노인기의 문제

이옥주,Lee, Ok-Ju 한국학교보건협회 1981 학교보건 Vol.10 No.-

충동성과 대처양식이 학교적응과 학업성취에 미치는 영향

이옥주(Ok Ju Lee) 한국교육심리학회 2004 敎育心理硏究 Vol.18 No.3

중국어 음성합성: 진단과 과제

이옥주 ( Lee Ok Joo ) 한국중국어문학회 2021 中國文學 Vol.106 No.-

Recent years have witnessed the remarkable improvement of speech synthesis technology, which is a fundamental component of numerous AI programs. Chinese text-to-speech technology, which has been also rapidly improved, is used in a variety of programs for language teaching and learning as well as automatic translation. This paper examines major problems with Chinese synthesized speech in several widely-used programs, and discusses the prosodic modeling and the types of speech database that can be used to enhance the naturalness of synthesized speech sounds. It further notes that an increasing body of interdisciplinary research between phonetics and engineering may help to develop new analytic methods in the field of Chinese phonology and phonetics.

유아사회 교수내용지식 측정척도의 개발

이옥주 ( Lee¸ Ock Joo ) 한국영유아교육보육학회 2022 영유아교육.보육연구 Vol.15 No.1

본 연구는 유아사회교육을 실행하는 유아교사의 사회 교수내용지식 수준을 유아교사가 스스로 측정해 볼 수 있는 도구를 개발하는데 목적이 있다. 유아사회 교수내용지식 측정척도는 유아사회 교육학지식, 유아사회 내용지식, 유아 사회교육의 목적 및 목표, 누리과정 사회관계영역, 학습자에 대한 지식, 사회·문화에 대한 지식의 6개요인, 총 62문항으로 확정되었다. 유아사회 교수내용지식 측정척도의 적합성에 대한 확인적 요인분석 모형의 적합도 지수들은 χ²=454.02(df=194), TLI= .97, CFI= .97, RMSEA= .06(.05∼ .07)로 적합도 수준을 충족하였다. 또한 측정도구의 신뢰도를 분석한 결과 유아사회 교수내용지식의 전체 신뢰도(Cronbach’s α)는 .98이었으며, 하위요인별로는 유아사회 교육학지식은 .97, 유아사회 내용지식은 .96, 유아 사회교육의 목적 및 목표는 .93, 누리과정 사회관계영역은 .96, 학습자에 대한 지식은 .93, 사회·문화에 대한 지식은 .89이었다. 본 연구에서 개발한 유아사회 교수내용지식 척도는 유아사회 교수내용지식을 평가하기에 적절한 척도임이 밝혀졌다. This study is aimed at developing tools that allow children teachers to measure their own level of social pedagogical content knowledge of children teachers who practice early childhood social education. The measured scale of early childhood social pedagogical content knowledge was confirmed with six factors of early childhood social pedagogical knowledge, early childhood social content knowledge, the goals and objectives of early childhood social education, the area of social relations of Nuri curriculum, knowledge of learners, and social and culture knowledge, and a total of 62 questions. The conformity index of the confirmed factor analysis model for the suitability of pedagogical content knowledge measurement scale for early childhood social studies met the goodness-of-fit level were calculated using χ²=454.02(df=194), TLI= .97, CFI= .97, RMSEA= .06(.05∼ .07) to satisfy the fitness level. Also, as a result of analyzing the reliability of pedagogical content knowledge in early childhood social education scored .98, and by sub-factors, pedagogical knowledge scored .97, early childhood social content knowledge scored .96, the purpose and objectives of early childhood social education scored .93, the Nuri curriculun social relations area scored .96, knowledge of learners scored .93, and knowledge of social and culture scored .89. It was found that the early childhood social pedagogical content knowledge scale developed in this study is an appropriate scale to evaluate early childhood social pedagogical content knowledge.

