역사적 고찰을 통한 이차곡선의 지도방안

장미라 ( Mi Ra Jang ),강순자 ( Soon Ja Kang ) 한국수학교육학회 2010 수학교육논문집 Vol.24 No.3

강원도 남녀 중학생의 학교급식에 대한 중요도 및 수행도 비교

장미라 ( Mi Ra Jang ),김준영 ( Jun Young Kim ) 대한영양사협회 2005 대한영양사협회 학술지 Vol.11 No.1

예비 한국어 교사의 학습지도안 구성에 대한 연구

장미라(Jang Mi-Ra) 국어국문학회 2010 국어국문학 Vol.- No.154

This research is intended to help prospective Korea teachers to strengthen their abilities to lead Korean classrooms designed to improve learners’ communication skills. To this end, it finds out challenges by analyzing lesson plans made by prospective teachers in a formal education course and examines tasks to improve prospective Korean teachers’ capability of organizing and operating Korean classes by each teaching step. Firstly, ‘Warm-Up’ requires prospective Korea teachers to check objectives of last class from learners and suggest objectives of this class to students to attract their attention and interest. Secondly, ‘Presentation’ requires appropriate explanation based on accurate information about meaning and type of target items. Thirdly, ‘Practice’ requires prospective Korea teachers to organize activities which help learners to improve accuracy of target items and attempt to speak as much as possible and encourage learners. Fourthly, in ‘Use’, prospective Korea teachers must organize practical tasks to improve learners’ communication skills and check learners’ task implementation processes and results focusing on fluency. Last but not least, in ‘Follow-Up’, prospective Korea teachers must check learning contents from learners, give out homework and introduce the next class. This research examines lesson plans based on relationship to teaching objectives and appropriateness, usability and significance of teaching contents and learners-oriented lessons. Moreover, beyond the existing discussions about lesson plans focusing on necessity and writing methods, this research aims to suggest effective methods to improve lesson plans by concentrating on common problems which prospective teachers easily make mistakes in creating lesson plans.

한국어 교사의 상담에 대한 인식 연구

장미라 ( Mi Ra Jang ),서진숙 ( Jin Suk Seo ) 국제한국어교육학회 2013 한국어 교육 Vol.24 No.1

University and post-graduate Korean education programs and related fields teachers' reeducation courses are designed with the emphasis on the teacher's linguistic knowledge and improvement of their knowledge as a language instructor. However, as for the Korean teachers, they are not just required to have knowledge or teaching ability but they are also required to have personal skills and interpersonal skills with learners or associate teachers. Also, for harmonious management of the classroom, teachers are also required to know how to form and maintain a relationship with students. Therefore, Korean language institute teachers' self development and reeducation should include not just education resources and teaching methods but also information on how to control and care for students and how to create atmosphere. However, for a teacher to control students and create atmosphere, research on the effort required both inside and outside the classroom and on these types of difficulties and burdens are currently not taking place. This paper focuses on Korean institutes' teachers' outside interaction with students and explores Korean teachers' perception of being in charge of counselling. Thus, gaining an understanding of the way in which Korean teachers' interact with students outside of the classroom and the difficulties faced during this process and also depending on the level (beginner, intermediate, advanced) and teacher's teaching career explore similarities and differences. Finally in order to resolve the difficulties for the Korean teachers in Korean institutes, there is a need for information about the construction of a general database for counselling and counselling method etc within the Korean language institute.

문화 기반 초급 온라인 한국어교육 콘텐츠의 교수요목 설계 및 단원 구성 방안 연구

장미라(Jang, Mi-ra),김지형(Kim, Ji-hyung) 한국어문학회 2012 語文學 Vol.0 No.116

This report outlines the development of suitable Korean Hallyu cultural education contents in Korean as a Foreign Language(KFL) environment for learners abroad and presents the current state of syllabus and unit organisation of ‘Dynamic Korean, Exciting Hallyu’ that have already been developed. As for the content, Hallyu cultural content is used as a lure and as a basis to connect language learning while multimedia resources have been developed to for stimulation. The syllabus comprises of a total of 15 units. The target level is upper beginner and is based on one topic, cultural content, activities, functions, tasks, vocabulary and grammar. The introduction, Are You Ready? uses topics such as ‘Dae Jang Geum’, K-POP, ‘Two Days and One Night’ and Trendy Dramas to introduce each unit. Through explanations, case studies, cultural vocabulary and student interaction in ‘Let’s Learn Culture!’ students gain an understanding of Korean culture and then in the linking segment, Let’s Learn Korean! students learn how to use the functions of conversational media to produce Korean and other tasks. In the concluding segment, Remember This! the contents of the unit is summarised and through a quiz, the content learned is reviewed.

