열린 교육의 목표모형 탐색

정숙경 한국교육학회 부산지회 1996 釜山敎育學硏究 Vol.9 No.1

In the face of wide spread of open classroom practices in our elementary schools, this study intended to explore a goal model appropriate for open education in our educational settings, which are oriented to globalization. The past and present of open education as well as its concept were discussed, and then curricular characteristics of open education were specified, and finally, a goal model for Korean open education was presented on the basis of Miles's goal priorities in open education(1975). The conclusions derived from this study are as follows: Firstly, open education started in mid 60s and imported from English infant schools by American educators has a long varied line of antecedents, from Socrates, Rousseau, Pestalozzi, Froebel to progressive education, and is supported by the works of Brunet and Piaget. Open education is a type of education which reflects the idea that individuals are self-regulating open systems capable of exerting freedom and right to choose independently. Secondly, contrasting to traditional classroom which focuses cognitive goals selected in advance, much of the curricular decision are made during the interactions of teacher and students in open classroom. In addition, specific contents and activities are selected by students, who are not required to study same contents nor to acquire same mastery levels among themselves. Thirdly, a goal model appropriate for Korean open education in 90s should represent high cognitive goals as its highest priority, affective goals as next higher priority, and low cognitive goals as lowest priority, since mental processes like problem solving and creativity are considered to be essential in globalized competitions.

일대일 화상 대화를 이용한 온라인 영어회화 프로그램에 대한 연구

정숙경,천승미 한국영어교육학회 2007 ENGLISH TEACHING(영어교육) Vol.62 No.4

전화 영어 수업 분석과 영어 말하기 능력 증진 효과에 대한 연구

정숙경 한국언어연구학회 2012 언어학연구 Vol.17 No.3

대학 영어 학습자들의 모바일 어플리케이션 사용현황과 인공지능 기반 어플에 대한 인식 연구

정숙경 미래영어영문학회 2019 영어영문학 Vol.24 No.3

The purpose of the study is to investigate college students' use of smart phone applications for the purpose of English learning and their degree of awareness of current AI-based English learning applications and chatbots. For this purpose, the researcher administered survey questions to 87 college students two times in one semester. The analysis of survey data yielded the following findings: First, majority of the students were participating the autonomous mobile learning outside of the classroom. The most popular applications students used were TOEIC test preparation apps followed by Youtube and other English learning apps. Students' lack of information of proper apps and their disinterest were revealed as the major reasons for the low use of English learning apps. Second, it was found that students were rarely aware of AI based English applications and their actual experience of AI technology is extremely limited. Third, students need English teachers' guidance and advice in selecting appropriate English learning apps for their own mobile learning. The types of apps students favored and the teachers' role in promoting self-directed learners are also discussed.