한국여가문화연구

이옥주 (Ok Joo Lee) 고려대학교 스포츠과학연구소 1997 스포츠문화과학연구 Vol.9 No.0

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표준중국어 경계 성조(boundary tone)의 연구방법론 고찰

이옥주(Lee, Ok Joo) 한국중어중문학회 2015 中語中文學 Vol.60 No.-

Recently increasing attention has been paid to prosody of Mandarin as well as other varieties of Chinese. One of the most extensively explored topics is to describe the phonetic realization of pitch movement and syntactic/pragmatic functions associated with boundary tone types in Mandarin. However, despite much experimental studies conducted on this topic, both phonetic and phonological interpretations of boundary tone types are still highly controversial. Although a significant amount of recent research tends to adopt the AM(Autosegmental-Metrical) framework, lack of discussion and agreement on how to apply the phonological framework and taxonomy to varieties of Chinese seems to be a major hindrance to better understanding many prosodic phenomenon in the language. Through a critical and extensive review of studies on boundary tone in Mandarin, the present study shows that the same or very similar experimental results are often interpreted to support conflicting phonological viewpoints. It further argues that localized tones should be distinguished from global pitch manipulation in order for us to identify boundary tone in Mandarin, and further suggests that future research needs to be done (1) to identify pitch movement anchored specifically to the last syllable of an intonational phrase and (2) to define the prosodic domain for boundary tone in Mandarin.

표준중국어 음절유형에 대한 유형론적 고찰

이옥주(Lee, Ok Joo) 한국중어중문학회 2017 中語中文學 Vol.0 No.68

This study aims to provide a typological explanation of Mandarin syllable types and structures. Twelve legitimate syllable types in Mandarin differ from each other in terms of how frequently they appear in lexicon. Of particular interest is to understand the role of language universality in determining the relative frequency of various Mandarin syllable types. Results of a quantitative analysis of the phonemes and syllable structures of 13,052 characters contained in a lexicon corpus reveal several important typological features of the syllable type frequency in Mandarin: (1) the syllable type frequency is closely related to the markedness of an onset phoneme, i.e. the more marked an onset consonant is, the less frequently a syllable type occurs. (2) the sonority hierarchy also affects the syllable type frequency, i.e., the more a syllable type observes the sonority hierarchy, the more frequently it appears. Findings of this study contribute to understanding the typological features of the syllable types and structures of Mandarin as well as the language typology reflected in Mandarin.

소주(蘇州)방언 성조의 음운체계 고찰

이옥주(Lee, Ok Joo) 한국중어중문학회 2016 中語中文學 Vol.0 No.66

This study aims to provide a phonological analysis of the tonal system of the Suzhou dialect, which is one of the most representative varieties of Wu Chinese. Though much scholarly attention has been paid to its phonological features such as rich inventory of vowels and initials, our understanding of its prosodic system is still limited. This study captures the phonologically crucial features of the Suzhou tones and tone sandhi phenomenon by proposing a tonal system based not on Chao’s 5-level tonal scale but tonal features (i.e., H, M, L). It further shows that the tone sandhi process can be explained by tone deletion, spreading, L insertion in the left-dominant prosodic structure and demonstrates that stress related prominence needs to be taken into consideration in the Suzhou tone studies. It is suggested that phonetic studies are in need to understand the interaction between tonal behaviour and such factors as morphosyntax and language register (e.g., written vs. vernacular styles).

표준중국어 성조 분포의 유형적 특성

이옥주(Lee, Ok Joo) 한국중어중문학회 2018 中語中文學 Vol.- No.74

Earlier literature on tones of Chinese tends to report the tonal inventory and tone sandhi observed in a certain variety of the language. However, given that Chinese is one of the major tonal languages, a typological investigation of Chinese tones is needed to achieve a better understanding of not only the tonal systems of the Chinese varieties but also the universals of tones across languages. To understand the Mandarin tones from a typological perspective, this study examines the tonal distribution patterns in 518 tonal languages collected in PHOBLIE and compares them with the tonal distribution analyzed from a Mandarin lexicon corpus. Results of a quantitative analysis of the two corpora reveal several important typological features of the tone types and distribution of Mandarin as well as tonal languages in general: (1) Approximately 63% of the tonal languages contain 2 or 3 tone types, and about 19% of the languages, including Mandarin, contain 4 tone types, (2) Implicational relation between tone types (e.g., the existence of contour tone(s) implies the existence of level tone(s)) are observed both across tonal languages and in Mandarin. (3) The distribution pattern of ‘level tone > simple contour tone > complex contour tone’, which is in negative relation with tone markedness, is found across tonal languages. However, falling tone(T4) being the most frequently occurring tone type, Mandarin shows the distribution of ‘simple contour tone > level tone > complex contour tone’.

