상호작용적 그림책 읽기 활동이 영아의 언어발달과 교사의 언어 태도 변화에 미치는 영향

이지혜(Lee Jee-Hae),성소영(Sung So-Young) 한국어린이미디어학회 2011 어린이미디어연구 Vol.10 No.1

본 연구는 상호작용적 그림책 읽기 활동을 영아반 교사들에게 훈련시킨 후 교사 언어적 상호작용과 영아의 언어 발달에 어떠한 영향을 미치는지 그 효과를 알아보는데 연구의 목적이 있다. 연구대상은 K시 3개 어린이집에 다니는 24개월 이상 36개월 미만의 영아와 담임교사를 대상으로 상호작용적 그림책 읽기에 대한 4회의 교사교육과 10주간의 그림책 읽기 프로그램 실시 후 영아의 언어능력과 교사의 언어 태도 변화를 분석하였다. 연구 결과는, 첫째, 실험집단과 통제집단 간에 영아의 수용언어 점수, 표현언어 점수, 수용언어 수준, 통합언어 수준에서는 유의한 차이가 있는 것으로 나타났다. 둘째, 상호작용적 그림책 읽기 활동에 대한 교사의 언어 태도 변화에 있어 실험집단 교사가 통제집단 교사보다 설명하기, 질문하기, 피드백, 그리고 언어적 행동 전체에서 활동 빈도가 높았던 반면, 주의환기에서는 차이가 없는 것으로 나타났다. 본 연구는 상호작용적 그림책 읽기 활동은 교사의 언어 태도 변화와 영아의 언어발달에 긍정적인 영향을 줄 수 있음을 시사한다. The purpose of this study was to find the effect of interactive picture book reading activities on the language skills of young children by improving the quality of teachers' verbal interaction through teacher training for interactive picture book reading. The subjects of this study were 24- to 36-month-old young children who were enrolled in three different day care centers in K city. Children's language abilities and teachers' linguistic attitude changes were examined before and after 4 times of teacher training and 10 weeks of picture book reading activities. The results were as follows: First, between experimental group and control group, the score of the children's receptive language and integrated language level showed significant difference. Secondly, in the teacher's linguistic changes through interactive picture book reading activities, the experimental teacher group showed higher frequency of activities in demonstration, asking questions, feedback, and all verbal behavior than the control group, whereas attention had no significant difference. The results suggest that interactive picture book activities have a positive effect on teachers' linguistic behavior changes and young children's language development.

학문 목적 한국어 학습자를 위한 단락 쓰기 교육 효과 연구

이지혜(Lee, Jee hae) 한국언어문학회 2016 한국언어문학 Vol.99 No.-

The purpose of this study is to investigate the usefulness and effectiveness of teaching Korean paragraph writing. The study’s ultimate goal is to evaluate the usefulness and effectiveness of Korean paragraph writing teaching methods that have been suggested in previous studies and to ultimately improve upon them. The classes were held a total of 10 times for 75 minutes each and each class consisted of 33 exchange students whose Korean language levels were either intermediate or advanced. Classes were conducted in a deductive manner, with the following goals; learn the sentence structure of the Korean language, learn how to use appropriate Korean writing styles, learn how to write a paragraph in Korean with unity and cohesion, understand writing tasks and arrange the paragraphs to suit the task of writing. As for the materials, “Sogang Korean Writing 2 for Academic Purpose was used, and an adjunct textbook reflecting on the achievements of the previous researches and other academic writing materials was also included. Of the 33 learners, 30 were evaluated with the exception of the three who failed to participate in a diagnostic or summative assessment. The students writing results were rated as high(7), middle-high(5), middle-low(3) and low(1) based on the performance of the writing tasks, the use of written language, the division of paragraphs, the arrangement of paragraphs, and the arrangement of sentences within paragraphs. The analysis results showed learners improved writing skills; writing task performance, use of written language, dividing and arranging paragraphs properly, and writing a unified paragraph. In particular, learners significantly improved their literary skills and their ability to arrange sentences in paragraphs that were practiced several times in class were also analyzed to shown to have improved. The results of the survey showed that the learners thought their writing skills had improved through their classes and helped specifically in terms of sentence composition, usage of written language and paragraph composition in Korean. These results mean that the achievements of Korean language education to improve upon academic learners ability to write paragraphs in Korean are indeed valid.