글쓰기 능력 향상을 위한 수업모형에 관한 연구

정숙경 동아대학교 교육대학원 1998 동아교육논총 Vol.24 No.-

글쓰기는 개인의 생각을 표현하는 방식으로서 그리고 문제해결을 위한 사고기능으로서 중요한 기초기능임에도 불구하고 이를 향상시키기 위한 효과적인 수업모형이 제시되지 못하고 있다. 이에 따라 본 연구에는 글쓰기의 심리적 과정이 어떠한지를 밝히고 글쓰기 향상을 위한 수업모형을 구성하는데 목적을 두었다. 이러한 연구목적을 달성하기 위해 먼저 관련 이론 및 선행연구를 고찰하여 글쓰기에 관여되는 심리적 과정이 어떠한지를 밝혔다. 다음으로 글쓰기에 숙련된 사람과 미숙한 사람의 특성이 어떤 차이를 보이는지를 규명하고 이를 근거로 글쓰기능력 향상을 위한 수업모형을 구성시켰다. 본 연구에서 얻어진 결론은 다음과 같다. 첫째, 글쓰기 과정은 계획, 글로 쓰기, 검토의 세 단계로 구분할 수 있다. 계획단계는 글을 쓰는 목표가 무엇인지, 어떤 아이디어를 어떻게 제시할 것인지를 계획하는 단계를 말한다. 글로 쓰는 단계는 계획단계에서 정신적으로 표상된 내용을 실제 글로 옮기는 단계를 말한다. 검토단계는 쓰여진 글을 평가하고 수정하는 단계를 말한다. 둘째, 글쓰기에 숙련된 사람은 전체구조나 의미전달에 중점을 두고 풍부한 아이디어를 생성해내며, 응집성 있고 일관성 있게 조직하면서 글을 쓰고, 쓰여진 글의 문제점을 잘 인식하고 의미관련 수정을 더 잘하는 경향이 있다. 이에 반해 글쓰기에 미숙한 사람은 글의 기술적 오류를 회피하는 데 중점을 두고 아이디어가 빈약하며 응집성과 일관성이 부족한 글을 쓰고, 쓰여진 글의 문제점을 잘 인식하지 못하고 기술적 문제점에 한정하여 수정하는 경향이 있다. 세째, 글쓰기 능력 향상을 위한 수업모형의 주요요인에는 주제에 관한 서술적 지식의 확대, 글의 기술적 측면에 대한 통제력 증대, 아이디어 생성 및 글의 응집성과 일관성 확립 촉진, 글의 문제점 인식 및 수정에 대한 촉진 등이 포함되었다. Although writing is an important basic skill not only as a way to express one's ideas but also as a way of thinking to solve problems, the teaching of writhing has been a neglected area on account of the absence of an instructional model based on psychological processes of writing. This study attempted to survey the literature and research concerning writing skill, to compare the characteristics of skilled and less skilled writers, and to present an effective instructional model for writing. The conclusion derived from this study are as follows: 1.Writing is a comprehensive process composed of 3 subprocesses. Planning contains setting goals, generating ideas and orgaizing ideas. Translation involves the actual generation of written products. Reviewing consists of evaluating what has been written and remediating unsatisfactory parts of the written products. 2.Skilled writers are more likely to focus on the goal of communicating meaning, to generate more ideaes, and to have greater mastery over organizational devices, whereas less skilled writers focus on avoiding mechanical errors, generate less ideas, and have difficulties to establish cohesion and coherence. During traslation skilled writers are thinking about cohesion and communicating, while less skilled writers are thinking about spelling, grammar and punctuation. In reviewing skilled writers are more likely to recognize problems on their written products and know how to remediate these problemas, whereas less skilled writers are unlikely to either recognize or remediate problems on their writtin products. 3.An instructioal model for improving writing abiliy could be composed of components derived from the characteristics of less skilled writers. The model presented in this study consists of four components: the expansion of declarative knowledge, mastery over mechanics of written material, facilitation of generating ideas and establishing cohesion and coherence, and the provision of cues for recognizing and remediating problems on written products.

지식습득에 대한 교사 신념 분석 : 객관주의 대 구성주의 Objectivism vs Constructivism

정숙경 東亞大學校 學生生活硏究所 1998 學生硏究 Vol.17 No.-

This study investigated teachers' views of knowledge acquisition. Research questions for this study were : (1) What is the position of teachers' views of knowledge acquisition along a continuum from constructivism to objertivism? (2) Do the positions of teachers' views of knowledge acquisition along the continuum vary as a function of teachers' level of school, level of academic experience, years of teaching experience, and gender? An instrument that assesses teachers' views of knowledge acquisition along a continuum from constructivism to objectivism was constructed by the researcher on the ground of literature survey on objectivism and constructivism. The instrument includes 3. categories : knowledge characteristics, epistemology, and teaching-learning process. The conclusions derived in the study are as follow : Firstly, elementary and secondary teachers generally hold neutral perspectives about knowledge acquisition along a continuum from constructivism to objectivism. Nevertheless, among the categories, teachers reflect more objectivist perspective on the categories of knowledge characterestics and epistemology while reflect more constructivist views on the category of teaching-learning process. Secondry, teachers' views do not vary as a function of teacher's level of school, level of academic experience, years of teaching experience and gender. Teachers who have more years of teaching experience than their counterparts with less years of teaching experience, however, hold more objectivist views on learner's eligibility to manage his own learning process.

