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        • KCI등재

          Habermas의 세 행동체계를 융합한 중학교 가정교과 식생활 수업 평가

          최성연 대한가정학회 2020 Family and Environment Research Vol.58 No.4

          This study developed and implemented a teaching · learning process plan for Home Economics in middle school by converging Habermas’s three systems of action. It also examined the effect of the class through the evaluation of students and teachers who participated in the class. This study developed 10 sessions for a teaching and learning process plan by converging three systems of action and reconstructing learning elements related to ‘balanced meal plan’ and ‘food choice’ according to the practical action teaching model. After class, we surveyed the degree of help for students, analyzed the learning activity sheets, and analyzed the reflection journals of teachers to evaluate the effects of the class. This class was found to be the most helpful in practicing the healthy dietary life of students, expanding their thoughts, understanding learning contents, and helping them change their lives. As a result of analyzing the learning activity sheet, students gained enlightenment by reflecting and evaluating their action through the class; in addition, changes in interest, awareness, and action appeared. Through the convergence of three systems of action, teachers who practiced the class criticized and realized the act that students were unconsciously accepted. In addition, it confirmed the possibility that students could change their lives, family and society by promoting optimal nutrition and health for a good life that pursues the best good.

        • 가정 교과서 ‘청소년의 영양과 식사’ 단원의 다중지능 활용 활동과제 분석

          최성연,채정현 한국가정과교육학회 2010 한국가정과교육학회 학술대회 Vol.2010 No.-

          '스콜라' 이용 시 소속기관이 구독 중이 아닌 경우, 오후 4시부터 익일 오전 7시까지 원문보기가 가능합니다.

        • KCI등재

          중학교 가정교과 의생활 교육에 대한 실천적 문제 중심 원격수업 실행연구

          최성연 학습자중심교과교육학회 2021 학습자중심교과교육연구 Vol.21 No.7

          The purpose of this study was to investigate the process of learning students and the changes of students and teachers in this process by implementing practical problem based classes as distance learning in order to promote positive changes in education in home economics classes. The participants were 166 students in 5 classes in the third grade of middle school, and the class was remotely observed and in-depth interviews were conducted through video conferences. The practical problem is ‘What should we do to solve the problem related to clothing life?’. The subject related to clothing life was executed and reflected three times. As a result of the study, the process for middle school students to learn practical problem based distance learning interacts with group members through open chat rooms, solving practical problems by receiving teacher feedback through Google documents, and making masks while sharing the practice process and results. And showed a willingness to practice the solution through practice classes. Through the class, the students became more focused on the class, the interaction was smoother, and the interest and action changed. Teachers realized that they could practice through distance learning and that they could draw their will to practice through distance learning, and they became confident in the classes. 본 연구의 목적은 가정교과 원격수업에서 긍정적인 교육의 변화를 도모하기 위해 실천적 문제 중심 수업을 원격수업으로실행하여 학생들이 학습하는 과정은 어떠하며, 이 과정에서 나타나는 학생과 교사의 변화는 무엇인지를 탐구하는 것이다. 연구 참여자는 중학교 3학년 5개반 학생 166명이며, 수업을 원격으로 관찰하고 원격 화상회의로 심층 인터뷰를 진행하였다. 실천적 문제는‘의생활과 관련된 문제를 해결하기 위해 우리는 무엇을 해야 하는가?’로 의생활 영역과 관련된 주제로 실행과 반성을 3차에 걸쳐 진행하였다. 연구 결과, 중학생들이 실천적 문제 중심 원격수업을 학습하는 과정은 오픈 채팅방을 통해 모둠원과 상호작용하고, 구글문서를 통해 교사의 피드백을 받아 실천적 문제를 해결하고, 실습 과정과 결과물을 공유하면서 마스크 만들기 활동을 수행했으며, 실습수업을 통해 해결방안을 실천하고자 하는 의지를 보였다. 수업을 통해 학생들은 이전보다 수업에 더 집중하게 되었고, 상호작용을 더 원활하게 하였으며, 관심과 행동의 변화가 일어났다. 교사는 원격수업을 통해서 실습수업이 가능하다는 것, 원격수업을 통해실천 의지를 이끌어 낼 수 있다는 것을 깨닫게 되었고, 원격수업에 대한 자신감을 갖게 되었다.

        • KCI등재

          인지분석과 이미지평가에 의한 교회건축 방향설정에 관한 연구

          최성연,김화정,한규영 한국농촌건축학회 2009 농촌건축 : 한국농촌건축학회논문집 Vol.11 No.1

          According to the user recognizing, the propose of this study is to establish the systematic church-design and the plan of rational process. When the plan of church design is rational come out, the local community will be risen and there is the possibility which will raise the essential function of church construction and design. The results from the study are as follow. Firstly, the area of the front-window and the number of the external entrance are correlated with the accessibility of the building. Secondly, the height of a bell-tower is related with the feelings of a tediously and a intimate degree. Thirdly, the ground clearance of the whole surface is correlated with the church-character and the community formation of a local society.

        • KCI등재

          공학적 공감능력 검사도구 개발 및 타당화 연구

          최성연,마은정 한국공학교육학회 2020 공학교육연구 Vol.23 No.5

          '스콜라' 이용 시 소속기관이 구독 중이 아닌 경우, 오후 4시부터 익일 오전 7시까지 원문보기가 가능합니다.

