kyung) 국민대학교 교육연구소 1987 교육논총 Vol.6 No.-

  This paper is of the grape pattern, examining its route of propagation, its characteristics in every region, erpecially of the one represented on the fabrics.   Grapes were introduced from Central Asia to China about 2100 years ago, and has been cultivated since the Bronze Age in Europe.   In Ancient Orient the design of grapes began to appear in the form of grape-palmette, symbolizing fertility. In Greece it represented some connection with myths, and in Rome it was a symbol of Christianity and was propagated throughout Europe.   In western countries the grape pattern was used for symbolizing life and fertility, but ever since it had been transmitted to the East by way of the Silk Road it was adopted as an exotic decorative design.   As time passed, however, the grape-palmette design had transformed into the realistic pattern of grapes and also had its symbolic meaning changed respectively in every different regions. That is to say that in the West it was used as a symbol of Christianity, in Asia Minor of fertility, and in Confucian countries of productiveness and prosperity.   To conclude, from the days of Ancient Orient the grape pattern has been favored in the East and west with its various meanings and forms, symbolizing fertility, productiveness, and life in the respect that grapes bear lots of fruit.

유아교육분야에 나타난 교사 전문성 관련 연구 동향 분석

유수경(Yoo Soo-Kyung),황해익(Hwang, Hae-Ik) 한국열린유아교육학회 2009 열린유아교육연구 Vol.14 No.3

본 연구는 유아교육분야에서 이루어진 유아교사 전문성 관련 연구의 동향을 살펴봄으로써 앞으로 나아가야 할 유아교사 전문성 관련 연구의 방향을 제시하고 유아교사 전문성 관련 연구의 토대를 확고히 하기 위해 시도되었다. 연구의 목적을 달성하기 위하여 국내 유아교육분야 학위논문 및 학술지 논문 135편을 중심으로 선행연구를 분석하였으며 연구결과는 다음과 같다. 첫째, 연구시기별 분석결과, 2000년도를 기점으로 급격히 증가하고 있음을 알 수 있었으며 2005년 가장 많은 전문성 관련 연구들이 이루어졌음을 알 수 있었다. 둘째, 연구방법에 따른 분석결과 유아교사의 전문성에 대한 인식 및 관련변인과의 관계를 살펴보기 위한 양적 연구들이 주를 이루었음을 알 수 있었다. 셋째, 연구대상에 따른 연구동향 분석결과 보육교사의 전문성관련 연구들이 가장 활발하게 이루어졌음을 알 수 있었으며 다음으로 유치원교사, 특수 및 특별활동 교사, 예비 유아교사 순인 것으로 나타났다. 넷째, 연구 내용에 따른 연구동향 분석결과 유아교사의 전문성과 관련하여 가장 활발하게 이루어진 연구내용은 2001년부터 집중적으로 다루어지기 시작한 유아교사 전문성 발달과 관련된 변인과의 관계를 밝히는 연구들임을 알 수 있었다. The purpose of this study was to examine recent trends in research on preschool teacher professionalism in early childhood education sector in an effort to suggest some directions for research on preschool teacher professionalism and lay the solid groundwork for that. Earlier studies on early childhood education in Korea including 135 theses, dissertations and articles were analyzed, and the following findings were given: First, as a result of investigating the time when the studies were conducted, there has been a rapid increase in the number of the studies since 2000, and the largest number of the studies was carried out in 2005. Second, as a result of analyzing the research methods of the studies, quantitative studies were prevalent, which examined the professionalism awareness of preschool teachers and the relationship of professionalism to relevant variables. Third, as a result of checking the subjects of the studies, the professionalism of daycare teachers was most widely investigated, followed by kindergarten teachers, teachers in charge of special education and extracurricular activities and would-be preschool teachers. Fourth, as a result of investigating the content of the studies, the largest number of the studies centered around the relationship between the development of preschool teacher professionalism and the relevant variables, which has come into spotlight since 2001.

