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보육교사의 아동학대 인식과 직무스트레스가 아동학대 신고 및 예방인식에 미치는 영향
신용숙,문영희 한국아동보호학회 2018 아동보호연구 Vol.3 No.2
본 연구는 보육교사의 아동학대 인식과 직무스트레스가 아동학대 신고 및 예방인식에 미치는 영향에 대해 알아보고자 ‘아동학대 인식’과 ‘보육교사들의 직무스트레스’를 독립변인으로, ‘신고 및 예방의식’을 종속변인으로, 그리고 통제변인으로 ‘학력’, ‘경력’, ‘돌보는 영유아의 수’, ‘학급 수’, ‘일일 평균 근무시간 및 월 평균 보수’ 등으로 설정하여 경기도 하남시의 민간 및 국공립 보육시설 종사자들을 대상으로 실시하였다. 연구결과는 다음과 같다. 보육교사 Child abuse incidents from 2001 to 2015 have consistently increased, and those in 2014 has soared by 36.0% to the previous year, and those in 2015. by 8.0%. Particularly, there were 1,189 child abuse cases by facility workers in 2015, which corresponded t
창조적인 교수방법으로써의 즉흥무용의 수업설계 : 기본 움직임을 중심으로
신용숙 韓國舞踊敎育學會 1993 韓國舞踊敎育學會誌 Vol.3 No.-
This study is focused on how to teach the improvisation dancing which is liberal and creative and what the contents of the improvisation dancing art. As well, I try to establish the contents of practical improvisating dancing. The elements I used in this study are Self space, General space, Pathways, Body facing, Speed and magnitude, with these elements, we can draw up to 17 steps of class subject. 1st step : space consciousnessⅠ-Self space 2nd step : spaceconsciousnessⅡ-General space 3rd step : pathwaysⅠ-Air pattern(moving like writing letters in the mid-air) 4th step : PathwaysⅡ-Floor pattern(drawing lines on the floor) 5th step : Body facing-Forth, Back, Left, Right. 6th step : Level-high level, Mid level, Low level. 7th step : Focus_inner focus, Outer focus. 8th step : FormⅠ-Big form and Small from. 9th step : FormⅡ-Beautiful form and Unfit form. 10th step : FormⅢ-Straight line form nad Curve line form. 11th step : FormⅣ-Symmetrical form and Non-asymmetrical form. 12th step : FormⅤ-Sharp form and soft form. 13th step : Speed-Slow speed fast speed 14th step : Repetition-Normal life. 15th step : Beat-heart beat and the second hand. 16th step : The use of gravity-spacial gravity and sea gravity. 17th step : The quantity of force_Drawing power from your inner self and Losing power from your inner self.
The Role of H2 in the Growth of Carbon Nanotubes on an AAO Template
신용숙,박종윤,Cheol Woong Yang,Dong Heon Ryu,Ji Hoon Yang,Ji-Beom Yoo,Jong-Min Kim,Jun Yong Hong,Min Hyung Yum,Myeung Hoi Kwon,Yong-Wan Jin 한국물리학회 2007 THE JOURNAL OF THE KOREAN PHYSICAL SOCIETY Vol.50 No.4
Carbon nanotubes (CNTs) were synthesized in most pores on an anodic aluminum oxide (AAO) template by using thermal chemical vapor deposition (TCVD). The introduction of H2 gas into the reacting gas mixture improved the growth of CNTs in the narrow pores of the AAO template. Additionally, H2 pre-treatment at 500 C after pore widening significantly improved the crystallinity and the density of the CNTs grown on the AAO template. We found that hydrogen reduction of catalyst metals promotes CNT growth in narrow pores. A subsequent X-ray photoelectron spectroscopy (XPS) analysis revealed that the reduction process reduced oxygen on the oxidized catalyst surface and activated catalytic sites. Carbon nanotubes (CNTs) were synthesized in most pores on an anodic aluminum oxide (AAO) template by using thermal chemical vapor deposition (TCVD). The introduction of H2 gas into the reacting gas mixture improved the growth of CNTs in the narrow pores of the AAO template. Additionally, H2 pre-treatment at 500 C after pore widening significantly improved the crystallinity and the density of the CNTs grown on the AAO template. We found that hydrogen reduction of catalyst metals promotes CNT growth in narrow pores. A subsequent X-ray photoelectron spectroscopy (XPS) analysis revealed that the reduction process reduced oxygen on the oxidized catalyst surface and activated catalytic sites.
