김은경의 작업일지

김은경 부산대학교 2010 국내석사

The reason why I am drawing because I become absorbed into it. I think it as the most enjoyable and happy thing to do like I look at my mom sewing. In the reality we can see that the material value and the happiness is connected. The self-satisfaction is made out in human society that we are so influenced by other people say or judge. The spending of extreme amount of branded masterpieces mean the modern lifestyle of modern people. Also this material life made me to think how twenties women should live in the connection between the material value and happiness. First I draw the branded masterpiece then I put seal, which is my name is carved out, on my paintings. I believe that stamping my seal continuously will help me out to control my possessiveness. I can see my mind changes; the thought of the cost of compensation, when I put seal repeatedly over on my painting. And I hope I could keep control over the desire to possess. I think the artist should be faithful and candid in front of the canvas. The people decide their own mind about happiness and they know which is good or not so great to them. I think having their own time will change their happiness. They will change happiness when they become honest to themselves. While I am painting and stamping on the canvas I will be faithful and candid in front of the canvas and myself that will guide me to being the happiest person forever.

학급차원의 긍정적 행동지원이 학급 유아들의 수업참여 행동과 자아개념에 미치는 영향

김은경 단국대학교 특수교육대학원 2018 국내석사

이 연구의 목적은 유치원 학급차원의 긍정적 행동지원이 학급 유아들의 수업참여 행동과 자아개념에 대해 어떠한 영향을 미치는지 알아보는 것이다. 연구대상은 일반 유치원 만 5세, 한 학급이 25명인 유아들을 대상으로 하여 사전검사 3회기, 사후검사 3회를 실시하여 중재의 영향을 알아보았다. 중재전략으로 학급 약속 선정, 학급 약속 직접 교수 및 게시, 환경의 구조화, 기대 행동에 대한 격려 및 강화를 실시하였다. 이 연구에 대한 결과는 다음과 같다. 첫째, 학급차원의 긍정적 행동지원을 통해 학급 유아들은 자아개념의 향상을 보였다. 둘째, 학급차원의 긍정적 행동지원으로 인하여 학급 유아들은 수업 방해 행동의 감소와 수업 참여 행동의 증가를 가져왔다. 이 연구는 긍정적 행동지원이 유아들의 수업참여 행동의 증가와 자신에 대한 자아개념을 형성 할 수 있도록 돕는 데에 효과적이었으며 중재 종료 이후에도 효과가 유지되었다. 이는 일반 유치원의 학급차원의 긍정적 행동지원이 유아의 자아개념 형성과 수업참여행동에 효과가 있음을 제시한다.

문학작품 토의 수업이 소통 능력 신장에 미치는 영향

김은경 공주대학교 대학원 2015 국내석사

ABSTRACT Effects of Literature Discussion Classes on Improvement of Communication Capabilities Kim Eun Kyoung Department of Korean Literature and Language Kongju National University, School of Graduate Studies, Kongju Korea Advising Professor CHO DONG KEEL The objective of this study was to improve communication capabilities of students through literature discussion classes and the classes were conducted for the month of March with 69 second grade students from a middle school, located in Daejeon Metropolitan City, as the participants. The literary works used in the classes included ‘The Prologue’ by Yun Dong Ju and ‘Honggildongjeon’, which were from the textbook, and ‘Azalea (Jindalaeggot)’ and ‘By the time when Buckwheat Flower Blossoms (Memilggot Pill Muryeop)’, which had been selected because they contain connotative meanings and overtones, allowing students to exchange various opinions and have active discussions. Based on this, the classes were designed with academic topics and objectives such as ‘What was it like when the Prologue was written?’, ‘Are Honggildong’s acts justifiable?’, ‘What is a poetic narrator?’, and ‘What is the relationship between Huhsaengwon and Dong-yi?’ The classes were planned after a literature discussion type model which allows students to actively exchange their ideas and opinions, and communicate with other classmates freely. Then the classes were evaluated and analyzed with focuses on class products of each session. When the student feedbacks were evaluated, it was confirmed that the students’ understanding for the authors and the literary pieces improved and that the students communicated with each other very efficiently. Additionally, surveys with the identical questionnaires were given to the students before and after the literature discussion classes to identify the influence of literature discussion classes on their communication capabilities, and performed a chi-square test. From the analysis of the before and after survey responses, all surveys displayed significant differences. Students said that they were able to compare their feelings with feelings of other students, to identify the parts of the literary work which included extraordinary expressions, to precisely identify the character personalities. The students also expressed that they were able to understand the author’s intent after reading the literary pieces and to compare the stories with their own experiences and offer critical opinions. In addition, the students said that they tried to listen more carefully when having conversations, to understand the positions of other students, and to create an atmosphere in which they could concentrate on their discussions. Finally, they said that they were able to speak more logically and easily identify the objectives of conversation while they talked to others. From the results of analysis on the class products and pre-class and post-class surveys, it was the conclusion of this study that the literature discussion classes had positive impacts on the improvement of students’ communication capabilities.

