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- 저자 : 정영숙(Young Sook Jung) (검색결과 46 건)
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정영숙,Jung Young-Sook 한국군사과학기술학회 2004 한국군사과학기술학회지 Vol.7 No.3
For a proper operation of portable air defense IR terminal homing missile to the rapid intruding target, the boresight of an IR seeker of the missile should be accurately aligned with the gunner's aiming sight. Before a gunner fires the missile, he tries to keep the target within the circle of ASU ensuring the seeker to lock on the target correctly. In this paper, using an electrical seeker caging loop and IR detector signal characteristics, a precise aligning method between the seeker boresight and the LOS(Line of Sight) of ASU(Aiming Sight Unit) was studied. Although every seeker has slightly different SLA (Signal of Look Angle) output, we can get negligible alignment error through a fine tuning method of electrical caging signal. This alignment procedure was also adopted in K-PSAM system.
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원격고등교육 학습자의 학습접근방식과 성적에 영향을 미치는 요인
정영숙(Young-Sook Jung),성지훈(Sung Jihoon) 한국방송통신대학교 미래원격교육연구원 2011 평생학습사회 Vol.7 No.3
The purpose of this study is to investigate factors to affect students' approaches to learning and academic achievement in distance higher education. Based on the models of Biggs(2003) and Richardson(2006), this study designed a model including factors of learners, distance teaching context, approaches to learning, and academic achievement. The online survey was delivered to the students of the 'A' distance university and the responses of 14,785 students were analysed. The multiple regression and the Pearson's correlation coefficient analysis were conducted. The adopted model was statistically significant to explain deep, strategic, surface approaches to learning in distance higher education. Three (age, self-management ability, and prior knowledge) out of the learners' factors and two (quality of contents and academic assessment) out of the teaching context factors were significant for all of the three approaches to learning. The relationship between GPA and the deep/strategic approaches were positively correlated whereas the relationship between GPA and the surface approach was negatively correlated. Especially, the relationship between GPA and the strategic approach was relatively stronger. Based on the study results, strategies of teaching and learning were discussed to guide distance learners to the deep and strategic approaches to learning.
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정영숙(Jung young sook) 한국차학회 2003 한국차학회지 Vol.9 No.1
This study concerns effects of Dado education on the development of infants' emotional quotient(EQ). Infants' EQ has been measured by so-called "Emotional Intelligence Evaluation Tools" developed by Lee, Yongja, et al(2000). These tools comprise 108 paragraphs relating to daily routines at kindergartens and are based upon Mayer and Salovey's(1997) four areas of emotional intelligence, four sub-areas of each, and forty-nine items. The following are results derived from this study. It was found from the total EQ scores displayed that Dado education had positive effects on the group of subjects, enabling on the argue that Dado education is conducive to the development of infants' EQ. In terms of the sub-areas, positive effects were remarkable particularly in infants' emotional recognition and expressions, as in their reflective adjustments of emotions. Psychological stability that infants have obtained through Dado Learning seems to be instrumental in their acquiring abilities to discern their own emotions and accurately perceive their inner feelings as well as to recognize and evaluate their complex feelings. By waiting for tea to be properly brewed in water, carefully pouring it into cups to serve their perrs, and then waiting further, they come to adjust and control their feelings and desires and have a mind to care about others, which makes reflective adjustments of their emotions possible. On the other hand, it was found that Dado education had not had significant effects on such factors as "promotion of thinking power by means of emotion" and "emotional utilization of knowledge". However, positive effects on these two factors may be derived if subjects of a somewhat older age are employed for investigation or if a longer-term program is administered that involves the same subjects.
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정영숙(Young-Sook Jung),성지훈(Sung Jihoon) 한국방송통신대학교 미래원격교육연구원 2010 평생학습사회 Vol.6 No.1
As the development of information & communication technology enables online interaction to be used in education, there is a movement that improves the quality of education through the online interaction in distance universities. Successful boost of online interaction requires understanding how adult learners in distance university actually perceive the online interactions This study investigated adult learners’ preference for learner-instructor and learner-learner online interactions in diverse perspectives through the use of a survey. According to the results, adult learners’ preference for online interaction was distributed into non-preferred, neutral and preferred groups in similar ratios. Their preference for learner-learner interaction was slightly higher than learner-instructor one. In demographic factors, females preferred online interaction more than males, younger people more than older, lower education background more than higher one, and full-time students/ housewives more than jobholders. In the aspect of interaction types, affective and social interactions were more clearly related to adult learners' preference for online interaction. There was a positive correlation between actual interaction frequency and prefere6nce for online interaction. These findings imply that adult learners’ preference for online interaction is related to previous interaction experiences as well as demographic factors. Therefore, the selection and the introduction of online interaction in distance education need to consider the characteristics and needs of online interaction (non)preferred groups.
