어휘력 향상을 위한 효과적인 연습문제 유형

최진숙 ( Choi Jin-suk ) 대한영어영문학회 2006 영어영문학연구 Vol.32 No.2

The purpose of the study is to identify which type of vocabulary exercises is most effective for Korean ninth grade learners’ meaning retention of new L2 words. Chapter Ⅱ presents the principle of vocabulary learning, the theory of memory, the types of vocabulary learning, and the methods of vocabulary learning. Chapter Ⅲ presents that three hypotheses and class procedure are shown. 267 students are divided into three exercise type groups--the Association, Comprehension, Generation group. Each type is designed to represent a different level of mental processing on the basis of previous studies’ classification. In chapter Ⅳ tests and questionnaires are analyzed. The results of the study are that the association group in the short-term memory is found to be the most effective to memorize the meanings, in the long-term memory the generation group is found to be the most effective to memorize the meanings, and especially in the low-level student of generation group shows meaningful differences. So this study concludes that the deeper mental processing the type is, the greater retention rates produce. (Kyungnam University)

특집 : 인문언어학의 구상과 전망 : 언어인류학의 이론적 동향 -코드 스위칭(code switching) 분석을 중심으로

최진숙 ( Jin Suk Choi ) 연세대학교 언어정보연구원(구 연세대학교 언어정보개발원) 2010 언어사실과 관점 Vol.26 No.-

The aim of this paper is to examine the theoretical trend of linguistic anthropology through code switching. The paper, especially, is going to discuss regarding code switching in relation to the formation of the speaker`s identity and social relationship by analyzing and describing the linguistic cases that was collected by the researcher in Guatemala. The recent theoretical research trend not only put their basis on the existing sociolinguistic, linguistic anthropology research, but advances by opening the possibility of interdisciplinarity. Finally, the meaning for each code can be comprehended by the study of code switching, and linguistic research should be proceeded through interdisciplinary research.

수술실 간호사의 임상등급에 따른 간호역량

최진숙(Choi, Jin-Suk),은영(Eun, Young) 한국간호교육학회 2006 한국간호교육학회지 Vol.12 No.1

뇌성마비 아동 운동발달 예후 지표로 대동작 기능 분류법 활용에 관한 연구

송진엽,최진숙,Song, Jin-Yeop,Choi, Jin-Suk 대한물리치료학회 2008 대한물리치료학회지 Vol.20 No.1

Purpose: Lack of a valid prognosis of gross motor development in children with cerebral palsy (CP) and the absence of longitudinal data on which to base an opinion in Korea have made it difficult to plan treatment and counsel prognosis issues accurately. The purposes of this study were to examine whether the Gross Motor Function Classification System (GMFCS) is valuable to prognostication about gross motor progress in children with CP in Korea. Methods: Medical records of 61 patients were retrospectively reviewed that visited outpatient department and were diagnosed as CP. Various information was surveyed including CP type, visual acuity, cognitive function, motor acquisition age, ambulatory status, development curves of Gross Motor Function Measure (GMFM) according to each of the 5 level of GMFCS. All of them were compared with other studies. Also the gross motor development curves and the maximum GMFM score derived from this study were compared with the Palisano's report and the Rosenbaum's report. Results: Based on a total of 494 GMFM assessments provided by this study, the 5 distinct motor development curves and the maximum GMFM score were created. These observations is corresponding with the Palisano's and the Rosenbaum`s Development curves. Conclusion: The 5 distinct motor development curves (GMFCS) that were created by Palisano's and Rosenbaum's study is useful in Korea, providing parents and clinicians with a means to plan interventions and to judge progress over time.

학생 선수에서 운동부 학생 되기: 고등학교 검도선수의 운동과 학업병행에 관한 사례연구

김홍석(Hong Suk Kim),류태호(Tae Ho Ryu),최진숙(Jin Sook Choi) 한국스포츠교육학회 2009 한국스포츠교육학회지 Vol.16 No.1

