글로벌리더 언어프로그램이 유아의 언어 이해, 표현 및 창의성에 미치는 영향

이경화(Kyunghwa Lee),장숙현(Sookhyun Jang) 한국교육방법학회 2011 교육방법연구 Vol.23 No.3

본 연구는 유아의 언어능력과 창의성 함양을 목표로 개발된 글로벌리더 언어프로그램(이경화, 2009b)의 효과를 확인함으로써, 유아교육 현장에서 효율적으로 활용할 수 있는 교수-학습프로그램을 제안하고자 하는데 목적이 있다. 따라서 본 연구에서는 만 4세 유아 30명을 무선 선발하여 연구대상으로 하였으며, 2010년 10월 4일에서 10월 29일까지 실험을 실시하였다. 선발된 유아는 실험집단과 통제집단에 각각 15명씩 무선 배치한 후, 사전검사를 실시하여 언어이해 및 표현능력과 창의성에 있어서의 동질성을 확인한 후, 실험집단 유아에게는 16차시에 걸쳐 글로벌리더 언어프로그램을 적용한 언어수업을 하였으며 통제집단의 유아에게는 같은 시간에 제7차 유치원 교육과정의 언어생활영역에 근거한 언어수업을 실시하였다. 실험 후 실시한 사후검사 점수로 실험집단과 통제집단 간 차이검정(t-test)을 하였다. 연구결과, 글로벌리더 언어프로그램을 실시한 실험집단과 일반 유치원 프로그램을 실시한 통제집단 간에는 유의미한 차이가 나타나, 글로벌 언어프로그램이 유아들의 읽기와 말하기의 언어능력과 창의성 증진에 효과적임이 확인되었다. The purpose of this study was to identify the effect of the global leader language program that was developed for fostering the language capability and creativity of young children by Lee(2009a, b) and then would like to provide the learning program to the kindergarten for effective application. The subjects of this study were 30 four years old children who were selected randomly from K kindergarten and assigned 15 children to the experimental group and control group each. The test tools for measuring language capability and creativity were “Hangul start and arrive” by Lee(2004) and “Integrated creativity test for young children” by Lee(2003), and used for pre and post test. Experimentation for this study was conducted for 4 weeks during 4th~29th Oct. 2011. The results of this study were as follows: First, the effects of the global leader program on language comprehension of young children were identified from this study. The experimental group children were more improved in language comprehension capability than the control group children after experimentation(p

