무용전공인이 인식하는 4차 산업혁명시대의 이해도, 무용교육, 무용지도자 역할의 관계

이혜경 ( Hea Kyung Lee ) 대한무용학회 2020 대한무용학회논문집 Vol.78 No.6

Convenience sampling method was used to analyze 256 questionnaires collected from September 14 to October 10, 2020 with aims to utilize results for conducting studies on systematic curriculum of dance education in 4th industrial revolution age. Results showed: first, there were significant differences in variances by demographic statistical characters depending on majors and experiences of dance; second, understanding to 4th industrial revolution age exercised significant impacts upon interest in dance education; third, understanding of 4th industrial revolution age had significant effects on roles of dance instructors; and fourth, dance education in 4th industrial revolution age significantly influenced roles of dance instructors.

무용의 완벽주의와 신체적 건강과의 관계: 긍정적 부정적 정서의 매개효과

이혜경 ( Hea Kyung Lee ) 한국스포츠심리학회 2011 한국스포츠심리학회지 Vol.22 No.4

본 연구의 목적은 무용전공 고등학생들의 완벽주의 성향과 신체적 건강 간의 관계에서 긍정적 부정적정서의 매개효과를 검증하는 것이다. 예술고등학교 무용전공 학생 444명(남학생 28명, 여학생 416명)이 설문조사에 참여하였다. 구조방정식모형 분석의 결과 첫째, 무용전공 고등학생들의 완벽추구 성향은 긍정적 정서를 예측하는 주요 인자이다. 둘째, 완벽추구 성향은 부정적 정서를 통해서 뿐만 아니라 직접적으로 신체적 건강에 영향을 미친다. 셋째, 불완벽에 대한 부정적 반응은 부정적 정서를 통해서 뿐만 아니라 직접적으로 신체적 건강에 영향을 미친다. 결론적으로 완벽주의 성향은 무용전공 고등학생들의 정서와 신체적 건강에 긍정적인 영향을 주기도 하지만 부정적인 측면에 더 많은 영향을 미칠 수 있다. The purpose of this study is to examine a mediated effect of positive and negative affects in the relationship between perfectionism and physical health among dance students. For this, 444 boys and girls students from arts high schools responded to the Multidimensional Perfectionism Scale, PANAS-X, and Physical Symptom Checklist. Results of SEM were as follows; (1) Striving for perfectionism had direct effect on negative affect, which in turn was partially mediated by positive affect. (2) Positive affect had direct effect on physical health, which was partially mediated by negative affect. (3) Negative response to imperfection influenced directly to and indirectly to physical health mediated by negative affect. In conclusion, the results suggest that perfectionism orientation in dance class setting may have both negative and positive effects on dance major students` emotion and physical well-being.

경기일부지역 학교급식 영양(교)사의 기능성 식품 이용실태 및 인식

이혜경(Hea Kyung Lee),주지형(Jihyeung Ju) 충북대학교 생활과학연구소 2010 생활과학연구논총 Vol.14 No.2

The present study aimed to investigate utilization and recognition of foodservice dietitians for functional foods. Subjects of this study were a total of 150 dietitians working in elementary, middle, and high schools of Gyeong-ki area. Major findings of this study were: 1) among a total of 80 functional foods, calcium-enriched milk and tofu were most frequently utilized in those schools; 2) 72.7% of the subjects answered that functional foods should be used in schools; 3) the subjects confirmed most of the contents in the obligatory food labelings before use, but they tended not to confirm and satisfy on the 'labeling related with safety for consumers'. The present study suggests that foodservice dietitians need to carefully choose functional foods used in schools with reasonable standards.