영아의 월령 및 성별에 따른 영아-부모관계 및 영아-교사관계의 연구

김선미(Kim, Sun-M),최진숙(Choi jin suk) 한국유아교육·보육복지학회 2021 유아교육·보육복지연구 Vol.25 No.1

본 연구는 영아의 월령 및 성별에 따른 영아-부모관계 및 영아-교사관계의 차이를 알아보고 영아-부모관계와 영아-교사관계 간의 관계를 살펴보기 위한 것이다. J도에 위치한 어린이집에 다니는 18~30개월 영아와 부모 120명과 교사 50명을 대상으로 자료를 수집하고 분석하였다. 연구도구는 Piant(2001)의 영아부모관계와 영아-교사관계 척도를 사용하였다. 설문조사는 2020년 9월 7일부터 28일까지 이루어졌으며, 연구결과는 SPSS 18.0을 통해 분석하였다. 분석결과 첫째, 영아-부모관계는 영아의 성별에 따라 유의미한 차이가 있었다. 둘째, 영아-교사관계는 영아의 월령과 성별에 따라 유의미한 차이가 있었다. 셋째, 영아-부모관계는 영아-교사관계와 유의미한 상관관계가 있는 것으로 나타났다. 이러한 결과는 영아-부모관계와 영아-교사관계에서 안정되고 친밀한 관계를 형성하기 위해 영아의 월령과 성별을 고려한 부모와 교사의 상호작용이 필요함을 시사한다. The purpose of this study was to examine the difference between the infant-parent and infant-teacher relationships according to age and gender of the infants. This study also explored the relevance between the infant-parent and infant-teacher relationships. To collect and analyze the data, 18~30 months infants who attend nursery schools located in J Province, with their 120 parents and 50 teachers participated in the study. Pianta(2001)’s Infant-Parent and Infant-Teacher Relationship Scale was used for this study. The survey was conducted from 7th to 28th of September and collected data were analyzed by using SPSS 18.0 program. The results obtained from this study are as follows. First, infant-parent relationships show significant differences according to gender of the infants. Second, infant-teacher relationships show significant differences according to age and gender of the infants. Lastly, infant-parent relationships were meaningfully interrelated to the infant-teacher relationships. This result shows the need for proper interaction between infant-parent and infant-teacher relationships considering age and gender of the infants in order to build stable and intimate relationships between them.

부모의 놀이참여태도가 유아의 또래유능성과 자아존중감에 미치는 영향

백승선(Baek, Seung-Seon),최진숙(Choi, Jin-Suk),곽경화(Kwak, Kyeong-Hwa) 한국유아교육·보육복지학회 2020 유아교육·보육복지연구 Vol.24 No.2

본 연구는 부모의 놀이참여태도와 유아의 또래유능성 및 자아존중감과의 상관관계를 알아보고, 부모의 놀이참여태도가 유아의 또래유능성 및 자아존중감에 미치는 영향력을 알아보기 위한 것이다. 전라북도 지역에 소재한 유치원과 어린이집에 다니는 만 3~5세 유아 250명과 그들의 부모 250명을 대상으로 자료를 수집하였다. 분석결과 첫째, 부모의 놀이참여태도 전체 및 하위요인인 민감하게 놀기, 반응적으로 놀기, 즐겁게 놀기는 유아의 또래유능성과 자아존중감에 정적 상관관계가 있었다. 둘째, 부모의 놀이참여태도는 부모의 인식에 따라 유아의 또래유능성과 자아존중감에 유의미한 차이가 있는 것으로 나타났다. 셋째, 단계적 회귀분석 결과 유아의 또래유능성과 자아존중감에 영향을 미치는 변인은 부모의 놀이참여태도의 하위요인 중 민감하게 놀기와 반응적으로 놀기인 것으로 나타났다. 본 연구를 통해 부모의 놀이참여태도와 유아의 또래유능성, 자아존중감 간에는 밀접한 관계가 있음을 알 수 있고, 유아의 또래유능성과 자아존중감을 발달시키기 위해서는 부모의 놀이참여태도를 증진시키기 위한 노력이 필요함을 시사한다. This study is to explore the relationships between parents attitude of play participation and children’s peer competence and their self-esteem. Also this study is to debunk how parent s attitude of play participation influence children’s peer competence and their self-esteem. For this study, data has been collected from 250 children who aged from 3 to 5 and 500 their parents who were registered to kindergartens and daycare centers in North Jeolla province. As a result, first, sensitive playing, responding playing, fun playing that are part of or whole of parent s attitude of play participation were related to children’s peer competence and their self-esteem. Second, Depending on the parents perceptions, the parents attitude of play participation created the meaningful difference on children’s peer competence and their self-esteem. Third, the gradual returning analysis shows that as cause elements, sensitive playing and responding play that are part of parent s attitude of play participation influenced children’s peer competence and their self-esteem. These results may contribute to developing parent education that would support to know how to participate in play and the importance of parent s attitude of play participation.

편지 주고받기 활동이 유아의 친구이름 읽기 및 자기이름 쓰기에 미치는 영향

김영실 ( Kim Young-sil ),최진숙 ( Choi Jin-suk ),정경애 ( Jung Kyung-ae ) 한국유아교육학회 2017 유아교육연구 Vol.37 No.3

