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초등학교 3학년 아동의 이야기 말하기와 이야기 쓰기에 나타난 결속표지 특성
박은실(Eun Sil Park) 한국언어치료학회 2016 言語治療硏究 Vol.25 No.4
Purpose: Cohesive devices are important not only to organize a story well, but also to make structured sentences in terms of language expression. This study examined the characteristics of third grade children by analyzing their abilities to use cohesive devices in spoken and written stories. This study was performed to identify whether or not there was a significant difference in the use of total cohesive devices, the frequency rate of sub-type cohesive devices, and the accuracy rate of cohesive devices. Methods: In search of the answer to this study, the subjects were selected based on the criteria of 10 typical developments in the level of the third grade. A Receptive and Expressive Vocabulary Test (REVT) was carried out, and the children who fell within -1 standard deviation of the mean were selected for the study. In order to have the participants tell and write a story, the picture book, “Frog, where are you?” was used. A paired-sample t-test was performed to determine any significant difference in the characteristics of the cohesive devices in the spoken and written stories. Results: The results of this study were as follows. First, there was no significant difference in the use of total cohesive devices between spoken and written stories. Second, there was no significant difference in the frequency rate of sub-type cohesive devices between spoken and written stories. Third, there was a significant difference in the accuracy rate of the total cohesive devices between the spoken and written stories. But there was no significant difference in the accuracy rate of sub-type cohesive devices. Conclusions: The findings can be used as a foundation for further research on the evaluation of spoken and written stories of school-aged children.
박은실(Eun Sil Park) 한국음악교육학회 2001 음악교육연구 Vol.20 No.-
Since the publication of Bennett Reimer`s A Philosophy of Music Education (1970), the so called Music Education as Aesthetic Education (MERE) which is the main concept expressed in the book has exerted strong influence on the music education not only in the United States of America but also many countries around the world including Korea. Its main contribution is to change the main focus of music education from external values to internal ones. But lately many scholars have raised the issue on the validity of the MERE concept itself. David Elliott`s Music Matters (MM, 1995) is the first main culmination of such doubts as well as the presentation of his new Praxial Philosophy of Music Education. The purpose of this study is to compare Reimer`s A Philosophy of Music Education with Elliott`s Music Matters. In order to facilitate the comparison. I extracts eight main issues from Reimei`s and Elliott`s books themselves as well as other relevant articles mainly by the same authors. Those issues are: philosophy and aesthetic; artistic creation and creativity; music malting and musicianship; works of art; music listening and music education; conceptual knowledge; the value of music and music education; music and other arts. Reimer`s and Elliott`s opinions on each issue are presented first, then the discussion on the relevant controversial points is followed. Following is the summary of the findings of this study. 1. Reimer has chosen so called absolute expressionism as the foundation of his philosophy. This approach has been proved successful for clarifying the essential nature and necessity of music education. Elliott has based his philosophy on the praxialism which emphasizes the action and the context in music. 2. Reamer says that aesthetic experience is the process of exploring and discovering the expressive qualities. The insight of feeling can be achieved by the interaction between the aesthetic perceptions and reactions. Elliott emphasizes the social and contextual aspects of the music making. He called the procedural and non-verbal knowledge gained through such music making as musicianship. 3. Reamer defines the works of art as presentational forms discerned through aesthetic perceptions. He also argues that we can recognize the meaning of the work of art not by the conceptualization but by the structuralization of the aesthetic perceptions. Elliott defines the work of art as multi-dimensional cognitive challenge. He suggests the six dimensions of such challenge in order to stress the importance of contextual viewpoint.
참조적 의사소통 훈련이 정신지체아동의 평균 형태소길이에 미치는 효과
박은실(Park Eun-Sil),강수균(Kang Soo-Kyoon) 한국재활과학회 2004 難聽과 言語障碍 Vol.27 No.2
The purpose of this study was to determine if a referential communication training was effective on the mean length of utterance in morphemes (MLU-m) of children with mental retardation.<BR> The subjects were 5 children with mental retardation.<BR> The therapy was delivered 30 times for 10 weeks. This study was a pre-post design. A t-test was performed to compare pre-post performances.<BR> The results of the study were as follows:<BR> The referential communication training was effective in improving morphological aspects of language of children with mental retardation. There was a significant difference between pre-treatment and post-treatment in the mean length of utterance in morphemes (MLU-m).