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The purpose of this study is to understand the meaning and nature of barefoot walking experiences of middle-aged women. The subjects of this study were five middle-aged women who walked barefoot for more than 100 days. Data were collected through in-depth interviews from April to June 2019 and analyzed by phenomenological research methods. As a result of this study, ‘start walking barefoot’, ‘turn over the moment you want to stop’, ‘living body’, ‘community with the earth’, ‘support of people walking together’, ‘obstructed by people walking together’, Seven essential themes have emerged, including a health-care companion. In conclusion, the middle-aged women’s barefoot walking experience allows them to pass through various situations and moments they want to stop and experience physical and mental effects. Based on the results of this study, we suggest the development of a systematic manual based on the experiences of those who have walked barefoot for more than a year. 본 연구의 목적은 중년여성의 맨발걷기 경험의 의미와 본질을 이해하는 것이다. 연구 대상은 맨발걷기를 100일 이상 수행한 중년의 여성 5명을 대상으로 하였으며, 2019년 4월부터 6월까지 심층 면담을 통해 자료를 수집하고 현상학적 연구 방법으로 분석하였다. 본 연구의 결과 ‘맨발걷기를 시작함’, ‘멈추고 싶은 순간 넘기기’, ‘살아나는 신체’, ‘대지와의 교감’, ‘같이 걷는 사람들의지지’, ‘같이 걷는 사람들의 방해를 받음’, ‘건강을 지켜주는 동반자’ 등 7개의 본질적인 주제가 나타났다. 결론적으로 중년여성의 맨발걷기 경험은 맨발걷기를 시작하면서 여러 상황들과 멈추고 싶은 순간을 무사히 넘기고 신체적, 정신적인 효과를 경험하게 되어 맨발걷기를 건강을 지켜주는 평생 동반자로 받아들이게 된다. 본 연구 결과를 바탕으로 1년 이상 맨발걷기를 체험한 대상자들의 경험을 모아 체계적인 매뉴얼을 개발할 것을 제언한다.
In this study, we evaluated the stability of oxidative stability in order to register the pupa as a new edible food material, which can be mass-produced in beekeeping farms and rich in nutrition. The results of the analysis of the oxidation stability of the pupae showed that the acid value was 2.92 mg/g and the peroxide value was 1.94 meq/kg, which were suitable for the insect food standard of food circulation. Therefore, these results suggest that drone pupae can be used as a new food material.
Han, Sang-Mee. 2001. A study on the analysis of types of feedback in the Korean language classroom. Teaching Korean as a Foreign Language, 25․26, 453~505. This paper presents a study on the analysis of types of feedback developed for the Korean language classroom. The purpose of this research is to offer Korean language instructors a guide for evaluating effective feedback. Firstly, the types of speech act in the instructors' feedback spoken in the classroom will be analyzed inductively through conversation analysis, and then the characteristics of feedback types and techniques in Korean language classrooms will be described. According to the results of this research, the types of speech act shown in the feedback move are 'evaluation', 'correction', 'reinforcement', 'confirmation', 'explanation', 'affective reaction(interactive encouragement)', and 'non-verbal response'. These are subdivided according to their pedagogical function in classroom interaction. Three key findings resulted from the analysis. Firstly, the vast majority of instructors have shown a lack of understanding of the pedagogical functions of each type of feedback. Secondly, 'explanation' occurs more frequently than any other type of feedback in the Korean language classroom and contains the most subtypes. Thirdly, many instructors have shown, both in the way that they give students feedback responses and in the way that they organize their classes, a lack of applying appropriate feedback skill. (Yonsei University)
The present study reports the principles and practice of the textbook adaptation for ‘Learn to Speak Korean 1’, a Korean language course launched in Coursera. In this study the principles of the textbook adaptation are extracted through literature studies and the analysis of the MOOC and the textbook used in off-line courses. Based on these principles the process of the textbook adaptation was presented. Six adaptation methods were applied to the process, such as simplifying, deleting, adding, rearranging, rewriting, and restructuring, which were chosen based on the analysis of the development principles and the characteristics of the MOOC course. The adaptation methods reflected the limitation of time, simplicity of construction and the need for communication in the operation of the MOOC. In educational contents, the methods also reflected the need for difficulty adjustment, interest generation, and reinforcement of contents through repetition.
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The purpose of this study is to validate the effects of team-based project learning in social welfare education by utilizing it in a real classroom setting. For this, team-based project learning designed by ADDIE Model was applied to 60 students who took the course of social welfare program development and evaluation at I University. Social welfare programing is the practical work used the most frequently in social work field and needed key competency constantly. The strategies which emphasize team-work, make students participate in presentation and ask questions actively in the class, and asking and discussing through team meeting with professor were used. Collected quantitative data were analyzed by paired-samples t test with SPSS and qualitative data from reflective reports were analyzed. The results of this study were that team-based project learning on social welfare program development and evaluation improve key competency such as interpersonal relationship and practical ability and qualities such as work competency, self-efficacy and self-directed learning ability. On the basis of these results, implications were suggested for improvement of social welfare education. 본 연구의 목적은 사회복지교육에서 팀 기반 프로젝트 수업을 적용하고 효과성을 분석하는 것이다. 이를 위해 수업설계의 일반모형인 ADDIE 모형에 근거하여 수업을 설계하고, I대학교 사회복지학과 프로그램 개발과 평가 과목에 적용하였다. 프로그램 개발과평가는 현장에서 가장 빈번하게 수행하는 전공실무이며, 직업기초역량이 지속적으로 요구되는 영역이다. 본 수업에서는 주로 팀 워크 강조, 발표 및 질문에 적극 참여, 교수자와 팀 미팅 전략들을 활용하였다. 단일집단 사전사후설계를 활용한 양적평가와 학생들의 성찰일지 분석을 통한 질적평가를 병행하여 분석하였다. 연구결과, 사회복지현장 요구도가 가장 높았던 직업기초능력인 대인관계능력에 긍정적인 변화가 있었으며, 직무수행능력도 기준보다 높게 나타났다. 또한 현장에서 보완되기를 원하는 자질인 자기효능감과 자기주도적 학습능력이 유의미하게 향상되었다. 이로써 팀 기반 프로젝트 수업은 사회복지학과 학생들의 직업기초능력, 전공실무능력 뿐 아니라 자질 향상에도 효과가 있음을 알 수 있었다. 연구결과를 토대로 사회복지교육 발전방안을 제시하였다.
This research concerns the teaching of culture within the context of Teaching Korean as a Foreign Language(TKFL). It looks into a particular problem associated with TKFL, namely that of concentrating on teaching the language itself in isolation. It is now commonly accepted that language learning is not only a matter of mastering the target language forms but also learning the target language culture. The process of research in the Ethnography of Communication is similar to that of studying culture in foreign language learning, because both aim for an explanation of the culture in which a language is spoken, including communication patterns particular to that language. Observing types of behavior and communicative events which are unique to the target language culture will be helpful to language students who reside in the country where the target language is spoken - in this case, students learning Korean and living in Korea. Borrowing methodology from the Ethnography of Communication, this research applied such methods as Participant-Observation, Observation, Introspection, and Interviewing in order to consider the question of how to teach culture more effectively and comprehensively. In this study, three models of classroom activity are suggested. There is one each for a low-level class, an intermediate-level class, and a high-level class. The third model is an example of how Participant-Observation, a representative method used in the Ethnography of Communication, can be applied to the teaching of culture in TKFL.