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RISS 인기검색어
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황향희 ( Hwang Hyanghee ) 한국리듬운동학회 2019 한국리듬운동학회지 Vol.12 No.1
The purpose of this study is to identify the academic merits and values of rhythmic kinesiology. First, rhythmic kinesiology satisfies the elements of study focus, method of study, and a unique knowledge system to qualify as an academic discipline. At this point in time when the academic perspectives and system are changing rapidly, Rhythmic Kinesiology, a compound word of Rhythmic and Kinesiology, is most appropriate for establishing its identity and academic values. Academic values of rhythmic kinesiology include value of historical philosophy, pedagogical value, psychological value, sociological value, and physiological value. A major academic achievement of rhythmic kinesiology is that it has developed many studies associated with various rhythmic movement with rhythm as a major component into an integrated new academic discipline an it also keeps the balance in theory and practice.
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황향희 ( Hyanghee Hwang ),이유진 ( Yujin Lee ),김보람 ( Boram Kim ) 한국체육학회 2021 한국체육학회지 Vol.60 No.3
본 연구는 개인이 전반적 여가자원에 대해 상대적으로 불평등하다고 느끼는 주관적 감정상태를 객관적으로 측정하기 위한 표준화되고 타당화된 척도개발을 위하여 상대적 여가박탈 척도개발 및 타당성을 검증하였다. 이를 위해 2020년 10월 모바일을 통한 설문조사를 실시하였고 최종 512부를 최종분석에 사용하였다. SPSS 25.0, AMOS 25.0 통계프로그램을 사용하여 빈도분석, 기술통계분석, 탐색적 요인분석(EFA), 문항분석, 신뢰도 분석 및 확인적 요인분석(CFA), 상관관계분석을 실시하였다. 이를 통해 도출한 결론은 다음과 같다. 첫째, 상대적 여가박탈의 요인은 개인이기적인(Egoistical), 자원적인(Resourceful), 인지적인(Cognitive), 감정적인(Emotional) 상대적 여가박탈 요인이 도출되었다. 둘째, 합성신뢰도 및 분산추출지수가 기준치에 적합한 것으로 나타났기에 최종 모형의 내적 일관성이 확보하였다. 또한, 모든 변수의 신뢰도와 타당도가 확보되었다. 결론적으로 상대적 여가박탈 척도는 모든 지수가 기준치에 부합하고 타당한 것을 확인하였으며 총 4개요인 18문항으로 최종 개발되었다. 향후 상대적 여가박탈의 표준화된 척도는 여가복지 차원에서 모든 사람들이 행복한 삶을 보장받을 수 있게 다양한 실제현장과, 학문영역에서 가치 있게 활용될 수 있기를 기대해 본다. This study verified the development and feasibility of relative leisure deprivation scales for standardized and validated scale development to objectively measure subjective emotional states that individuals feel relatively unequal to overall leisure resources. The survey was conducted through mobile in October 2020 and the final 512 copies were used for the final analysis. The SPSS 25.0 and AMOS 25.0 statistical programs were utilized to conduct frequency analysis, descriptive statistical analysis, exploratory factor analysis (EFA), question analysis, reliability analysis, and confirmative factor analysis (CFA), and correlation analysis. The conclusions drawn are as follows: First, the factors of relative leisure deprivation were derived from the individual’s egoistic, resourceful, cognitive, and emotional relative leisure deprivation factors. Second, conceptual reliability and distributed extraction index are shown to be appropriate for the baseline, ensuring internal consistency of the final model, and confidence and validity of all variables. In conclusion, the relative leisure deprivation measure was finally developed with a total of four factors 18 questions, confirming that all indices met the baseline and were reasonable. In the future, we hope that the standardized measure of relative leisure deprivation will be valuable in various real-world sites and academic areas so that everyone can be guaranteed a happy life in terms of leisure welfare.