콜라주 활동을 통한 예비유아교사의 좋은 수업에 대한 시각화 경험 탐색

유수경(Yoo, Soo-Kyung),박선미(Park, Sun-Mi) 경성대학교 인문과학연구소 2016 인문학논총 Vol.42 No.-

본 연구는 콜라주 활동을 예비유아교사 양성과정의 전공수업에 포함시킴으로써 예비교사가 좋은 수업에 대한 인식을 시각화하여 이를 확인하고, 이러한 시각화 경험이 자신이 지닌 수업에 대한 내적 신념을 반성적으로 성찰해 나가는 데에 어떤 의미를 지니는지를 탐색하였다. 연구결과, 콜라주 활동을 통한 예비교사들의 좋은 수업에 대한 인식은 ‘유아가 사랑받고 존중받는 수업’, ‘바로 지금 여기에서의 수업’, ‘다양한 잠재력을 발현시키는 수업’, ‘눈높이에 맞는 개별화된 수업’, ‘공감대 형성으로 유아의 행동을 이끄는 수업’, ‘멈추지 않는 도전과 열정이 존재하는 수업’의 순으로 나타났다. 콜라주 활동은 예비교사들에게 수업에 대한 개인적 이해를 시각화해 봄으로써 자신의 신념을 좀 더 쉽게 구체화하여 이해하고 성찰해 볼 수 있는 기회를 제공하였다. 또한 콜라주 작품은 좋은 수업에 대한 인식을 타인에게 전달하고 공유하는 과정에서 일종의 가이드라인의 역할을 해줌으로써 동료들과의 의사소통을 보다 원활하게 하는 효과적인 방안으로 활용되었다. The purpose of this study was to provide an opportunity for pre-service early childhood teachers to engage in a collage activity as one of their major classes to visualize their perception of good teaching. The findings of the study were as follows: Pre-service teachers visualized good teaching as ‘instruction in which young children are loved and respected’, ‘instruction for right now and here’, ‘instruction to foster children’s various potential’, ‘individualized lesson’, ‘instruction of stimulating children’s action by forming a consensus’ and ‘instruction in which there are ceaseless challenges and enthusiasm’. The collage activity provided a chance for them to concretize, understand and introspect their own beliefs by visualizing their understanding of good teaching. Also, the collage works completed by them served as a sort of guideline while they shared their beliefs in good teaching, and their works consequently became effective ways to facilitate their mutual communication.

韓國 女性服 變遷에 관한 硏究 - 1940年代를 中心으로

兪水敬(Yoo Soo Kyung) 국민대학교 교육연구소 1990 교육논총 Vol.9 No.-

  This study has been considered about the change in Korea women"s dress, in the 1940s. In the first half of the 1940s. uder the wartime rule of Japanese imperialism, the Japanese prohibited us from luxurlous clothes and they were forced to wear Kandanbok or Mompe instead. Therefore, the most of the western style of dress was of a simple design, military style to be in fashion from before. A permanent hair style or personal ornaments were a luxury items.   After being released from Japan, we could again wear a Hanbok that couldn"t be worn under the rule of Japanese imperialism. However, as the economic difficulty and the lack of material, we continually wore a Japanese army uniform which was remade of Kandanbok, Mompe etc.   On the other hand, the population who put on a Western style dress increased with smuggled goods and aid under the military administration of the United States of America. Most of the Western style of dress was still military style, but some people were blamed for their undiscerning imitation of Western fashion.   Among these situation, after the Government was established in 1948, we achieved social stability and continued to make a effort for desirable forming school uniform, Kandanbok, etc.