한국어 문장 사용 능력 향상을 위한 교육 방안 연구

장미라(Jang Mi-Ra) 국어국문학회 2006 국어국문학 Vol.- No.142

This study was to review the needs of sentence education and explored the contents and basic principles of it to enhance the ability to use Korean sentences, as a second language, for foreign learners. A sentence is the basic communication unit, which conveys one’s thoughts and makes to understand other people’s intentions, by using the words, expressions and grammar which one already knew or achieve from learning. Development of the ability to use sentences is related to every fields of Korean education not only writing, reading, speaking and listing but also vocabulary and grammar. Existing education usually have focused on writing and grammar to enhance the sentence-use ability, and the writing education has laid weight on the contents, topic, construction and the process of writing. The grammatical items taught in grammar education mean, after all, the learning of sentence structure in which one uses the very grammar items. The reality is that, however, presenting grammatical items without considering the sentence system, and the grammar education wholly composed of such contents and practicing, fails to help learners accumulate the knowledge for sentences. Therefore, some sentence education to enhance the foreign learners’ sentence-use ability and to develop their understanding of Korean sentences, namely intuitive power, is needed. To improve the ability to use sentences with structural eligibility, the contents of sentence education should include following six; (1) the basic sentence structure and pattern in Korean (2) selectional feature (3) the hierarchy of sentence elements and their word order (4) curtailment of sentence (5) expansion of sentence (6) the expressive and discourse function of sentence. These contents of sentence education should be carried out in ‘spiral curriculum’, in consideration of the variables, ‘learners, objectives, steps of education’.

국민건강영양조사에 근거한 채소류 섭취에 따른 서울시민의 잔류 농약 노출량 평가

장미라(Jang Mi-Ra),문현경(Moon Hyun-Kyung),김태랑(Kim Tae-Rang),육동현(Yuk Dong-Hyun),황인숙(Hwang In-Sook),김무상(Kim Moo-Sang),김정헌(Kim Jung-Hun),채영주(Chae Young-Zoo) 한국영양학회 2011 Journal of Nutrition and Health Vol.44 No.5

