연령·표상양식·단어유형이 유아산문학습에 미치는 효과

황구연,최민수,정연숙 진주교육대학교 1990 論文集 Vol.34 No.1

The learning activities of young children have been frequently accomplished through the prose materials varied in the form and the structure. The probe passages mean the language activities that explain, describe, and tell about the objects and events in several sentences. It is needed the concrete materials and the method of instruction in order that young children understand the abstract and complex informations and concepts in prose. The materials of instruction for young children's prose learning involve the pictures, the actions, and the written language that are similar or identical with the prose contents. Thus it is possible to study the relations between Bruner's three repersentational modes (enactive, iconic, symbolic) and the young children's prose learning. The main purpose of this study was to present the appropriate instruction media and method in young children's prose learning by investigating the effects of the repersentational modes, the area, and the kinds of word on young children's memory of key words in prose learning. And the other purpose was to give the basic information in selecting the words for instruction throuh the comparison of nouns and adjectives. The hypotheses of this study are as follows: Hypothesis 1. The young children win recall key words differently in ages. Hypothesis 2. The young children win recall key words better in the conditions of enactive representation and iconic representation than in the condition of symbolic representation, Hypothesis 3. The five, six, seven-year-olds will recall more nouns than adjectives. Hypothesis 4. There win be the interaction effect of the ages and the representational modes. Hypothesis 5. There win be the interaction effect of the representational modes and the kinds of word. For subjects in this study, a total of 90 children who know the written language and go to the kindergarten and the elementary school in Guang-Ju, Ma-San were randomly assigned to the three experimental conditone (actions, pictures, witten languages). The experimental instruments were the actions, the 10 pictures, and the 10 cards with the written languages, and the tapes with the prose passages by the experts. Stein's(1978) "Albert Gets Caught" was used for this study as in Jung Yeon-Suk'a paper(1986). The datas were colleted by the response test consisted of ten items that were divided to 0. 1. and 2 degrees by the responses. The collected dates were analized by the repeated 3×3×2 (Ages × Rrpesentational Modes × Kinds of Word) ANOVA. The following findings were obtained: First, the hypothesis 1 was accepted [F(2, 81) = 1.09, p<,01]. The seven-year-olds (the second grades) rememberd key words better then the five-year-olds and the six-year-olds. But the differonce between the memory of the five- year-olds and that of the six-year-olds was not. Second, the hypothesis 2 was accepted [F(2, 51) = 5.56, P<.01]. Namely the significant differences among the conditions of the notions, the pictures, and the written languages were. The means of the three conditions were 6.78, 6.98, 5.92. And be the mean of the iconic repersentation mods was highest. Third, the hypothesis 3 was sccepted [F(1,81) = 39.68. P<.01]. This indicates the main effect of the kinds of word. And this mians that the kinds of word affect the prose learning of the five, six, and seven-year-olds. Forth, the hypothesis 4 was rejected. the degrees in the three representational modes were consistent in disregard of ages. Fifth, the hypothesis 5 was accepted [F(2, 81) = 3.01, P<.10]. The young children remembered relatively well key words of adjectives in the iconic representation mode.

