비영양 흡철의 미숙아 행동상태에 대한 효과

신희선,Shin Hee Sun 한국아동간호학회 1998 Child Health Nursing Research Vol.4 No.2

The purpose of study was to examine the effect of nonnutritive sucking(NNS) on behavioral state in preform infants. Fourteen infants (gestational age 28-35 weeks, M=31.86 ; birth weights 1095-2275g, M=1694g) admitted to NICU, serving as their controls were randomly administered 5 min of nonnutritive sucking and a control condition. Behavioral state was measured using the Anderson Behavioral State Scale(ABSS). Heart rates were obtained for each infant before and during NNS and bottle feeding. Data collecction was done by 3 experienced nurses in NICU 2 times a day for conseculive 4 days for each subject. Interrater reliability were .80-.90. The findings were as follows : 1. Preform infants averaged active restless states 58.93% in the prointervention phase and 27.32% in the NNS phase. Inactive awake states were 3.57% in the preintervention phase and 34.64% in the NNS phase. 2. There were significantly more positive changes to inactive awake states for the NNS intervention, Z=-2.35, p=.01. 3. There was no statistically significant difference in heart rate change between NNS intervention and control condition, z=-1.15, p=.24. 4. The rates of feeding success determined by finishing prescribed amount of milk by bottle feeding within 15 minutes were 83.94% in NNS intervention and 89.29% in control condition. The findings from this study confirmed that NNS is effective for behavioral state modulation and inducing optimal state for feeding in preform infant. The NNS intervention in nursing practice may help the transition of preform infants for nipple feeding.

아동건강통제위 척도에 대한 신뢰도 및 타당도 조사

신희선,정연,Shin Heesun,Jung Yun 한국아동간호학회 1998 Child Health Nursing Research Vol.4 No.1

The purpose of the study was to test the reliability and validity of the Korean version of Children's Health Locus of Control Scale (CHLC), an instrument designed to measure health locus of control in children aged 7 to 12. The scale was administered to 467 children in grades 4 to 6, enrolled in 2 elementary schools located in city. The mean age of the subject was 10.03 (SD=1.33). The findings were as follows: 1. Cronbach alpha coefficient for internal consistency was .69 for the total, and .67, .65, and .56 on the respective subscales. 2. Construct validity was supported through factorial isolation of three theory consistent subscales : internal, chance, and powerful others. Two items did not fit well with the originally developed subscale. The total percent of varience explained by 3 factors was 34.5%. The result of the factor analysis according to Kaiser's criterion revealed that the scale was consisted of 5 factors. But, The items of the subscales were rather inconsistent with the dimensions of the locus of control concept. 3. There were significant differences according to parent's educational level and occupation, and birth order on the scores of the CHLC. There were no significant differences according to grade level and sex. 4. The score of the CHLC was significantly correlated with the self concept of the children(r=.14, p<.001). The result indicated that the Korean version of Children's Health Locus of Control Scale was valid and reliable in measuring health locus of control concept in children, even though luther research is required to reconfirm and increase the reliability of the instrument. CHLC could be used for study explaining the health related behavior of the children and research project related to health education program.

모유수유 결정 관련요인에 관한 연구

신희선,전미양,Shin Hee Sun,Jeon Mi Yang 한국아동간호학회 1996 Child Health Nursing Research Vol.2 No.2