학문 목적 한국어 학습자를 위한 단락 쓰기 교육 효과 연구

이지혜(Lee, Jee hae) 한국언어문학회 2019 한국언어문학 Vol.109 No.-

The purpose of this study is to investigate the usefulness and effectiveness of teaching Korean paragraph writing. The study’s ultimate goal is to evaluate the usefulness and effectiveness of Korean paragraph writing teaching methods that have been suggested in previous studies and to ultimately improve upon them. The classes were held a total of 10 times for 75 minutes each and each class consisted of 33 exchange students whose Korean language levels were either intermediate or advanced. Classes were conducted in a deductive manner, with the following goals; learn the sentence structure of the Korean language, learn how to use appropriate Korean writing styles, learn how to write a paragraph in Korean with unity and cohesion, understand writing tasks and arrange the paragraphs to suit the task of writing. As for the materials, “Sogang Korean Writing 2 for Academic Purpose was used, and an adjunct textbook reflecting on the achievements of the previous researches and other academic writing materials was also included. Of the 33 learners, 30 were evaluated with the exception of the three who failed to participate in a diagnostic or summative assessment. The students writing results were rated as high(7), middle-high(5), middle-low(3) and low(1) based on the performance of the writing tasks, the use of written language, the division of paragraphs, the arrangement of paragraphs, and the arrangement of sentences within paragraphs. The analysis results showed learners improved writing skills; writing task performance, use of written language, dividing and arranging paragraphs properly, and writing a unified paragraph. In particular, learners significantly improved their literary skills and their ability to arrange sentences in paragraphs that were practiced several times in class were also analyzed to shown to have improved. The results of the survey showed that the learners thought their writing skills had improved through their classes and helped specifically in terms of sentence composition, usage of written language and paragraph composition in Korean. These results mean that the achievements of Korean language education to improve upon academic learners ability to write paragraphs in Korean are indeed valid.

한국어 학습자의 급별 내러티브 발달 양상

이지혜(Lee, Jee Hae) 한국언어문학회 2016 한국언어문학 Vol.97 No.-

This paper presents the acquisition process in L2 Korean learners with regards to narrative skills. Data from 55 adult Korean learners acquiring Korean as their second language (L2) were used to investigate their narrative structures and interlanguage. Narratives were elicited through a film retelling task, usingAlone and Hungry segment fromModern Times and the data was analyzed with Stein & Glenn(1979)’s Story Grammar and Mean length of Utterance. The results showed adult leaners‘narrative skills are mostly in the process of development along with their Korean language skills. However, the results also show adult learners construct a fine narrative structure even with their insufficient Korean language skills with the help of narrative universality. Furthermore, learners‘interlanguage shows they use more words, morphemes, and cohesive devices as their Korean language skills developed. Based on the results of this study, empirical implications for the improvement of L2 narrative skills are discussed.

취반방법에 따른 혼합잡곡밥의 품질 및 이화학 특성

김현주,이지혜,이병원,이유영,이병규,전용희,고지연,우관식,Kim, Hyun-Joo,Lee, Ji Hae,Lee, Byong Won,Lee, Yu Young,Lee, Byoung Kyu,Jeon, Yong Hee,Ko, Jee Yeon,Woo, Koan Sik 한국식품영양학회 2018 韓國食品營養學會誌 Vol.31 No.5

This study evaluated the quality characteristics, the presence of polyphenolic compounds, and radical scavenging activity of rice cooked along with various mixed grains (barley, black soybean, adzuki beans, foxtail millet, proso millet, sorghum, glutinous rice) by following two different cooking methods (normal and pressure cooker). The amylogram and water characteristics of mixed grains showed significant differences based on the presence of different types of mixed grains. The chromaticity, palatability characteristics, presence of phenol compounds, and radical scavenging activity of rice cooked along with different mixed grains showed significant differences according to the nature of mixed grains. Total polyphenol contents of before cooking, cooked-rice added to mixed grains cooked in the normal cooker and a pressure cooker were 4.46~5.16, 0.58~0.93 and 0.65~0.96 mg GAE/g, and total flavonoid contents were 250.74~548.89, 129.26~207.04 and $127.41{\sim}218.15{\mu}g\;CE/g$, respectively. The DPPH radical scavenging activity of before cooking, cooked-rice added to mixed grains cooked in the normal cooker and a pressure cooker was 79.25~181.61, 22.07~53.64 and 7.51~39.97 mg TE/100 g, and ABTS radical scavenging activity was 203.25~328.24, 47.28~84.94 and 58.27~99.51 mg TE/100 g, respectively. Accordingly, it is necessary to different combinations of mixed grains according to the cooking method at home and grain industry.