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황향희 ( Hwang Hyanghee ) 인하대학교 교육연구소 2018 교육문화연구 Vol.24 No.3
학교는 사회의 축소판이다. 학교는 놀이를 통해 또래집단과의 상호작용과 사회적 관계형성을 이루고, 성숙하고 완성된 인간으로 성장하며 인성발달이 이루어지는 공간이다. 하지만 우리나라 어린이들은 학령기 진입과 함께 놀이활동의 제약을 받는다. 2015년 어린이 놀이헌장 선포이후 놀이교육연구학교가 운영되고 있다. 본 연구는 인성함양을 포함한 교육목표로 운영되는 놀이교육연구학교와 일반초등학교 학생들을 대상으로 놀이활동과 인성덕목의 연관성을 찾고, 초등학교에서의 놀이교육을 통한 인성함양의 효과를 입증하는데 그 목적이 있다. 연구결과 첫째, 놀이교육연구학교의 학생들이 자기존중, 성실, 자기조절, 지혜, 시민성 인성덕목이 높게 나타났다. 둘째, 바깥놀이 활동을 많이 한다고 응답한 학생들이 자기존중, 성실, 배려 및 소통, 사회적 책임, 예의, 자기조절, 정직/용기, 지혜, 시민성 9개 인성덕목 모두에서 평균값이 높게 나타났다. 특히 사회적 책임 인성덕목을 제외한 자기존중, 성실, 배려 및 소통, 예의, 자기조절, 정직/용기, 지혜, 시민성은 유의미한 차이가 있었다. 이러한 결과는 초등학생들에게 놀이 활동은 인성을 함양하는데 긍정적인 역할을 한다는 것을 의미한다. 이를 토대로 학교와 가정, 지역사회는 우리 아이들에게 스스로를 자유롭게 표현하고 함께 어울릴 수 있는 놀이의 기회를 제공하며, 가장 많이 머무는 학교에서는 학교 수준의 공동체 놀이교육 개발 및 보급이 필요하다. Schools are a microcosm of society. Schools are a place where children have social interaction with their peers, learn social skills, develop personality, and grow up into mature and wholesome adults. However, as children enter into school-age in Korea, their play activities are restricted. Ever since the Charter for Children’s Play was signed in 2015, Play Education Schools have been operated. This study was conducted on students in regular elementary schools and Play Education Schools, where their educational goals focus include the formation of a child’s personality. The objectives of this study are to find out the correlation between play activities and personality traits, and to prove the effects of play education in elementary school on the formation of a child’s personality. The study results show that: first, students in Play Education Schools showed higher levels of self-respect, diligence, self-control, wisdom, and citizenship; second, students who responded that they have abundant outdoor play activities showed relatively high mean values across nine personality traits: self-respect, faithfulness, consideration/communication, social responsibility, etiquette, self-regulation, honesty/courage, wisdom, and citizenship. In particular, there was a significant difference in all the aforementioned personality traits except social responsibility. The results suggest that play activities for elementary school students have a positive impact on the development of their personality. In this sense, schools, families, and communities have to provide children with an opportunity to play so that they can interact with each other and express themselves without restrictions. Furthermore, schools in which children spend much time have to develop and promote group play education programs in school contexts.
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리듬운동프로그램이 지역아동센터 이용 아동의 공감능력과 교우관계에 미치는 효과
김유민 ( Kim Yumin ),황향희 ( Hwang Hyanghee ) 한국리듬운동학회 2020 한국리듬운동학회지 Vol.13 No.2
The purpose of this study was to demonstrate how participation in rhythmic exercise affects children’s empathic ability and peer relationships. The research participants are children in the care class at the Community child center in C city. The experimental group is 17 children who participate in the rhythmic exercise program and the control group is 17 children who participate in the 3D pen individual activity program. The experiment period was 150 minutes per week for 10 weeks. The results of this study was as follows: First, There was no statistically significant difference between the prior and post empathic ability and peer relationship of children participating in the Rhythmic Exercise Program. Second, the results of analyzing the differences between the post empathic ability and peer relationship between the experimental group and the control group participating in the rhythmic exercise program showed statistically significant differences.
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