통합학급 장애유아의 변화과정에 대한 질적 연구

강희연 한국유아교육학회 2006 유아교육연구 Vol.26 No.3

장애통합학급 유아교사의 체험에 대한 내러티브 탐구

강희연 한국유아교육학회 2011 유아교육연구 Vol.31 No.3

이 연구의 목적은 장애통합학급 유아교사의 체험과 그것의 교육적 의미는 무엇인지 조명하는데 있었다. 이를 위해 장애통합교육을 실시하고 있는 한 어린이집의 다섯 교사를 선정하여 2004년 3월부터 2005년 7월까지 내러티브 탐구로 총 60차례 이상에 걸쳐 교육 일상을 관찰하고 총 24회 심층 면담을 통하여 관련 자료를 수집하였다. 그 결과 먼저, 장애통합교육을 담당한 다섯 교사의 체험은 그 깊이에 따라 미숙한 해석가, 숙련된 해석가, 그리고 역경의 안내자로 유형화할 수 있었다. 그리고 장애통합의 체험을 통해 장애통합학급 교사로서의 정체성을 부단히 재구성해나감을 알 수 있었다. 둘째, 장애통합학급 체험에 따른 교사의 가장 큰 변화는 장애인식에 있었다. 먼저, 통합학급 교사는 교사 이전의 한 개인으로서 갖고 있던 장애인식에 대해 반성하고 통합학급의 교사가 되어간다. 그리고 장애유아뿐만 아니라 모든 유아를 위한 장애통합교육으로 나아간다. 셋째, 교사의 몸을 통해 드러나는 교육적 지향은 일반유아들의 장애이해와 접목되고 장애유아 돕기와 맞물려 있음을 확인하였다. This study is to understand the nature and meaning of teachers' experience in an inclusive setting of disabled and non-disabled preschoolers. To this end, I chose 5 teachers working at the one day care center in Kyung-gi province that offers inclusive education. The narrative inquiry method I used to collect the stories of the participants comprised interviews, informal conversations, reflective journals and participant observations. The results of this study are as follows. 1) the five teachers' experience was categorized into three types: "a clumsy translator", "skilled translators" and "a guide to adversity" and these revealed that they were reconstructing their identities as teachers competent to work in an inclusive setting through a series of firsthand experiences and introspection. 2) The most important change for teachers in this inclusive setting is the transformation of their perspectives on disability. Initially, the teachers reflected on the perceptions of disability they had formed before they began teaching in an inclusive setting. As they engaged in articulating those perceptions, they were becoming teachers for an inclusive setting. After this exercise, they conducted inclusive education for all the preschoolers in the inclusive classroom of disabled and non-disabled children. 3) The educational intentions of the teachers were expressed through body language. In this way, the non-disabled preschoolers were able to gain an understanding of their disabled peers as well as the means to communicate with them. As well, one could observe that teachers' interventions, also expressed through body language were seen and learned by the non-disabled children as ways to connect with and assist their disabled peers.

장애통합학급 유아의 변화에 대한 참여관찰 연구

강희연(姜喜蓮) 서울대학교 교육연구소 2007 아시아교육연구 Vol.8 No.2

Analysis of Topic Changes and Moves in Abstracts of Multimedia-Assisted Language Learning and Language Learning and Technology

강희연,이충현 한국멀티미디어언어교육학회 2014 멀티미디어 언어교육 Vol.17 No.4

As research into computer-assisted language learning (CALL) has changed rapidly alongside technologicaldevelopments, there has been an increasing need for a review of research topics and trends. An abstract ofa research article is an important section since it encapsulates the key information of the article, and it istherefore frequently targeted for analysis. The purpose of this study is to compare and analyze abstractsfrom two journals, Multimedia-Assisted Language Learning (MALL) and Language Learning and Technology(LLT), with a focus on chronological changes in research topics and move patterns. Data were collectedfrom 385 and 213 abstracts of articles from the two journals published between 1998 and 2014 andanalyzed using the corpus tools, Antconc and Antmover. The results are as follows: 1) Topics in both journalsunderwent considerable changes, reflecting rapid technological developments; 2) Abstracts in MALL dealtwith cutting edge technologies more than those in LLT; and 3) The move patterns of A-M-R-C and A-M-Rwere more frequent than B-A-M-R-C in MALL and LLT. Based on the results, implications andsuggestions for further study are provided.

