만 5세 학급 이야기 나누기 시간의 유아 주도적 소집단 토의 운영을 위한 실행연구

임자영,이대균 한국생태유아교육학회 2011 생태유아교육연구 Vol.10 No.2

This study is an action research on child-centered management, focusing on group discussion activities during the storytelling time of a class of five years old students. The purpose of this study is to explore the effects of child-centered management through small group discussion activities. Research Questions:1. What is the process for a child-centered small group discussion activity in a class of five years old at storytelling time?2. What is the teacher's role during a child-centered small group discussion activity for a class of five years olds at storytelling time?The researcher, a teacher in the field, planned the discussion activities, conducted the research and observed and described the outcomes. The data mainly in the form of videos, recordings, field notes and journals, were collected for nine months from May to January. Results:First, the attitude of the children gradually changed from passive to positive , and the process for group discussion improved every day, while at the same time the community sprit of the children was being shaped little by little. Second, the teacher selected an apt theme for group discussion, guiding the children through a process that allowed easy discussion. The teacher also assigned them the right feedback at the right time. 본 연구는 만 5세 학급 이야기 나누기 시간의 유아 주도적 소집단 토의 운영을 위해서 연구자가 직접 소집단 토의를 지도하면서 ‘연구’와 ‘실천’이 순환적으로 전개되는 실행연구를 실시하였다. 이에 따라 만 5세 학급 이야기 나누기 시간의 유아 주도적 소집단 토의 운영 과정에서 유아들의 변화 양상과 그 과정에서 교사의 역할은 어떠한지 알아보기 위해 9개월간 매 달 2회~3회 소집단 토의를 진행하였고 비디오 촬영과 녹취, 현장 일지, 연구자의 반성적 저널쓰기를 통해 자료를 수집 하였다. 수집된 자료를 토대로 분석한 결과 첫째, 유아 주도적 소집단 토의 과정에서 1. 점차 소집단 토의에 적극적인 태도를 보이는 유아들, 2. 점차 세련되어지는 유아들의 토의 기술, 3. 모둠 안에서 공동체로 거듭나는 유아들의 변화 양상이 있었고 둘째, 유아주도 소집단 토의 과정에서 나타난 교사의 역할은 1. 유아들의 적극적 토의 참여를 위한 역할 - 토의에 적합한 흥미롭고 쉬운 주제 선정하기, 토의 자료로 실물 내주기, 소집단 주말 지낸 이야기로 워밍업 시켜 주기, 2. 유아들의 토의 기술 습득을 위한 역할 - 소집단 토의 방법과 기술 안내 해주기, 최소한의 그러나 적재적소의 피드백 주기 3. 유아들의 공동체 의식 함양을 위한 역할 - 소집단 토의의 결과에 대해 공동의 목표와 책임 강조하기, 모둠원 모두에게 역할 부여하기로 나타났다.