3년제 유아교육과 교과목 개설 현황 분석

이옥주(Lee, Ock-Joo),오선영(Oh, Sun-Young),김성숙(Kim, Sung-Suk) 학습자중심교과교육학회 2020 학습자중심교과교육연구 Vol.20 No.24

본 연구는 3년제 유아교육과에 개설된 교과목을 분석하여 유치원교사 양성을 위한유아교육과의 교육과정 설계에 기초자료를 제공하는데 목적이 있다. 본 연구의 분석대상은 2019년 각 대학 유아교육과의 홈페이지에 게시된 교육과정표의 교과목이다. 본 연구는 연구자가 속한 대학의 기관생명윤리위원회로부터 연구심의면제를 받고, 선행연구에 기초하여 분석영역 및 분석준거를 도출한 후 각 교과목을 분석준거에 따라 분류하여 그 개설현황을 파악하였다. 연구결과, 전반적으로 전공영역은 67개 유아교육과에 2,145개 과목, 교직영역은 66개 유아교육과에 747개 과목, 교양영역은 65개 유아교육과에 614개 과목을 개설한 것으로 나타났다. 전반적 개설현황을 분석영역별로 보면, 전공영역 교과목은 유치원 교사 자격 취득 요건 관련 1,405개 과목, 유치원 교사 교수능력 및 자질 함양 관련 674개 과목, 취업 및 진학 준비 관련 66개 과목을 개설한 것으로 나타났다. 교직영역 교과목은 교직이론 중 교육학개론과 교육심리 과목을 가장 많이 개설한 것으로 나타났고, 교육실습과 교직소양 관련 교과목은 대부분의 유아교육과에서 개설한 것으로 나타났다. 교양영역은 NCS 직업기초능력 관련 385개 과목, 유치원 교사 자격 취득 요건 관련 4개 과목, 유치원 교사 교수능력 및 자질 관련 49개 과목, 취업 및 진학 준비 관련 9개 과목, 사회 문화 이해 관련 129개 과목, 학교 단위의 전체 교양 관련 35개 과목을 개설한 것으로 나타났다. 이러한 연구결과를 바탕으로 3년제 유아교육과의 교육과정 개발 및 유치원 교사의 교수능력 제고를 위한 제언을 제시하였다. The purpose of this study is to provide basic data on the curriculum design of the children education department to foster kindergarten teachers by analyzing the subjects opened in the three-year children education department. The subject of analysis of this study is the subject of the curriculum table posted on the homepage of each department of early childhood education in 2019. Each subject was divided into major, teaching, and cultural areas to identify the status of its opening. Overall, the study found that 2,145 subjects were opened in 67 departments of early childhood education, 747 in 66 departments of early childhood education and 614 in 65 departments of liberal arts. Looking at the overall opening status by analysis area, 1,405 subjects related to requirements for obtaining kindergarten teacher qualifications, 674 subjects related to the cultivation of kindergarten teacher teaching ability and qualifications, and 66 subjects related to employment and preparation for entering school. Among the theories of teaching, the number of subjects in the field of teaching was found to be the largest number of subjects related to educational introduction and educational psychology, while most of the subjects related to education practice and teaching skills were found to be from the department of early childhood education. The liberal arts areas were found to have opened 385 subjects related to NCS vocational basic skills, four subjects related to requirements for kindergarten teacher qualification, 49 subjects related to kindergarten teacher teaching ability and qualifications, nine subjects related to job and preparation for entrance, 129 subjects related to social and cultural understanding, and 35 subjects related to overall liberal arts at school level. Based on these findings, suggestions were made to develop curricula for the three-year infant education department and to enhance the teaching ability of kindergarten teachers.