브레인댄스(BrainDance)의 교육적 의미에 관한 연구
김화숙,신용숙 韓國舞踊敎育學會 2006 韓國舞踊敎育學會誌 Vol.17 No.2
This study analyzes the principles and processes of BrainDance education developed by Anne Green Gilbert. The goal of the study is to discover the educational potentialities of the BrainDance and provide the basic materials necessary for developing BrainDance educational programs. The BrainDance is based on the fundamental movement patterns that babies discover in their first year. These movement patterns wire the central nervous system to maximally utilize the potentialities of the brain. There are eight movement patterns in the BrainDance: 1. Breath, 2. Tactile, 3. Core-Distal, 4. Head-Tail, 5. Upper-Lower, 6. Body-Side, 7. Cross-Lateral, and 8. Vestibular. The BrainDance is composed of the holistic and sequential movement patterns. Each pattern provides the foundation for the next. In addition, the patterns can be modified according to the students' ages and levels. The BrainDance integrates the body and the mind effectively, and lessens tension. It also allows freedom to the performers. The benefits of the BrainDance presented by Gilbert are summarized as follows: (1)The BrainDance develops sensory integration and proprioception(knowing where the body is in space) by breath and tactile. (2)The BrainDance encourages awareness between the performer and the environment. (3)The BrainDance develops self-control by encouraging physical and emotional stability. (4)The BrainDance develops horizontal and vertical eye tracking necessary for reading. (5)The BrainDance strengthens balance and coordination. The characteristics of the educational relationship between the BrainDance educator and the students are summarized as follows: (1)The students take charge of learning by being the center of learning environment. (2)The students experience the physical, emotional, and mental integration. (3)The students experience the physical and emotional happiness through the connection of emotion - reasoning - learning. (4)The students experience social interaction. (5)The students can develop themselves. In conclusion, the educational possibilities of the BrainDance are that the learners are in control of educational activities, the BrainDance encourages the integration of body, emotion, and mind, it pursues the unity between knowledge and behavior by integrating learning and practice, it improves relationships through interaction, and it encourages self-development.
어린이집 교사의 자아존중감과 교사효능감이 직무만족에 미치는 영향
최정혜,신용숙 한국영유아교원교육학회 2019 유아교육학논집 Vol.23 No.4
The purpose of this study is to examine the influence of self-esteem and teachers' sense of efficacy on the job satisfaction levels of day-care center teachers. Furthermore, this study examines the necessity of positive self-esteem development and expanding the teachers sense of efficacy, thereby suggesting means of raising occupational satisfaction. The subjects of this study were a sample of 376 day-care center teachers stationed in 53 day-care centers in the Seoul and Gyeonggi regions. The collected raw data was analyzed through the SPSS 21.0 program via correlation and hierarchical regression. The first analytical result was that the relationship between self-esteem, teachers' sense of efficacy and job satisfaction showed a statistically positive correlation. Second, a hierarchical regression analysis on three-models was conducted in order to identify impacts of independent variables on job satisfaction. The result showed that all variables except for negative self-esteem had statistically significant impact on job satisfaction. Therefore, the results of this study confirm that positive self-esteem and teachers' sense of efficacy are important factors in job satisfaction. 본 연구는 어린이집 교사의 자아존중감과 교사효능감이 직무만족에 미치는 영향력을 살펴보고자 한다. 나아가 어린이집 교사의 긍정적 자아존중감 형성과 교사효능감의 증대가 필요한 이유를 검토하고 직무만족을 높일 수 있는 방안을 제시한다. 연구대상은 어린이집에 재직 중인 교사로, 서울ㆍ경기지역에 소재하는 어린이집 53개 기관을 표집하고 그 기관에 재직 중인 교사 376명을 대상으로 하였다. 수집된 자료는 SPSS 21.0을 사용하여 상관분석과 위계적 회귀분석을 하였다. 연구결과는 첫째, 어린이집 교사의 자아존중감과 교사효능감 및 직무만족간의 관계는 정적인 상관관계가 있는 것으로 나타났다. 둘째, 직업 만족도에 영향을 주는 독립변인의 영향을 살펴보기 위해 3개의 모형에 대한 위계적 회귀분석을 실시했다. 그 결과, 부정적 자아존중감을 제외한 모든 독립변수들은 직무만족에 정적인 영향을 미치는 것으로 나타났다. 본 연구결과를 통해서 긍정적 자아존중감과 교사효능감은 어린이집 교사의 직무만족에 영향을 미치는 중요한 변수임을 확인하였다.