유치원 1급 정교사 자격 연수의 분임활동 과정 탐색

임자영,이대균 한국영유아교원교육학회 2011 유아교육학논집 Vol.15 No.2

The object of this study was to explore the process of group discussion in the first degree kindergarten teachers’ qualification training. Twenty kindergarten teachers participated in this study, which lasted for approximately five weeks from July through August 2010. The data were collected via participation observation, journals, documents, and e-mails. The major themes that emerged from the analysis can be summarized as follows. First, there were some difficulties in the process of group discussion because they didn’t have discussion techniques that were needed to come to an agreement. Second, there were some achievements by close mutual cooperation. Several suggestions from this study can be summarized as follows. First, the orientation of group discussion is necessary to make it satisfactory. Second, the support of an advisor for each group is helpful to achieve its purpose. 본 연구는 유치원 1급 정교사 자격 연수 과정 중 하나인 분임활동의 과정을 탐색하기 위하여 2010년도 A광역시의 유치원 1급 정교사 자격 연수에 참여한 유치원 교사들 중 B분임에 속한 20명의 교사들을 대상으로 참여관찰을 실시하여 자료를 수집하여 분석하였다. 자료를 토대로 분석한 결과 1급 정교사 자격 연수의 분임활동 과정에서 1. 처음이라 낯선 분임토의, 소통의 어려움 2. 배우지 않은 토의 기술, 토의 진행의 어려움 3. 바쁜 일정 속에서 수행해야 하는 분임활동 결과보고 준비의 부담스러움 의 어려움이 나타났으며 분임활동 과정이 갖는 의미는 1. 새로운 경험, 그리고 도전 2. 또 하나의 공동체, 함께 누리는 성취감 이었다. 본 연구의 결과는 유치원 1급 정교사 자격연수의 분임활동이 본연의 목적과 목표 달성을 위해서는 분임토의에 대한 체계적인 사전 오리엔테이션과 분임원의 역할, 토의 기법에 대한 연수, 그리고 매 차시 별로 분임활동을 지원, 지도 관리 해 줄 유능한 지도교수의 배치가 필요함을 시사한다.

보호자의 양육스트레스가 피해자의 심리상태에 미치는 영향

임자영,정영기,박소영,김유진,구도휘,장형윤 대한소아청소년정신의학회 2019 대한소아청소년정신의학회 학술대회논문집 Vol.2019 No.11

필라테스 참여가 정신건강과 생활만족도에 미치는 영향

임자영 한국무용학회 2006 한국무용학회지 Vol.6 No.1

쇼트 쇼트를 활용한 일본어 독해 교육방법 연구

임자영 한일일어일문학회 2008 한일어문논집 Vol.12 No.-

춤 문화유산 명작무 보존 및 활성화를 위한 SWOT 분석

임자영,정은혜 미래융합통섭학회 2023 현대사회와 안전문화 Vol.6 No.4

PURPOSE This study aims to accurately identify masterpiece dances that are facing realistic problems of extinction and deterioration and use SWOT analysis to explore and identify appropriate directions for preserving and revitalizing masterpiece dances. METHOD From February 24 to March 20, 2023, an expert group of eight professional dancers with more than 20 years of experience majoring in dance was formed and the survey was conducted through in-depth interviews, and a selective sampling method was used to select the subjects of the study. RESULT The research results are as follows. First, the artistic value, cultural meaning, diversity and inheritance value, and the history and modernization of Korean dance were identified as the strengths of Myeongjakmu. Second, the preservation and support of famous Korean dances, education and research of famous Korean dances, future and sustainability of famous Korean dances, famous Korean dances, and international audiences were identified as the weak points of famous Korean dances. Third, the relationship between masterpiece dance and Korean dancers, the use and cultural exchange of masterpiece dance, the vague standards and expansion of activities of masterpiece dance, and the importance and promotion of masterpiece dance were identified as opportunity factors for masterpiece dance. Fourth, the preservation and strengthening of awareness of masterpiece Korean dances, education and transmission of masterpiece dances, selection and preservation of masterpiece dances, masterpiece dances of Korean dance and global promotion were identified as threats to masterpiece dances. CONCLUSION Masterpiece dances should be preserved and passed down for their artistic value and diversity, and can be an opportunity to promote popularization and globalization through international promotion and cultural exchange. However, without preservation and support, they are at risk of damaging cultural value and artistry. To recognize and respond to these threats, we must focus on education, preservation, transmission, and promotion.

The Importance of Screening tests for Primary Aldosteronism in Hypertensive patients

임자영 대한내과학회 2019 대한내과학회 추계학술대회 Vol.2019 No.1

승리 접근 경험이 도박 행동에 미치는 영향

임자영,현명호 한국임상심리학회 2009 Korean Journal of Clinical Psychology Vol.28 No.2

The purpose of this study was to investigate the effect of near misses and gambling severity on the persistence of gambling behavior. The near miss has been considered a factor which encourages people to gamble. Eighty-two participants were recruited from a casino, a race track, and a bicycle race track and were divided into two groups, a pathological gambler group and a recreational gambler group. The subjects in each of these groups were then assigned to one of two experimental conditions, according to the existence of near misses. The results showed that, under near miss conditions, the pathological gamblers demonstrated significantly longer response times and played the game significantly more than recreational gamblers. Response latencies were unaffected by the presence or absence of near misses in either the pathological or recreational gambler groups, but the response latencies in the pathological group were nevertheless different from those in the recreational gamblers. The results of the present study confirm the findings of previous research on the effects of near misses and gambling severity on gambling behavior.