鹽化物 含有量에 따른 鐵筋腐食 및 콘크리트 强度特性에 관한 實驗的 硏究

김정섭,강연구,유덕룡,박광수 朝鮮大學校 建設技術硏究所 1999 建設技術硏究 Vol.19 No.2

As reinforced concrete buildings have been large, high-storied and high perfomance supply of river sand and gravel is insufficient and sex sand and crushed gravels which have the problem in internal force and durability are used as substitute aggregates. The problems caused by the use of sea sand lower the durability of reinforced concrete building according t o the content of chloride and shellfishes and cause the problem of corrosion and neutralization of reinforcing rod. Therefore, this study analyzes the degree of corrosion and neutralization of reinforcing rod which are the causes of lowering durability of reinforced concrete buildings with the variable of chloride content through the experiment and obtains the following results. 1. As a result of experimenting river sand and sea sand by comparison, the corrosion can be found at reinforcing rod without using rust proof paint regardless of the covering depth from 60 days of age and especially, the extensive corrosion is occurred at the damaged reinforcing rod among the same rods. 2. As a result of neutralization experiment with river sand and sea sand, there is no response in neturalization till 60 days of age. 3. As a result of strength and non-destructive strength test with river sand and sea sand, it is found that the value of strength is increased more at the test specimen using sea sand than river sand and while the specimen using river sand shows increasing value of strength continuously based on 28 days of age, the specimen using sea sand shows the decrease in strengh as it has more chloride contents. It is thought that evaluation experiment and method of durability and security and countermeasure of durability according to age on the basis of the basic materials of this study should be conducted as future research task.

Metabolomic Analysis of Korean Perilla Seed Varieties Using HPLC-ESI/QTOF/MS/MS and GC-MS/MS

Su Yeon Gu,Bo-Min Kim,Hyeon-Jeong Lee,Sung-Gil Choi,Myoung-Hee Lee,Hyun-Jin Kim 한국식품영양과학회 2017 한국식품영양과학회 학술대회발표집 Vol.2016 No.10

Metabolomic Analysis of Seeds from 15 Perilla Varieties with Different Growth Condition

Su Yeon Gu,Ye-Jin Son,Park Ji Yeong,Sung-Gil Choi,Myoung-Hee Lee,Ki-Hyun Kim,Hyun-Jin Kim 한국식품영양과학회 2018 한국식품영양과학회 학술대회발표집 Vol.2018 No.10

보육교사들이 인식하는 다문화 가정 영유아의 기본생활습관 특성

구수연(Gu Su-Yeon) 한국열린유아교육학회 2010 열린유아교육연구 Vol.15 No.3

본 연구는 다문화 가정의 자녀가 교실에서 보이는 기본생활습관의 특성과 교사들이 인식하는 가정의 기본생활습관 지도와 문제점 등을 파악하여, 다문화 가정의 유아들의 건강한 사회생활에 필요한 교육과 지원을 위한 자료를 제공하는데 연구 목적이 있다. 연구를 위하여 18명의 시설장과 보육교사를 인터뷰한 자료를 분석하였으며, 연구참여자들은 식습관, 청결과 의복 착용, 배변훈련, 예절, 질서의 부분에서 다문화 가정자녀의 기본생활습관의 특성에 대해 보고하였다. 다문화 가정 영유아의 기본생활 습관 지도에 있어 어려움으로 교사는 다문화 가정 부모와의 협력 관계의 어려움, 문화 차이에 대한 이해, 다문화 가정 영유아를 배려하는 문제 등을 지적하였다. This Study examines child care educators' conception of basic life habit of multi-cultural families' children in child care centers. The purpose of this study is to investigate characteristics of basic life habit of multi-cultural families' children showing in classes and their parents' attitudes dealing the basic life habit of their children, and the difficulties of child care educators to guide multi-cultural families' children good basic life habit. The participants of this study were 18 child educators from 9 child care centers and they were interviewed. They reported characteristic behaviors of multi-cultural families' children in eating habit, hygiene matters, evacuation training, etiquettes and good manners, and keeping order. The child care educators have difficulties in making cooperative relations with multi-cultural families, in understandings about the differences among cultures and fall into a dilemma treating multi-cultural families' children in special ways.

