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      • KCI등재

        미술교육에서 ‘자기’란 무엇인가? - ‘자기 탐구’를 위한 미술과 교과역량을 제안하며 -

        최성희 한국초등미술교육학회 2022 미술교육연구논총 Vol.69 No.-

        This study begins with a reflective examination on whether the art subject has set ‘self-inquiry’ as an important agenda. For this, first, we analyzed how self-inquiry is handled in curriculum documents, and second, the necessity and possibility of ‘self-inquiry’ in art education literature and field was explored. Third, in order to explore the legitimacy of ‘self-inquiry’ in the school and art curriculum, we searched for the point of contact where ‘self-inquiry’ could be encountered, and the art and subject competency of ‘psychology of the self’ was proposed. As a result of the study, when teachers can perform the self-object function in school through the implementation of ‘competency of self-understanding’ and the art class can perform the role of self-object by providing a field for self-inquiry, provides students an opportunity to build a strong self-structure. In school, students and teachers and vice versa, mutually assume the functions and roles of empathic self-objects, giving them an opportunity to solidify their self-structure. 본 연구는 미술 교과가 ‘자기 탐구’를 중요 의제로 설정해 왔었는지에 대한 반성적 고찰에서 시작한다. 이를 위해, 첫째, 교육과정 문서에서 자기 탐구를 어떻게 다루고 있는 지를 분석하였고, 둘째, 미술교육 문헌과 현장에서 ‘자기 탐구’의 필요성과 가능성을 탐색하였다. 셋째, ‘자기 탐구’가 학교 교육과정에서 다루어질 수 있는이론적 기초를 탐색해 보기 위해, ‘자기’에 대한 정신분석학적 고찰을 시도했던 코헛의 ‘자기심리학’을 중심으로 미술과 교육과정과 ‘자기 탐구’가 조우할 수 있는 접점을 찾아보았고, 이에, ‘정체성 탐구 역량’이라는 미술과 교과 역량을 제안하였다. 연구 결과, ‘정체성 탐구 역량’ 실행을 통해 미술 수업이 자기 탐구의 장을 제공함으로써, 자기대상의 역할을 수행할 수 있을 때, 즉, 미술 수업을 통해 학생과 교사, 학생과 학생이 공감적인 자기대상의 기능과 역할을 상호적으로 담당할 때, 학생들은 자기에 대한 능동적인 성찰과 발견을 수행할 수 있고, 이를 통해, 자기 구조를 튼튼히세울 수 있는 기회를 얻을 수 있음을 알 수 있었다.

      • KCI등재후보

        Maillard 반응물인 피라진 화합물이 차류의 향기에 미치는 영향

        최성희 한국차학회 2010 한국차학회지 Vol.16 No.1

        Amino and carbonyl compounds are important precursors of nonenzymatic browning reactions. Such browning reactions (Maillard reaction or amino-carbonyl reaction)can produce not only brown pigments but also smoky or roasted aromas. These odors are believed to arise mainly from pyrazine compounds. Pyrazines are found in a wide variety of food products. In the case of tea, pyrazines have not been found in green teas made by conventional methods. However, pyrazines are abundant in roasted green teas (Hoji-tea). Additionally, many cereals and roots of plants generate pyrazines during roasting. These pyrazines play an important role in developing a roasted flavor, and roasted cereals as flavor enhancers are added to low-grade green tea. Indeed, green teas gained a pleasant roasted aroma when roasted bran rice, buckwheat, adlay or naked barley was added. Many pyrazines were isolated and identified from such roasted cereal-green teas, such as roasted polygonatum odoratum roots, chicory roots, and cassia tora L. seeds as substitution teas. During the roasting process, many pyrazines were formed and increased in content.

      • KCI등재

        면대면 및 스마트폰에서 중학생이 지각한 부모-자녀 의사소통과 부모공감능력 차이

        최성희,오윤자 한국가정관리학회 2018 가정과삶의질연구 Vol.36 No.4

        The purpose of this study is to examine how parent-adolescent communication and parental empathy are performed in face-to-face and smart-phone communication methods respectively, and to compare the differences. For this purpose, we developed a parent-adolescent communication scale and a parental empathy scale for 304 middle school students in Seoul. For the analysis, SPSS 23.0 was used to perform frequency analysis, average, standard deviation, response sample t-test, and independent sample t-test. The results of the study were as follows. First, the overall trend comparison results showed that levels of the sympathetic emotional responses, accept perspectives, and cold emotional responses among the sub-factors of parent- adolescent open communication and the ability of the parent to empathize were relatively higher than the average in both face-to-face and smart-phone communication methods. Second, the result of differences in communication methods showed that the level of face-to-face communication method were higher than smart-phone in parent-adolescent communication and parental empathy ability. Third, in face-to-face and smart-phone communication, gender and communication contents with parents were statistically significant. This study is another meaningful in that it is an early research that explores differences between parent-adolescent communication and parental empathy ability in face-to-face and smart-phone communication methods.

      • KCI등재후보

        율무녹차의 휘발성 향기성분

        최성희,전주연 한국차학회 2009 한국차학회지 Vol.15 No.3

        To make as tea having good flavor and functional property by using green tea of low quality, adlay(Coix Lachryma-jobi L. var. Mayuen Stapf) was mixed with green tea. The extraction of volatile flavor compounds of adlay-green tea was accomplished by simultaneous distillation and extraction method using a Likens and Nickerson’s extraction apparatus. The concentrated extract was analyzed and identified by GC and GC-mass. Thirty-nine compounds including 3-methylbutanal, methyl pyrazine, 2,5-dimethyl pyrazine and ethyl pyrazine were isolated and identified from adlay. Thirty-eight compounds including β-ionone, linalool, hexanal and phenyl acetaldehyde were isolated and identified from green tea. Sixty-six compounds including cis-jasmone, acetophenone, furfural, and pyrazine were isolated and identified from adlay-green tea. The main volatile flavor components of adlay-green tea were compounds that originated from adlay and green tea. The former were 12 pyrazines having roasted and nutty aroma and 3-methylbutanal and furfural having sweet-aroma. The latter were linalool, benzyl alcohol, phenyl acetaldehyde etc having flower-like aroma and hexanal and trans-2-hexenal having grassy aroma in green tea.

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