기초학습능력 증진을 위한 만 5세 협동학습 모형 개발 및 적용

임자영(Im, Ja-Young),이대균(Lee, Dae-Kyun) 한국열린유아교육학회 2013 열린유아교육연구 Vol.18 No.2

본 연구는 만 5세 유아의 기초학습 능력 증진을 위해 LT(Learning Together)모형을 기초로 협동학습모형을 개발하여 적용하고 그 효과를 검증하는 데 목적이 있다. 이를 위해 먼저, 협동학습과 관련된 국내·외 관련 논문 및 자료들을 고찰하여 유아에게 적용하기에 적합한 모형으로 LT모형을 선정하여 모형개발의 기초로 삼았다. 이를 토대로 관련선행연구의 시사점을 적용한 만 5세 협동학습모형의 시안을 구성하고 유아교육 전문가 3인과 현장경력 7년 이상의 석?박사과정 대학원생 3인에게 의뢰하여 협동학습 모형시안에 대한 내용 적합성을 검토 받은 사항을 토대로 최종 모형을 완성하였다. 그 다음으로, 만 5세 유아 각 28명을 실험집단과 비교집단으로 선정하여 개발된 기초학습능력 증진을 위한 만 5세 협동학습 모형을 적용하고 그 효과를 검증하였다. 실험집단은 15주간 16회기에 걸쳐 개발한 협동학습 모형을 적용하여 수업을 실행하고 비교집단은 같은 기간 동안 실험집단과 동일한 주제의 활동 또는 일일교육계획에 포함된 활동을 일반적인 수업 전개 방식인 ‘도입-전개-마무리’의 절차를 걸쳐 대집단 또는 개별 활동 방식으로 수업을 진행하였다. 기초학습능력 증진을 위한 만 5세 협동학습 모형 적용 결과 읽기·쓰기능력, 발표력, 학습관련 사회적 기술을 증진시키는 데 효과적인 것으로 나타났다. The purpose of this study was to develop and to verify the effect of a cooperative learning model based on LT model for the improvement of basic learning skills for 5 years old children. 60 children aged 5 in the experiment and comparison groups participated in the pre-test: Reading Ability Test, Writing Ability Test, Speaking Expressional Attitude Test, and Learning-Related Social Skill Scale. From 26 March to 13 July 2012, children in the experiment group participated in the program of the cooperative learning model while children in the comparison group participated in the normal patterned program of ‘introduction - deployment - finalizing’ with large group or individual activities. After the experimental intervention, the post-test was performed. The research results were summarized as follows: First, through literature review about the cooperative learning, the LT model was chosen as appropriate for the basis of the cooperative learning model for the improvement of the basic learning skills for 5 years old children. The first revised model was made with a revision of LT model process and the second revised model was made. The draft model was made after adding some implications from the previous research results into the second revised model for the improvement of the basic learning skills for 5 years old children. The final version was completed after 3 early childhood education professionals and 3 research students with more than 7 years career checked the content validity of the model. Second, the effect of the cooperative learning model on the improvement of the basic learning skills for 5 years old children was verified and the scores of the children"s reading ability, writing ability, presentation ability and learning-related social skill increased significantly.

성학대 피해 아동의 성행동 특성

임자영(Ja-Young Lim),김태경(Tae-Kyoung Kim),최지영(Ji-Young Choi),신의진(Yee-Jin Shin) 대한소아청소년정신의학회 2006 소아청소년정신의학 Vol.17 No.1