동화활용 언어프로그램이 유아의 창의성 향상에 미치는 효과

이경화(Lee Kyunghwa),이연주(Lee Yeonju) 한국영재교육학회 2008 영재와 영재교육 Vol.7 No.1

  본 연구는 동화를 이용한 언어활동 프로그램이 유아의 창의성 향상에 미치는 효과를 확인함으로써, 유아의 창의성 향상을 위한 효과적인 교수프로그램 개발을 위한 자료로 제공하고자 하는데 목적이 있다. 따라서 본 연구에서는 동화활용 언어프로그램이 유아의 언어와 도형 영역에서의 창의성 향상에 효과적일 것이라는 가설을 설정하고 이를 검정하였다. 본 연구의 대상은 유아 12명으로, 이들을 무선 선발하여 실험집단과 통제집단에 각 6명씩 무선 배치한 후 사전검사를 실시하여 동질성을 확인하였다. 수업은 주 2회씩 총 12회에 걸쳐 실험을 실시하였다. 연구 결과, 동화활용 언어프로그램이 유아의 언어와 도형영역에서의 창의적 능력과 창의적 성격 향상에 효과적임이 확인되었다. 따라서 유아의 창의성을 계발시키고자 하는 수업에 본 연구에서 개발된 것과 같은 동화활용 언어프로그램을 적용한다면 유아교육현장에서 효과적으로 사용할 수 있을 것이다.   The objective of this study is to certify what effects language activity programs have on progress in children"s creativity. That is, this study aims at finding an effective teaching method for progress in creativity by clarifying whether telling fairy tales to children and making them participate in language activities have effects on the development of a rich imagination, curiosity, and creative ideas, and on the formation of creative personality.<BR>  The hypothesis of this study was that language activity programs using fairy tales would affect progress in children"s linguistic and creative abilities in a figural field and their creative personality.<BR>  A total of twelve 5-year-old children were randomly sampled and the respective six subjects were then classified into an experimental group which applied language activity programs using fairy tales and a control group where teachers mainly led language activities. These experiments were conducted twice every week for 6 weeks from March 23rd to April 27th, 2007, amounting to 12 sessions.<BR>  As instruments, "Integrated Creativity Test for Children" developed by Lee Kyung-hwa and Lee Shin-dong(2003) was used for both pre-and post- test. Then data was treated by SPSS WIN 12.0 to conduct the t-test.<BR>  The results of this study were summarized as the following:<BR>  First, children in the experimental group who participated in language activity programs using fairy tales increased their creative ability(linguistic creativity and figural creativity) more than the control group where the teacher led general language activities.<BR>  Second, children in the experimental group who participated in language activity programs using fairy tales showed progress in their linguistic creativity (imagination, fluency, and originality) more than the control group. That is, the language activity programs using fairy tales had positive effects on progress in linguistic creativity.<BR>  Third, children in the experimental group who participated in language activity programs using fairy tales showed progress in their figural creativity(continuity, connection, accomplishment, addition of new elements, themes, and nonhabituation) more than the control group. In other words, language activity programs using fairy tales had positive effects on progress in children"s figural creativity.<BR>  Fourth, children in the experimental group who participated in language activity programs using fairy tales improved their creative personality(curiosity, independence, adventurous spirit, and attachment to assignments) more than the control group. That is, the language activities programs using fairy tales had positive effects on progress in children"s creative personality.<BR>  In conclusion, it was verified that the language activity programs using fairy  tales had positive effects on the progress of the children"s creativity. Therefore, the program is expected to be used as a teaching method for a progress in children"s creativity in the field of early childhood education.

독서경험과 교사의 질문유형이 유아의 언어창의성 증진에 미치는 효과

이경화(Lee Kyunghwa),박숙희(Park Sookhee),이명애(Lee Myoungae) 한국창의력교육학회 2002 창의력교육연구 Vol.5 No.1

