사설을 통해 본 한국사회 : 문화일보사설번역

이종금 韓國外國語大學校 通譯飜譯大學院 2005 국내석사

수돗물의 알루미늄 농도에 영향을 미치는 인자

이종금 충북대학교 산업대학원 2000 국내석사

초등학교 자연과에 대한 학생의 흥미도와 성취도에 관한 연구

이종금 서울敎育大學校 敎育大學院 2000 국내석사

초등학생들의 자연과 학습내용에 대한 흥미도와 학업 성취도를 조사, 분석하고 학습흥미도와 학업 성취도와는 어떠한 상관을 갖는지 알아보고자 이 연구를 하게 되었다. 이러한 연구 과제를 해결하기 위하여 초등학교 4학년 1학기 자연과 학습 내용을 중심으로 Likert 5단계 척도로 45개의 흥미도 문항을 만들어 서울 지역 초등학교 4학년 16학급 학생 577명을 설문지로 조사하였고, 학업성취도는 한국 교육과정 평가원에서 작성한 평가문항(각 단원별 6개 문항)으로 흥미도 설문에 응한 모든 학생들을 대상으로 실시하였다. 수집된 자료는 SPSS-PC(WIN 7.5) 프로그램으로 통계 처리하여 결과 분석을 하였다. 본 연구의 결과를 요약하면 다음과 같다. 1. 자연과 학습내용에 대한 학생들의 학습 흥미도는 평균 3.79로 보통 이상의 높은 수준이며, 단원별 순위는 '혼합물의 분리', '작은 생물', '빛의 나아감', '강과 바다'의 순으로 나타났다. 2. 남학생과 여학생의 성별 집단간 학습 흥미도에 차이가 있는지를 알아보기 위해 5% 유의 수준에서 T-test를 실시한 결과, 11개 문항에서만 유의한 차이를 보였으며, 여학생의 흥미도가 남학생보다 조금 높은 것으로 나타났다. 3. 학습 내용에 대한 전체 학생의 학업 성취도는 24점 만점에 평균 13.6점이었으며(56.7%), 단원별 학업성취도 순서를 보면, '작은 생물', '혼합물의 분리', '강과 바다', '빛의 나아감'의 순으로 나타났다. 4. 학업 성취도에서 남학생과 여학생의 차이는 2개 단원에서만 유의했고, 나머지 단원에서는 통계적으로 의미있는 차이를 보이지 않았다. 5. 자연과 학습 내용에 대한 학습 흥미도와 학업 성취도와의 상관 관계는 적은 것으로 나타났다. 6. 자연과 학습내용에 대한 교사들의 교과 흥미도는 평균 3.98로 보통 이상의 높은 수준이며, 단원별 순위는 '혼합물의 분리', '작은 생물', '빛의 나아감', '강과 바다'의 순으로 나타났다. 7. 자연과 학습 내용에 대한 교사들의 교과에 대한 흥미도와 학생들의 학습 흥미도 및 학업 성취도와의 상관 관계는 적은 것으로 나타났다. 본 연구의 결과, 초등학교 학생들은 자연과 학습내용에 대해 높은 학습 흥미를 가지고 있는 것으로 보이나, 학업 성취도와의 상관은 적은 것으로 나타났다. The purpose of this study is to investigate the student's interest of the elementary school in science and scholastic achievement, and know on the correlations between student's interest and scholastic achievement. The methods of the study, the survey was developed to investigate student's interest of the elementary school fourth-grade in science. The survey( 45 items) was submitted to Likert 5 scale, and for the investigation of scholastic achievement was used assessment paper by Korea Education Curriculum Assessment Institute. This study was investigated by 577 students( 2 schools 16 classes ) in Seoul (314 school boys, 263 school girls). Sampled data is analyzed by spss-pc (win7.5) program. Main results of this study can be summarized as follow. Student's interest mean is 3.79. This is above the average. The greatest interest unit is "The separation of mixing substance". The significant differences show in "T-test (p<0.05)" by sex in 11 items, and school girl students' interests are a little bit higher than school boy students'. The scholastic achievement result is 13.6(56.7%). There were no significant differences between boy students' scholastic achievement and girl students'. The student's interest of the elementary school in science and scholastic achievement have nearly no relationship. The teacher's interest mean is 3.98. This is above the average. The teacher's interest and student's interest have nearly no relationship. The teacher's interest and student's scholastic achievement have nearly no relationship. This study is to serve as an effective data to assist teachers, curriculum developers in planning and construction curriculum.