골수간엽줄기세포 및 다공성 지지체를 이용한 조직공학적 척추신경재생

김선경 ( Sun Kyung Kim ),홍금덕 ( Keum Deok Hong ),김순희 ( Soon Hee Kim ),김문석 ( Moon Suk Kim ),강길선 ( Gil Son Khang ),이일우 ( Il Woo Lee ),한창환 ( Chang Whan Han ),이혜경 ( Hea Kyung Lee ),이해방 ( Hai Bang Lee ) 한국조직공학과 재생의학회 2005 조직공학과 재생의학 Vol.2 No.2

Bone marrow stromal cells (BMSCs) were harvested from the femurs and tibias of adult female Fischer rat. BMSCs were suspended at 2×106 cell/mL in poly(L-lactide-co-glycolide) (PLGA) which was saturated with 0.5 ml methylene chloride. The ability of the PLGA with BMSCs to be integrated and to promote nerve regeneration in the transected rat spinal cord was investigated. Fischer rat received an implant consisting of the BMSCs suspended in the PLGA in a 5 mm gap (at position; T8~T9) created by the spinal cord resection. For histological evaluation, the implanted regions were removed after 4 and 8 weeks. Thin sections were cut from paraffin embedded tissue and histological sections were stained hematoxylin and eosin staining. Motor functional outcome measurements using the Basso-Beattie-Bresnehan (BBB) score performed weekly during 8 weeks of post-injury. It was observed that the effects of the PLGA with BMSCs on neuroinduction (Group III, with scaffold, cell & cytokine) are stronger that PLGA without BMSCs (Group II, with scaffold only) and blank model (Group I). In conclusion, these results suggest that BMSCs and BDNF may have an important role for spinal cord regeneration of tissue engineering.

교사가 지각하는 유치원 원장의 변혁적 지도성에 따른 교사의 자기장학 수행정도

이혜경 이화여자대학교 교육대학원 2007 이화교육논총 Vol.17 No.-

The purposes of the study were to examine whether the kindergarten teachers' perceptions of transformational leaderships of their directors differed by directors' education level, major, and possession of certificate, and whether teachers' practices of self-supervision differed by their length of experiences in the field, education level, income level, and the ranks in their positions. Also, the study investigated how the kindergarten teachers' perceptions of transformational leaderships of their directors and teachers' practices of self-supervision are related to each other. Four-hundred ten kindergarten teachers in Seoul and its suburban areas (Kyung-gi) answered the surveys and three-hundred fifty two out of them were selected to be analyzed. The method to measure kindergarten directors' transformational leadership was the Leadership Practice Survey (LPS) modified by Lee (2004), which was originally developed by Hsue (1997). The LPS consisted of five-point scaled twenty questions characterized into four subscales. To measure teachers' practices of self-supervision was the Self-Supervision Practice Survey (SSPS) developed by Lee (1997) was modified for the study and used. The SSPS consisted of five-point scaled sixteen questions characterized into four subscales. Frequency analysis, t-test, one-way ANOVA, and Duncan for post-hoc were used to analyze the data. The study found that the perceptions of teachers about directors' transformational leaderships were significantly different by directors' educational level and major, In other words, directors with higher education level were more likely to be positively perceived by teachers. Also, directors who majored in early childhood education were the most positively perceived by the teachers regarding their transformational leadership. The study also found that teachers' length of experiences in the filed, education level, income level, and the ranks in their positions were significantly related to their perception of practices of self-supervision, In other words, longer experiences, higher education level, higher income level, and higher rank in position were related to more positive perception of their practice of self-supervision. In addition, the results of the study showed that generally, the degree of teachers' perceptions of directors' transformational leaderships and the degree of their practices of self-supervision are positively related, In other words, teachers with high perception of directors' transformational leadership are more likely to positively perceive their practices of self-supervision.

