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성은주,홍용희 이화여자대학교 사범대학 교과교육연구소 2001 교과교육학연구 Vol.5 No.2
본 연구는 문화기술적 연구방법을 통해 만 5세 유아의 쌓기놀이에 영향을 주는 사회․문화적인 요인과 또래간 상호작용의 특성을 탐구하였다. 연구결과 쌓기놀이는 유아들의 실생활과 밀접한 관련이 있었다. 유아들은 인터넷을 통해 관련자료를 찾아 놀이에 적용하고, 인기 TV 만화영화를 재현하고, 가정 생활과 직결된 주제로 놀이를 구성하고, 지역사회의 경험을 쌓기놀이에서 확장시켰다. 쌓기놀이에서의 또래간 상호작용의 특성은 ‘공유’, ‘협력’, ‘갈등’으로 나타났다. 쌓기놀이에서 유아들은 첫째, 놀이장소나 놀이감뿐만 아니라 정서, 언어, 주제, 놀이 각본, 규칙 등을 ‘공유’하였다. 둘째, 유아들은 공동으로 구조물을 만드는 상황이나 문제 해결을 위해 토의를 하는 과정에서 서로 ‘협력’하였다. 마지막으로, 유아들은 놀이 참여, 블록 나누어 쓰기, 의사소통 등에서 또래와 ‘갈등’을 겪는 것으로 나타났다. This ethnographic study examined socio-cultural factors which affect on 5-year-old children's block play and the characteristics of peer interaction. The results are as follows. The block play was deeply related to the children's daily life. Using internet, young children found resources related to the block play and applied to the play, playing TV animations, constructing the play with the themes related to family life, and expanding the experience of community in the block play. The characteristics of peer interaction in the block play were 'sharing', 'collaboration', and 'conflict.' During block play, first, young children shared not only play area and play materials, but also 'emotion', ‘themes', 'language', 'play script', and ‘rules’ during the block play. Second, young children collaborated to build the construction together or to solve the problems in the course of discussion. Finally, young children experienced conflicts as they participated in the block play, shared the blocks with peers, or communicated each other during the block play.
뮤직비디오를 활용한 창의적 글쓰기 학습이 한국어 쓰기 능력 향상에 미치는 효과
성은주,엄나영 한국언어문학회 2012 한국언어문학 Vol.82 No.-
In contrast to the generations who are familiar with the existing written texts, Korean language learners in modern times are familiar with the new media environment, For satisfying different demands and desires of learners, a real-life language teaching-learning plan using a variety of teaching materials to reflect the trends of the times and media to stimulate learners' senses is needed. The four results of this study are as follows. First, using a music video to stimulate video-generation learners' senses including sight and hearing complexly aroused their interest and made them assertive and active in the class. Second, it made it possible to run a learner-centered class which learners participated in autonomously, and teachers and learners communicated interactively, breaking from the class that information is unilaterally delivered by teachers. Third, learners were able to write creatively after 'guessing implicative narrative structures, thinking through brainstorming and reorganizing the contents of music video' using its title or captured pictures. Ultimately, this way of thinking helped them express various ideas that weren't stereotyped and write words that excited sympathy from other people. Fourth, the learner-centered and active participation relieved learners' burden of writing and improved their writing skills in the end. Particularly, creative thinking and expression enhanced their capabilities in organizing writings. These results imply that a class using a music video can be used as one of effective learning methods for foreign education.
성은주,신택수 대한가정의학회 2003 Korean Journal of Family Medicine Vol.24 No.11
The Effect of Overweight to Cardiovascular Risk Factors among Korean AdolescentsEun Ju Sung, M.D., Taek Soo Shin, M.D., M.P.H.*