The purpose of this study was to examine the knowledge and attitude of breast feeding and to explore the predictive variables for the intention of breast feeding of mothers. One hundred and thirty-five mothers who delivered at the D University hospital during the period of May to June in 1996 comprised the sample. Data were collected by questionnaire methods before discharge at the hospital. Data were analyzed using percent, 1-test, and logistic regression. The results were as follows : 1. During their pregnancy, majority of mothers (74.8%) got the breast feeding information. Information sources were book (34.5%), family and relatives(32.4%), mass media(24.3%), and professionals such as nurses and doctors (8.8% ). The frequently reported sources of most encouragement for breast feeding were mother in law(20.7%) and baby's father (11.1% ). 2. The mean score of the items of Knowledge and Attitude toward Breast Feeding Scale were 42.56 (SD=5.47) and 39.07(SD=5.15) , representing positive attitude toward breast feeding. The correlation between knowledge and attitude score was significant(r 〓.54, p<.001). Knowledge of breast feeding were significantly different between breast feeding intention group (including partial breast feeding) and artificial feeding intention group(t=2.79, p<.01) 3. Logistic regression analysis revealed that feeding method in the hospital, delivery type, knowledge toward breast feeding, disease related to pregnancy, complication related to delivery, and educational level of mother were predictives of the intention of breast feeding. 4. The most frequently rated reasons for the plan for mixed feeding were concern about insufficient milk (37.9%) and work(27.6%), The major reasons for plan for artificial milk feeding were having premature baby(25.9%) and maternal health problems including infection(14.8% ) and drug use due to chronic illness (14.8%). From the result of the study, it is recommended to develop supportive nursing intervention strategy to promote breast-feeding intention and practice. The intervention could be more effective to begin early in pregnancy and include teaching for breast feeding skills as well as information provision for positive attitude formation.

성평등 윤리의식 함양을 위한 대학 교양교과 운영사례 연구

신희선 ( Shin Hee-sun ) 한국윤리학회(구 한국국민윤리학회) 2019 倫理硏究 Vol.124 No.1

본 논문은 대학 교양교과로 신설된 <젠더로 읽는 여성>의 수업 사례연구다. 여성 혐오가 불거지고 있는 한국 사회에서 학생들의 비판적 사고, 문제해결력, 의사소통능력, 시민윤리 역량을 개발하고자 마련된 이 수업은 여성학과 사고와 표현 교육을 결합하여 운영되었다. 모듈별로 진행된 수업과정에서 학생들은 한국사회에서의 성불평등 문제를 인식하는 젠더적 시각과, 더불어 살아가는 공동체에서의 시민의식의 중요성을 보여주었다. 이에 학생들의 강의평가 결과를 분석하며 향후 윤리교육에의 시사점을 제시하였다. <젠더로 읽는 여성> 수업은 ‘여성과 가정’, ‘여성과 경제’, ‘여성과 역사’라는 세 주제를 한 모듈로 운영하였다. 1주는 독서토론, 2주는 영화 텍스트 및 이슈분석, 3주는 현장체험 및 인터뷰, 4주는 ‘앵커브리핑’ 방식의 발표와 칼럼 글쓰기로 구성되었고, 매주 협동학습 형태로 발표와 토론, 피드백 과정을 통해 진행되었다. 학생들은 서로의 생각과 경험을 공유하는 참여형 수업환경에서 성불평등 문제에 대해 성찰하며 젠더의식을 형성하였고, 다양한 주제로 사회적 관심을 확장하였다. 혐오문제가 심각한 현재 상황에서 <젠더로 읽는 여성> 수업을 통해 발견한 교육적 함의는 성평등 윤리 교육을 설계하는데 있어 주목할 여지가 있다. This research paper is a case study about the class of “Women Read by Gender”, which was newly operated as a liberal arts education. Under the situation of rising misogyny in the Korean society, the class which was designed to cultivate students’ capabilities of critical thinking, problem solving, communication skill, and civic ethics was co-operated with the educations of “women’s studies” and “thinking and expression”. During class activities operated by modules, students showed the importance of civic ethics and gender perspective, which enables them recognize gender inequality in the Korean society. This paper also suggests some implications of future ethics education by analyzing their course evaluations. The class of “Women Read by Gender” was operated as one module combining three subjects “Women and Household”, “Women and Labor”, and “Women and History”. Book discussion in the 1st week, analyzation of cinema text and issue in the 2nd week, field study and interview in the 3rd week, and in the 4th week, presentation and column writing by the way of anchor briefing were done during the class activities, and as cooperative learning every week, the course operated by presentation, debate, and feedback procedures. Through class participation, students could build up gender consciousness by sharing their thinking and experiences each other and by reflecting on gender inequality, and it became an opportunity for them could expand their social interests with various topics. Under the situation of serious misogyny, the educational implications found by the class of “Women Read by Gender” suggest important meanings in future ethics education.