부산지역 분야별 여성관리직 실태조사

강희연,우지효 부산여성가족개발원 2012 연구보고서 Vol.- No.-

Move Structures and Lexico-Grammatical Patterns of Abstracts of CALL Research Articles and M.A. Theses: A Corpus-Based Comparative Analysis

강희연,이충현 한국멀티미디어언어교육학회 2016 멀티미디어 언어교육 Vol.19 No.4

Abstracts play a significant role in providing essential information of research articles. In spite of the importance of abstracts, graduates have difficulties in organizing the structure and choosing appropriate linguistic patterns and words to express their ideas. This study aims to examine the move structures and lexico-grammatical patterns in the articles of Language Learning and Technology (LLT) and to compare them with those of Korean masters theses to find problems in their abstract writing. 130 abstracts of the journal articles and 103 abstracts of M.A. theses were collected and analyzed. To analyze the abstract texts, the corpus analyzer tools, AntConc and AntMover were used. The abstracts of LLT and M.A. theses were analyzed with Swales and Feak’s (2004) Background-Aim-Method-Result-Conclusion(BAMRC) framework. The results of the study showed that move patterns, AMR and BAMR were more frequent than BAMRC in LLT, meanwhile abstracts from M.A. theses tended to follow BAMRC. As for the lexico-grammatical patterns, the ample lexico-grammatical examples of each move in journal articles were identified. However, graduates showed limited language patterns with a small vocabulary size in abstract writing. Based on the findings, an instructional model of corpus-based genre writing is provided.

플립러닝 환경에서의 모바일 기반 어휘학습이 영어 어휘 지식과 읽기 이해 능력에 미치는 효과

강희연 한국외국어대학교 외국어교육연구소 2024 외국어교육연구 Vol.38 No.1

오늘날 정보통신기술과 과학기술의 발달로 교육 분야에서도 많은 변화가 있어 왔다. 모바일 기기를 활용한 수업 활동 설계와 온라인과 오프라인의 수업 형식을 결합한 플립러닝이 그 예이다. 본 연구는 플립러닝 환경에서의 모바일 기반 어휘 학습이 어휘 지식과 읽기 이해도 향상에 끼치는 영향을 살펴보고자 한다. 본 연구에 총 90명의 한국 대학생들이 참여했으며 참여자들은 전통적 교수 방법을 적용한 통제집단, 플립러닝만을 적용한 실험집단 1, 플립러닝 환경에서 모바일 어휘 학습 활동이 제공된 실험집단 2로 나뉘어 실험이 진행되었다. 실험 도구로는 어휘 사전, 사후 시험, 읽기 이해도 사전, 사후 시험, 그리고 설문 및 인터뷰가 진행되었다. 연구의 결과는 다음과 같다. 첫째, 플립러닝 환경에서 어휘 학습자료가 제공된 실험집단 1과 2는 어휘 지식 향상에서 통제집단보다 더 효과적인 것으로 나타났다. 둘째, 플립러닝 환경에서 모바일 기반 어휘 학습 자료가 제공된 실험집단 2의 학습자들이 실험집단 1과 통제집단의 학습자보다 영어 읽기 이해 측면에서 더 효과적인 것으로 나타났다. 설문과 인터뷰에서 학습자들은 플립러닝과 모바일 러닝에 대해 만족감을 느끼고, 언어능력 향상에 유용하고 효과적이며 필요하다고 하였다. 본 연구 결과를 바탕으로 플립러닝 환경에서 모바일 기반 학습을 위해 교수 방법, 활동, 후속 연구 등에 대해 제안하였다. This paper aims to investigate the effects of mobile-assisted vocabulary learning in flipped classes on vocabulary and reading comprehension text. 90 Korean university students participated in this study and were divided into the control and two experimental groups. The control group was taught vocabulary only in offline classrooms, while two experimental groups were taught in flipped classrooms. However, only one experimental group received mobile-assisted vocabulary learning. Data were collected through vocabulary pre-and post-tests, reading pre-and post-tests, and questionnaires. The significant findings were as follows. First, two experimental groups showed higher test scores than the control group on a post-vocabulary test. Second, experimental group 2 was more effective than the experimental group 1 and control group on reading comprehension tests. Finally, learners in experimental group 2 had positive perspectives on mobile-assisted flipped learning, giving a positive opinion about mobile learning and flipped learning. Suggestions and implications were provided for mobile-assisted flipped learning.

