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어머니의 실외놀이 태도와 지역사회 놀이환경 인식이 초등학생 아동의 실외놀이 참여 수준에 미치는 영향
김명순 ( Kim Myoungsoon ),신혜영 ( Shin Hyeyoung ),신보원 ( Shin Bowon ) 열린부모교육학회 2021 열린부모교육연구 Vol.13 No.2
This study aims to evaluate the validity of the 'Parental Attitude toward Children's Outdoor Play (PACOR)' scale, developed by McFarland et al(2011) and to investigate the relationship of mothers' attitude toward outdoor play, perceived neighborhood quality for play, and children’s participation in outdoor play. The online survey was conducted on 766 mothers with children aged 6~8 living in Seoul, Incheon, Gyeonggi, Gwangju, Jeonju, and Busan. Factor analysis was performed on the collected data using SPSS 25.0 program and AMOS 26.0. The normality of the data was reviewed through descriptive statistics. and the relationships between variables were analyzed using correlation analysis and Structural Equation Modeling(SEM). The results were as follows: First, the 'Parent Attitude towards Children's Outdoor Play (PACOR)' scale was composed of 20 items with 4 factors, and its validity and reliability were secured. Second, mother's perceived neighborhood quality for play had a significant positive effect on the weekday outdoor play participation of children. And mother's attitude toward outdoor play and perceived neighborhood quality for play had a significant positive effect on weekend outdoor play participation of children. Therefore, in order to promote children's outdoor play participation, it is important to create high quality play environment in local community and strengthen mother’s attitude toward outdoor play.
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김명순(Kim Myoungsoon) 학습자중심교과교육학회 2018 학습자중심교과교육연구 Vol.18 No.4
This study examined what was changed on the content category from the 7th Korean Language Arts Curriculum to the 2015 Revised Korean Language Arts Curriculum. There are several characteristics in categorizing education content. First, the content in the Korean language arts curriculum has been categorized into ‘knowledge’, ‘skill’, ‘attitude’, ‘practice’, ‘context’. Second, these categorization is based on the general hypothesis that human ability is composed of knowledge, skill, and attitude. Third, specially, the ‘practice’ category is set to apply and exercise skill. Forth, the ‘attitude’ category has weak independence. Lastly, it has been samely categorized in listening, speaking, reading, and writing. Regarding these results, several implications have been suggested.
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김예솔 ( Kim Yesol ),김명순 ( Kim Myoungsoon ) 한국독서학회 2025 독서연구 Vol.- No.75
이 연구는 미디어의 속성 중 ‘재현(Representation)’에 주목하여, 미디어 텍스트의 재현 전략을 분석하는 중학생의 읽기 수행을 살펴봄으로써, 재현물로서의 미디어 텍스트 교육 시의 지도방안 및 유의점을 모색하는 데 목적이 있다. 이에 본 연구에서는 미디어 텍스트의 재현 전략을 ‘소거(erasure)’ 전략과 ‘현저성(salience)’ 전략으로 유형화하고, 중학교급 학습자들이 인터넷 기사 읽기 과정에서 재현 전략을 분석하는 양상을 양적, 질적 차원에서 살펴보았다. 연구 결과, 첫째, 학습자들은 소거 전략보다 현저성 전략에 주의를 기울이는 경향이 있었으며, 소거 전략을 파악하는 데 어려움을 겪었다. 이는 소거 전략이 높은 수준의 추론을 요구하기 때문이다. 둘째, 학습자들은 표현 방법보다는 내용 선정 · 배제 여부를 중심으로 재현 양상을 판단하는 경향이 있었다. 이는 크기 · 배치 · 색상의 의미화 기능, 어휘나 문법 표현 선택의 효과, 양식 간의 관계로 인한 의미 작용 등을 파악하지 못한 것과 관련 있다. 셋째, 일부 학습자들은 재현 파악을 위해 부적절한 전략을 선택하는 경향이 있었다. 넷째, 소거와 현저성의 개념과 재현 판단 사이의 유기적 연결을 인식하지 못하는 경우도 확인되었다. 이에 따라 상호텍스트를 통한 소거 분석 지도, 다양한 양식의 의미화 기능 이해 지도, 적합한 복합양식 텍스트의 선정 및 표현 방식 재구성을 통한 양식의 효과 이해 지도, 독자 전략에 대한 명시적 설명, 소거 · 현저성과 재현 결과의 유기적 연계를 강조하는 교사의 지도가 요구된다. This study focused on representation as a key attribute of media and explored instructional strategies and considerations for teaching media texts as representational constructs by analyzing middle school students’ reading performance. Representational strategies were categorized into erasure and salience, and how students analyzed these strategies while reading online news articles was examined both quantitatively and qualitatively. The findings indicated that students paid more attention to salience than they did to erasure, with many struggling to identify erasure because of the higher level of inference required. Students generally judged representational patterns based on content selection and omission rather than on expressive techniques. This tendency was linked to their limited understanding of the meaning-making functions of layout, size, color, language choices, and intermodal relationships. Furthermore, some students employed inappropriate strategies to identify representations, whereas others failed to recognize the organic connection between erasure, salience, and representational outcomes. The results of this study suggest the need for targeted instruction, including teaching erasure through intertextual analyses, enhancing the understanding of multimodality and its rhetorical effects, selecting appropriate multimodal texts, explicitly explaining reader strategies, and emphasizing the interrelation between representation strategies and their representational effects.
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만 2세 영아의 상징놀이 수준과 어머니의 반응성 및 언어유형 간의 관계
최연수(Yeonsoo Choi),김명순(Myoungsoon Kim),배선영(Sunyoung Pae) 가정과삶의질학회 2016 가정과삶의질연구 Vol.34 No.5
The purpose of this study was to investigate the relationship among toddler’s symbolic play level, mother’s responsiveness and verbal interaction. The subjects were 56 pairs of 24-29 months old toddlers and their mothers. The toddler’s symbolic play level was classified using categories by Gowen(1995). The mother’s verbal interaction was coded during a 10-minute-free play session with her toddler using Caldera, Huston, and O’Brien’s(1989) categories. PICCOLO(The Parenting Interactions with Child Checklist of Observations Linked to Outcomes) by Roggman, Cook, Innocenti, Jump, Norman, & Christiansen(2009) was used to investigate the mother’s responsiveness. While the mothers played with their toddlers during a 10-minute-free play session, their interaction were videotaped. The data were analyzed by means, t-test, and correlations. The results of the study were as follows: First, the mean levels of the toddler’s symbolic play were in level 3, ‘the pretending others’. Also girls spent more symbolic play time with mothers than boys. Second, mothers’ responsiveness was generally high in free play with their toddlers. Mothers frequently used ‘questions’ ‘comments’ and ‘fantasy statements’. Mothers with girls used more ‘questions’ than mothers with boys. Third, there was a significant relationship among toddler’s symbolic play level, mother’s responsiveness and verbal interaction. Maternal responsiveness and ‘fantasy statements’ were positively related with the mean level, and the frequency of play. The ‘questions’ and ‘answers’ were also related with symbolic play level and frequency. But ‘praise’ was negatively related with symbolic play frequency. In conclusion, this study suggested that toddler’s symbolic play level was related with mother’s responsiveness and verbal interaction during free play.
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