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노부의 성인자녀와의 결속도, 자아존중감, 심리적 손상간의 인과모형
신효식(Hyo Shick Shin),서병숙(Byong Sook Seo) 한국노년학회 1994 한국노년학 Vol.14 No.2
노부-성인자녀 간의 결속도, 자아존중감, 심리적 손상 및 배경변인들 간의 인과모형을 구성하여 경험적 자료와의 부합도를 파악하였다. K시에 거주하는 기혼여자를 가진 60세 이상 남자노인 206명을 면접하여 그 중 208명의 자료를 분석한 결과, 객관적 결속에는 용돈과 건강이, 주관적 결속에는 활동이, 자아존중감에는 교육수준과 건강이, 심리적 손상에는 배우자 유무와 건강이 직접적인 효과를 나타내었다. 내생변인들 간의 상호 관련은 객관적 결속이 주관적 결속에, 주관적 결속은 자아존중감과 심리적 손상에, 자아 존중감은 심리적 손상에 직접적인 영향력이 있는 것으로 나타났다. 심리적 손상은 객관적 결속보다는 주관적 결속에 의해 설명되는 변량이 더 많았고 자아존중감의 변인도 심리적 손상을 설명하는 중요한 변인임이 확인되었다. This study was designed to investigate causal relationships among related variables that determine psychological distress of aged fathers. In this study questionaires were used to measure solidarity between aged fathers and adult children, self-esteem, and psychological distress of aged fathers Subjects were 226 aged fathers who were aged over 60 and lived in K city. 208 answers were analyzed in the study. The data were analyzed by SAS and covarince structure analysis using PC-LISREL Ⅳ program. The results were as follows: it was found that pocketmoney and health had direct effects on objective solidarity, activity on subjective solidarity, education level and health on self-esteem, marital status and health on psychological distress between exogenous variables and endogenous variables. Among endogenous variables, objective solidarity had direct effects on subjective solidarity, subjective solidarity on self-esteem and psychological distress, and self-esteem on psychological distress, respectively. The effects of subjective solidarity were greater than those of objective soliderity in deciding psychological distess for aged fathers. The effects of self-esteem were verified, also. In summary, solidarity between aged fathers and adult children had direct effects on self-esteem and psychological distress. And self-esteem had direct effects on psychological distress of aged fathers.
실천적 추론 가정과 수업이 문제해결 능력에 미치는 효과
신효식(Hyo-Shick Shin),최영미(Young-Mi Choi) 전남대학교 생활과학연구소 2003 生活科學硏究 Vol.13 No.-
In this study, the effect of practical reasoning study was estimated on the problem solving ability of high school students. It was also analyzed for the ability by other factors such as home background and psychological environments in school. The research objects were four classes of male students in high school located in Chung-up City, Jeonbuk Province, 50 students in two classes belong to test group and 100 students in two classes were in control group. The results are followed: First, there was no significant difference in the prior problem solving ability due to the variability of psychological environment in school. Post-solving ability was depending upon the level of communication, with parents and family atmosphere. And the ability was considerably differed according to the communication with parents. Second, there was a significant difference between the test group subjected to the practical reasoning class and the control group. Problem solving ability was higher in the test group. Third, the variability of the solving ability was considerably differed according to the instruction method and the level of the ability. That is, the ability in test group was highly enhanced than control group. Particularly, it was appeared that the enhancement was much higher in the student with low ability than student with high ability. Fourth, the solving ability was changed up to 27% according to the instruction method. Conclusively, the results show that practical reasoning class is effective to improve problem solving ability in Home Economics.
