프로젝트 수업이 대학생의 창의적 사고, 창의적 성향 및 문제해결능력 향상에 미치는 효과

정명화(Myung Hwa Cheong),신경숙(Gyoung Suk Shin) 한국교육심리학회 2004 敎育心理硏究 Vol.18 No.3

전문대학생의 자기불일치가 안녕감에 미치는 영향

정명화(Myung-Hwa Cheong),형정은(Jung-Eun Hyung),조채영(Chae-Young Jo) 한국콘텐츠학회 2015 한국콘텐츠학회논문지 Vol.15 No.9

본 연구는 자기불일치가 안녕감에 미치는 영향에 있어 사회적 지지의 조절효과를 검증하는데 목적이 있다. 이를 위해 부산 및 경남에 소재한 전문대학에 재학중인 587명의 학생을 대상으로 자기불일치, 안녕감, 사회적 지지의 검사를 실시하였다. 자기불일치, 안녕감, 사회적 지지의 일반적인 특성을 알아보기 위해 SPSS 21.0을 활용하여 평균, 표준편차를 분석하고 변수 간의 관계를 확인하기 위하여 상관 분석을 실시하였다. 또 자기불일치가 안녕감에 미치는 영향에 있어서 사회적 지지의 조절효과를 살펴보기 위하여 위계적 중다회귀분석을 실시하였다. 연구결과 첫째, 자기불일치와 안녕감은 유의미한 부적 상관을 나타냈으며 사회적 지지와 안녕감은 유의미한 정적 상관을 나타냈다. 둘째, 연구 가설과는 달리 자기불일치와 안녕감의 관계에서 사회적 지지의 조절효과는 없는 것으로 확인되었다. 이러한 결과를 바탕으로 연구가 주는 시사점을 논의를 통해 밝혔으며, 연구의 제한점과 추후 연구를 위한 제언을 제시하였다. The aim of this study is to identify whether college students’ self-discrepancy has an effect on their well-being and to verify the moderating effect of social support on the relation between self-discrepancy and well-being. For this study, the preliminary research was conducted in the way that questionnaire tests on self-discrepancy, well-being, and social support were administered to 587 college students in Busan and Gyeongnam province. The test results were analyzed by means of SPSS 21.0 program. First, average and standard deviation were analyzed to examine the general characteristics of self-discrepancy, well-being and social support. Second, correlation analysis was used to examine the relationships between variables. Third, hierarchical multiple regression analysis was used to examine the moderating effect of social support on the relation between self-discrepancy and well-being. The conclusions drawn from the analysis are as follows. First, self-discrepancy had a significant negative correlation with well-being and social support had a significant positive correlation with well-being. Second, contrary to the research hypothesis, social support had no moderating effect on the relationship between self-discrepancy and well-being. Based on these findings, the implications and the limitations of the research findings were discussed, and recommendations for future research were provided.

한중영화합작의 발전방향

정명화(Myung-Hwa Cheong),이성덕(Sung-Duk Lee),김익기(Ik-Ki Kim),송정은(Jung-Eun Song) 한국엔터테인먼트산업학회 2016 한국엔터테인먼트산업학회논문지 Vol.10 No.3

본 연구는 영화합작제작의 개념을 바탕으로 한중합작영화의 추진방향과 그 흐름에 대해서 알아보고 한중 합작영화의 결과에서 나타난 문제점과 개선방안 논의할 것이다. 문헌연구 외에도, 중국 내에 한중영화합작의 과정을 파악하기 위해, 중국에서 메인으로 사용하는 매개체에서 한중합작에 관련된 데이터를 수집하였다. 한중영화합작은 콘텐츠의 다양성과 인프라 구축을 위한 네트워크를 형성하며 한류의 발전에 토대가 된다. 하지만 여전히 한중합작영화는 흥행하는 경우가 드물어 지속적인 협력과 교류를 저해한다. 이를 해결하기 위해서는 상대방의 문화에 대한 꾸준한 연구와 효과적인 접근법이 필요하다. 향후 한국과 중국의 영화합작은 아시아를 대표할 문화적 콘텐츠를 공동으로 개발하여 세계 영화시장에서 경쟁력을 높여야 할 것이다. This study discusses the issues raised by the film co-production process between Korea and China and suggests ways to promote the co-production with understanding of its history and conditions between Korea and China. This study aims to find the ways to effectively cooperate between the two countries and to increase cultural exchanges based on cultural similarities and differences in order to also promote Hallyu. In addition to literature studies, the data is collected from the online resources and sites for films in China. The film co-productions between Korea and China build networks for setting infrastructure and for improving the quality and diversity of contents; furthermore, the co-productions will support the development of Hallyu. Still, the cultural differences between the two countries hinder the increase of co-productions and mutual understanding and cultural exchanges. To solve this issue, both countries need to keep studying the other’s culture and to find wise strategies to approach to the other. Both Korea and China should cultivate creativity together to produce film contents able to reflect Asian culture. By doing so, both countries can increase the competitiveness of Asian films in a global film market.

