여대생에 맞는 이상적인 붙밖이장

강규와,권오정,김순희 梨花女子大學校 文理大學 家政學部 1968 家政 Vol.- No.16

유아교사의 문화자본과 감성지능이 미술 교수내용지식에 미치는 영향

강규리 ( Kang Gyu Ri ),윤지영 ( Yoon Ji Young ) 한국예술교육학회 2021 예술교육연구 Vol.19 No.1

본 연구는 유아교사의 미술교수내용지식과 관련된 변인으로서 문화자본, 감성지능, 미술 교수내용지식의 수준과 관계를 알아보고 상대적 영향력을 확인하고자 하였다. 개인적 특성에 따른 문화자본, 감성지능, 미술 교수내용지식의 관련성을 살펴본 결과 교사의 근무기관과 전공은 문화자본, 감성지능, 미술 교수내용지식에 영향을 주지 않는 것으로 나타났으나 교사의 연령, 학력, 경력은 문화자본, 감성지능, 미술 교수내용지식에 부분적으로 영향을 주는 것으로 나타났다. 유아교사의 문화자본, 감성지능, 미술 교수내용지식 간의 상호관련성으로 문화자본과 감성지능에서 감성지능의 하위영역인 감성조절을 제외한 모든 부분에 유의미한 정적상관이 있으며 문화자본과 미술 교수내용지식, 감성지능과 미술 교수내용지식 전체에서도 매우 밀접한 관련성이 있음을 알 수 있었다. 이를 통해 유아교사의 문화자본과 감성지능이 미술 교수내용지식에 정적인 영향을 미치는 것으로 나타났다. 따라서 유아교육 현장에서 유아교사가 미술교수내용지식을 높이기 위해서 문화예술 현장에서 직접 경험해본 것들을 미술교육에 연결시키기 위한 노력과 문화예술과 관련된 교사교육 프로그램의 개발이 요구되어야 할 것이다. The purpose of this study is to identify the influence of cultural capital and emotional intelligence as variables related to the art pedagogical content knowledge of early childhood teachers. The results showed that there is a static correlation among them. The higher the cultural capital and emotional intelligence of infant teachers, the higher the art pedagogical content knowledge and the knowledge on the curriculum, the curriculum contents, and the teaching method, which are sub-regions of the art pedagogical content knowledge. This shows that the cultural capital and emotional intelligence of early childhood teachers are the main predictors that have a positive impact on the art pedagogical content knowledge. In particular, the emotional intelligence of early childhood teachers had a greater influence on knowledge of curriculum, curriculum contents, and teaching methods, which are sub-regions of art pedagogical content knowledge than cultural capital.

구태의연과 일석삼조의 사이에서

강규한 한국영미문학교육학회 2001 영미문학교육 Vol.5 No.-

감자 중에 존재하는 Peroxidase의 정제 및 특성에 관한 연구

강규일,조성희 中央大學校 基礎科學硏究所 1991 基礎科學硏究所 論文集 Vol.5 No.-

Peroxidase was extracted from potato (Solanum tuberosum L.) and purified about 23 fold by a combination of ammonium sulfate precipitation, DEAE-Sephacel column chromatography and Sephadex G-100 gel filtration. Some biochemical properties of the purified enzyme were investigated and the results obtained were as follows. 1. Peroxidase was extracted from potato and specific activity of peroxidase was 129. 2. Optimum pH for activity was 6.5 and optimum temperature for activity was 50℃. 3. The more rapidly oxidized substrate was o-dianisidine but oxidation of resorcinol showed inactive. 4. Dithiothreitol (DTT) and 2-mercaptoethanol have inhibited 100% of peroxidase activity at concentrations of 10 mM and 1mM. 5. The Km values for guaiacol and hydrogen peroxide of purified peroxidase were 11.1 mM and 5.6 mM respectively. 6. The purified enzyme was a heme protein that had Rz value(??/??) of 0.24. 7. Molecular weight of peroxidase from potato was estimated to be about 40,000 daltons.

동물권리와 자연의 언어: 생태비평적 접근 -헤밍웨이의 『노인과 바다』, 리오폴드의 「산처럼 생각하기」, 스나이더의 『야생의 실천』, 이히마에라의 『고래 타는 사람』을 중심으로-

강규한 ( Gyu Han Kang ) 서울대학교 미국학연구소 2006 미국학 Vol.29 No.-

영어 교실의 문학 텍스트-영어교육의 통합적 접근

강규한 ( Gyu Han Kang ) 한국영어영문학회 2009 영어 영문학 Vol.55 No.1

인간중심과 동물의 리얼리티:

강규한(Gyu Han Kang) 한국영미문학교육학회 2017 영미문학교육 Vol.21 No.1

A Day No Pigs Would Die and Charlotte’s Web both feature a child protagonist who develops a close relationship with a baby pig. This common factor that comprises the narrative plot makes the reader wonder whether the pig will survive its fate of ending up at the butcher’s store. The final outcomes are different: Pinky in A Day No Pigs Would Die is not redeemed from her fate of becoming “smoked bacon and ham” while Wilbur in Charlotte’s Web outlives Charlotte to welcome her descendents every spring. The different fate of the two pigs derives from the disparity in the growth of the child protagonist. When Robert in A Day No Pigs Would Die becomes a man, he comes to accept his father’s notion of pig as meat provider. On the other hand, Fern in Charlotte’s Web saves Wilbur from her father’s axe and raises him, but becomes estranged from the pig (and other animals in the barn) after she becomes attached to Henry. Instead, it is Charlotte the spider that protects Wilbur from the butcher’s knife. If Charlotte’s Web explories the fantastic realities of animal life, A Day No Pigs Would Die remains realistic to the end and focuses on the growth of Robert who becomes the responsible head of his family and farm. Significantly, A Day No Pigs Would Die vividly dramatizes a boy’s intense struggle against his duty of slaughtering his beloved animal friend, and, in the course of the dramatization, successfully portrays animal reality that humans do not see. The paper ultimately shows how teaching A Day No Pigs Would Die and Charlotte’s Web can encourage students to imaginatively engage and appreciate the world of animals.