중학생이 지각한 부모의 양육태도와 자아정체감, 학교생활적응의 관계

김은경 강원대학교 교육대학원 2009 국내석사

This paper intends to examine the correlations among parents' breeding attitude perceived by middle school students (the basic ground for human beings' healthy growth and development), ego-identity, and adaptation to school life. For the research, this paper set the following research problems: 【Research Problem 1】 Are parents' breeding attitude perceived by middle school students, ego-identity, and adaptation to school life significantly different according to the background factors (gender, region, parents' educational level) ? 【Research Problem 2】 Are parents' breeding attitude perceived by middle school students, ego-identity, and adaptation to school life significantly related with each other ? 【Research Problem 3】 Does parents' breeding attitude perceived by middle school students have influence on their ego-identity ? 【Research Problem 4】 Does parents' breeding attitude perceived by middle school students have influence on their adaptation to school life ? In order to solve the research problems, this paper had a survey to 500 boy and girl 2nd-graders of middle schools in Seoul and Donghae-si, Gangwon-do. And 400 questionnaires were used for the final analysis. As the measuring tool for parents' breeding attitude, the questionnaire made by Kim Gi-Jeong (1984) and modified by Lee Dong-Taek (1990) was used. As the measuring tool for ego-identity, 'Korean Test of Ego-Identity' developed by Park Ah-Cheong (1996) and modified by Lee Seung-Guk (1999) was used. As the measuring tool for the adaptation to school life, the questionnaire made by Kim Yong-Rae (1993) was used. SPSS 12.0 for Windows was used for the analysis. In order to get the reliability of the measuring tools and the basic statistics, mean (M) and standard deviation (SD) by group were calculated. In order to examine the general characteristics of the respondents, frequency and percentage were calculated out. And depending on the research problems, t-test, Pearson's correlation analysis, and multiple regression were performed. The results of this research are as per the below: First, parents' breeding attitude perceived by middle school students, ego-identity, and adaptation to school life showed partially significant difference according to the background factors (gender, area, and parents' education). More girls perceived that their parents allowed freedom than boys, but more boys perceived that their parents had excessive expectations on their accomplishment than girls. And the higher fathers' educational level was, the more receptive fathers' breeding attitude was felt. In relation to ego-identity, girls made higher scores at friendliness only (one of sub-items of the ego-identity) than boys. Significant difference was found by gender. In relation to the adaptation to school life, the small city made higher scores at the adaptation to environment and the adaptation to teachers (sub-items of the adaption to school life) than the large city. The higher parents' educational level was, the higher the adaptation to class was. Significant difference was found. Secondly, parents' breeding attitude perceived by middle school students and ego-identity were quite significantly correlated. Especially, fathers' and mothers' receptive breeding attitude showed the highest positive correlation with self-acceptance (a sub-item of the ego-identity), but fathers' and mothers' accomplishment-based coercive breeding attitude showed the highest negative correlation with self-acceptance. And in mothers' breeding attitude, higher positive and negative correlations were found than in fathers' breeding attitude. That is, significant correlations between parents' breeding attitude and ego-identity were found. The more receptive parents' breeding attitude was perceived, the higher ego-identity was made. And mothers' breeding attitude had more influence on the formation of ego-identity than fathers'. Third, mostly significant correlations were found between parents' breeding attitude perceived by middle school students and their adaptation to school life. Especially, fathers' and mothers' receptive breeding attitude showed the highest positive correlation with students' adaptation to living (a sub-item of the adaptation to school life), but parents' accomplishment-based coercive breeding attitude showed the highest negative correlation with the adaptation to living. Therefore, significant correlations were found between parents' breeding attitude and students' adaptation to school life. That is, the more receptive parents' breeding attitude was recognized, the higher students' adaptation to school life was made. And fathers' breeding attitude had more influence on students' adaptation to school life than mothers'. However, by sub-item, mothers' receptive breeding attitude had more influence on students' adaptation to school life than fathers'. Fourth, significant correlations were found between ego-identity and adaptation to school life in every sub-item. Especially, the total ego-identity had the highest correlation with the adaptation to class (a sub-item of the adaptation to school life), and the total adaptation to school life had the highest correlation with subjectivity (a sub-item of ego-identity). In addition, three sub-items of ego-identity (confidence of the future, goal-oriented, and initiative) showed the highest correlation with the adaptation to class. By clarifying the significant correlations and influence among parents' breeding attitude perceived by middle school students, ego-identity, and adaptation to school life, it was found that the origin of children's sound growth and development lay in parents' breeding attitude. Therefore, in order to help children find their true ego and positively lead their lives, parents need to play their roles effectively and positively, and for this, some programs of training parents need to be activated and systemized.