‘환경에 대한 성찰’을 주제로 한 대학 글쓰기교육 사례연구

신희선(Shin, Hee-Sun) 문학과환경학회 2016 문학과 환경 Vol.15 No.3

본 연구는 ‘환경에 대한 성찰’을 주제로 한 대학 글쓰기 수업 사례를 통해 학생들의 생태문제에 대한 인식을 제고하고 사고와 표현능력을 함양하는데 있어 교육적 효과가 있음을 분석하였다. 환경운동의 고전인 레이첼 카슨의『침묵의 봄』을 읽고 자신의 생각을 글로 쓰는 과정에서, 학생들의 관심을 이끌어내고 글의 콘텐츠를 강화할 수 있도록 다양한 텍스트를 어떻게 해석하고 접근했는지를 중심으로 논의를 전개하였다. 본 연구 결과가 환경교육과 글쓰기 교육에 시사하는 함의는 다음과 같다. 첫째, 대학 글쓰기 수업은 관심 주제를 설정하여 독립적인 읽기-쓰기 모듈을 구성하여 운영할 필요가 있다. 텍스트를 읽고 생각을 나누고 글로 써보고 피드백을 받는 과정이 하나의 모듈 속에서 순환되고 반복적으로 진행되는 것이 중요하다. 둘째, 학생들의 사고력과 표현력을 키워주기 위해서는 교육과정을 통해 글쓰기 주제와 관련하여 다양한 텍스트들을 융합시키는 것이다. ‘환경’을 주제로 한 3주 모듈의 경우 이 분야의 고전인 『침묵의 봄』을 통해 저자의 문제의식과 만나고, 해당 주제를 탐색할 수 있도록 시, 만화, 노래, 동영상 자료 등 다양한 텍스트를 접목함으로써 학생들이 생각을 확장해 가도록 자극하였다. 셋째 생태교육이나 환경교육을 기획하고 진행할 때 글쓰기 과정을 포함하는 것이 효과적이라는 점이다. 글쓰기는 숙고와 성찰의 기회를 제공한다는 점에서 학생들이 환경에 대해 보다 심도 있는 문제의식을 갖고 일상에서 실천하는 태도를 이끌어내는데 중요한 기회를 제공한다는 것이다. 본 연구를 통해 학생들이 글을 쓰는 과정에서 생태학적 고민과 환경에 대한 문제의식이 심화되고 있음을 발견할 수 있었다. ‘환경’을 주제로 한 대학 글쓰기교육을 다룬 본 사례연구가 향후 생태교육을 하는데 기초적인 자료로써 활용되고, 또한 글쓰기 수업에서 환경을 주제로 하는 읽기-쓰기 교육모듈을 구성하는데 유용성을 갖길 기대한다. 미래 세대를 위한 교육과정에서 환경과 생태교육은 비중 있게 다루어져야 하는 시대가 되고 있다. 그런 점에서 학생들이 글쓰기를 배우면서 자연스럽게 생태주의에 눈 뜨는 계기를 제공했다는 점에서 ‘환경’을 주제로 한 대학글쓰기 교육은 의미가 있었다. This research paper analyzed educational effects of the writing education in enhancing students’ consciousness on ecological problems and in cultivating their writing abilities through class case studies, which has a subject of introspection on the environment, showing how they utilized related texts in doing so. During the process of reading Rachel Carson’s Silent Spring, a classic book of environmental movement, and writing their thinking, discussions have focused on how students interpret and approach the texts, aiming to derive their interests and to strengthen the contents. The implications of this research on environment education and writing education are as follows. First, university’s writing class needs to be operated in configuring independent reading and writing module, setting up interesting topics. Circulation and repetition of the procedures of book reading, idea sharing, writing, and a feedback in a module is important. Second, concerning writing topics, throughout the educational process, various texts need be conflated to cultivate students’ thinking and expressing ability. In the three weeks’ module with the topic of “Environment”, students could recognize author’s critical mind through the classic book “Silent Spring”, and were motivated to expand their scope of thinking to search the subject, connected with various texts like poem, cartoons, music, and video clips. Third, including writing process in organizing and executing ecological education and/or environmental education is effective. In terms of offering the chances of introspection and contemplation to students, the writing offers important opportunities in deriving their manners of practice on the environment with their deep critical minds on it. This research could find students’ ecological concerns and critical minds on the environment are intensified during the process of writing. I hope this case study which is handling university’s writing education, with a subject of “environment”, can be utilized for ecological education as a basic material, and I also expect the effectiveness of this study in reconfiguring the educational module of reading and writing during the class activities which handles environmental topics. The era has been coming when ecological education should be handled importantly during the educational process for future generation. In that point, university’s writing education with a subject of environment is meaningful in making chances that students naturally recognize ecology as they learn the writing.