수업설계 모형 비교준거에 관한 탐색적 연구

정숙경 東亞大學校 學生生活硏究所 1996 學生硏究 Vol.20 No.-

While being in the midst of proliferation of instructional design models instructional designers as well as scholars have no valuable procedure for comparing instructional design models especially when alternitives to systems approach emerged recent years. The purpose of the present study is to provide criteria for comparing instructional design models. Specifically, the fundamental components of the instructional design process are reviewed, and criteria for comparing instructional design models are discussed in terms of internal as well as external dimension of instructional design models. The common components of various instructional design models could be reduced to needs assessment, objectives, learner characteristics, instructional strategies, evaluation and feedback. Five of them excluding needs assessment constitute Glaser model(1962) which, for the first time, considered instruction as a system. Needs assessment was added to ID process during 70s to correct problems identified as results of earlier instructional design practices. Comparing criteria based on internal dimension of models discussed are theoretical origins and required expertise. Instructional design models emerged during past three decades since the first model presented in the eartier 60s are mostly based upon systems theory. However, models not based on systems theory are increasingly emerging recent years. Thus, instructional design models can be considered either based on systems or non-systems according to its theoretical origin. Instructional design models also vary in the amount of expertise required by individuals to apply models. Some instructional models provide step-by-step descriptions of the process of designing instruction which are more appropriate for a novice instructional designers to employ, while other models rely on an expert's intuition and experience to guide the process. Many instructional design models originated in a certain context, in response to the particular needs ot that context. Employing a model from a significantly differant context would result in inefficient solution to instructional problems. Instructional contexts could be one of the following four context : Kindefgarten education, elementary and secondary education, higher education, and training for business and other non-school organizations. Instructional design models are also intended to plan instruction for different levels of implementation depending on the size of the population targeted by the instruction. The six levels of instructional design include mass-level, institutional-level, course-level, unit-level, lesson-level, and module-level. Thus, the level of application becomes one of important comparing criteria for instructional design models.

[폐기물 매립 / 오염토양 처리] 광주지역 어린이놀이터 토양오염 실태 조사연구

정숙경,윤상훈,송형명,이재철,김연희,김동수 한국폐기물자원순환학회 2008 한국폐기물자원순환학회 학술대회 Vol.2008 No.1

정신병원 입원 환자의 수면의 질과 우울 영향 요인

정숙경,소애영 한국정신간호학회 2017 정신간호학회지 Vol.26 No.4

Purpose: This study was done to examine factors that influence quality of sleep and depression in psychiatric patients. Methods: This research study was a descriptive survey and participants were patients hospitalized with psychiatric disorders. Measures were depression and quality of sleep scales. Data were analyzed using t-test, ANOVA and multiple regression. Results: Variables significantly influencing participants’ quality of sleep were depression, level of pain and taking antidepressants. These variables explained 26% of the variance in quality of sleep. Variables significantly influencing participants’ depression were quality of sleep and level of pain. These variables explained 27.0% of the variance in depression. Conclusion: Findings indicate a strong relationship between quality of sleep and depression. More research is needed to better assess quality of sleep and level of depression in these patients. It is important for nurses to recognize the importance of assessing depression and developing and researching nursing intervention programs for inpatients with mental disorders.

초등학교 교사들의 문해성지도 접근방식 및 신념

정숙경 한국초등교육학회 2004 초등교육연구 Vol.17 No.1

제 7차 교육과정의 국어과에서는 총체적 언어접근법이 강조되고 있다. 총체적 언어접근법은 언어기능의 습득과 합께 정보를 수용, 해석하고 적용하는 고차적 사고능력의 함양도 동시에 도모하고자 하는 언어교육방식이다. 이 연구는 초등학교 저학년 교사들이 아동들에게 문제성을 지도하기 위해 전통적인 기능중심접근법과 새로운 교육과정에서 강조하고 있는 총체적 언어접근법을 어떻게 사용하고 있으며, 총체적 언어접근법의 배경 철학인 구성주의 신념을 어떻게 수용하고 있는지를 밝히고자 하였다. 총체적 언어접근법, 기능중심접근법,구성주의 신념 세 범주로 구성된 설문지를 사용해 168명의 1학년 및 2학년 담당교사들을 대상으로 조사하였다. 연구의 결과는 두 접근방식을 아동들의 발달수준 및 필요에 따라 적절히 병용해야 한다는 균형적 접근법의 관점에서 논의되었다. This article explored the literacy approaches elementary teachers depend on in their classrooms, and the beliefs related to children's literacy acquisition they rely on. A questionnaire consisted of 10 items each for whole-language approach, skills approach, and constructivistic beliefs was constructed. The responses of 86 first-grade teachers and 82 second-grade teachers were processed to reveal the results. The results showed that elementary teachers use both whole-language approach and skills approach, with slightly higher degree of skills approach. While there were no sigruficant differences in the use of whole-language approach between first-grade and second-grade teachers, first-grade teachers use sigruficantly more skills approach than second-grade teachers do. The degree of elementary teachers' constructivistic beliefs related to literacy acquisition was found to be considerably high, which supports teachers' use of whole-language approach. The results were discussed with the reference to balanced approach.