특수학교의 개별화교육계획 작성을 위한 차세대 나이스(NEIS) 활용 실태와 만족도=

김은경 대구대학교 2014 국내석사

Providing standard form of IEP(Individualized Education Program) is the most significant change in special education since next generation NEIS was applied February, 2011. The purpose of this study is to investigate actual utilization and satisfaction about program components, work efficiency and utilization efficiency of next generation NEIS for writing IEP of special school and provide improvements for the program on NEIS. The subjects of this study were 111 selected teachers who are using the NEIS for IEP of special schools in Busan, Korea. The survey was conducted with questionnaires and the collected data was analyzed by using SPSS(ver.20.0). The results of this study are as follows ; First, the result shows most teachers use NEIS more than 3 years for writing IEP and it is mostly done at school. Following responses, they access to NEIS to write IEP 1-2 times and 1-2 hours per week and modify or evaluate IEP 1-2 times per week. The number of students to make out IEP for each teacher is 4 or 5 up to 6 or 7 and most of teachers write IEP for 2 subjects, but it differs depending on the disability section of the special school. Spending 1-2 weeks for writing yearly plan of IEP, 2-3 days for writing monthly plan is most responded. It also shows more than half of teachers obtain approval from teacher-director-vice principal-principal. Not all the teachers do use other IEP forms but there are some teachers use annual education plans or performance evaluation forms. Second, overall satisfaction of NEIS utilization is 3.4 that shows teachers usually satisfied with the system. Not only program components is highly satisfied section following the survey but also work efficiency and utilization efficiency are, especially with the teachers who work of special school for hearing and visual disabled. The sub-region for program components and utilization efficiency is relatively satisfied. Teachers who work at special school for hearing and visual disabled are highly satisfied with work efficiency and the level of satisfaction is significantly high. Therefore, the results suggest that since each school has different curriculum depending on disabilities, the program is required to have various options for the school to choose following their needs. It also needs to provide stable system through training about utilization of the system, specific manual suggests, faster and easier connection to the next generation of NEIS and reducing errors and system failures. Improvement of design to ease readability, upgraded function to transfer data for transfer students and sharing information with IEP teams are needed. The inconvenient system that can not be modified after approval and compatibility with other programs should be improved. It also needs to be concerned how to improve the convenience and efficiency as the user's perspective and protect personal information and privacy as public documents. The limitation of this study is the narrow criterion which included only special schools in the city, Busan. Thus, more researches for the IEP on next generation NEIS are required to enlarge criterion to nationwide scale in the future. In advance, it is necessary to have more researches reflecting curriculum it differs from each school.

自閉性 障碍의 症候에 관한 硏究

김은경 단국대학교 1998 국내박사

부모의 비만여부와 체형인식에 따른 아동의 비만인식과 체중관련 행동

김은경 조선대학교 1999 국내석사

To investigate the association of the childhood obesity cognition and weight-related behaviors by their parents obesity and perception of body image, We surveyed to primary school children and their parents of some primary school in Kwangju. The results were as follows; 1. The obesity rate of male children was 12.1% which showed light obesity 6.9%, moderate obesity 4.2% and heavy obesity 1.0%. In female, 6% was obesity and among them each rate of light, moderate and heavy obesity was 3.6%, 1.8%, 0.6%. 2. In male children, 31.9% appreciated oneself to lean, 46.4% to moderate and 21.7% to fatty. In female children, each component is 20.4%, 52.8% and 26.8%. 3. When body weight of both parents was within normal range, the rate of obesity of children was 9.1% in male, 4.5% in female. When one parent was obese, the rate was 17.7% in male, 9.4% in female, and when both parents were obese, the rate was 34.8% in male and 9.1% in female. And they were statistically significant(p<0.05). 4. Independent of degree of children's obesity, the children with obese parents were appreciated to more obese themselves than the children with non-obese parents. In male children, cognition of body image and fear to get the weight were associated with obesity of parents. In female children, cognition of body image, dissatisfaction of their body weight and dissatisfaction of their body were associated with it(p<0.05). 5. The male children with obese parents did more effort to control their weight and exercise than them with non-obese parents, and the female children with obese parents did more worry about their weight and effort to control body weight than children with non-obese parents. 6. The cognition of body image, dissatisfaction of body weight and dissatisfaction of body shape in non-obese children, and the dissatisfaction of body shape in obese children were significantly related to the cognition of body image of the parents. According to sex of children, the results were same. In this survey, we knew that the cognitions and behaviors relation to obesity of their children were associated with obesity and body image of the parents. To introduce the obesity management program to primary school children, it may be necessary to participation of their parents.