의사소통 교육에서 코칭의 수사학 : <리더십과 의사소통>교과 운영사례를 중심으로

신희선(Heesun Shin) 한국수사학회 2011 수사학 Vol.0 No.15

Now, the concept of "coaching" has expanded to not only in sports and business sector but in various fields of society. The philosophy, concept, and technique of coaching have been properly developed and applied to relevant areas of every field of society too. Basically the effect of education can be internalized through the mutual communication process between a teacher and a student or students by themselves. The 21st century education is alleged to bring up not a knowledge-giver but a knowledge-producer for problem-solving. It is important for them to build up attitudes like recognizing, studying, and examining problems. In that respect, this paper considers the role of teacher as a coach. Rather than giving a detailed answer through coaching techniques, a teacher needs to motivate students to find solutions out by themselves. In other words, like a coach, the teacher should not deliver his or her own knowledge, philosophy, and experiences to students one-sidedly but trust their potential, respect individual value, and create atmosphere and circumstances which enables students to solve problems by them. Coaching has more important meaning particularly in the communication education, because it could cultivate students' thinking and expressivity. The communication education generally has smaller classes than other courses and its teaching subjects focus techniques which are required to communicate and persuade others; its educational method must be distinguished from other general courses to build up students' practical capability.. In this sense, the teacher's coaching role that guide and serve students would be crucial above all things. Thus, a research on coaching techniques and its rhetorical aspects which contributed to enhance students' participation and communication in the liberal arts curriculum "leadership and communication" has conducted by this paper as a method of inductive case studies. In conclusion, the teacher's coaching capacity is significant for encouraging students' learning motive and getting favorable understandings and communication in the educational arena. The quintessential factors of coaching are simple, but to lead out a practical coaching, I found the fact that confidence to a teacher and a detailed communication process to draw students' thinking are must be continuously conducted. It must be carried out step by step to improve students' capability. It also has to be opportunity of development for them by voluntary participation and through the process of forming and delivering their ideas. Through the result of course evaluation, I found that coaching techniques like questioning, listening, feedback, and motivating play an important role in internalizing the subject of study to students Our future education should be stretched to this way; students cultivate their own thinking and promote their in-depth understandings and empathy to the world and others. To achieve this, communication education must be continued with a learner-centered teaching method on the premise of interactive communication. Beyond the mere role of information and knowledge giver, the teacher has to change its role to a learning facilitator and/or coach, so coaching rhetoric is very important in giving students learning motives.. With the subject "coaching", this paper examines an important aspect of teacher's role in active learning, which enables students to upgrade their own ability: think together with them about how to catch fish, rather than just give them caught fish.