This research was for finding, in reading education during a picture book activity, how the teachers question types with interaction of the children s experience of reading affected the creativity of language. For this purpose, laying stress on imagination, fluency and originality, which were components of creativity, we established the following research problems. 1. Is there any difference of improving the creativity of language in depending on the teachers question types (divergent and convergent) in reading education? 2. Is there any difference of improving the creativity of language in depending on the children s reading experience (high and low) after reading education? 3. Is there any distinctive effect on improving creativity of language among the four groups composed in depending on the reading experience (high and low) and question types (divergent and convergent)? The subjects of this research were 40 six-year-old children at S kindergarten located at Shingil-dong, Youngdeungpo-gu, in Seoul. Out of all the 65 children of the 2 classes, 40children were selected according as the result of questionnaires for finding the children s reading experiences. And children were divided into four experimental groups (20 children in reading experience group and 20 children in low reading experience group). The research tool which was used in this study was [the integrated creativity test for children] by Kyunghwa Lee et al. to test the children’s creativity. The integrated creativity test as a standardized test was organized to test the children s creative ability and inclination in integration. The sub-groups of creative ability test were language and figure and the sub-factors were imagination, fluency and originality. In this study, only the test of creative ability was used and the test of language creativity was utilized. The experiments were executed ten times (2 or three times a week) for four weeks. The data were analyzed by t-test, ANOVA and ANCOVA. The results of this research were as follows; First, in reading education with a picture book, the children who educated by using convergent questions were improved in the creativity of language more than the children who educated by using divergent questions. Second, the differences between the children who had high reading experience and the children who had low reading experience were significant statistically with P<0.5 in imagination, fluency and originality through reading education for improvement of creativity. Therefore, the children who had high reading experience were improved in the creativity of language through reading education by divergent questions more than the children who had low reading experience. Third, the teachers question types had distinctive influences on the four groups differently in depending on children’s reading experience. In imagination, the differences among groups were significant with P<0.5 statically. In the concrete, the high reading experience group with divergent and convergent questions had some significant differences with the low reading experience group. The results of the study show that the language using method and proper question types of parents and teachers in consideration of the babyhood s distinction were significant factors to improve the children s creativity. Therefore, these results would be very useful for children to form a proper reading habit and sense of value through making good reading environment in childhood. 본 연구의 목적은 동화활동에서 유아의 읽기지도시 교사의 질문유형이 유아의 독서경험과 상호작용에서 언어창의성에 어떠한 영향을 미치는지를 알아보려는 것이다. 연구 대상은 서울시 영등포구 신길동에 소재한 S유치원의 6세반 유아 40명이다. 2개 학급의 전체유아 65명 유아중 독서경험을 알아보기 위한 설문조사 결과에 따라 40명을 선정하여 독서경험 상위집단에 20명, 독서경험 하위집단에 20명을 할당하여 4개의 실험집단을 구성하였다. 본 연구의 결과, 첫째 동화를 활용하여 읽기지도 수렴적 질문을 사용해 읽기지도를 받은 유아는 확산적질문에 의해 읽기지도를 받은 유아에 비해 언어창의성을 더 의의 있게 향상시킬 수 있었다. 둘째, 독서경험이 많은 유아들은 독서경험이 적은 유아들에 비해 창의력 증진을 위한 읽기수업을 통하여 상상력, 유창성, 독창성에 있어서 집단간에 p<.05 수준에서 통계적으로 유의미한 차이가 나타났다. 셋째, 교사의 절문유행은 유아의 독서경험에 따라 네 집단간에 있어서 차별적으로 영향을 미치는 것으로 나타났다. 상상력에 있어서 집단간에 p<.05 수준에서 통계적으로 유의미한 차이가 있었다. 즉, 확산적 질문을 받은 독서경험 상집단과 수렴적 질문을 받은 독서경험 상집단에 비해 독서경험 하집단에 있어서 유의미한 차이가 있었다.

대학생의 창의적 성격 및 자아개념 향상에 미치는 온라인 창의수업의 효과

이경화 ( Kyunghwa Lee ),김정연 ( Chungyun Kim ) 인하대학교 교육연구소 2017 교육문화연구 Vol.23 No.1

본 연구에서는 창의융합인재 육성에 대한 시대적 요구에 맞추어 개발된 온라인 창의수업이 대학생의 창의융합역량과 관련된 창의적 성격 및 자아개념을 향상시키는데 효과적인지를 확인하고자 하였다. 따라서 온라인 창의수업을 실시하기 전, 후에 사전, 사후검사로 창의적 성격(이경화, 2014)과 자아개념(이경화, 고진영, 2015)을 측정하여 창의적 성격과 자아개념 향상에 미치는 수업효과를 분석하였다. 한편, 온라인 창의수업의 효과가 대학생들의 성, 학년, 전공에 따라 어떤 차이가 있는 지를 확인하게 된다면 향후 대학에서 실시되는 창의성 함양을 위한 교육과정 개발에 도움을 제공할 것이라고 보았다. 이와 같은 목적에 따라 실험설계를 하였는데. 온라인 창의수업을 수강하는 374명의 대학생들을 실험집단에, 온라인 자기주도학습을 수강하는 321명의 대학생들을 비교집단으로 배정하였다. 한 학기 수업 후에 실험의 효과를 확인한 결과, 온라인 창의수업을 수강한 실험집단 학생들의 창의적 성격과 자아개념은 비교집단 학생들에 비해 유의한 향상이 나타났다. 그리고 이러한 향상 정도는 대학생의 배경변인인 성, 학년, 전공에 따라 부분적으로 통계적인 차이가 유의하게 나타났다. 본 연구의 결과에서 미래사회가 필요로 하는 인재가 갖추어야 할 역량으로서 창의적 성격과 자아개념 함양을 위해 대학 강의를 체계적으로 어떤 내용과 방법으로 실시할 것인지에 대한 시사점을 제공할 수 있었다. This study was conducted to foster creative confluent talented students, identifying the effect of online creativity class on creative personality and self-concept of university students and average score differences before/after online creativity class and online self-directed class, according to gender, grade and major. So, an experimental group of 374 and a control group of 321 were compared based on the results of creative personality of the integrated creativity test(Lee, 2014) and self-concept test(Lee & Koh, 2015). Results of this study were that there were partially statistically meaningful differences of creative personality and self-concept according to gender, grade and major. Therefore differentiated curriculum and teaching-learning methods to foster creative confluent talented students considering characteristics of university students should be implemented systematically for a long term.

