예보평가 방법 및 결과의 변천

송정미,신동현,조영순 한국기상학회 2006 한국기상학회 학술대회 논문집 Vol.2006 No.-

부모와 함께하는 유아 영어교육 프로그램 운영효과

송정미 한국교통대학교 2015 한국교통대학교 논문집 Vol.50 No.-

The purpose of this study was to investigate the effects of parents participating in an early childhood English program which was held for 7 months, twice a week, 2 hours per day. We developed two programs; one was English language program focusing on child’s literacy development by means of story books and physical activities, and the other one an art program focusing on English language by means of visual, verbal, tactile, and kinesthetic cues. The data was collected by interviewing parents and children at the beginning and end, parents’learning diaries, reflection papers, and a questionnaire. A total of 15 children and their parents participated, but only 4 children participated in the program from the beginning to the end with their parents, 2 children came without their parents, 2 children with their parents joined in the middle. Thus the data was analyzed by focusing those 8 children, comparing the effects according to situation. The results indicated that 4 children with their parents showed higher positive interest in English language learning than other children, and improved their English language skills much more. It became natural that parents and children read English books, played with English language together, tried to read English language at any time, even outside the classroom. The two children who participated without their parents and two children who joined in the middle also showed high interest in English language learning, but their language improvement and level of interest were not as good as those other 4 children. The research results suggest that it could be very effective if we make early childhood English language programs which parents can participate in without difficulties, such as providing convenient transportation and accommodating class schedules.

초등학생 영어체험캠프 사례연구

송정미 한국중앙영어영문학회 2007 영어영문학연구 Vol.49 No.1

 Abstract A Case Study of an English Camp for Elementary School Students Song, Jeong-Mee (Chungju National University) After the Gyeonggi English Village was established for children to have a real English language experience, lots of local governments and elementary schools have tried to build their own English villages or to hold English camps. The purpose of this study is to provide information about English camps to those who are planning or preparing to hold an English camp of their own, by presenting our program development, procedures for holding an English camp, camp operation, effectiveness, and things to improve. We held an English camp with 60 elementary students for a week using our local college's facilities. During the camp, children experienced practical English activities by taking in English classes such as language arts, math, social studies and science in the morning, and by experiencing in English activities such as mini-olympics, hospital experience, restaurant experience, scavenger hunt, and happy market in the afternoon. On the last day, in the camp survey, students showed a high satisfaction with our camp and expressed a strong motivation for studying English. Despite its effectiveness, the camp’s preparation was very demanding, since we had little time to prepare and lacked human resources. This case study demonstrates that even without building an English village requiring astronomical investments, it is possible to hold a successful English camp using existing school facilities. This study also suggests the creation of a special group to develop practical camp programs and teaching material, and provide these to people who are planning to hold an English camp.

중학생과 초등학생 영어캠프 효과 비교

송정미 韓國交通大學校 2013 한국교통대학교 논문집 Vol.48 No.-

We've been holding elementary English camps for 9 years. This year, however, we held elementary and middle school English camps together for the first time. The 1st week was a combined program with 64 elementary students and 36 middle school students for 6 nights and 7 days. The 2nd week was an individual program with 80 elementary students for 4 nights and 5 days. The 3rd week was an individual program with 80 middle school students for 4 nights and 5 days. All the programs are based on content-based language learning with the same time schedule, but the content itself and the intensity of language learning are different. The purpose of this study is to find out how effective those programs are. The data for this study were collected from the entrance and exit survey sheets, and reflection papers from students. The results showed that elementary students' satisfaction was higher than that of middle school students in most of the camp activities. They became more motivated for future English language learning. Students' satisfaction in the individual programs was higher than the combined one. This study also showed that for the middle school program, when students have more choice, they are more motivated to participate in their own activities, which resulted in improving their language skills. Thus, this study can suggest that middle school and elementary school program should be separate. Middle school programs should be prepared based on students' need and operated with more flexibility.

캠프기간이 참가자의 만족도와 정의적 영역에 미치는 영향

송정미 忠州大學校 2012 한국교통대학교 논문집 Vol.47 No.-

This university has held Elementary school English camp for 8 years and overall period of our camp has been 5 nights and 6 days. Previous research showed that participants were highly satisfied with our camp program. But this year we held two different camps; one for 6 nights and 7 days, and the other for 3 nights and 4 days. We, as teachers and counselors, had a difference in feeling from the two clearly different camps, but we do not know how it influenced the students. Thus the purpose of this study is to find out how the camp period influenced the students' satisfaction and affective factors, and to suggest the ideal camp period for the elementary school students to improve their affective factors such as interest, self-confidence, positive attitude, and anxiety level. The overall structure of the camp for two camps was the same, but the 6 night 7 days program can offer more content area learning as well as more special events such as hospital experience, happy market, and the restaurant experience. The data for this study was collected from the entrance and exit survey sheets, reflection papers from native teachers, counselors, and students. The results showed that students from the both camps were highly satisfied with most of the camp activities. It was very surprising to see the results of the survey which showed that the students from the 3 nights 4 days camp were slightly more satisfied with the camp activities than the other group. On the other hand, students from the 6 nights 7 days showed a more positive increase in the factors of affective domains such as interest, self-confidence, participation of classroom activities, and anxiety. Futhermore, they could establish better rapport with native teachers and counselors, so that they can develop deeper sense of self-confidence and motivation than the other group. The study can suggest that the 6 nights 7 days camp was more effective than the 3 nights 4 days camp to improve students' affective factors. However, if the limited financial support forced us to hold shorter camp, it would be just fine, because the study showed that it also had a positive effect.