시제 없는 동사의 "잠재" 주어 통제 : 독일어와 영어의 비정형동사를 중심으로
신효식 ( Hyo Shik Shin ) 한국독일언어문학회 2013 독일언어문학 Vol.0 No.59
In der vorliegenden Arbeit wird die Kontrolle fur das lantente Subjektdes tempuslosen Verbs am Beispiel von nicht-finiten Verben im Deutschenund Englischen veranschaulicht untersucht. Verben haben die Argumentstrukturals lexikalische Eintrage, die sich eng auf die Struktur und die Bedeutungbeziehen. Dies kann als eine andere lexikalische Kategorie wie Nomen, Adjektiv und Adverb mithilfe funktionaler Elementen fungieren. IndiesenFallen kann das Verb in der Form der (zu/to)Infinitiv- oderPartizipialkonstruktion und des Gerundiums erscheinen. Die Finitheit desVerbs ist fur das Vorkommen des Nominativsubjekts entscheidend. Das“nicht”-finite Verb kann kein sichtbares Subjekt zulassen. Diesbezuglichwurden eine Reihe von syntaktischen Operationen wie Bewegung, ECM, Kontrolle, etc. in der Prizipien-Parameters Theorie der generativen Grammatikeinbezogen, weil dort die Satzwertigkeit auch fur die tempuslosen Verbenangenommen wurde.In dieser vorliegenden Arbeit wird dargelegt, dass die “nicht“-finitenVerben nur eine Verbalphrase VP projizieren konnen.Anders gesagt wirddafur keine Satzwertigkeit zugelassen. Dann lasst sich fragen, auf welcherWeise das “Subjekt“Argument in der Argumentstruktur des tempuslosenVerbs gesattigt wird.Als Antwort wird ein neuartiger Mechanismus fur dieArgumentsattigung vorgeschlagen, wonach Argumente in der Argumentstrukturaufgrund einer Koindizierung mit einem Index spezifiziert werdensollen.Die Strategie dieser Arbeit verfolgt keine hohe theoretische Modularitat,sondern einigermaβen eine deskriptive Erklarung, die effizient auf denFremdsprachenunterricht eingesetzt werden konnen.
학습자 중심의 플립드 러닝을 적용한 독어교육 모형-"독어교육론" 실습 사례-
신효식 ( Hyo Shik Shin ) 한국독일언어문학회 2015 독일언어문학 Vol.0 No.67
Dank der hoch entwickelten Informationstechnik werden mediengestutzte didaktische Methoden in zunehmendem Maße eingefuhrt. Eins davon ist das Flipped Lernen, in dem das Online-Lernen einen wichtigen Teil des ordentlichen Lehr-/Lernprozesses bildet. Die Videos werden in Vorbereitung auf den Klassenunterricht (zu Hause) angesehen und dadurch ist in der Klasse mehr Raum fur Fragen, Diskussionen und Zusammenarbeiten zum Losen der Probleme moglich. In diesem Unterrichtsmodel findet die Vermittlung des Wissens zu Hause statt, wahrend dessen Vertiefung in der Klasse durchgesetzt wird. In diesem Sinne wird die Rolle des Klassenraums mit der des Hauses vertauscht. In der vorliegenden Arbeit wird ein Deutschunterrichtsmodel fur den Oberschullehrgang vorgeschlagen, das auf dem Flipped Lernen basiert. Das Modell wird insgesamt in der Vorlesung ``Didaktik des Deutschunterrichts`` fur die Lehramtstudierenden prufend angewendet. Dabei wird ein Video fur das Online-Lernen personlich anstatt der Benutzung von Offenen Bildungsmaterialien hergestellt, weil die OER Videos fur den Oberschullernenden nicht customized sind. Die herkommlichen, konkurrierenden Lehrmethoden, wie GrammatikUbersetzungsmethode, ALM/AVM etc. sind entsprechend ihrer Angemessenheit einzusetzen. In dem Klassenunterricht, an dem die Lernenden mit großen Aktivitaten teilnehmen, ist der konstruktivistische Ansatz auf der optimalen Weise zu verfolgen. Abschließend lasst sich feststellen, dass das Flipped Lernen als ein Hybrides Lehr-/Lernmodel bei Bedarf die verschiedenen herkommlichen Lehrmethoden des Sprachunterrichts umfassen kann.