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윤소정 ( So Jung Yun ),이하경 ( Ha Kyung Lee ) 한국의류학회 2019 한국의류학회지 Vol.43 No.4
This study analyzes global fashion clusters to provide insight for the domestic fashion market to form a competitive fashion cluster. We examine formation factors and operation types of the global fashion clusters to understand their characteristics. We also explore the effectiveness of each global fashion cluster by investigating the stage of development in fashion clusters. Fourteen cases of global fashion clusters are collected and analyzed. First, global fashion clusters show three types of formation and operation: self-formation, self-formation & government based development, and government, institute, and enterprise based formation & development. Second, the characteristics of global fashion clusters are based on functions related to space, learning, innovation, network, and knowledge. Third, there are four steps in the development stage of global fashion clusters: professional clusters, industrial clusters, learning clusters and innovative industrial clusters. In particular, innovative industrial clusters, the final stage of development, have high levels of effectiveness in terms of co-growth and collaboration among fashion-related businesses in fashion clusters. The results of this study can help guide the development of local fashion cluster in Korea.
윤소정 ( So Jung Yun ),추호정 ( Ho Jung Choo ) 한국의류학회 2015 한국의류학회지 Vol.39 No.6
This study explores the level of designer brands`` market oriented attitude through a conceptual framework of market orientation. Designer brands have rapidly increased in the Korean fashion market with a competitive environment that pushes designers to improve market oriented attitudes and strategy. Designers working for 20 brands that the government designated as ‘promising creative designer brands’ were invited for in-depth interviews, 19 designers from 18 brands participated in this study. The generation of market intelligence that composes market orientation meant that the designers were confirmed to collecting different types of information according to information sources. They showed interest in collecting information on the exploration of design trends from overseas designers as well as operational and managerial information from domestic designers. Fashion-related stakeholders mainly collected feedback on design concepts from the press and public institutions. They collected customer feedback from buyers; however, appropriate feedback was inadequate. Designers generally appeared to place less value on the collection of customer responses and opinions; however, two groups of designers showed customer-oriented attitudes according to accumulated experience. The market-oriented attitude of top designers had an important role in designer brands; consequently, top designers should be properly trained to improve market-oriented attitudes to increase market performance.
영재학생과 일반학생의 사고양식 차이 및 교사 특성별 사고양식
윤소정(So-Jung Yune),윤경미(Kyung-Mi Yun),유순화(Soon-Hwa Yoo) 한국영재학회 2003 영재교육연구 Vol.13 No.3
본 연구의 목적은 Sternberg의 정신자치제 이론에 근거하여 영재학생과 일반학생의 사고양식에 특별한 차이가 있는지, 또한 영재학교와 일반학교에 근무하는 교사특성에 따라 사고양식에 차이가 있는지를 알아보는 것이었다. 본 연구를 위하여 영재 고등학생 191명과 일반 고등학생 245명, 교사 73명이 참가하여 사고양식 설문조사에 응답하였다. 연구의 주요 결과들은 다음과 같다. 첫째, 영재학생과 일반학생의 사고양식은 차이가 있었다. 영재 학생은 일반 학생에 비해 입법적, 행정적, 사법적, 전체적, 계급주의적, 내부지향적 사고를 선호하는 것으로 나타났다. 둘째, 영재학교 교사와 일반학교의 교사의 사고 양식에는 차이가 없었다. 셋째, 교사 근무연한에 따라 교사의 사고양식에 차이를 보였다. 교직 경력이 오래될수록 보다 행정적, 지엽적, 보수적 사고양식을 보였다. 넷째, 교사의 성별, 가르치는 과목에 따른 교사의 사고양식의 차이는 나타나지 않았다. 영재 교육을 계획함에 있어서 또한 영재교육을 위한 교사선발에 있어서 효과적인 영재교육을 위해 학생과 교사의 사고양식을 고려하는 것이 요청된다. On the basis of Sternberg's the theory of mental self-government, this study investigated the differences in students' thinking styles between gifted and average students and the differences in teachers' thinking styles by school quality (gifted school/ average school), sex, professional teaching experience (as measured by duration), and subject of teaching. The subjects were consisted of 191 gifted high school freshmen, 245 average high school freshmen, and 73 teachers. The results of this study were as follows: First, there were statistical differences in many of thinking styles between gifted and average student school. Gifted students scored higher on the legislative, executive, judicial, global, and hierarchic, internal thinking styles. Second, there were no differences in teachers' thinking styles by school quality (gifted school/ average school). Third, teachers with more professional teaching experience (as measured by duration) tended to score higher on the executive, local, and conservative thinking styles. Fourth, there were no differences in teachers' thinking styles by sex and by subject of teaching. To conclude, the thinking styles of students and teachers can play an important role in teaching and learning in schools. Therefore, we need the cognition of thinking styles of students and teachers for the ideal gifted identification and instructional procedures.