루소의 여성교육론과「에밀」에 나타난 여아교육의 의미 탐색

구수연(Gu, Su-Yeon) 한국열린유아교육학회 2012 열린유아교육연구 Vol.17 No.6

루소는 「에밀」이라는 교육소설을 통해 자연주의교육이라는 교육 패러다임을 제시했으며, 이를 통해 페스탈로치, 프뢰벨, 듀이로 이어지는 아동중심교육에 많은 영향을 주었다.「에밀」에서 루소는 남아인 에밀의 성장과 그의 배우자 역할을 할 소피의 교육 방법에 대해서 상세하게 제시하였다.루소는 남성인 에밀을 시민사회의 일원으로 성장시킨데 비해, 여성인 소피를 남성에게 종속시킴으로써 페미니스트의 비난이 대상이 되었다. 그러나 여성교육을 여성의 특성과 인간 발달에 맞추었다는 점에서 루소의 여아교육은 조명될 필요가 있다. 따라서 본 연구는 루소의「에밀」에 나타난 여성관과 여성교육론을 고찰하고, 루소가 제시한 여아교육의 의미를 탐구하고자 하였다. 이에 따라 루소의 여성교육론을 정리하고, 「에밀」의 5장을 분석한 결과 루소의 여아교육의 의미는 육체의 단련, 성차를 고려한 교육, 여성적 취향의 형성을 고려한 교육, 습관형성을 위한 교육으로 해석될 수 있다. 루소의 여성교육론에서 여성을 남성의 동반자적 존재로 본 여성관에 대한 재조명이 필요하며, 루소의 여아교육은 차별적이라기보다 남녀의 차이를 고려한 교육이며, 성적 특성을 고려하여 여아의 교육을 남아와 분리해서 다뤘다는 점에서 그 의미가 있다고 할 수 있다. Rousseau proposed an educational paradigm based on naturalism in the novel, “Emile” drawing on child-oriented education theories from Pestalozzi, Frobel to Dewey. In Emile, Rousseau showed detailed description about the growth and educational methods for Emile, and his wife Sophie. He raised Emile as a member of civil society but, raised Sophie to have subordinate relation with man, and this drove Rousseau to confront feminists" criticism. But he focused and arranged female education based on the development and characteristics of the female child. The purpose of this study was to examine Rousseau"s view of women and his theory of women’s education to extract the goals of girls’ education. The extracted goals for female child education were training of body, education based on the difference between man and woman, education to build woman"s taste, and education to develop good habits. It is worth reconsidering Rousseau"s educational theory for women such as treating women as partners for men’s. Rousseau"s educational theory for girls’ education was based on the differences between man and women, and that the education of female children should be based on the their own characteristics and the development of female children.

다문화 현장이 갖는 딜레마

구수연(Su-Yeon Gu) 중앙대학교 문화콘텐츠기술연구원 2010 다문화콘텐츠연구 Vol.8 No.-

본 연구는 다문화 가정의 영유아를 보육하고 있는 교사들이 교육현장에서 경험하는 다문화 교육의 어려움과 갈등, 그것을 해결하는데 있어 딜레마적 문제를 탐구함으로써 다문화 교육의 방향과 현장에 적절한 지원을 모색하는데 있어 기초 자료를 제공하는 데 그 목적이 있다. 연구를 위해 전라북도 어린이집의 교육종사자를 인터뷰하여 분석하였으며, 교사들이 다문화 교육 현장에서 갖는 딜레마는 다문화 교육의 대상, 가정에서 보육의 파트너, 다문화 가정 자녀를 교실에서 배려하는 문제, 다문화 가정 문제의 기원, 다문화 가정의 위상, 다문화 가정의 사회화, 문화 습득의 문제, 다문화 교육에 대한 태도, 다문화 가정의 의사소통을 매개함에 있어 누구의 입장을 대변할 것인가의 문제 등에서 딜레마를 경험하는 것으로 나타났다. 교사들이 겪는 딜레마의 출발은 우리 사회의 다문화에 대한 태도와 사회에서 이들의 위상, 국가의 다문화 가정에 대한 지원과 대책의 기본적인 태도에서 기인하는 문제로 볼 수 있으며, 다문화 교육에 대한 합의의 부재, 다문화 교육에 있어 영유아 교육기관에 새로운 역할에 대한 인식과 실천이 필요한 것으로 나타났다. ??This study focused on difficulties and conflicts which multi-cultural child care center had and dilemmas child educators experienced to give basic data and proper support to child care and education field. The participants of this study were child educators and they were interviewed. The results showed dilemmas which child educators had. Dilemmas were on the problems of; objects of multi-cultural education, partnership with multi-cultural families, special concern and care for multi-cultural famil.ies' children, origins of multi-cultural families' problems, images about multi-cultural families, socialization of multi-cultural families, which culture and language multi-cultural families' children preserve and keep, child educators' attitude to multi-cultural education, and choosing which stances to intermediate multi-cultural families' communication. Child educators' dilemmas were originated from the attitude to the multi-cultural families, nation's policy and attitude dealing multi-cultural families' matters and problems, and absence of agreement on who, what, and how of multi-cultural education. Child educators had to have new awareness of roles of child educational centers on multi-cultural education.