멘토링을 통한 대학생 글쓰기 지도 사례연구

신희선 ( Shin Hee-sun ) 한국작문학회 2010 작문연구 Vol.0 No.11

글쓰기 교육은 수업과정에서 지식이나 원리를 전달해주는 방식이 아니라, 학생들의 개인적인 수준을 고려하여 맞춤식으로 개별 지도가 이루어져야 효과가 있다는 것은 누구나 아는 일이다. 또한 글쓰기 과제를 단순히 첨삭해주는 차원이 아니라 무엇보다도 학생들 자신이 글쓰기 능력을 향상시키고자 하는 배움의 동기를 형성해주는 것이 더욱 중요하다. 이에 학생들이 바람직한 글쓰기 태도를 갖고 스스로 자신의 성장과 발전을 위해 글쓰기 과정을 즐길 수 있도록 긍정적인 피드백을 제공하고 강화작용을 해주는 교수자의 역할은 의미가 크다고 할 것이다. 이러한 점에서 멘토링은 학생들을 집중적으로 관리, 지도, 조언함으로써 실력 향상을 유도하는 교육 방법이자 효과적인 인재육성 전략이다. 이에 본 연구자가 교과외 활동으로 10여명의 대학생들에게 1년 동안 매주 진행하고 있는 <리더십포럼>이라는 멘토링 프로그램의 실증적인 사례연구를 통해 학생들의 글쓰기능력을 향상시키는 여러 방법들에 대해 고찰해 보았다. 현재 멘티들은 매주 정치, 경제, 사회, 국제, 여성 분야의 이슈 가운데 자율적으로 분야별로 1개씩 주제를 선정하여 발제문을 작성하고 함께 토론하며 글쓰는 과정을 지속적으로 경험함으로써 의사소통능력을 키워가고 있다. 이 사례를 통해 다음과 같은 시사점을 얻을 수 있을 것이다. 무엇보다 글쓰기 능력은 문제를 인식하고 관련 자료를 읽고 생각하고 쓰고, 발표하고 토론하는 의사소통 전반적인 과정을 통해 자연스레 키워지는 것이기에 단편적으로 작문만을 지도하는 것이 아니라 각 영역에 대한 훈련을 할 수 있는 통합적인 교육과정이 필요하다. 둘째, 글쓰기와 연계된 프로그램이나 다양한 기회를 제공함으로써 학생들 스스로 글쓰기의 필요성을 인식하고 성취를 통해 자기발전의 계기를 삼도록 동기를 부여하는 것이 중요하다. 셋째 멘티인 학생들의 문제의식이나 의견을 존중하여 이를 바탕으로 글쓰기 모니터링과 지도가 이루어져야 하고 무엇보다 긍정적인 피드백을 통해 의욕을 고취시켜야 한다. 또한 멘토링 활동 이후에도 지속적인 관계를 유지하여 학생들의 글쓰기 능력을 개발해 갈 수 있도록 적극 지원해 주는 노력이 필요하다. Everybody knows the writing education could be effective when students are taught not by the education course just delivers knowledges or principles but by the individualized instruction considers their personal level. Furthermore, motivating students to improve their own writing capability is much more important than just correcting their writing assignment. Thus, teacher's role of offering positive feedback and reinforcement action to students is very important to have them take desirable writing attitude and enjoy the writing course for their own growth and development. In this sense, mentoring is an effective strategy and education method of cultivating talented personnel by the techniques of intensive management, instruction, and advice. Thus, I have thought about the correlation between mentoring and writing capability through an empirical case study of "Leadership Forum" which is a one year weekly outside of academic program for 10 university students. In every week, students voluntarily choose one of topics of political, economic, social, international, and women-related issues, and then they improve their communication capabilities by continuous experience about the procedures of making statements and discussing. Through this case study, I found: First, integrated education and overall training for communication is important because writing capability is naturally enhanced not just by instruction of fragmentary writing skills but by the course of recognizing, reading, and thinking issues and writing, presenting, and discussing those. Second, by offering various opportunities or writing programs, it is necessary to motivate students so that they recognize the necessity of writing and regard it as their self-development chances. Third, Writing monitoring and instruction must be done by respecting students' critical mind and their opinions, and offering positive feedback to mentee is also important. And, supporting students by keeping relationship with them is necessary to develop their further writing capabilities, even mentoring activity is terminated.