서울 지역에서 2007년부터 2009년까지 유통 중인 채소류에 대해 농약 잔류수준을 분석하여 검출빈도가 높은 농약을 대상으로 2008년도 국민건강영양조사 자료에서 서울시민의 채소섭취량을 산출하여 채소류 섭취에 따른 농약성분의 노출수준을 평가하였다. 1) 채소류 중 잔류농약 검출비율은 2007년 11.2% 2008년 8.6% 2009년 12.0%로 나타났으며 잔류허용기준초과비율은 2007년 4.6% 2008년 2.8% 2009년 2.1%로 감소하는 경향을 나타내었다. 2) 서울시민과 서울시민을 제외한 한국인의 채소류 섭취량은 통계적으로 유의한 차이가 나타나지 않았으며 일일 평균 섭취량이 각각 288.12 ± 214.8 g 287.28 ± 231.6 g으로 비슷한 것으로 나타났다. 3) 농약이 검출된 37종의 채소류에 대해 서울시민의 채소류 섭취량을 산정한 결과 일일 총 채소섭취량은 182.81 g이었고 남자 191.84 g 여자 175.99 g으로 남자의 섭취량이 더 높은 것으로 나타났다. 성인의 경우 일일 총 채소류 섭취량은 252.36 g이었으며 성인남자는 306.43 g 성인여자는 219.78 g으로 성인남자가 더 높은 것으로 나타났다. 4) 농약이 검출된 채소류 섭취에 따른 다종농약 성분에 대한 성인의 위해지수는 모두 1보다 작아 채소류 섭취에 기인한 다종 농약노출의 위해는 매우 낮은 수준이며 위해지수는 2007년에 2.76E-02로 가장 높게 나타났고 2009년에는 1.69E-02로 감소하였다. 이는 채소류 중 잔류농약 허용기준초과율의 감소추세와 일치하였다. 본 연구는 채소류에만 국한된 연구이지만 잔류농약으로 인한 안전성을 확보하기 위해서는 지속적인 모니터링과 함께 신뢰성 있는 식이 섭취량 조사와 이에 따른 위해성 평가를 효과적으로 실시하여 과학적 근거를 축적하는 것이 필요할 것으로 생각된다. The characteristics of pesticide residues were examined in 18,069 samples from 91 vegetable commodities collected in Seoul from 2007 to 2009 and the vegetable dietary intakes of Seoulites were estimated using the Korea National Health and Nutrition examination survey data from 2008. The hazard index was calculated using vegetable pesticide residues and dietary vegetable intake by Seoulites. Detection rates for pesticide residues in vegetables were 11.2 % in 2007 8.6 % in 2008 and 12.0 % in 2009. Excess rate of Maximum Residue Limits tended to decline from 4.6 % in 2007 to 2.8 % in 2008 and 2.1 % in 2009.Daily vegetable intake for Seoulites was 288.12 ± 214.8 g and vegetable intake by males was more than that of females (p < 0.001). The hazard index was the highest at 2.76 * 10-2 in 2007 and the lowest at 1.69 * 10-2 in 2009. The risks caused by multiple pesticides in vegetables were very low and vegetable intake was safe considering the hazard index values.

물중의 잔류농약 분석을 위한 SPME의 최적조건 선정에 관한 연구

장미라 ( Mi Ra Jang ),정효준 ( Hyo June Jeong ),이홍근 ( Hong Keun Lee ) 한국물환경학회 2002 한국물환경학회지 Vol.18 No.4

This study was conducted to develope a simple, rapid and solvent-free solid-phase microextraction(SPME) procedure for extracting three organochlorine, one triazine and nine organophosphorus pesticides from water. The optimal conditions of SPME for analyses of organochlorine pesticides were obtained at 250℃ of desorption temperature, 45 minutes of equilibrium time, pH 6 and NaCl 0% addition using 100㎛ polydimethylsiloxane fiber and those of triazine and organophosphorus pesticides were obtained at 270℃ of desorption temperature, 60 minutes of equilibrium time, pH 6 and NaCl 0% addition using 100㎛ polydimethylsiloxane fiber. This method showed good lineality for organochlorine pesticides between 0.0001 and 10㎍/L with regression coefficients ranging 0.9986∼0.9992 and for triazine and organophosphorus pesticides between 0.01 and 100㎍/L with regression coefficients ranging 0.9867∼0.9998.

"-은/는 것이다" 구성의 표현 문형 설정과 교육 방안에 대한 연구

장미라 ( Mi Ra Jang ) 국제한국어교육학회 2009 한국어 교육 Vol.20 No.2

`-은/는 것이다` is frequently used for speakers to express `assertion` or `oughtness` from objective point of view towards proposition. However, it is not easy to distinguish `-은/는 것이다` from substitution and function of noun clauses and, actual use and frequent of is not fully reviewed and analyzed. That`s why it hasn`t been selected and taught as Korean pedagogical grammar. Therefore, this research aims to find out if it can be selected as Korean pedagogical grammar by examining characteristics of express pattern of `-은/는 것이다`. In addition, this research will examine related grammar suggested in text books of Korean in order to suggest effective models to improve level and stage of learning and communication skills as well as to propose suggested form of organizing `-은/는 것이다`. Assertion 1 can be learned through task with `assertive suggestion` such as talking about experience in intermediate part, and Assertion 2 through task with `assertive delivery` such as quotation in the advanced intermediate part or suggested with quotation sentence related patterns. Oughtness can be learned and taught through task with `definitely suggestion` such as insistence and advice. (Kyung Hee University)

한국어 인용문의 교육 내용 선정과 배열에 관한 연구

장미라 ( Mi Ra Jang ) 이중언어학회 2008 이중언어학 Vol.38 No.-