유(儒)・불(佛)의 소통 가능성 탐구 –위진남북조시대 예법문제를 중심으로-

강규여 범한철학회 2013 汎韓哲學 Vol.71 No.4

Buddhism had trouble with Chinese traditional thoughts, because Buddhism which originated in India was different from it. How was friction caused by differences between Buddhism and Chinese traditional thoughts happened and solved? Maybe the course of solving differences is to imply possibility of communication. With this question, this thesis sought possibility of communication between Confucianism and Buddhism by considering the courtesy debate in the Wei(魏)-Chin(晋) southern and northern dynasty. The courtesy debate started with the formal difference of Buddhism courtesy against Confucianism. It can be said that this is a case of showing apparently differences between Buddhism and Confucianism, because the formal difference is true. But, debate on etiquette with royalty, which is one example of the courtesy debate, shows that the courtesy debate implies that Confucianism, which is principle of traditional nation, and Buddhism can be possible to communicate. To overcome the opposition must be not to aim the uniformity. The result not to aim the uniformity can be shown by the courtesy debate. Confucianism and Buddhism had a chance to communicate with the courtesy debate, but the result was vague. In other words, it was suggested that various opinions on the courtesy of both, and it can be classified two opinions of making Buddhism courtesy subordinate to Confucianism courtesy and the opposite, and two opinions could not harmonize. Nevertheless, it can be said that there is possibility of communication between Confucianism and Buddhism, because the opinions share the thought system to recognize the upper category of collecting the differences between both. 불교는 인도 문화권에서 기원하여 전래된 외래 사상으로 그 이질성으로 인해 중국 고유사상과의 마찰이 자연스럽게 발생했다. 불교와 중국 고유사상 간의 이질성으로 인한 마찰은 어떻게 표면화되었고 어떻게 해결되었을까? 또한 이질성의 해결 과정은 곧 소통의 가능성을 시사하는 것은 아닐까? 이 논문은 이 물음에 입각하여 위진남북조 시대의 예법문제를 고찰함으로써 유교와 불교의 소통 가능성에 대해 탐구했다. 예법 문제는 불교 예법이 갖는 중국 전통 예법과의 형식적 차이에서 비롯된다. 그 차이는 사실로서 절충의 여지가 없어 보이므로 이질성이 단적으로 드러나는 하나의 사례라고 할 수 있다. 그러나 예경논쟁의 사례에서 나타나듯이 예법문제는 예교질서를 근간으로 형성된 전통국가의 이념으로서의 유교가 불교와 소통할 수 있다는 것을 시사한다. 소통을 통해 대립을 극복한다는 것, 그 의미는 획일화를 지향하지 않는 것이라고 생각하며, 획일화의 지향이 아닌 지양의 결과를 예법 문제에서 확인할 수 있는 가능성이 충분한 것이다. 그런데 예법문제에 있어서 유교와 불교는 소통의 과정을 거쳤지만 그 결과는 분명하게 정립되지 않았다. 양자의 예법이 예법으로서 갖는 본질적 의미에 대해서만 여러 가지로 해석함으로써 예법의 형식적 차이로 인한 대립성을 강화하여 전통 예법으로 획일화시키거나 혹은 그 대립성을 약화시켜 불교 예법의 고유성을 확보하려는 경향이 나타나고 있을 뿐이다. 다만 이러한 경향을 일관하는 공통적인 점은 발견된다. 그것은 바로 대립적 사항을 이해하는 데 있어서 그 대립 쌍을 수렴하는 상위 범주에 대한 인식적 공유가 형성된 경우가 있다는 점이다. 그리고 이러한 인식적 공유로 인해 단복, 예경문제에서와 같은 유교와 불교의 소통의 가능성이 발견된다.

일기

강규인 문예운동사 1991 문예운동 Vol.- No.45

『기억 전달자』 수업: 아동청소년 과학소설과 미래 세계 그려보기

강규한 한국영미문학교육학회 2019 영미문학교육 Vol.23 No.1

This study is based on a course in English literature, in which Lowry Lois’s The Giver is read and discussed along with the topic of science fiction for children and young adults. In its first stage, a heavy emphasis was laid on close reading of the text under the belief that it is the most solid foundation for optimal English literature classes to read the given text as closely as possible. After closely reading the text, students had a detailed discussion to understand the future community depicted in the work. They made a major contribution to the discussion by providing their own answers to the given questions and sharing them with the whole class, and their views were elaborated by the instructor’s supplementary remarks. On the basis of their understanding, students participated in a project of creating a short video version of the future community. They uploaded their team’s files on the online-class site provided by the university, demonstrated their projects in class, and also evaluated other team’s products. Their discussion in the next stage of the course was centered around the narrative of The Giver. In particular, the narrative traits of children’s literature and science fiction were highlighted, and comparisons were also made between the original written text and its film version. After all the steps of the course were taken, a final questionnaire was distributed to check the extent to which students had enhanced their awareness on the significance of children’s literature and science fiction in comparison to the pre-questionnaire given before the development of the main body of the course.