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영유아 대상 영어교육과 증강현실 활용에 대한 교사의 인식
채진영(Chae, Jin-Young),정연주(Jung, YeonJoo) 학습자중심교과교육학회 2022 학습자중심교과교육연구 Vol.22 No.5
목적 본 연구는 영유아 대상 영어교육과 최근 산업 뿐 아니라 교육 분야에도 적용이 확장되고 있는 증강현실(Augmented Reality)을 활용한 영어교육에 대한 영유아교사의 인식을 알아보기 위해 실시되었다. 방법 영유아 교사의 온라인 커뮤니티를 통한 영유아교사의 자발적인 참여를 유도하였고, 지역 및 기관유형에 따른 특정 집단의 과표집을 방지하기 위해 임의선정한 영유아교육기관을 통해 제주를 제외한 전국에서 총 214명의 연구대상자를 선정하였다. 수집된 자료는 SPSS 26.0을 이용하여 분석하였다. 결과 첫째, 영유아 대상 영어교육에 대한 영유아교사의 인식은 전체 응답자의 72% 정도가 긍정적이었으며 전체 75%는 만 3세 이상을 영어교육을 시작하기에 적합한 연령으로 보았다. 또한 교사들의 절반 이상이 외부에서 만들어진 유아 수준에 적합한 프로그램을 이용하여 한국인 영어전담교사가 진행할 것을 희망하였다. 둘째, 증강현실을 이용한 영유아 대상 영어교육에 대해 80% 이상이 긍정적이었으며, 그 중 과반 정도가 미래교육을 위해서 필요하다고 여겼고 또한 영어에 대한 영유아들의 동기 및 흥미 유발을 가장 큰 장점으로 인식하고 있었다. 결론 영유아 교사는 영유아 대상 영어교육과 증강현실 활용에 대한 긍정적으로 인식하고 있다는 본 연구의 결과를 바탕으로 제안점을 논의하였다. Objectives The purpose of the study was to investigate preschool teachers’ perceptions towards the use of augmented reality (AR) for teaching English to young children. Methods A total of 214 in-service preschool teachers across the nation participated in an online questionnaire on a voluntary basis. Their responses to the questionnaire were analyzed using SPSS 26.0. Results 72% of the respondents were positive about English education in early childhood and 75% of them suggested 3-year-olds could begin learning English. Furthermore, more than half of the respondents made it clear that a native Korean English teacher would be necessary for teaching preschool children with a carefully selected English program developed by commercial publishers. In addition, 80% of the respondents perceived AR as a useful tool for language learning because it can promote preschool children’s motivation and interest for learning English. Conclusions The positive perceptions of the in-service teachers towards early English education at preschools as well as the use of AR as an educational tool may indicate the need of an AR-based English program reliable and suitable for preschool children.
임신기 부부의 원부모 애착표상이 심리적 증상에 미치는 영향
채진영 ( Jin-young Chae ) 대한가정학회 2019 Human Ecology Research(HER) Vol.57 No.1
This study investigated the significant difference in the influences of pregnant couples’ attachment representation for parents of origin on their psychological symptoms according to groups. One hundred and eighty two pregnant couples answered the questionnaire. Data were analyzed by means of frequency, percentages, t -test. Pearson’s correlation using SPSS ver. 21.0 and multiple group structural equation modeling using AMOS ver. 20.0. The findings are as follows. First, there were significant differences in attachment representations according to parents of origin and psychological symptoms between pregnant women and spouses. Second, there were negative influences of attachment representations to parents of origin on psychological symptoms for both the pregnant women group and their spouses group, respectively. Last, the negative effects of attachment representation for parents of origin on their psychological symptoms according to groups were significantly different; consequently, the impact on the spouses group was stronger than the pregnant women group. The results imply that policies to help pregnant couples reduce psychological symptoms should be provided. In addition, the unexpected result on the weaker impact of pregnant women’s attachment representation for parents of origin on their psychological symptoms suggests it is better to consider other factors simultaneously (such as a romantic attachment to spouses) that might provide a moderating role. The study results are meaningful because it is the first to apply a statistically advanced method to analyze pregnant women and spouses in relation to parents of origin on their psychological symptoms.