유아의 부정적 정서에 대한 부모의 반응유형, 유아의 대처반응 및 또래수용간의 관계 연구

강희연 서울여자대학교 1998 아동연구 Vol.2 No.-

[초록 없음]

모바일 기반 듣기활동을 통한 형태초점교수법이 대학생의 문법 및 듣기 능력 신장에 미치는 효과

강희연 글로벌영어교육학회 2022 Studies in English education Vol.27 No.3

This study aims to investigate the effects of focus on form instruction in a mobile learning environment on the development of grammar knowledge and listening skills and students’ perception. For this study, 104 Korean university students participated, and they were divided into three groups: the control group and two experimental groups. Only one of the two experimental groups (experimental group 2), although both were taught in the mobile learning environment, received focus on form instruction. Data were collected through grammar pre- and post-tests, listening pre- and post-tests, and questionnaires. The major findings were as followings. First, experimental group 2 showed higher test scores than experimental group 1 and the control group on a post-grammar test. Second, two experimental groups were more effective than the control group on listening tests. Finally, learners in experimental group 2 had positive perspectives on mobile-assisted focus on form instruction giving a positive opinion about mobile learning and input enhancement in the video. Suggestions and implications were provided for mobile-assisted focus on form instruction.

Arabidopsis thaliana 의 Ethylene Triple Response Mutant 에서 에틸렌 생합성 과정의 생리 생화학적 특성

강희연(Heui Yeon Kang),김우택(Woo Taek Kim),이준승(June Seung Lee) 한국식물학회 1996 Journal of Plant Biology Vol.39 No.1

The physiological and biochemical characterizations of the ethylene-related mutants in Arabidopsis thaliana-ethylene overproducing mutant (eto1-1) and ethylene insensitive mutants (etr1-3, ein2-1)-were detailed in this studies. Two or three week-old mature rosette leaves (before bolting) were used as the plant materials. Ethylene productions of eto1-1, etr1-3, and ein2-1 mutants were about 200%, 400%, and 450% compared to that of wild type, respectively. ACC synthase and ACC oxidase activities of eto1-1 mutant were similar to those of wild type. ACC content and ACC N-malonyltransferase activity, however, were 4.5 times and 3 times higher than those of wild type, respectively. SAM synthetase activity increased by 50% in eto1-1 mutant plant. These results indicated that the alteration in the eto1-1 mutant occured before the step of the conversion of SAM to ACC. In etr1-3 and ein2-1 mutants, ACC synthase activities increased, but ACC oxidase activities decreased. ACC content and ACC N-malonyltransferase activity were 2 times higher than those of wild type. SAM synthetase activity in etr1-3 is similar to those of wild type, while it increased by 73% in ein2-1. These results showed that the block in ethylene action affected the autoregulation of ethylene biosynthesis, so that ACC synthase activity was not autoinhibited and ACC oxidase activity was not autostimulated by ethylene. When the leaf tissues were used for in vitro kinase assay, a cytosolic protein (approximately 36 kDa) was phosphorylated only in eto1-1 and ein2-1 mutants.