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유아의 마음이론, 사회적 능력, 그리고 정서 지능 간의 관련성 연구
안효진,김상림,이시자 한국보육지원학회 2012 한국보육지원학회지 Vol.8 No.5
This study examined the relationship among children's theory of mind, social skills,and emotional intelligence. A total of 76 five-year old children in the Seoul area participated in this study. Children were tested on three different type of theory of mind tasks and teachers rated their children's emotional intelligence and social competency. SPSS 18, t-test, correlation analysis, and step-wise of multilateral regression were performed for data collection. The results were as follows: First,40.8% of participants passed the task of theory of mind. There were significant differences in total score of theory of mind, social competence skills, and emotional intelligence between successors and failures. Second, by gender, there were significant differences in total score of theory of mind, social competence skills, and emotional intelligence. Third, there was a relationship between theory of mind and social competence skills, social competence skills and emotional intelligence, and theory of mind and emotional intelligence.
The Meaning of Discipline:Through Student Teachers’ Perspectives
안효진 한국유아교육학회 2006 INTERNATIONAL JOURNAL OF EARLY CHILDHOOD EDUCATION Vol.12 No.2
The aim of this study is to explore how preservice teachers build up the meaning of discipline through the qualitative research method. Twenty-two senior students who had finished their practicum participated in this study. The data collection was done through the collections of their cases, journals and discussions, and analyzed by the method of content analysis. The findings, based on my analysis, are as follows. First, the factors preservice teachers use, when they determine whether a certain behavior requires discipline or not, were the developmental stage of a child, the number of repetition of a misbehavior and family environment of a child. Second, preservice teachers used a set of strategies when they tried to resolve the conflict situations raised by a child’s misbehavior. Those strategies were arbitration, persuasion, and avoiding strategies if they were involved in it, and were information providing and comment strategies if they were just observers. Third, they believed the discipline is ‘the process helping children to tell right from the wrong,’ ‘the process integrating individuality into totality,’ and ‘the process connecting schools to families.’
안효진,최혜영 한국생애학회 2015 생애학회지 Vol.5 No.2
The present study examined early childhood director's understanding and preference on early childcare teachers’ qualities of classroom practices in each stage of professional development. The subjects consisted of 87 directors of the early childhood education institutions. The subscale for measuring the early childhood teacher’s ability in classroom in accordance to the stages of professional development (Lee, Kim, & Kang, 2004) was employed. The collected data were analyzed by multiple response analysis using SPSS for Windows 16.0. The results were as follows: First, the directors’ anticipations of early childhood teachers’ abilities differed by stages. In the survival and consolidation stages, teachers’ abilities based on the order of ‘love for child’, ‘responsibilities’, and ‘faithfulness’ were perceived to be critical while, in the renewal stage, abilities based on the ‘responsibilities’, ‘love for child’, and ‘having good relationship’ were essential in that order. Secondly, the director’s preference for the requirements in hiring also differed depending the stages: In the survival stage, teachers’ ‘faithfulness’, ‘love for child’, and ‘responsibilities’ were important whereas, in the consolidation stage, the ‘love for child’, ‘responsibilities’, and ‘faithfulness’ in were important in that order. In the renewal stage, the ‘harmony’, ‘responsibilities’, and ‘having good relationship’ were important in that order. Lastly, the director’s preference for the in-service teachers education also differed depending on the stages: In the survival stage, ‘harmony’, ‘love for child’, and ‘professionalism’ were prioritized whereas, in the consolidation stage, ‘harmony’, ‘patience’, and ‘job ethics’ were prioritized. But for the renewal stage, in the order of ‘harmony’, ‘patience’, and ‘self-reflection’ were preferred.
일제강점기 영화로 본 근대성 양상 고찰 - 음식문화를 중심으로 -
안효진,황영미,오세영 한국식생활문화학회 2018 韓國食生活文化學會誌 Vol.33 No.6
Since late 19 century, Choseon dynasty forcibly open door to western countries including Japan. And the cultural propagation called ‘modernity’ caused subtle changes in dietary life. Based on the theory of colonial dual society, this study examined the dietary modernity in Kyungsung(mid 1930s~early 1940s) when 50 years have passed since the Open-Door policy. 3 films, <Turning point of the youngsters>(1934), <Sweet Dream>(1936) and <Spring of Korean Peninsula>(1941) those made in 1930s~1940s, were analyzed. 26 scenes[14 scenes from <Turning point of the youngsters>, 5 scenes from <Sweet Dream>, 7 scenes from <Spring of Korean Peninsula>] related to the dietary life from films were chosen and classified according 3 criteria(degree of modernization, main influential countries and benefit groups from modernization). The degree of modernization of all films were more than 80%. An average proportion of the countries those affect modernization were western(35%), western-Japan(28%) and Japan(20%) and those who have benefited classes from diet modernization were upper, middle, lower classes were 33, 53 and 14%, respectively. The main places where could enjoy modernized dietary culture were cafe, western restaurants, tea rooms, hotel and so on. The main food or beverages that were considered as modernized dietary culture were liquor(especially, beer), coffee, western meal and so forth. People in Kyungsung of mid 1930s~early 1940s experienced modernity in dietary life differently according to social classes and these culture changes were accepted as a symbol of modernity usually.
Making sense of Mathematics Education for Young Children From Preservice Teachers' Perspectives
안효진 한국유아교육학회 2008 INTERNATIONAL JOURNAL OF EARLY CHILDHOOD EDUCATION Vol.14 No.2
Using action research methodology, I explored how preservice teachers' emotions about mathematics changed by using a symbolic drawing technique and how their views on mathematics education for young children had changed due to a Constructivism based mathematics method course at university. Twenty-nine Sophomore preservice teachers participated in this study. The summary of this study was as follows. First, The primary images and emotions on preservice teachers' mathematics shifted from negative to positive as a result of the course. Second, because of Constructivism principles classes preservice teachers constructed the idea of mathematical education for young children as follows: (1) Recognizing mathematical concepts in daily life, (2) Connecting mathematical content knowledge and pedagogical knowledge, (3) Experiencing the importance of intrinsic motivation, and (4) Supporting emotional challenge among group members.