전문대학 교수-학습 센터 구축실태 분석 및 활성화 방안

정명화 ( Myung-hwa Cheong ),신경숙 ( Kyung-suk Shin ),손경옥 ( Kyung-ok Sohn ) 한국고등직업교육학회 2009 한국고등직업교육학회논문집 Vol.10 No.4

The purpose of this study was intended to analyze a trend of the CTL and to suggest activation of it in Junior College. To accomplish the purpose of this research, it was conducted the survey about CTL of 148 junior colleges. The findings from this study are as follows: First, CTL in junior college was used the title as Center for teaching and learning. Second, the organization of human resources of CTL in junior college was made up teaching support, learning support and media support. Third, CTL in junior college was independent department in an administrative organization. Forth, the researchers of CTL in junior college were taken training once or twice a year. Fifth, the programs which were provided in CTL in junior college were the workshop and seminar related to teaching and learning.

成人敎育에 대한 社會學的 基礎

정명화,김은경 동의공업대학 1998 論文集 Vol.24 No.1

The purpose of this study was to investigate the sociological approach to adult education. The sociological approach included social systems and the social actions of sociology. The sociology of social systems included Functionalism and Marxism. These prefer social systems to social actions. They implied "education from above" in adult education. Education from above included development, creativeness. democracy. and participation in the curriculum of adult education. By contrast. a sociology of social action included Symbolic interactionism. Phenomenology, and Ethnomethodology. They preferred social actions to social systems. They suggested social actions to the "education of equals" in adult education. The education of equals in adult education made students learn under contract learning and self-directed learning.

TGT모형에 관한 이론과 실제

정명화 동의공업대학 1999 論文集 Vol.25 No.1

The purpose of this study was to investigate the theory and practice of the model of TGT(Teams-Games-Tournaments). TGT originally developed by David DeVries and Keith Edwards, was the first of the Johns Hopkins cooperative learning methods. In TGT, students are assigned to four or five member learning teams that are mixed according to performance level, sex, and race. TGT are made up of five major components: class presentations, teams, games, tournaments, team recognition. The teacher presents a lesson, and then students work within their teams to make sure that all team members have mastered the lesson. It uses the same teacher presentations and teamwork that STAD does, but replaces the quizzes with weekly tournaments in which students compete with members of other teams to contribute points to their team scores. Students compete at three-person "tournament table" against others with similar past records in mathematics. A "bumping" procedure, which consists of changing student's table assignments weekly based on their performance in each tournament, keeps the competition fair. The winner at each tournament table brings some points to his or her team, regardless of which table it is. As in STAD, high-performing teams earn certificates or other forms of team rewards. TGT has many of the same dynamics as STAD, but adds a dimension of excitement contributed by the use of games.

성취과제 분담모형에 관한 이론과 실제

정명화 동의공업대학 1998 論文集 Vol.24 No.1

The purpose of this study was to investigate the theory and practice of the model of Student Teams Achievement Divisions. In STAD, the simplest of the Student Team Learning methods, students are assigned to four-member learning teams that are mixed according top performance level, sex, and race. STAD are made up of five major components : class presentations, teams. quizzes, individual improvement scores. and team recognition. The teacher presents a lesson, and then students work within their teams to make sure that all team members have mastered the lesson. Finally. all the students take individual quizzes on the material, then the individual scores are formed into team scores by the teacher. A weekly one-page class newsletter recognizes the teams with the highest scores. The newsletter also recognizes the students who exceeded their own past records by the largest amounts or who completed perfect papers. STAD includes most material taught in mathematics, language arts, science, language, and some parts of social studies. STAD have documented significant gains in student self-esteem, liking of class, attendance, achievement, and behavior. STAD is often used in classes containing mainstreamed students with academic handicaps, and has been effective both for improving these students' achievement and behavior and for increasing acceptance by their classmates

협동학습의 수업절차에 관한 고찰

김진숙,정명화 한국교육학회 부산지회 2000 釜山敎育學硏究 Vol.13 No.1

The purpose of this study was to investigate the instructional procedures of cooperative learning: a general cooperative learning, the stages of Group Investigation(GI), Learning Together(LT), Teams-Games-Tournaments(TGT). Group Investigation is method for classroom instruction in which students work collaboratively in small groups to examine, experience, and understand their topic of study. Group Investigation is designed to appeal to all facets of students' abilities and experience relevant the process of learning, not just to the cognitive or social domains. Learning Together model has six elements: specifying the objectives for the lesson, making pre-instructional decisions about learning groups, room arrangement, instructional materials, and students' roles within the group, explaining the task and goal structure to the students, setting the cooperative lesson in motion, monitoring the effectiveness of the cooperative learning groups and intervening as necessary, and evaluating students' achievement and helping them discuss how well they collaborated with each other. Teams-Games-Tournaments are made up of five major components: class presentations, teams, games, tournaments, team recognition. The teacher presents a lesson, and then students work within their teams to make sure that all team members have mastered the lesson. It uses the same teacher presentations and teamwork that STAD does, but replaces the quizzes with weekly tournaments in which students compete with members of other teams to contribute points to their team scores. Students compete at three-person $quot;tournament table$quot; against others with similar past records in mathematics. A $quot;bumping$quot; procedure, which consists of changing student's table assignments weekly based on their performance in each tournament, keeps the competition fair. The winner at each tournament table brings some points to his or her team, regardless of which table it is. High-performing teams earn certificates or other forms of team rewards.