여자고등학생의 진로정체감 지위에 따른 진로결정 수준과 진로스트레스: Vocational Identity Status Assessment 모형을 중심으로

문지은 ( Jee Eun Moon ),이지혜 ( Ji Hae Lee ),이상민 ( Sang Min Lee ) 안암교육학회 2015 한국교육학연구 Vol.21 No.3

본 연구는 여자고등학생의 진로정체감 지위가 VISA 모형에 따라 6개(성취, 유실, 혼미, 유예, 탐색유예, 미분화)로 군집화 되는지 확인하고, 진로결정수준과 진로스트레스에 대한 집단별차이검증을 수행하였다. 본 연구는 서울의 한 여자고등학교에 재학하고 있는 430명의 여자고등학생들을 대상으로 이루어졌으며, 자료처리는 계층적 방법(Ward)과 비계층적 방법을 사용한 K-평균 군집분석, 공변량분석 및 Bonferroni 사후검증이 실시되었다. 본 연구의 결과는 다음과 같다. 첫째, ‘성취 (n=40)’, ‘유실 (n=47)’, ‘혼미 (n=76)’, ‘유예 (n=87)’, ‘탐색유예(n=87)’, ‘미분화 (n=93)’의 6개의 진로정체감 지위 모형이 타당한 것으로 나타났다. 둘째, 군 집별로 진로결정수준에서 유의미한 진로결정 수준의 차이가 있었다. 사후검증 결과, 유예와 혼미에 비해 탐색유예와 미분화가, 탐색유예와 미분화 보다는 성취, 유실 지위에서 높은 진로결정수준을 보였다. 셋째, 군집별로 진로스트레스에서 유의한 차이가 있었다. 사후검증 결과, 성취와 유실 지위에서 진로스트레스가 가장 낮았으며, 그 다음으로 탐색유예와 미분화가유예와 혼미 지위에 비해 낮은 진로스트레스를 보였다. 본 연구결과는 고등학생 진로상담에서 VISA 모형을 활용하여 여자고등학생의 진로발달특성을 살펴봤다는 점에서 의의가 있다. 마지막으로 연구의 한계와 후속 연구에 대한 제언을 논의하였다. This study examined whether the vocational identity status of Korean women high school students could be confirmed as six profiles (i.e. the achieved, searching moratorium, moratorium, foreclosed, diffused, and the undifferentiated) according to the Vocation Identity Status Assessment(VISA) model. Also, this study investigated group differences of career decision level and career stress. This study was conducted with 430 women high school students, and data analysis consisted of hierarchical cluster analysis(Ward``s method), k-means cluster analysis, analysis of covariances (ANCOVA) and post-hoc analysis. The results are stated below. First, six profiles of vocational identity status including the achieved(n=40), foreclosed(n=47), diffused(n=76), moratorium(n=87), searching moratorium(n=87), and the undifferentiated(n=93) were confirmed. Second, there were significant group differences concerning the career decision level. Post-hoc analyses revealed that the achieved and the foreclosed had the highest career decision level followed by searching moratorium and undifferentiated group. Moratorium and the diffused showed the lowest score on career decision level. Third, there were significant group differences on the level of career stress level. Post-hoc analyses revealed that the achieved and the foreclosed had the lowest career stress, followed by searching moratorium and the undifferentiated. Searching moratorium and undifferentiated group showed lower career stress compared to moratorium and diffused group. The implication from the study results is that this study aimed to find the different characteristics of career development status of women high school students. Future research guidelines as well as the limitations of the study are dealt.