제7차 중학교 과학과 교육과정과 2007년 개정 교육과정 내용 비교

김은경 강원대학교 교육대학원 2009 국내석사

우리나라의 교육과정은 사회적인 변화 요구를 반영하면서 그간 여덟 차례에 걸쳐 부분 혹은 전면 개정을 해왔다. 2007년 개정 교육과정은 제7차 교육과정의 기본 틀을 수용하면서 학교 현장에서 나타난 적용상의 문제점을 수정 · 보완하여 2007년 2월에 고시되었다. 이번 교육과정은 교육내용의 개선이 주된 개정이다. 이에 본 연구는 제7차 교육과정과 2007년 개정 교육과정의 내용을 비교 · 분석하여 내용 변화와 교육내용 수의 변화 정보를 도출하였다. 2007년 개정 교육과정은 내용의 중복을 피하고 관련 내용을 유기적으로 지도하기 위해 7개의 단원을 통합하고, 5개의 단원을 분리하였다. 또한 열에너지, 우리주위의 화합물, 전해질과 이온의 3개 단원이 신설되었으며 물질 변화에서의 규칙성, 유전과 진화, 태양계의 운동 단원이 중학교에서 삭제되었다. 학습자의 수준을 고려하여 지나치게 어려운 내용이나 쉬운 세부 내용은 학년을 조정하였다. 단원을 크게 구성하여 단원 수는 28개에서 25개로 3개 감소하였지만 세부 내용의 수는 86개에서 119개로 33개 증가하였다. 영역별 단원 수는 물질 영역, 학년별 단원 수는 7학년의 빈도가 높았다. 또한 세부 내용의 수는 7학년은 20.69%, 8학년과 9학년은 각각 53.57%, 41.38% 증가하였다. 영역별 세부 내용의 수는 지구와 우주, 생명, 운동과 에너지, 물질 순서로 분포하였다. 본 연구 결과는 제7차 교육과정과 2007년 개정 교육과정의 서술방식이 다르고, 세부 내용의 비교가 애매한 상황에서는 연구자의 주관이 개입되었기 때문에 객관성이 부족한 한계점이 있다. 그러나 2007년 개정 교육과정이 제7차 교육과정에서의 단원 세분화, 내용 중복, 과학 4영역의 1/N 균등 분배와 난이도 등의 문제에 대하여 개선되었음을 보여준다. Korea's curriculum has been so far under the revisions eight times partially or wholly, reflecting the social and cultural changes and needs. 2007-revised curriculum embraced the basic frame of the 7th curriculum under the principle of occasional revision, and modified the problems of applications to the school field. It was announced in February 2007. Especially, this curriculum is revised to reform education contents. In this study, the comparative analysis was made between 7th curriculum and 2007-revised curriculum, escaped the number of contents with contents change. 2007-revised curriculum separated 5 units, integrated 7 units in order to guide a relation contents and avoided the duplication of contents. Also units are supplemented heat energy, the chemical compound, electrolyte and ion and middle school curriculum units are eliminated regulation from material change, heredity and evolution, motion of planetary. Considering learners level, extremes difficult contents or easy detailed contents moved a grade. Composed large scale unit, number of unit decreased by 3 from 28 to 25 however number of detailed contents increased by 33 from 86 to 119. The number of areal contents was high chemical area, 7 grades was high. Also the number of detailed contents increased by 20.69%, 53.57% and 41.38% 7, 8, 9 grades each other. The number of detailed areal contents ranged in space and earth, life, motion and energy , material. In this study result which description method of 7th curriculum and 2007-revised curriculum is different, there is the critical point where the objectivity is insufficient because the subjectivity of researcher intervening from the situation where the comparison of detailed contents is innocent. However, 2007-revised curriculum improved about problems pointed out in the 7th curriculum which grade and contents level, 1/N equal distribution to the four area, contents duplication, subdivision of unit.