Dewey 교육론에 나타난 영유아 도덕교육의 의미

구수연 ( Su Yeon Gu ),나성식 ( Sung Sik La ) 한국어린이문학교육학회 2011 어린이문학교육연구 Vol.12 No.2

이 연구는 John Dewey의 문헌을 통해 듀이 교육론을 고찰함으로써 영아 및 유아교육에서의 도덕 교육의 개념을 재정립하고 그에 따른 도덕교육을 방향을 모색하고자 하는 것이다. 듀이의 도덕교육은 ‘도덕 안에서의 교육’, ‘도덕적 관념’을 갖게 하는 교육을 말하며, 듀이의 도덕교육 개념이 영유아 도덕교육에 주는 의미는 첫째, 영유아 도덕교육의 목적은 성장이며, 자기통제를 통해서 모든 교육활동에서 반성적으로 ‘보다 더 좋음’을 선택하고 실천하는 것이다. 둘째, 영유아기의 도덕교육은 ‘나 좋음’의 선택에서 ‘우리 좋음’을 선택하는 성향을 발달시키는 것이다. 셋째, 영유아기의 모든 영역의 교육활동은 도덕교육의 의미가 고찰되어지는 통합적 도덕교육의 관점에서 접근되어야 한다. 넷째, 영유아들의 도덕적 성장을 위해서는 모든 교육활동 과정에서 반성적 선택과 실천의 자유가 보장되어야 한다. 다섯째, 영유아의 도덕적 성향 발달은 영유아가 자신들의 활동과정에서 자신을 조절함으로써 궁극적인 결과를 얻어내는 경험을 바탕으로 해야 한다. This study is to find the meaning of moral education for infant and young children through the consideration of Dewey`s education theory. The conclusions are: First, the goal of moral education is the ‘growing’, to develop the disposition to choose and practice ‘the better’ by reflection. Second, another goal of moral education in early childhood is to develop the disposition of choice for ‘the better-for-us’ beyond ‘the better-only-for-me’. Third, all activities in all curriculum are to be focused on the moral education approach. Fourth, it should be to guarantee the freedom of choice and practice in all activities. Fifth, the development of the young child`s moral disposition seeks to have them experience ‘self-control’ in all activities.