개화기 한국복식의 변화에 영향을 미친 요인

유수경(Yoo Soo-Kyung) 국민대학교 교육연구소 1988 교육논총 Vol.7 No.-

  Korean dress and ornaments experienced a change with the Byung Ja Treat of Amity as a turning point. At this time the propagation of a new culture played a crucial role. The contact with Western cultures, first of all, brought about changes in people"s way of thinking. Egalitarianism, which came from Catholicism, greatly influenced the philosophy of "DongHack" and finally led to social reform. Even if the change in the peoples way of thinking was not a direct cause for the changes in dress, it played an important role in forming the foundation for the later changes.   Contact with Western culturse laid the groundwork which directly influenced the change in Korean dress. A few people in the upper classes who had an opportunity to come face to face with Western cultures became acquainted with Western clothes and they took a leading role in modifying current fashions.   At the same time, social reformers attempted to change and modernize Korean dress as part of a nationwide social reform movement. Laws were passed at this time which forced government officials to use Western dress on certain occasions. The general population remained unaffected by these changes however.   In contrast to the government reformer, the propagation of modern education which started as a part of the missionary and evangelism work. Within Korea, continuously influenced changes in women"s dress. Educational institutions for women not only took a leading role in the changes in women"s dresses but they served as a catalyst for the changes in womens thinking about themselves, paved the way for their initial, limited participation in society and improved the position within the home. This increase in social activities requried more functional clothing and necessitated improvements in women"s dresses. This resulted in the wide usage of improved Hanbok designs and the introduction of Western dresses.   As mentioned and examined aboue, the changes in dresses during the Perood of Civilization meant a Westernization in dress. Westernized dress, however, beyond its dimension of fashion, were the expression of the people"s desire for social reform and they seem to be an expression of social awareness.

현직유아교사와 예비유아교사 멘토링(Mentoring)에서의 멘토(Mentor)경험에 관한 연구

유수경 ( Soo Kyung Yoo ),김나리 ( Na Ri Kim ) 한국아동교육학회 2014 아동교육 Vol.23 No.1

본 연구는 예비유아교사전문성 신장을 도울 수 있는 멘토링 현장실습 프로그램을 적용하는 과정에 나타난 멘토의 경험을 살펴보고 그 의미를 분석해 보고자 진행되었다. 연구의 목적을 달성하고자 연구자는 프로그램에 참여한 현직유아교사 10명의 반성적 저널을 프로그램 주차별로 수집하였으며 수집된 저널은 총 80편이다. 수집된 자료를 분석한 결과 멘토링에 참여한 현직유아교사들은 다양한 내용의 의미있는 경험을 제공받고 있었으며 이들 경험들은 체득된 멘토의 필수역량 범주와 멘토의 긍정적 경험 범주로 분류되어졌으며 각각의 범주들은 4개의 하위범주로 재분류되어졌다. 연구를 통하여 본 연구자는 첫 번째, 체득된 멘토의 필수역량이 보다 성공적인 멘토링 프로그램의 운영을 위한 효과적인 방안이 될 수 있음을 확인 할 수 있었으며 두 번째, 멘토의 긍정적 경험을 통해 멘토링 프로그램이 멘티인 예비유아교사 뿐 아니라 현직유아교사인 멘토에게도 긍정적 효과를 가져 올 수 있는 바람직한 현직교육 프로그램이 될 수 있음을 확인할 수 있었다. The purpose of this study was to examine the experience of in-service kindergarten teachers as mentors during the implementation of a mentoring practice program geared toward boosting the professional improvement of pre-service kindergarten teachers. The subjects in this study were 10 inservice kindergarten teachers who participated in a program. The reflective journals written by them in every week of the program were gathered, and 80 reflective journals were collected in total. As a result of analyzing the collected reflective journals, it`s found that the inservice kindergarten teachers who participated in the program gained diverse experiences, which were categorized into two: acquired compulsory competence as a mentor and positive experiences as a mentor. And each category was subcategorized into four. The findings of the study ascertained that the acquisition of compulsory mentor competency would be one of effective ways to lead to the success of a mentoring practice program, and that a mentoring practice program could function by providing positive experiences for mentors as one of the best in-service education programs that could have positive effects on not only pre-service kindergarten teachers who are mentees but inservice kindergarten teachers who are mentors.