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정영숙(Young-Sook Jung) 한국차학회 1999 한국차학회지 Vol.5 No.2
The purpose of this study is to know college students' general recognition, mentality and behavior on TEA ritual. The general recognition of tea ritual is regard as the process of training both bodies and spirits, and as the learning of manners and then it is judged positively in the need of this education. The mental recognition of tea ritual is proved to be cheerful view by increasing its educational period. Especially, it is more remarkable in charge of harmonious mentality and practical mind of economy. The behavioral recognition of tea ritual is also turned out to be affirmative attitude by increasing its educational period. As a result, tea ritual education is found helpful for students to build up their characters and to learn sound conducts. Therefore, the education of tea ritual should be acknowledged as a cultural subject which succeeds to the moral(spiritual) culture and forms our characters.
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대학 강의식 수업에서 질문 작성 중심의 학습자 질문 활성화 전략에 대한 교육적 효과 인식
정영숙(Jung Young Sook),성지훈(Sung Ji Hoon) 고려대학교 교육문제연구소 2018 敎育問題硏究 Vol.31 No.2
본 연구에서는 대학의 강의식 수업에서 질문 작성 중심의 학습자 질문 활성화 전략을 개발·적용한 후 전반적인 교육적 효과와 학습자의 교과목 난이도 인식에 따른 교육적 효과를 분석하였다. 이를 위해 경기도 소재 A대학에서 2017년 1학기에 개설된 ‘교육방법 및 교육공학’ 수강생에게 6회에 걸쳐 학습내용에 대한 질문을 작성하도록 하였으며, 교수자 강의와 소그룹 토의를 통해 답변을 제공하였다. 이후 수강생 44명을 대상으로 설문조사를 통해 질문 활성화 전략의 교육적 효과에 대한 인식을 학습, 수업태도, 질문역량 영역으로 나누어 조사하였다. 연구결과, 학습자들은 세 영역에 대해 모두 긍정적인 교육적 효과를 인식하는 것으로 나타났다. 교과목 난이도를 높게 인식한 집단이 높지 않게 인식한 집단보다 학습 영역의 내용 이해, 기억, 심층 학습, 이해도 점검에서, 수업태도 영역의 수업 몰입도에서, 질문역량 영역의 질문표출의 정의적 장애 극복에서 효과를 유의한 수준에서 더 낮게 인식하는 것으로 나타났다. 이는 대학의 강의식 수업에서 질문 활성화 전략을 개발하는데 있어 학습자가 인식한 교과목 난이도가 중요한 변인으로 고려되어야 하며, 난이도를 높게 인식하는 학습자에게는 질문 생성을 촉진할 수 있는 추가적인 지원이 필요함을 시사하였다. This study investigated the overall educational effects of the strategies for fostering learner-generated questions in a lecture-based university course. The effects were compared and analyzed according to the learners’ perception of the course difficulty. Students attending the ‘Instructional Methods and Educational Technology’ course offered at A university (located in Gyeonggi-do) in the spring semester of 2017 were required 6 times to submit question writing assignments regarding the course content, in which the answers were provided through lectures and small-group discussions. The survey was distributed to 44 students and examined the perceptions of the educational effects of the strategies, divided into the aspects of learning, classroom attitudes, and question competencies. Positive results were shown for all 3 aspects. In comparing educational effects according to the perception of the course difficulty, the group that perceived the course difficult showed the effects significantly lower in memory, understanding confirmation, content understanding, and deep learning regarding the learning aspect. This was shown to be the same with class engagement in the aspect of the classroom attitudes and overcoming obstacles for asking questions in the aspect of question competencies. This study implied that when developing strategies to foster learner-generated questions in lecture-based university courses, it is important to consider the learner’s perception of course difficulty. It also showed that the learners who perceive the course difficult need to get additional assistance for fostering the generation of questions.
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