코로나19 상황에서 긴급보육의 실태와 과제

구수연(Gu, Su-Yeon),최예린(Choi, Ye-lin) 학습자중심교과교육학회 2021 학습자중심교과교육연구 Vol.21 No.5

본 연구의 목적은 코로나19 팬데믹 상황에서 정부에서 시행한 긴급보육 실태를 알아보고 긴급보육 실시 과정에서 교사역할이 어떻게 달라졌는지를 알아보는 것이다. 이를 위하여 어린이집 교사 12명, 원장 10명 그리고 육아종합지원센터 직원 2명을 참여자로 선정하였고, 면담을 활용하여 2020년 5월 1일부터 2020년 7월 15일까지 자료를 수집하였다. 연구결과, 첫째 긴급보육 실태의 경우, 어린이집 휴원이라는 행정명령 중에도 긴급보육 이용률은 증가하여 교실 내 거리 두기의 어려움이 있는 것으로 나타났다. 특히 교사들은 긴급보육 시기에 개정된 보육과정의 적용, 거리 두기를 위해 놀이 해체시키기, 식사 시 일렬로 앉아 식사하는 것에서 혼란을 느꼈다. 둘째, 교사의 역할은 긴급보육 운영자, 방역 전문가, 가정연계 놀이 꾸러미와 동영상 제작자 등 다양한 임무를 수행해야 했다. 셋째, 긴급보육 과제로 교사의 근무기준 제시, 구체적인 운영지침 마련, 어린이집 원아 수 감소에 따른 지원, 어린이집에 대한 물리적 지원 등으로 정리되었다. 이와 같은 연구결과는 현재 제시되고 있는 방역 위주의 대책보다 운영을 위한 구체적인 지침 마련에 필요한 기초자료로 활용될 것으로 기대된다. The purpose of this study is to find out the actual conducting of emergency child caring implemented by the government and to find out how the role of teachers has changed in the COVID-19 pandemic situation. For the purpose, 12 childcare center teachers, 10 directors, and 2 employees of Support center for childcare were selected as participants, and data were collected from May 1, 2020 to July 15, 2020 using interviews. As a result of the study; first, during the emergency child caring, it was found that the rate of using emergency child caring increased even though an administrative order to close daycare centers has taken effect, making it difficult to keep a distance in the classroom. In particular. teachers were confused about applying the revised curriculum during the emergency child caring period, dismantling the play for distance, and sitting in a row while eating. Second, the role of the teacher was to perform various tasks such as emergency caregiver, quarantine expert, play package and video maker for children at home. Third, as urgent childcare tasks, it was needed to present the work standards of teachers, specific guidelines for preventing infectious diseases, support for economic difficulties of childcare centers, and material support. Such research results are expected to be used as basic data necessary to prepare specific guidelines for better conducting of emergency childcaring rather than the currently proposed.

Mary Wollstonecraft 교육론의 유아교육적 함의

구수연(Gu Su-Yeon),나성식(La Sung-Sik) 한국열린유아교육학회 2011 열린유아교육연구 Vol.16 No.5

본 연구의 목적은 18세기 여성 페미니스트였던 울스톤크래프트의 교육 사상을 탐구하고, 그녀의 교육론의 유아교육적 함의를 고찰하는 데 있다. 울스톤크래프트의 교육관은 교육을 통한 여성해방, 이성의 함양, 적극적 모성론으로 정리될 수 있다. 이를 바탕으로 유아교육적인 가치, 아동관, 교육목표, 교육내용과 방법, 부모교육의 측면에서 유아교육적인 의미를 고찰하였다. 고찰한 결과 울스톤크래프트의 교육론이 갖는 유아교육적 의미는 유아기부터 남녀에게 동등한 교육을 제공하는 것에 가치를 부여하고, 아동을 사회적 존재로 보며, 유아기 교육의 주요 목표는 이성을 발달시키는 것이며, 유아의 발달적 특성에 맞는 유아교육의 내용과 방법을 적용하여 교육하며, 부모들은 모델링을 통한 교육의 가치를 인식하고 실천할 것으로 정리되었다. 울스톤 크래프트는 최초의 페미니스트로서 여성의 목소리로 여성의 교육권에 대하여 주장하였으며 그 구체적인 방법의 제안은 유아교육에 갖는 의미가 크다고 할 수 있다. This study examined the thought of education of Mary Wollstonecraft, a feminist in the 18th century and explored its meanings in the field of childhood education. The thought of education of Wollstonecraft was the liberation of female through education, fostering rationality, active motherhood to care and educate their children. According to Wollstonecraft’s thought of education, meanings for childhood education could be suggested in the aspect of value of childhood education, the view of child, object of education, contents and the ways of education. And the results are; the value of her opinion for education was to give same opportunity between female and male from childhood to be educated. She imaged a child as a social one, the main object of childhood education was to develop their rationality, there could be suggested better ways to educate children according to their development, and parents should recognize and practice to discipline children by modeling. Wollstonecraft maintained the equal rights of female to be educated, suggested practical ways of educating children, and gave valuable implications in the field of childhood education.