본 연구의 목적은 편지 주고받기 활동이 만 4세 유아의 친구이름 읽기 및 자기이름 쓰기에 미치는 영향을 밝히는 데 있다. 연구대상은 전라북도 G시에 소재하고 있으며 사회·경제적 배경이 비슷한 2개의 어린이집에 재원 중인 4세 유아 34명으로 실험집단 17명을 대상으로 8주간에 걸쳐 편지 주고받기 활동을 실시하였다. 수집된 자료는 SPSS 18.0 통계 프로그램을 이용하여 분석하였다. 본 연구에서 밝혀진 연구결과는 첫째, 편지 주고받기 활동은 친구이름 읽기에 긍정적인 영향을 미치는 것으로 나타났다. 둘째, 편지 주고받기 활동은 유아의 자기이름 쓰기 단계에 긍정적인 영향을 주는 것으로 나타났다. The purpose of this study is to find out the effect of corresponding activity on the four-year-old children`s reading of their friend`s name and their name writing. The study object is located in G city of North Jeolla Province. The experimental group consists of seventeen four-years-old-children out of thirty four that have similar social and economical context from two daycare centers. The experimental group had corresponding activity for eight weeks. The collected data is analyzed by SPSS. 18.0 Windows program. The findings are as follow: first, there was significant differences more in experimental group than control group in terms of perception of friends` names. Second, corresponding activity gives a positive effect on the level of writing their names. The result shows that the corresponding activity gives positive effect on four-years-old-children`s reading of their friend`s name and their name writing.

공간표상의 유형 및 공간관계에 따른 1, 2세 영아의 공간표상능력

김영실 ( Kim Young-sil ),최진숙 ( Choi Jin-suk ),고은실 ( Ko Eun-sil ) 한국유아교육학회 2018 유아교육연구 Vol.38 No.4

본 연구는 공간표상의 유형 및 공간관계에 따라 1, 2세 영아의 공간표상능력은 어떠한지 살펴보고자 하였다. 이를 위해 연구대상으로 전라북도 G시에 소재한 2개 어린이집에 재원중인 1, 2세 영아 40명을 선정하였다. 본 연구의 결과는 다음과 같다. 첫째, 1, 2세 영아는 공간표상이 비디오일 때보다 사진일 경우 공간표상능력이 높았다. 1세보다 2세가 더 높게 나타났으나, 영아 간 개인차가 큰 것으로 나타났다. 둘째, 1, 2세 영아는 위상적 과제보다 위상적 개념이 반영되지 않은 기본과제에서 공간표상능력이 높았다. 1세보다 2세가 더 높게 나타났으나, 영아 간 개인차가 큰 것으로 나타났다. 셋째, 1, 2세 영아의 공간표상능력은 공간표상 의 유형 및 공간관계에 따라 연령 간 차이가 없는 것으로 나타났다. 그러나 공간표상이 비디오인 경우에 위상적 과제에서 연령 간 유의한 결과가 나타났다. The purpose of this study is to investigate the spatial representation ability of 1 and 2-year-old infants according to spatial representation types and spatial relationships. 40 infants aged 1 and 2 were selected for the study in two day care centers in G city, Jeollabuk-do. The results of this study are as follows. First, 1 and 2-year-old infants exhibited a higher spatial representation ability when the space representation was presented to them in the form of photograph than as a video. 2-years-old infants showed higher spatial representation ability than 1-year-old infants, but there were a large individual differences between infants. Second, the infants displayed a higher spatial representation ability in basic tasks which did not reflect topological concept than with those involving topological task. 2-years-old infants showed higher spatial representation ability than 1-year-old infants regarding topological concept as well, but there were a large individual differences between infants. Third, the infants’ spatial representation ability showed no difference according to spatial representation types and spatial relation. However, when the spatial representation was in the form of video, there was significant age-related result in the topological task.

유아의 변환기하능력과 공간능력간의 관계

김영실 ( Kim Young-sil ),최진숙 ( Choi Jin-suk ),고은실 ( Ko Eun-sil ) 한국유아교육학회 2018 유아교육연구 Vol.38 No.5

본 연구는 유아의 연령에 따른 변환기하능력과 공간능력의 발달 차이를 알아보고 변환기하능력과 공간능력간의 관계를 밝히는 것이다. 이를 위해 연구대상으로 전라북도 G시에 소재한 A유치원에 재원중인 만 3, 4, 5세 유아 30명씩 총 90명의 유아를 선정하여 변환기하능력 검사와 공간능력 검사를 진행하였다. 본 연구 결과 유아의 변환기하능력과 공간능력은 연령이 높아질수록 발달하게 되며 변환기하능력과 공간능력 간 정적인 상관이 있는 것으로 나타났다. 이러한 결과는 어린 연령의 유아들도 도형의 변환을 이해하는 과정을 통해 공간능력 또한 발달한다는 것을 보여준다. 또한 이를 고려한 수학 활동 및 유아 수학능력 평가의 필요성을 제기하였다. The purpose of this study is to investigate the differences in the development of motion geometric and spatial capacities according to the age, and examine the relationship between motion geometric capacity and spatial capacity. For this study, a total of 90 children, composed of 30 children aged 3, 4, and 5 in each group enrolled in A kindergarten in G city, Jeollabuk-do, were selected for motion geometric and spatial ability tests. As a result of this study, it was found that the motion geometric and spatial capacities of children developed as age increased and there was a positive correlation between motion geometric and spatial capacities. These results show that young children also develop spatial capabilities through the process of understanding the transformation of shapes. This study suggests the necessity of the mathematical activity planing and the evaluation of children’s mathematical ability.