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박인심 한국생성문법학회 2002 생성문법연구 Vol.12 No.2
This study aims to analyze ce construction in French by the modified Agree thoery of Chomsky(1998,1999). The similarity and difference between there in English and ce, and the status and features of ce are explained and discussed. Analyzing ce in Complex Inversion sentences through Agree of the features, this study proves the explanatory adequacy of Agree theory. In addition, we propose that when the uninterpretable features match with the features of goal, they are deleted by Agree and cannot take part in another Agree relation. If there has Case feature, it can be active and agrees with the probe T in raising constuction, so that we don't have to assume the hypothesis of φ- completeness.
협력학교 기반 교육봉사활동의 성과 분석 : S여대 사례를 중심으로
박인심 한국교원교육학회 2014 한국교원교육연구 Vol.31 No.2
이 연구는 교육실습 과목으로 운영되고 있는 교육봉사활동의 성과를 분석하고, 양성기관에 서 효과적인 운영을 위한 시사점을 도출하는 데 목적이 있다. 이를 위해, 서울의 S여대가 운 영하는 ‘협력학교 기반’의 교육봉사활동에 초점을 맞추고 예비교사 관점의 성과를 분석하였 다. 연구문제로 첫째, 예비교사가 교육봉사에서 기대하는 것은 무엇인가? 둘째, 활동에서의 어 려움은 무엇인가? 셋째, 교육봉사활동에서 배우고 경험한 것은 무엇인가? 넷째, 만족도와 관 련 있는 상황요인은 무엇인가?를 설정하고, 협력학교 기반의 교육봉사에 참여한 예비교사를 대상으로, 사전교육과 총괄평가회에서 질적·양적 자료를 수집하고, 내용분석, 기술통계, 상관 관계, 집단 차이검정(t-test)을 실시하였다. 그 결과, 예비교사는 ‘학생 이해와 변화’를 기대하였 고, ‘학교의 지원과 관리’에서 어려움을 느꼈으며, ‘학생 만남과 이해’를 가장 많이 경험한 것 으로 드러났다. 활동의 ‘만족도’와 ‘상황요인’에 대한 인식수준은 높지 않았고, 만족도와 상황 요인들 간에는 유의한 상관관계가 있었다. 예비교사의 기대사항, 어려움, 학습과 경험 내용은 Ⅰ, Ⅱ 집단에서 달랐으며, 기대사항(학생이해, 가르치는 능력 향상, 교사의 일 이해)이 실현된 정도와 상황요인들(대학의 교육제공, 교수와 소통, 교사의 지)에 대한 인식이 Ⅰ, Ⅱ 집단 간 에 유의한 차이를 보였다. 이러한 결과를 토대로, 협력학교 기반 교육봉사활동의 성과를 논의 하고, 보다 효과적인 운영을 위한 시사점을 제시하였다.
코로나시대 온라인수업에 대한 여대생의 인식 변화 탐색 - 텍스트마이닝 활용을 중심으로 -
박인심,안미리,최은정 한국문화융합학회 2023 문화와 융합 Vol.45 No.1
COVID-19 has changed the paradigm of everyday life to online and has brought about many changes in university education. This study aims to identify changes in student perception of online classes using big data analysis. For this purpose, data from March 2020 to June 2021 were collected from the ‘Everytime’ community site, using Python programming language. Then text mining, namely, Keyword frequency analysis, network analysis, and sentiment analysis were conducted. The implications derived from the findings suggested some ideas worth considering in improving online classes at university.
박인심 한국생성문법학회 2003 생성문법연구 Vol.13 No.2
This study considers uninterpretable features of defective T in raising constructions by Agree theory of Chomsky (1999, 2000). To explain the consistency about uninterpretable features, we analyze agreement relations with uninterpretable features of defective T against φ-complete hypothesis. It is proposed that φ-set features of probe can be deleted partially in expletive there constructions. Also, if an uninterpretable feature agrees with a feature, it is deleted and can no longer agree with another feature, and defective T in raising constructions has only EPP feature. As the uninterpretable feature of there is not treated exceptionally through this alternative, some complexity in human language computation can be reduced.
박인심 서울여자대학교 여성연구소 2011 여성연구논총 Vol.26 No.-
The purposes of this study were to identify the structure of conceptual elements in the teaching perspectives and to analyze the teaching perspectives of female preservice teachers. As results, it was found that the teaching perspective concept was composed of four perception elements regarding the teaching profession, teachers, schooling, and the work of teachers. The study conceptualized the teaching perspective as a structure of the teaching profession, teachers, schooling, and the work of teachers perceptions. Also, preservice teachers most often recognized ‘knowledge and love of students', ‘effective teaching skills', and ‘the teaching perspective' as the qualities of a desirable teacher. Regarding the most difficult work of teachers, ‘student guidance and student control' for the sophomores, ‘relationships and communication with students' for juniors, and ‘administrative tasks' for seniors were noted by female preservice teachers. In addition, the participants of this study recognized the student progress, positive feedbacks from their own students, and the grade improvements of their students as the most significant sources of the teacher's pride and reward. Finally, the female pre-service teachers were most likely to take the viewpoints of the clergy, the professional, and the public servant on the teaching job in an orderly manner. In the end, the study suggested some implications for teacher preparation. Key words:the teaching perspectives, female preservice teachers, teacher preparation