문제중심학습(PBL)을 적용한 의사소통교육 사례연구

신희선(Shin Hee Sun) 한국교육포럼 2011 韓國敎育論壇 Vol.10 No.3

이 연구는 문제중심학습(PBL) 방법을 활용하여 진행한 대학의 의사소통교육 사례를 분석한 것이다. 학생들의 의사소통능력과 문제해결능력을 향상시키고자 개설된 <대화와 협상>이라는 교양수업의 교육적 효과를 높이기 위해 자기주도 학습과 팀 학습이 중심이 된 PBL 방법을 적용했던 경험을 토대로 교수자의 입장에서 비판적으로 살펴보았다. 질적 분석방법을 통해 PBL 활동결과물과 학생들의 수업평가 내용 등을 분석하면서 의사소통교육에서 PBL을 적용할 때 유념해야 할 점을 도출하였다. 특히 PBL수업에서 교수자 역할에 요구되는 코칭의 중요성에 주목하여 의사소통교육에서도 학습활동 전반에 걸쳐 지속적으로 이루어질 필요가 있음을 강조하였다. 전통적인 강의와는 달리 학습자 스스로 자신의 학습활동을 성찰하는 셀프코칭 그룹 활동의 상호작용을 촉진하는 동료코칭 체계적인 학습 모듈을 만들고 다양한 학습자원을 지원하며 학생들을 격려하는 교수자의 지지적 코칭이 결합해야 PBL을 활용한 의사소통교육의 효과가 높다는 점을 사례분석을 통해 살펴보았다. This research paper analyzes several cases of university's "communication education" which were done through the Problem-Based Learning (PBL) method. The PBL method which is primarily organized by self-directed learning and team learning has applied to one of university's liberal arts programs such as "Conversation and Negotiation" class which is designed to upgrade students' ability of communication and problem solving to enhance its educational performance. Based on this experience this paper critically looks through the pros and cons of PBL classes. By analyzing outputs of PBL and course evaluation of students through a qualitive analysis I think about some considering points when PBL methods are applied to communication education. As a role of teacher especially in PBL classes I pay attention to the importance of coaching and emphasize the necessity of expanding it throughout the learning activities. Through the case analysis this paper examines that self-coaching (learners introspect their own learning) and peer-coaching (peers facilitate interaction of group activity) are more important in communication education than in traditional one-sided lectures. This paper also examines an important point that the communication education through PBL can be more effective when PBL is combined with teachers' positive coaching processes like making systematic learning module supporting learning resources and motivating students.