상호동료교수법을 활용한 교대해부실습이 해부실습 시험 성적에 미치는 영향
김윤학(Yun Hak Kim),홍창완(Changwan Hong),오세옥(Sae-Ock Oh),윤식(Sik Yoon),김민정(Min Jeong Kim),주성일(Sungil Ju),윤소정(So Jung Yune),백선용(Sunyong Baek) 대한체질인류학회 2018 해부·생물인류학 (Anat Biol Anthropol) Vol.31 No.3
의학교육과정의 개편으로 해부학 강의 시간이 감소하면서 학생들이 참여하는 해부실습 시간을 보다 효율적 활용할 수 있는 교수 전략에 대한 관심이 높아지고 있다. 본 연구의 목적은 상호동료교수법을 활용한 교대해부실습(alternating dissection)이 실습시험 성적에 미치는 영향을 분석하는 것이다. 의과대학 의학과 1학년 학생을 가나다 순서로 각 실습대에 8~9명씩을 배정하였다. 각 조원을 다시 A조와 B조로 나누어 해부조와 관찰조로 분류하여 번갈아 가면서 해부실습을 진행하였다. 해부를 하지 않는 관찰조는 팀바탕학습을 기반으로 하는 자기주도학습을 실시하고, 당일의 해부를 마치면 해부조는 관찰조에게 동료가르침을 하였다. 새로운 실습방법과 전통적 실습방법에 따른 실습시험 성적은 유의한 차이를 보이지 않았으며, 교대해부실습에서 A조와 B조 사이의 실습시험 성적도 유의한 차이를 보이지 않았다. 그러나 부위에 따른 문항 분석에서 직접 해부한 부위에 해당하는 문항의 정답률이 관찰한 부위에 해당하는 문항의 정답률에 비해 유의하게 높았다. 정답률에서 유의한 차이를 보이는 문항은 전체 86개 문항 중에서 9개 문항이었다. 결론적으로, 의과대학 1학년 학생의 해부실습에서 상호동료교수법을 활용한 교대해부실습의 효용성을 확인하였다. The reformation of medical curriculum induced the reduction of anatomy course schedule especially in contact hours in anatomy laboratory. It has led to the use of more efficient teaching approaches in anatomy laboratory. The purpose of this work provide a detailed analysis of alternating dissections with reciprocal peer teaching in anatomy laboratory. Students were assigned alphabetically, in teams of eight or nine, to each dissecting table. The team was subdivided into two groups, A and B, each group dissected every other session. Students excused from dissection spent their time with team-based learning and self-directed learning. Dissected peer-teaching groups presented structures from the dissection to groups absent during dissection. Practical exam scores of the alternating dissection indicated no significant difference with those of classical dissection of previous year. Subgroup analysis of practical exam scores in alternating dissection was also no significant difference between group A and B. Assessment of question types showed that correction rates of questions in the dissected region was significantly higher on dissection group assignment. There were 9 questions (out of 86) in which there was a significant difference in correction rates between A and B groups. In conclusion, the laboratory paradigm of alternating dissection with reciprocal peer teaching demonstrated an effective method of learning gross anatomy laboratory for first year medical students.