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다차원 정책분석 모형을 활용한 교육 분야 양성평등정책 분석: 제1차 양성평등 기본계획을 중심으로
남미영(Nam, Mi-Young),정제영(Chung, Jae Young) 한국교육정치학회 2018 敎育政治學硏究 Vol.25 No.3
이 연구는 양성평등정책 기본계획 중에서 교육 분야 정책 과제를 다차원 정책분석 모형을 이용하여 분석․진단하고 시사점을 제시하는 것을 목적으로 한다. 최근 미투운동 등이 사회 전반으로 확산되는 것과 관련하여 ‘교육 분야의 양성평등 강화’라는 정책 과제를 실현시키기 위해 교육부 등은 어떤 노력을 기울이고 있었는지 점검해야 할 필요성이 제기된다. 특히 양성평등교육이 성 평등에 대해서 다루고 있는 만큼 정책이 본래의 목적에 부합하여 실효성 있게 추진되고 있는지 구체적이고 다양한 관점에서 실태를 분석해야 한다. 성과 관련하여 나타나는 왜곡된 사회적인 현상들을 통해 앞으로 양성평등 정책이 어떤 방향으로 추진해야 할 것인가에 대해 신중하게 검토할 필요가 있다. 본 연구에서는 Cooper, Fusarelli & Randall(2004)의 다차원 정책분석, 즉 규범적 차원, 구조적 차원, 구성적 차원, 기술적 차원에서 양성평등정책 중에서 교육 분야를 종합적으로 분석하고 이를 토대로 양성평등정책에 대한 시사점을 도출해 내고자 한다. 규범적 차원에서는 양성평등관점 강화, 양성평등 의식 제고 측면을 분석하였고, 구조적 차원에서는 교육부, 시․도교육청, 학교 측면을 분석하였다. 그리고 구성적 차원에서는 교육부와 교육청 전문직, 교원 및 학생, 학부모 측면을 분석하였고, 기술적 차원에서는 교육과정 운영, 교원 연수, 평가 방법 개선, 고등교육 양성평등 운영 강화 측면 등을 분석하였다. The purpose of this study is to analyze and diagnose policy tasks in the education sector using a multi-dimensional policy model among the ‘basic plans for the gender equality policy’. It is necessary to check what efforts the Ministry of Education and others have made to realize the policy task of enhancing gender equality in education field concerning the recent spread of the ‘Me too movement’ across society. In particular, as gender equality education deals with gender equality, the situation should be analyzed from a specific and diverse standpoint whether policies are implemented effectively in accordance with their original purpose. Through the distorted social phenomena that appear in relation to performance, we should carefully consider the direction in which the gender equality policy should be pursued in the future. In this study, the multi-dimensional policy model of Cooper, Fusarelli and Randall (2004) was performed in terms of the normative, structural, constituent, and technical dimension. At the normative dimension, the two sides were analyzed to enhance the sense of gender equality and to enhance awareness of gender equality. In terms of structural dimension, there were Ministry of Education, the municipal and provincial education offices and schools. In addition, constituentive dimension was used to analyze public officers, teachers, students and parents. In the technical dimension, curriculum, teacher training, educational evaluation, and higher education were analyzed.
보문 : 체크리스트법에 의한 창의적인 패션디자인의 조형적 특성
남미영 ( Mi Young Nam ),김윤경 ( Yoon Kyoung Kim ),이경희 ( Kyoung Hee Lee ) 한국의류학회 2012 한국의류학회지 Vol.36 No.8
This study contributes to the development of a creative fashion design and provides concrete data regarding the process of creative ideas through an analysis of the characteristics of the fashion design idea and the characteristics of fashion design from a formative perspective according to Osborn`s checklist method. The data collection involved 466 pages that focused on the work of 30 designers (2005 S/S-2009 F/W) extracted from the websites style.com and ifb.co.kr. In the cases of pictures collected, a content analysis was applied based on statistical analysis and design analysis criteria. First, as a result of the examination of the characteristics of ideas for fashion design based on the checklist, it turned out that elimination method is most frequently employed, followed by addition, conversion, limit and combination. In addition, every idea showed a significant difference in terms of the applied item, expression method, and balance. Second, due to the study of the formative characteristics of fashion design (based on the checklist), it turned out that square-shaped silhouette, achromatic and chromatic colors, combined tones, identical color combination, complex texture, and identical texture combination are frequently used. In addition, every idea showed a significant difference in terms of form, color, and fabric. We believe that the use of the checklist is useful for the development of a creative design because formative characteristics vary based on the characteristic of ideas of fashion design.
남미영 ( Mi Young Nam ) 한국일어일문학회 2007 日語日文學硏究 Vol.61 No.1
本稿では、まず、現代日本語における『制限·非制限』という槪念を再檢討という形で探ってみた。要するに、『制限』というのは修飾部が主名詞をグル一プ分け、その主名詞は不特定の指示對象として示されるものと規定し、『非制限』というものは修飾部が主名詞を單に特徵づける。その主名詞は特定の指示對象として示されると規定した。そもそも、現代日本語の主名詞を一つのグル一プとして限定するものは制限用法で、主名詞のグル一プ分けではなく情報を付加するものが非制限用法である。主名詞と修飾部の意味特性という要因を排除しても、主名詞に關わる限定、すなわち、『制限·非制限』と分かれる意味制約が機能している。このような問題に着目して考察すると、まず、主節述語によって『制限·非制限』が分かれるという論を立てることができる。さらに、日本語の連體修飾節の『制限.非制限』を硏究するには連體修飾節だけでは不十分で複文全體を考察の對象にしないといけないという結論に천ることになる。それから、さらに日本語の照應における名詞の表れ方は、主に語彙レベルで決められ、先行文で指示對象になった名詞ならば、大體の場合、無標の照應で表すことができる(例外として、總稱指示を表す名詞群や形式名詞群など必ず有標の照應で表される場合もないわけではない)。しかし、制限·非制限という構文レベルからみると、必ずしも、語彙レベルにとどまっているとは言えない。例えば、制限用法の場合、固有名詞を除くと、大體の普通名詞は有標の照應でないと同定することはできず、不自然な文になってしまうのである。結論としては、照應における名詞の考察を通して、連體修飾節の制限/非制限用法は意味領域だけではなく、構文構造でも明らかにその相違点があるということがわかる。