사회통일교육에 대한비판적 고찰 및 제언

신희선 (Shin, Hee-sun) 호남대학교 인문사회과학연구소 2012 인문사회과학연구 Vol.34 No.-

본 연구는 남북한문제와 관련한 한국사회의 갈등을 평화적으로 관리하고 통일 미래를 구체화하기 위해 사회통일교육은 어떠한 방향으로 나아가는 것이 필요한가에 대한 시론적 고찰이다. 즉 남남갈등의 상황에서 통일교육에 대한 합의된 콘텐츠(contents)가 가능할 수 있는지, 사회통일교육을 담당할 주체는 누구여야 하는지, 가장 효과가 높은 통일교육의 방법은 무엇인지를 중심으로 현재 우리 사회 통일교육의 현주소를 진단해 보았다. 한국사회의 평화적인 갈등관리를 위해 무엇보다 민주적인 의사소통역량을 강화하는 것이 중요하다는 문제의식을 갖고 통일교육과 의사소통교육의 접목 가능성에 대해 살펴보았다. 나아가 우리 사회의 사회통일교육 방향에 대해 몇 가지 점을 제언하였다. 첫째 사회통일교육은 객관적인 '언론'의 역할이 무엇보다 중요하다는 것과, 둘째 통일부나 통일교육원 등 정부에서 준비한 자료만이 아니라 우리 사회에 존재하는 다양한 텍스트(texts)을 활용할 것을 제안하였다. 또한 통일교육은 일방향으로 전달하는 강사(lecturer) 보다는 통일문제를 사고하게 하고 논의를 자연스럽게 이끄는 퍼실리테이터(Facilitator)의 역할이 보다 효과적일 수 있음을 지적하였다. 그리고 통일교육은 폭넓은 '시민교육'의 차원으로 접근해야 하며 동시에 통일 미래의 구현은 대화와 협상과 같은 의사소통교육을 통해 상생과 공영의 마인드(mind)를 형성하는 것이 바탕이 되어야 한다는 점을 강조하였다. 즉 시민사회의 민주주의 가치를 확산하는 가운데 분단과 통일문제에 대한 성찰의 계기를 제공하는 것에 사회통일교육의 지향성이 있음을 강조하였다. This research paper forms a preliminary study addressing how best to approach unification education in order to peacefully manage South Korean society's internal conflicts related to inter-Korean issues and to allow a more united future of Korea to develop. In other words, in the context of internal conflicts within South Korean society, this research paper diagnoses the current status of unification education, including whether concerted contents of this can be made, which party should be responsible for it, and what is the most effective method of its implementation. This paper also argues that in unification education a facilitator's role is to lead discussion and thinking on the issue, which can be more effective than a lecturer's one-way communicative mode. This paper also emphasizes that unification education has to be approached within an extensive "civic education" program, and at the same time, the materialization of the united future of Korea has to be based on a win-win approach and a perspective focusing on co-prosperity, which can be formed by communication education that addresses conversation and negotiation. That is, within the goal of expanding civil society's democratic mindset, this paper points out that the direction for unification education lies in providing opportunity to think about division and unification issues within Korea.

대학 교양핵심교과 운영사례를 통해 본 화법교육에의 시사점 연구 -S여대 <리더십과 의사소통> 수업 사례를 중심으로-

신희선 ( Shin Heesun ) 한국화법학회 2017 화법연구 Vol.0 No.37

This research is an empirical study on speech education for university students using case studies from the “Leadership and Communication” class conducted as a core liberal arts program by ‘S’ women’s university. The practical curriculum of this class, in the compulsory liberal arts education program is aimed at, cultivating future women leaders with good communication skills and it includes reading, writing, presentation, and discussion. By judging communicating ability as an important basis for leadership capability, class activities were conducted to focus solely on communication education aimed at not only criticism and persuasion but also sympathy, solicitude, conversation, and cooperation. In addition, considering the uniqueness of the women’s university, training was offered for students to develop their capabilities in recognizing and interpreting social problems from a gender perspective. The following are the implications of speech education for university students as clarified through this research. 1) Speech education course of a university should involve not just developing students’ ability to speak but also cultivating in them a mature sense of citizenship with humanistic refinement.; 2) The contents of speech education should be diversified in the direction of cultivating creativity and integrated thinking ability.; 3) As an education aimed at gaining unified knowledge of conduct, speech education should enhance the learning and practicing capabilities for right speech, from the perspective of life-long learning.; 4) The education should be conducted in the direction of expanding the communion of mentoring and tutoring between a professor and students or among students.; 5) Speech education should be developed as a learner-customized intellectual education that offers appropriate contents based on each learner’s characteristics.