초등 실과 「재봉틀로 용품 만들기」단원의 운영 실태에 관한 연구

이종금 대구교육대학교 교육대학원 2006 국내석사

家庭에서의 基督敎 敎育 實踐 程度에 따른 靑少年의 性格形成

이종금 慶北大學校 1989 국내석사

The purpose of this research is to investigate the following. First, Is there any difference in personality traits between the students of christian and non-christian. Second, Is there any difference in personality traits according to the religion of their parents, baptism the attendance to Sunday Morning Service, the degree of their bible study, the degree of their prayer in ordinary days, and the degree of substantial belief. The subjects in this study were 165 christian student (78 males, 87 females) and 173 non-christian students(89 males, 84 females) in Daegu City. This study was carried out using questionnaries from January 22th to February 10th in 1989. Statiscal analysis were performed using t-test, one-way ANOVA. The result of this study are summarised as follows. 1. The students of christian showed higher than those of non-christian in stability, responsibility, and masculinity. Also, the male-students of christian showed higher than those of non-christian in responsibility. Also, the female-students of christian showed higher than those of non-christian in stability and masculinity. 2. Comparison of personality traits in the practical degree of christian education in home. (1) There were no difference in personality traits according to the religion of their parents. (2) There were significant difference in personality traits according to baptism; Students who were baptized in childhood were higher than non-baptized students in stability and responsibility. (3) There were significant difference in personality traits according to attendant degree of Sunday Morning Service; Students who regularly attend Sunday Morning Service were higher than students who often attend Sunday Morning Service in responsibility. (4) There were much different significantly in personality traits according to the degree of bible study; Students who regularly read bible everday were higher than students Who read bible twice or three times on week, than who read bible only in special cases, and than who seldom read bible in stability, sociability, responsibility, reflectiveness and supeority. (5) There were much different significantly in personality traits. according to the degree of their prayer in ordinary days; Students who regularly pray everyday were higher than students who pray twice or three times a week, than who pray only in special cases, and than who seldom pray in stability, sociability, responsibility, and supeority. (6) There were much different significantly in personality traits according to the degree of substantial belief; Students who have high degree of substantial belief were higher than students who have low degree of substantial belief.

영아교사의 사회적지지, 놀이교수효능감 및 조직몰입이 행복감에 미치는 영향

이종금 칼빈대학교 대학원 2021 국내박사

This study aimed to analyze the effect of social support for infant class teachers, play teaching efficacy, and organizational commitment on the happiness of infant class teachers by sampling and surveying 505 teachers working at daycare centers in and around Gyeonggi-do. For the data collected, the CFA(Confirmatory Factor Analysis), Reliability analysis, Descriptive statistics, Frequency analysis, Independent t-test, One-way ANOVA & Scheffe, Correlation analysis, and Multiple regression analysis were carried out utilizing the SPSS 21.0. For the analysis tool of the subjects’ happiness, the Oxford Happiness Questionnaire(OHQ) developed by Argyle(2001) is used, with the correction of Jung En Joo(2015) which have partly modified and supplemented the translation of Kwon Seok Man(2011) following characteristics of infant teachers. For the tool of the social support for teachers, the tool of Park Ji Won(1985) is used, developed to measure the social support toward infant teachers is used, with the correction of Lim Jin Hyung(2000). This tool is originally classifying the supports into two ways: inside and outside of the workplace. However, this study only concentrated on the internal social supports from inside of workplaces, to research on the internal social support of daycare centers. For the tool of the play teaching efficacy, the scale of Sin En Soo et al.(2004) is used, with the correction of Lee Jae Jin(2013). For the tool of the organizational commitment, the scale of Ma, Sang-Jin(2004) which also modified and supplemented following cases of daycare centers is provided. The results of this study were as follows. Firstly, In accordance with the socio-demographic variable of infant teachers, the happiness differed in accordance to the types of the daycare center, age, marital status, qualification, ages of infants that they are in charge, infant experience, and the highest level of education made differences. Secondly, The values of social support, play teaching efficacy, organizational commitment and happiness indicated a highly positive association. Thirdly, The influence of social support, play teaching efficacy, organizational commitment on the infant teachers’ happiness was calculated at 50 percent. In order to appreciate the relative influence of sub-variables of each independent variable on happiness, a stepwise regression analysis was provided, and the result showed the fact that the appraisal support, conviction of play teaching efficacy, affective involvement, continuous involvement and normative commitment are having great influence on the happiness, with the 57% influence rate for the sub-variables on happiness. In addition, the influence values of above-mentioned independent variables on sub-variables of happiness were estimated at 53% for the internal happiness, and 52% for the external happiness. Likewise, for the self-regulated happiness, the influence turned out with 39% value. Thus, social support for infant class teachers should be provided sufficiently by directors of daycare centers and their fellow workers. Also opportunities of systematic and professional reeducation for the teachers should be arranged on a national level, in order to provide their play teaching efficacy. By doing this, infant class teachers areable to be immersed in the organization of the daycare center, providing high-quality daycare services as a professionals on the infant welfare. 본 연구는 영아교사의 사회적 지지, 놀이교수효능감 및 조직몰입이 행복감에 미치는 영향에 대해 알아보고자 경기와 경기 외의 어린이집에 재직중인 영아교사 505명을 임의로 표집하여 설문조사하였다. 수집된 자료는 SPSS 21.0을 사용 하여 확인적요인분석, 신뢰도 검증, 기술통계, 빈도분석, 독립표본 t 검증, One-Way ANOVA & Scheffe(사후검증), 상관분석, 다중회귀분석하였다. 행복감의 연구 도구는 Argyle(2001)이 개발한 옥스퍼드 행복 척도(OHQ: The Oxford Happiness Questionnaire)를 권석만(2011)이 번안한 것을 바탕으로 정은주(2015)가 영아교사의 특성에 맞게 수정 및 보완한 도구를 사용하였다. 사회적 지지의 연구 도구는 유치원 교사의 사회적 지지를 측정하기 위해 개발한 박지원(1985)의 측정 도구를 임진형(2000)이 수정 및 보완한 것을 사용하였다. 이 도구는 ‘직장 내 지지’ 와 ‘직장 외 지지’로 나누어 구성되어 있었으나, 본 연구에서는 어린이집 내에서 받는 사회적 지지에 대해서만 알아보고자 하였기에 직장내에서 받는 사회적 지지만을 측정하였다. 놀이교수효능감의 연구 도구는 신은수, 유영의, 박현경(2004)이 개발한 측정도구를 이재진(2013)이 수정 및 보완한 도구를 사용하였다. 조직몰입의 연구 도구는 Allen과 Meyer(1990)의 척도를 번안하여 어린이집의 실정에 적합하게 수정 및 보완한 마상진(2004)의 도구를 그대로 사용하였다. 연구문제에 따른 결과를 살펴보면 다음과 같다. 첫째, 영아교사의 사회인구학적 배경에 다른 행복감 차이는 어린이집 유형, 연령, 결혼 여부, 자격 정도, 담당하고 있는 연령, 영아반 경력, 최종학력에 대해 차이가 있는 것으로 나타났다. 둘째, 영아교사의 사회적 지지, 놀이교수효능감, 조직몰입 및 행복감의 관계는 정적으로 연관성이 높은 것으로 나타났다. 셋째, 사회적 지지, 놀이교수효능감 및 조직몰입이 영아교사의 행복감에 미치는 영향은 50%의 영향력을 미치고 있음을 보여주었다. 영아교사의 사회적지지, 놀이교수효능감 및 조직몰입이 행복감에 미치는 상대적 영향력을 알아보기 위해 단계적 회귀분석 한 결과 평가적 지지와 놀이교수효능에 대한 신념, 정서적 몰입과 지속적 몰입, 규범적 몰입이 행복감에 가장 크게 영향을 미치는 것으로 결정되었고 그 영향력은 57%를 보여주었다. 독립변인 중 영아교사의 행복감에 가장크게 영향을 미치는 변인인 평가적 지지와 놀이교수효능에 대한 신념, 정서적 몰입과 지속적 몰입, 규범적 몰입이 행복감의 하위변인들에 미치는 영향력을 좀 더 자세하게 알아본 결과 내적 행복감에 대해서 53%의 영향력을 보여주었고, 외적 행복감에 대해서 52%의 영향력이 있음을 보여주었다. 자기조절행복감에 대해서는 39%의 영향력을 보여주었다. 따라서 원장과 동료들은 영아교사에게 사회적 지지를 아끼지 말아야 할 것이며 놀이교수효능감이 향상될 수 있도록 국가적 차원에서 전문적인 재교육체계를 구축할 필요가 있다. 이를 통해 영아교사는 어린이집이라는 조직에 대해 더욱 긍정적으로 몰입할 수 있을 것이고 영아보육의 전문가로서 양질의 보육서비스를 제공하게 될 것이다.

