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김주미,Kim, Joo-Mi 한국조형예술학회 2008 조형예술학연구 Vol.13 No.-
Recently, there are getting popular form generation-related design methodologies and scientific discourses about the nature of nature in the environmental design. The necessity of visual perception and cognitive research is growing in this respect. Accordingly, this study was designed to discuss environmental design and cognition in the ecological perspective. This study was intended to study the structural factors of cognitive ecological space. This study focused on the systematic principle of new environmental design based on cognitive ecological approaches and what kinds of design effects this design principle has on the human being in the long nm. The results are as follows. First, the results suggests that fractal pattern should be an alternative to design cognitive ecological space and new paradigm of architecture is based on the nature of nature and human sensibility. Accordingly, they have proposed that fractal design is more empirical and environment-friendly than rational linear design. Second, this study classified the variables of cognitive ecological space into nature, tradition, preference judgement, aesthetic value, and schema. Accordingly, such features as symbol, tradition, and nature restricted by modernistic ideology should be added to new paradigm-based environmental design. Third, accordingly, this study stresses that cognitive ecological environmental design doesn't include buildings of modernism and deconstruction and is based on new science of complexity.
김주미(Joo-mi Kim),김희영(Hee-young Kim) 구성주의유아교육학회 2021 구성주의유아교육연구 Vol.8 No.2
본 연구는 보육교사의 자질, 자기개발욕구, 교사전문성 간은 어떠한 상관관계가 있는지, 보육교사의 자질과 자기개발욕구가 교사전문성에 미치는 상대적 영향력은 어떠한지 알아보는 데 목적이 있다. 이를 위해 J도, G시의 어린이집에 재직하고 있는 보육교사 300명을 대상으로 온라인 설문 조사를 하고, SPSS 20.0을 사용하여 기술통계, 신뢰도 분석, Pearson의 상관계수, 다중회귀분석을 실시하였다. 연구결과는 첫째, 보육교사의 자질, 자기개발욕구, 교사전문성 간에는 유의한 상관관계가 있는 것으로 나타났다. 둘째, 보육교사의 자질, 자기개발욕구가 교사전문성에 미치는 상대적 영향력을 살펴보면 특히, 자질에서는 교사 전문성이, 자기개발욕구에서는 전문성 영역이 교사전문성을 의미 있게 예측하는 변인으로 나타났다. 자기 자신을 개발하려는 의지와 욕구를 가지고 보육교사의 자질을 향상시킨다면, 교사 전문성은 자연스럽게 증진되어 궁극적으로는 보육기관의 교육의 질 향상에 도움을 줄 것으로 기대한다. 아울러, 보육교사의 교사전문성 향상을 위한 교사 연수 프로그램의 개발 및 제도적 지원이 필요함을 시사한다. This study aims to find the correlation between the qualities of childcare teachers, desire for self-development, and teacher expertise, as well as the relative impact that the first two factors have on teacher expertise. To this end, an online study was conducted with 300 childcare teachers working in daycare centers in G city of J province participating. Data analysis was conducted using SPSS 20.0 for technical statistics, reliability analysis, Pearson’s correlation coefficient, and multiple regression analysis. The results of the study showed that there was a significant correlation between the qualities of childcare teachers, desire for self-development, and teacher expertise. Teacher expertise in qualities and professionalism in self-development needs were particularly meaningful variables in relevance to the relative influence of qualities and self-improvement desire in teachers. If the quality of childcare teachers is improved in regards to their will and desire to develop themselves, teacher expertise is expected to naturally improve alongside it, ultimately helping to improve the quality of education in childcare institutions. Furthermore, this study suggests there is a need for the development of institutional support for teacher training programs as to improve the teaching expertise of childcare teachers.