TEE를 위한 영어교사 자율연수 효과 분석

송정미 忠州大學校 2009 한국교통대학교 논문집 Vol.44 No.-

TEE(Teaching English in English) has been emphasized since 2001 when the 7th national curriculum commensed and emphasized communicative competence as an aim of English education. According to Jeon's report(2006), however, only an average 5% of English teachers can teach English using English only. One of the reasons TEE hasn't been realized in the English classrooms is due to the English teachers' own communicative abilities in English. Thus Education ministry offers ample opportunity for in-service teacher training for English teachers to enhance their communicative abilities. Chungju National University offered voluntary in-service teacher training for 60 hours from April to June in 2009. The purpose of this study is to analyze the effectiveness of the teacher training offered in this university and suggest the better method of implementation. A total of 19 teachers, 14 elementary school teachers and 5 secondary school teachers, participated in the program. For this research, 3 surveys were analyzed. The first survey found that most teachers wanted to improve their English communicative competence by means of theme-based informal conversation and experiencing practical classroom activities such as interesting games, stories, classroom English, and so forth. The second survey found what the teachers were thinking with regard to native teachers' teaching activities. This also served as a guidelinefor the program. The third survey showed that 100% of them gained some competence to teach English in English using classroom English, although they realize their English abilities need to be improved more. The survey also found that the overwhelming amount of school work and activities often prevented them from attending. However, 100% of them wanted to participate in this program again and have a continuous in-service teacher training program which allows them easy access with distance and training points. It is with great urgency that regional English teachers are provided with more and better opportunities for teacher training programs. One of the ways in which this goal can be realized is if the university works toward becoming a registered official teacher training institute which can give teachers training points and offer regular teacher training programs

프로그램 변화에 따른 중학생 영어캠프 운영효과

송정미 한국교통대학교 2014 한국교통대학교 논문집 Vol.49 No.-

Last year was a turning point for Jeungpyeong English Camp, since we had middle school students for the first time in the camp. We operated elementary and middle school camp activities separately with different programs. We found it difficult to operate two different programs at the same time. Thus this year we made a new combined program in which elementary and middle school students work together and help each other. Dinner activities were dramatically changed, which allowed students to choose their own activities. The purpose of this study is to compare last year's and this year's program and suggest an effective way of operating the middle school English camp. The results showed that confidence and interest in using English language of this year students was significantly higher than those of last year’s students. The students in the new program became more motivated for future English language learning. The previous year, evening activities were assigned to students without choice. The students had to practice their roles in an English play, which made it very difficult to encourage them. However, this year by their own elective, students participated in the activities actively, helped elementary students, and played a major role among students. Thus, this study suggests that instead of making and operating the program separately, if middle school and elementary school students participate in the camp at the same time with the same program adjusted for students’ English language level and needs, the students will have more confidence and interest in using English

제품사용기회에 대한 적합성 인식 과 광고소구유형의 차이에 대한 소비자반응 : 이업종 브랜드 간 공동광고의 경우

송정미 한국광고학회 2014 광고학연구 Vol.25 No.3

특수교육보조원의 활용과 관리

송정미 국립특수교육원 2004 직무연수 Vol.- No.1-2

프로그램 변화에 따른 영어캠프 효과 분석

송정미 忠州大學校 2011 한국교통대학교 논문집 Vol.46 No.-

Chungju National University has held English camp for 7 years for elementary school students in the regional area. From 2005 to 2010, students participated in the camp for 5 nights and 6 days. They came in two groups of 40. But this year, 2011, the number of students was increased to 100 and the camp period extended to 6 nights and 7 days. The overall structure of the camp has not been changed significantly, but the camp program has been changed continuously and more systematically, and this year drastic changes were made. With more native teachers, students could learn more subjects in the morning such as arts, reading, and Time magazine for kids as well as math, science, and geography. They could also participate in more after-lunch-activities such as basketball, badminton, computer web quest as well as golf. Thus the purpose of this study is to examine the changes of the camp program, to analyze the effects of this year's English camp, and to suggest a better way of holding the next camp. The data for this study was collected from the students' self evaluation sheets, entrance and exit survey sheets, and students' reflection papers. The results showed that students were highly satisfied with most of the camp activities, especially newly introduced subjects such as arts, and reading. Entrance and exit surveys and students' reflection indicated that anxiety to meet foreigners and to be in native teachers' classes was noticeably decreased. To hold this English camp successfully and continuously, it is very important to have excellent native teachers as they played very important roles. The program itself should be improved and developed according to the context of the year and the participants as the art class which was taught by one who specialized in the content area of art proved to be highly effective.