          The purpose of this study is to develop and validate an Engineering Empathy Instrument. Engineering empathy is defined as the ability that encompasses the following three qualities, a skill to interpret social issues and phenomenon that may occur in the process of interactions between human beings and engineering systems, a practical orientation that enables one to take stakeholders’ perspectives to carry out an engineering project, and a professional way of being that acknowledges empathic skills and associated practice orientations. Based on this notion, we develop a scale to measure engineering empathy and have surveyed 429 engineering students. Evidence for the validity and reliability of the scale is presented. In conclusion, we find that engineering empathy can be measured and conceptualized as three domains: a Learnable Skill (ELS), a Practical Orientation (EPO), and a Professional Way (EPW). We also find that sophomores show the highest level of engineering empathy as compared with other graders. While students accumulate technical knowledge, their understanding about engineering in social and interpretational contexts gets weakened. This implies that engineering education necessarily emphasizes the impacts of engineering solutions in interpersonal, societal, technologies, and environmental contexts.

        • KCI등재

          중학교 기술·가정 교과서 다중지능 활용 활동과제 분석 - 2015 개정 실과(기술·가정) 교육과정에 따른 '식생활' 단원을 중심으로 -

          최성연,이영선,최예지,주현정,김승희,박미정,Choi, Seong-Youn,Lee, Young-Sun,Choi, Ye-Ji,Joo, Hyun-Jung,Kim, Seung-Hee,Park, Mi-Jeong 한국가정과교육학회 2018 한국가정과교육학회지 Vol.30 No.3

          본 연구의 목적은 2015 실과(기술·가정) 교육과정에 따라 개발된 중학교 교과서에서 '식생활' 단원의 활동과제를 다중지능 활용 교수·학습방법을 기준으로 분석하는 데 있다. 이러한 목적을 이루기 위해서 12종의 중학교 기술·가정 교과서에서 '청소년기의 영양과 식행동', '식사의 계획과 선택', '식품의 선택과 안전한 조리'를 내용 요소로 하는 본문 내용과 읽을거리, 평가 문항을 제외하고 학생들이 활동할 수 있는 과제를 다중지능 활용 교수·학습방법을 기준으로 분석하였다. 분석방법은 내용분석 기법을 사용하여 학습 활동에 중심을 두고 분석하였고, 활동과제의 하위 질문들도 모두 각 한 가지의 활동으로 분리시키되, 연속선상에 있는 활동을 준비하는 과정은 한가지로 묶어서 분석하였다. 3인이 활동과제를 분석하고 협의를 통해 분석기준을 수정·보완하는 과정을 2회 진행한 후 다른 연구자 3인이 확인하였다. 12종의 교과서를 분석한 결과 활동과제의 수는 교과서 종류별로 25~74개로 나타났으며, 활동과제의 수는 총 527개였다. 다중지능 영역별 비율을 살펴보면, 논리수학지능을 활용한 활동과제가 35%로 가장 많은 것으로 나타났으며, 언어지능 26.8%, 개인내적지능 23%, 대인관계지능 7.2%, 시각운동지능 3.8%, 신체운동지능 2.7%, 음악지능 1.5% 순으로 나타났다. 반면, 자연탐구지능을 활용한 활동과제는 없는 것으로 분석되었다. 자연탐구지능을 제외하고 전반적으로 다중지능을 활용하고 있었는데 이는 가정 교과가 실천을 본질로 하면서 식생활과 관련된 다른 교과의 내용이나 방법을 추출하여 새롭게 재조직한다는 점에서 가정 교과의 융합적 성격을 나타내는 것으로 해석된다. 본 연구는 다양한 교수·학습방법의 틀을 마련하여 학생 참여형 수업을 활성화하고, 가정 교과에서 융합 교육을 실현하는 데 대안을 제공할 것으로 기대된다. The purpose of this study is to analyze the tasks of 'dietary life' in the textbook developed according to the 2015 revised middle school 「Technology·Home economics」 education curriculum based on the multiple intelligence teaching and learning methods. To accomplish this purpose, 12 textbooks of middle school 「Technology·Home economics」 textbooks were titled "Nutrition and Dietary Behavior of Adolescents", "Planning and Choosing Meals", "Choosing Foods and Safe Cooking" except the questions, the tasks that the students can perform are analyzed based on the teaching and learning methods using multiple intelligences. Analysis methods were analyzed by using contents analysis method, focusing on learning activities, and sub-questions of activities were all included in each activity, and the process of preparing activities on a continuous line was grouped into one. Three people analyzed the activities and proceeded to revise and supplement the analysis standard through consultation. The other three researchers confirmed it. As a result of analyzing 12 kinds of textbooks, the number of activity tasks was 25~74 for each kind of textbooks, and the total number of activities was 527. According to the ratio of multiple intelligences, 35% of the tasks were using logical-mathematical intelligence, and 26.8% of linguistic intelligence, 23% of intrapersonal intelligence, 7.2% of interpersonal intelligence, 3.8% of spatial intelligence, bodily-kinesthetic(2.7%) and musical intelligence(1.5%). On the other hand, it was analyzed that there is no activity task using naturalist intelligence. Except to the naturalist intelligence, general intelligence was utilized. This indicates that the home economics curriculum is a convergence of the home economics curriculum in that it is a reorganization by extracting the contents and methods of other curriculum related to dietary life, is interpreted. This study is expected to provide a framework for various teaching and learning methods to activate students' participation classes and to provide an alternative to realize convergence education in home economics curriculum.

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