'무지개 물고기' 시리즈에 나타난 상호적 친구관계 형성에서의 유아 교육적 함의 고찰

유수경(Yoo, Soo-Kyung) 한국어린이미디어학회 2012 어린이미디어연구 Vol.11 No.3

본 연구는 유아와 교사 그리고 부모들에게 오랫동안 사랑과 관심을 받아오고 있는 Marcus pfister의 무지개 물고기 시리즈에 나타난 상호적 친구관계 형성에서의 유아 교육적 함의를 탐색하기 위해 시도되었다. 연구자는 연구의 목적을 달성하기 위해 먼저 친구관계 형성에 필요한 사회적 관계 기술의 주요 개념과 내용을 중심으로 분석의 틀을 구성하였으며 이들 내용을 중심으로 무지개 물고기 시리즈 6권의 내용을 각각의 에피소드 별로 구분하여 분석하였다. 분석결과 ‘무지개 물고기’ 시리즈에는 친구관계 형성을 위한 사회적 관계 기술에 해당하는 나누어주기, 공유하기, 공감하기, 소속되기, 갈등해결하기, 마음열기, 모험하기, 도움주고받기의 내용을 고루 포함하고 있음을 알 수 있었으며 그 결과 유아교육현장에서의 교육적 활용가치가 매우 높음을 확인할 수 있었다. 따라서 유아교육현장에서 보다 적극적으로 무지개 물고기 시리즈 그림책을 활용할 수 있는 교수 · 학습 방법을 모색하기 위한 교사와 부모의 지속적인 노력이 요구되어짐을 알 수 있었다. The purpose of this study was to examine the implications of Marcus Pfister’s series of books titles “the Rainbow Fish” for early childhood education. This series has long been loved by preschoolers, their teachers and parents. After an analysis framework was configured in accordance with major related concepts to analyze the components of friend relationship building and curriculum to serve the purpose of the study, the picture books were analyzed. As a result, it’s found that the series dealt with imparting, sharing, empathy, belonging, conflict resolving, mind opening, venturing and helping, which belonged to friend relationship building skills. The development process of the reciprocal friend relationship of preschoolers was well reflected in the way of describing the main character rainbow fish in conjunction with the subcategories, and this series was consequently found to be very worth utilizing for educational purposes. Accordingly, sustained efforts should be made to seek effective teaching-learning methods to make the best use of this series in early childhood education.

예비유아교사 전문성 신장을 위한 멘토링 현장실습 프로그램 개발에 관한 연구

유수경(Yoo Soo-Kyung),황해익(Hwang Hae-Ik) 한국열린유아교육학회 2010 열린유아교육연구 Vol.15 No.5

본 연구의 목적은 예비유아교사 전문성신장을 위한 멘토링 현장실습 프로그램을 개발하는데 있다. 이를 위해 연구자는 문헌연구와 포커스 그룹 인터뷰를 실시하였으며 수집된 결과를 반영하여 최종 멘토링 현장실습 프로그램의 목표를 설정하고 프로그램의 하위내용을 구성하였다. 포커스 그룹 인터뷰는 예비유아교사, 현직교사, 유아교육 전문가 각 6인을 대상으로 그룹별 2회 층 6회가 실시되어졌으며 이를 통해 수집되어진 자료들은 분류체계분석에 의해 분석되어졌다 멘토링 현장실습 프로그램은 일반적인 멘토링 프로그램 발달과정에 따라 프로그램 준비, 프로그램 수행, 프로그램 평가 과정으로 운영되도록 그 내용을 구성하였다. 또한 각각의 과정에서 반드시 이루어져야 하는 프로그램의 내용을 참여 주체에 따라 구분하여 세부적으로 제시하였다. 특히 프로그램 수행단계는 7단계로 구성하여 운영되어지도록 하였으며 각 단계의 내용을 구체적으로 명시함으로써 멘토링 현장실습 프로그램의 원활한 운영을 돕고자 하였다. The purpose of this study was to develop a mentoring field-practice program to improve professionalism of pre-service preschool teachers. For this, a researcher carried out a literature research and focus group interviewes targeting preschool-education experts, incumbent teachers, and pre-service preschool teachers. The objective of the final mentoring field-practice program was established by reflecting the collected results. The sub-contents of program were formed. The focus group interview was carried out totally 6 times with twice by group targeting 6 people in each of pre-service preschool teachers, incumbent teachers and preschool-education experts. The collected materials through this were analyzed by a classification system. The mentoring field-practice program, which was developed through this, was developed with the aim of solving the negative aspect possessed by the existing field-education and of maximizing positive aspect as well as improving professionalism of preservice preschool teachers. The mentoring field-practice program consisted of three parts: the preparation of the program, the implementation of the program, and the evaluation process of the program according to the general mentoring program development process. It suggested in detail by dividing the contents of program, which needs to be certainly performed in each course, according to participants. Especially, the stage of performing program was formed in order to operate the program with 7 stages for 8 weeks. The aim was to be conducive to smooth operation of the mentoring field-practice program by stating its contents more specifically.