개인적 경력지향성과 노후준비도가 창업의도에 미치는 영향 : 사회적 네트워크의 매개효과를 중심으로

김은경 호서대학교 2016 국내박사

본 연구는 김은경·김종근(2015)의 기존연구를 기반으로 하여 노후 준비도가 창업의도와의 영향관계를 새롭게 검증하고자 하였다. 이와 동시에 창업의도에 미치는 요인을 식별하고 이들 요인들이 잠재적 창업가의 창업의도에 어떠한 영향을 미치는지를 실증적으로 검증하고자 하였다. 기존 연구들을 토대로 본 연구는 창업의도에 잠재적 창업가의 개인적 경력지향성과 노후준비도, 사회적 네트워크가 중요한 영향요인으로 작용함을 파악하였다. 즉, 본 연구의 목적은 사회경험과 경제활동으로 경력에 따른 지향성이 형성되어 있는 잠재적 창업가들이 새로운 사업을 시작하고자 의도할 때 연구 결과를 참고자료로 활용할 수 있도록 하기 위해 다음과 같은 요인으로 분석하고자 하였다. 독립변수로 개인적 경력지향성과 노후 준비상태, 그리고 매개변수로 사회적 네트워크를 종속변수로 창업의도로 하여 이들 요인 간의 영향관계를 조사하는 것이었다. 이에 본 연구는 서울과 수도권에 거주하는 사회경험과 경제활동 경험이 있는 성인을 대상으로 설문조사를 실시한 후 실증 분석을 하였다. 설문조사 방법은 구조화된 설문지를 온라인 구글 설문 방법과 오프라인의 면대면 방법으로 조사 수집한 결과, 불성실한 응답을 제외한 408부를 최종 자료로 활용하였다. 분석방법은 SPSS WIN 21.0 프로그램을 사용하여 빈도분석, 타당성분석, 위계적 다중회귀분석과 매개회귀분석 등을 실시하였다. 본 연구는 다음과 같은 실증적 결과를 얻을 수 있었다. 첫째, 개인적 경력지향성과 사회적 네트워크와의 영향관계에서 관리지향성, 혁신지향성, 그리고 자율지향성이 사회적 네트워크에 정(+)의 영향관계가 있은 것으로 나타났다. 둘째, 노후 준비도와 사회적 네트워크와의 영향관계에서 경제적 준비와 정서적 준비가 사회적 네트워크에 정(+)의 영향을 미치는 것으로 나타났다. 셋째. 개인적 경력지향성과 창업의도와의 영향관계에서 혁신지향성, 자율지향성이 창업의도에 정(+)의 영향을 미치는 것으로 나타났다. 넷째, 노후 준비도와 창업의도와의 영향관계에서 경제적 준비가 창업의도에 정(+)의 영향을 미치는 것으로 나타났다. 다섯째, 사회적 네트워크와 창업의도와의 영향관계에서 사회적 네트워크는 창업의도에 정(+)의 영향을 미치는 것으로 나타났다. 여섯째, 개인적 경력지향성과 노후 준비도 그리고 창업의도 간에 사회적 네트워크의 매개효과가 입증되었다. The purpose of this study was to verify afresh the influencing relationships between the new variables of preparation of the old age and entrepreneurial intention based on the existing study written by Eun-Kyoung Kim and Jong-Geun Kim(2015). Another purpose of this study was distinguishing the factors which have influence on the entrepreneurial intention and then to investigate the effects of these factors on the entrepreneurial intention of the potential entrepreneurs. Namely, the purpose of this study was to provide the results hereof to the latent entrepreneurs who has the individual career orientation through his social and economic experiences can refer to when they want to start a new company. So individual career orientation and preparation of old age were taken as independent variables, social networks as mediating variable, and entrepreneurial intention as dependent variable and the influencing relationships among those variables were examined. 408 numbers structured questionnaires were collected from the adults who have social and economic experiences and live in Seoul and its vicinity through the online Google survey method and the offline face-to-face method. And the collected data were analyzed on frequency analysis, validity analysis, t-test, ANOVA, hierarchical multiple regression analysis, and mediating regression analysis etc using SPSS WIN 21.0 programme. The results were as follows. First, the managerial competence, innovation, entrepreneurial creativity, and autonomy orientation affect positively(+) on the social networks in the influencing relationships between individual career orientation and the social networks. Second, the economical and emotional preparation have positive(+) effects on the social networks in the influencing relationships between preparation old age and social networks. Third, the innovation and autonomy orientation affect the entrepreneurial intention positively in the influencing relationships between individual career orientation and entrepreneurial intention.

재택근무형 공동주택 계획에 관한 연구

김은경 홍익대학교 2000 국내석사