가상교육운영시스템에서 요구되는 학습자 지원 기능의 중요도 조사

강명희,이혜경 한국교육정보미디어학회 1999 교육정보미디어연구 Vol.5 No.2

효과적인 가상교육이 이루어지려면 학습자, 교수자, 운영자를 원활히 지원해 주는 가상교육운영시스템이 요구된다. 본 연구에서는 이 중 학습자 지원 기능에만 초점을 맞추어 가상교육에서 중요하게 지원하여야할 학습자 지원 기능과 학습자의 소속과 네트웍 경험에 따라 달리 지원하여야 할 기능을 조사하였다. 이를 위한 연구문제는 세가지로 설정하였다. 첫째, 가상교육운영시스템의 학습자 지원 기능들 중 학습자가 중요하다고 인식하는 기능에는 어떠한 것인가? 둘째, 학습자의 소속(대학, 기업)에 따라 학습자 지원 기능에 대한 중요도 인식에는 차이가 있는가? 셋째, 학습자의 네트웍 학습 경험에 따라 학습자 지원 기능에 대한 중요도 인식에는 차이가 있는가? 가상교육에 참여한 경험이 있는 231명의 학습자를 대상으로 설문조사를 한 결과 효과적 가상교육을 위해 우선적으로 지원되어야할 40 가지의 학습자 지원 기능이 규명되었고, 중요도 인식은 학습자의 소속이나 네트웍 경험에 따라 다소 차이가 있는 것으로 나타났다. The 21st century has been predicted to new paradigm different from the 20st century and has developed. That is, as our society changed to an information society from an agrarian society and industrial society, it caused shifts in all social systems such as family, business and education. Of the social systems, the educational system has pointed to open education, learner-centered education, acquisition of ability to be adapted for an information society and learning environments to utlize new technology. Especially, learner-centered virtual education through new technology is the strongest means for paradigm shifts of education. In the learner-centered virtual education, the learner's role is to participate in learning activities positively such as searching for useful information from ill-structured information sources and communicating with other learners voluntarily. For maximizing these learner's roles, the virtual education system is necessary to support the learner's activities. That is, the virtual education system should offer an environment to meet learning material easily and use methods for interaction between the teacher and peer-learner. In Korea recently, the virtual university which is a plan for improving the virtual education system has been legally confirmed. The discussion and development about virtual education system is necessary to maximize learner's activity. The following questions will be addressed: 1. What are the important learner support functions of the virtual education system? 2. Is there a difference between the learner's and the company employee 'ㄴ perception about learner support functions of the virtual education system? 3. Is there a difference between learners experienced network learning once and learners experienced network learning more than twice importance perception about learner support function of virtual education system? To examine these questions, 231 learners experienced in network learning more than once at least were selected. And the 231 learners responded to the questionnaire to rate the importance of each learner support function. Outlined below is the procedure that was followed in conducting this study. First, after making the questionnaire based on the learner support function investigated by the researcher, learners responded to the questionnaire. Second, to examine the importance of the learner support functions, statistical methods such as descriptive statistics and two independent samples t-test were used. The findings of the research are follows : 1. What are the important learner support functions on the virtual education system? of the 78 learner support functions, 40 functions were perceived to be critical functions by learners. And in the 6 areas, learning reference area recorded the highest mean score (M=3.94, SD=.9). 2. Is there a difference between a learner's and a company employee's importance perception about learner support function of the virtual education system? Of the 40 learner support functions perceived to be critical, there is a significant difference in the 27 functions such as introduction function for understanding the subject's structure and outline(t = -2.571, p<.05), self-test function to offer the result immediately(t = -2.451, p<.05), bulletin boards function to announce new homework and tests(t = 5.786, p<.05), discussion function(t = 6.217, p<.05), E-mail function connect the peer-learner, teacher and administrator(t = 4.869, p<.05), modification function of learner's information(name, ID, introduction, etc.) (t = 6.504, p<.05), etc. 3. Is there a difference between the learners one experience with network learning and learners experience with network learning more than twice importance perception about learner support function of virtual education system? Of the 40 learner support functions perceived to be critical, there is a significant difference is 6 functions such as connecting function between schedule calendar and learning contents(t = 2.732, p<.05), function of submitting report based on file(t = 3.042, p<.05), search function for discussion contents(t = -2.572, p<.05), E-mail function to be connected between learner and administrator individually(t = 2.174, p<.05), modification function of password(t = 2.740, p<.05), set up function whether open learner's information or not(t = 2.033, p<.05). From the above results, this study proposes the following : First, according to social position, the learner support function has to be partial in embodying the virtual education system. Second, the learner support function considered the degree of the learner's network learning experience has to be applied to developing and managing the virtual education system. Third, Follow-up research should identify support functions for teacher and administrator.