만5세 누리과정에 기초한 ESD 프로그램 개발 연구

유수경(Yoo Soo Kyung) 학습자중심교과교육학회 2018 학습자중심교과교육연구 Vol.18 No.4

The purpose of this study is to develop an ESD (Education for sustainable development) program based on the Nuri Curriculum to enable ESD Program at the early childhood education sites. To do this, the researcher has reviewed prior studies to develop ESD and Nuri Curriculum Education Program and developed the first draft of the program. After preliminary application to 20 children aged five years, the problems derived in this process were corrected and supplemented again to develop a second draft. The second draft that was developed was examined by 30 experts for appropriateness of the program, and the result was 4.42. The program developed from this study consisted of a total of 47 activities, each taking 25 to 30 minutes to process. The ESD program developed from this study aims to foster democratic citizens with ESD capabilities and has four detailed goals : The specific content of the detailed goals is to recognize the importance of human dignity and equality, and, secondly, recognize the importance of respect for human rights in the future era and the need for the commitment to generation and to diversity, and understand the diversity of ecosystems. Individual activities are developed on the basis of ESD content elements and the principles of ESD attitude, respectively. 본 연구의 목적은 누리과정에 기초한 ESD(Education for sustainable development) 교육 프로그램을 개발하여 유아교육현장에서의 ESD교육 활성화를 도모하는데 있다. 이를 위해 본 연구자는 ESD 및 누리과정 교육 프로그램 개발 관련 선행연구를 고찰하고 프로그램 1차 시안을 개발하였다. 1차 시안 프로그램은 만 5세 유아 20명에게 예비 적용되었으며, 이 과정에서 도출된 문제점을 수정·보완하여 2차 시안을 개발하였다. 프로그램 2차 시안에 대한 내용타당도 확보를 위해 전문가 30명을 대상으로 프로그램 적절성 검사를 실시하였으며, 그 결과는 4.78이였다. 본 연구를 통해 개발된 ESD 프로그램은 ESD 역량을 갖춘 민주시민을 육성하는 것을 목적으로 하며 다음과 같은 4개의 세부 목표를 가진다. 세부목표의 구체적인 내용은 첫째, 인간의 존엄성과 평등함 알기, 둘째, 미래시대 인권존중의 중요성과 세대 간 책임에 대한 헌신의 필요성 알기, 셋째, 지구 생태계 보호와 복구 및 생명 공동체의 다양성을 인정하고 존중하기, 넷째, 문화적 다양성을 인정하고 관용 및 비폭력 문화 조성의 중요성알기이다. ESD 내용 요소와 ESD 태도 요소의 원리에 기초하여 개발 개발 된 각 활동은 16개 생활주제를 중심으로 전체 47개의 활동으로 구성되었다.