Self-Concept and Psychosocial Well-Being among Korean Women with BRCA1/2 Gene Mutations

Lee, Kyunghwa,Kim, Doo Ree 대한종양간호학회 2022 Asian Oncology Nursing Vol.22 No.1

Purpose: This study aimed to examine the level of self-concept and psychosocial well-being among women with BRCA1 or BRCA2 gene mutations and to identify factors affecting their psychosocial well-being. Methods: A cross-sectional design was used. Data were collected from an online community comprising Korean patients with breast cancer and their families. A total of 98 women with BRCA1 or BRCA2 gene mutations completed the online questionnaire comprising the BRCA self-concept scale, the psychosocial well-being index-short form, demographic characteristics, and disease-related characteristics. Descriptive statistics, frequencies, independent t-tests, one-way ANOVA, Pearson’s correlation, and multiple regression were used for data analysis. Results: The total self-concept level at 82.13±15.45 (range: 17~119), and the psychosocial well-being level at 28.81±9.51 (range: 0~54) indicated a high-risk group of psychosocial well-being among the surveyed women with BRCA gene mutations compared with Korean general office workers. Self-concept (β=.57, p<.001) and monthly family income (≥4,500 USD)(β=-.24, p=.048) significantly affected the psychosocial well-being of women with BRCA1 or BRCA2 gene mutations. Conclusion: The level of self-concept and psychosocial well-being of women with BRCA1 or BRCA2 gene mutations should be assessed carefully, and tailored consultation and educational programs should be developed to overcome a negative self-concept. Supportive systems for financially vulnerable women with BRCA1 or BRCA2 gene mutations should be considered.

Empathy and Intersubjectivity in Culture: From Studies of Young Children with Attention Deficit/Hyperactivity Disorder (ADHD)

Kyunghwa Lee 환태평양유아교육연구학회 2014 Asia-Pacific journal of research in early childhoo Vol.8 No.2

Drawing on studies of young children with Attention Deficit/Hyperactivity Disorder (ADHD) that I have conducted, I discuss in this article my developing ideas about empathy and intersubjectivity in culture. I begin by briefly explaining why I have studied young children with ADHD. I share some findings from a cross-cultural study of early childhood teachers’ perspectives on ADHD that I conducted a few years ago. I then describe peer relations of children with ADHD based on both a review of relevant literature and an initial analysis of my current study on young children considered at-risk of being diagnosed with ADHD. I conclude with implications of these studies for reexamining the construct of empathy, building intersubjective pedagogy, and considering empathy and intersubjectivity in culture.

Empathy and Intersubjectivity in Culture: From studies on Young Children with Attention Deficit/Hyperactivity Disorder (ADHD) (ppt)

Kyunghwa Lee 환태평양유아교육연구학회 2013 Pacific Early Childhood Education Research Associa Vol.- No.14

Content Analysis of Expectations for Palliative Care in Non-Cancer Patients’ Caregivers

Kyunghwa Lee,Sanghee Kim,Hyoeun Jang 한국간호과학회 2019 한국간호과학회 학술대회 Vol.2019 No.10

Symptom Experience and Health Related Quality of Life among Non-Small Cell Lung Cancer Patients in Clinical Trials

Kyunghwa Lee,Eui Geum Oh,Sanghee Kim,Sang-We Kim 한국간호과학회 2015 한국간호과학회 학술대회 Vol.2015 No.10

Cyber Violence and Gender : Suggestions through Analysis of Cases

Lee, KyungHwa 숙명여자대학교 아세아여성문제연구소 2002 Asian Women Vol.14 No.-