방과 후 아동지도서비스에 대한 학부모 만족도 연구

이종금 동국대학교 2005 국내석사

The purpose of this study is to investigate the study on parents satisfactions of after-school guiding service for young children. So the study, in an effort to improve the quality of after-school guiding service for young children by evaluating and grasping how the parents think and to which extent they are satisfied with the services, aims to attain the basic data by which a better after-school guiding service can be provided. In order to achieve research goal, the sample of the research, 203 parents were randomly selected in Gyeongju City. The survey tools was child guiding service satisfaction-factors, parents satisfaction index. Collected data were analyzed by reliability analysis, descriptive statistics, t-test, One-way ANOVA, Pearson's correlation, and multiple regression analysis by SPSS for window ver 10.0 program. The results from the research were as follows: First, The following facilities' feature variables have a significant difference statistically. Child guiding service satisfaction-factors show a statistical difference across all the subfactors : relationship, age, the subject of reduction, educational facilities of after-school, a grade, family form, school career, the main source of income, a monthly income, the form(or type) of employment, the use of the time, the reason for using the facilities. Second, The following facilities' feature variables also have a significant difference statistically. Parents satisfaction factors show a statistical difference across all the subfactors : the access to the institution, the intention to use the facilities if they have other children, whether or not recommendation for a neighbor, the increase of social activity time and the opportunities, the quality and ability of a teacher in charge, managerial time, a general program, the increase of communication among the families, an all-round education, financial support, the decrease of a burden for the children rearing, facilities equipment management, the reflection of parents' needs. Third, The factors that child guiding service satisfaction-factors statistically significant correlated with parents satisfaction factors. Fourth, The result of stepwise multiple regression analysis indicated that factors which predict the level of parents satisfaction factors were the dimension of education program, environmental facilities and for the psychological and social, financial dimension.