멘토링 프로그램이 저소득층 여중생의 스트레스와 자존감에 미치는 효과

신윤희 ( Yun Hee Shin ),이지혜 ( Jee Hae Lee ),이소영 ( So Young Lee ),임경민 ( Kyeung Min Lim ),이숙 ( Lee Sook ) 한국간호과학회 정신간호학회(구 대한간호학회정신간호학회) 2012 정신간호학회지 Vol.21 No.3

Purpose: The purpose of this study was to evaluate the effects of a mentoring program designed to help middle school girls from low income families cope with stress and improve self-esteem. Methods: A non-equivalent control group, pretest-posttest design was used. The independent variable was the mentoring program, in which the mentors were nursing students and the mentees were middle school girls. The dependent variables were stress and self-esteem scores. The program was conducted using group activities and personal approaches through the mentor-mentee relationship. The program was conducted from September 1 to December 11, 2010 in a middle school in A city, South Korea. Results: At follow-up, the stress and mental health scores had improved significantly in the intervention group compared to the control group. The self-esteem scores in the intervention group were significantly higher after the intervention than scores before the intervention. However there was no significant difference between the two groups. Conclusion: The results of this study suggest that mentoring programs have the potential to be developmentally appropriate interventions for stress management and self-esteem improvement in adolescents from vulnerable families and also enable nursing students as mentors to gain confidence in their professional capability.

학교수학에서 인수분해의 지도

최상기 ( Sang Ki Choi ),이지혜 ( Jee Hae Lee ) 한국수학교육학회 2009 수학교육 Vol.48 No.1

사람 양수중 다종의 세포외성 포스포리파제 A2의 부분정제 및 특성

전용주(Yong Ju Jeon),백석환(Suk Hwan Baek),이지혜(Jee Hae Lee),문태철(Tae Chul Moon),민병우(Beong Woo Min),장현욱(Hyeun Wook Chang) 대한약학회 1997 약학회지 Vol.41 No.2

Multiple forms of extracellular phospholipase A2 have been detected in human amniotic fluid (HAF). When HAF was subjected to heparin-Sepharose column chromatography, phospholipase A2 activity was detected in both heparin-non binding and binding fraction. The activity of heparin-non binding fraction was further purified by sequential uses of column chromatographies on butyl-Toy-opearl 650M and DEAE-Sephacel. DEAE-Sephacel fraction contained three different phospholipase A2 activities (Peak I, II, III). The molecular weight of DEAE-Sephacel fraction phospholipase A2 determined by SDS-PAGE were about 52KDa (Peak I). Peak II, III required micromolar Ca2+ ion for its maximum activity, but Peak I enzyme showed calcium independent phospholipase A2 activity and showed broad range of pH (6.0~10.0) optimum. All these enzymes were not recognized by a monoclonal antibody raised against phospholipase A2 from human synovial fluid. These results suggest that HAF might contain multiple forms of extracellular phospholipase A2, which may neither belong to the 14KDa group II phospholipase A2 family nor cytosolic phospholipase A2.

Detection and Characterization of a Type ⅡA Secretory Phospholipase A₂ Inhibitory Protein in Human Amniotic Fluid

MOON, Tae Chul,LEE, Jee Hae,LEE, Sung Ho,PARK, Yoon Kee,BAEK, Suk Hwan,CHANG, Hyeun Wook 영남대학교 약품개발연구소 2001 영남대학교 약품개발연구소 연구업적집 Vol.11 No.-

Two types of phospholipase A_(2) (PLA_(2)) Inhibitory proteln (PLIP-Ⅰ, PLIP-Ⅱ) were detected and lsolated from human amniote fluid by Sephacryl S300 gel flitration chromatiography. The lower molecular welght-fractlon (PLIP-Ⅱ) was further purifled by Sephadex G75 ge; fo;tratopm amd ama;uzed bu SDS-PAGE. Its molecular weight was estimated to be approximately 18 kDa. and it was sensitive to heat treatment. Inhibitlon of hposphollpase A_(2) (sPLA_(2) type IIA) by PLIP-Ⅱ oceurred in a dose-dependent manner (IC_(30) about 0.82㎛), and the effect was stronger on sPLA_(2) IIA than on pancreatic sPLA_(2) (IC_(30) about 3.11㎛). The ration of the inhibitions of the sPLA_(2) IIA by PLIP-Ⅱ remalned consistent over an entire range of substrate concentrations. Furthermore, addition of excess Ca^(2+) at comcentrations of up to 10mM did not antagonize the lnhlbitory activity of PLIP-Ⅱ.