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      • 시를 활용한 창의성 교육 -초현실주의 수사법을 중심으로

        조윤경 ( Cho¸ Yunkyung ) 한국프랑스어문교육학회 2012 한국프랑스어문교육학회 학술대회자료집 Vol.2012 No.-

        Cet article a pour but d'analyser les caractéristiques de la rhétorique surréaliste conçue pour explorer systématiquement les zones de l'inconscient, du rêve et de l'imagination, et d’en proposer ensuite de possibles applications dans le programme pour la formation de la créativité. L'écriture automatique reflète le paysage de l'inconscient, oublié ou méconnu en dehors de cette pratique. Le message automatique se déroule au moyen de l'association libre, phonétiquement et sémantiquement. L’association libre diffère de la logique qui enchaîne d’un seul mouvement l'introduction à la conclusion. Les jeux surréalistes et les techniques de trouvaille poétique par le hasard permettent une découverte nouvelle des potentialités imprévisibles cachées dans l'homme, le langage et le monde. Parmi ces moyens, "le cadavre exquis" consiste à composer une phrase ou un dessin à plusieurs personnes, chacune ignorant ce que les autres écrivent ou dessinent. Quant au "jeu des définitions", il s'agit d’une construction à deux personnes, où l'une pose une question et l'autre donne une réponse mais sans connaître la question. En participant à ces jeux qui exaltent non pas la création consciente mais le plaisir de la découverte imprévue, les apprenants ont le plaisir de s'exprimer sans ressentir la douleur ou la contrainte qui accompagnent généralement la création. "La métaphore filée" surréaliste et la technique de l'analogie provoquent le merveilleux par l'union subite entre des objets disparates. Différente de la simple métaphore, la métaphore filée amplifie l'effet de l'étrangeté des tropes par le système de l'association dérivant de la première image. L'analogie, qui est, selon Breton, “fulgurance” ou “déclic”, fonctionne comme un tremplin de l'imagination : en nous permettant de saisir la ressemblance entre choses différentes, elle provoque un choc à nos vues conventionnelles. "L'un dans l'autre" est un jeu surréaliste créé sur le principe de l'analogie. Dans ce jeu, un joueur sorti de la pièce se métamorphose mentalement en un objet de son choix tandis que ses compagnons décident en son absence de le voir en un objet de leur choix commun. Ensuite, à travers le dialogue, à mesure que les deux objets, a priori différents, se superposent, les participants font l'expérience de la philosophie surréaliste, celle de l'immanence : dans l'un on peut trouver l'autre, et réciproquement. Dans un programme de développement de la créativité, on peut créer une métaphore filée et jouer l'un dans l'autre. Par cette activité, on peut entraîner la pensée convergente ainsi que la pensée divergente. À travers le mécanisme de l'analogie, outil efficace pour la transformation, les apprenants peuvent découvrir la nouveauté dans ce qui est habituel et se familiariser avec l'étrangeté. Ils développent ainsi la souplesse et l'originalité de leurs pensées. Le jeu de langage surréaliste renverse l'ordre du logos en poétisant le principe de la contradiction ou le paradoxe. La poésie de Robert Desnos, notamment, change les catégories ou l'ordre des mots, ou bien substitue à des mots certains antonymes ou homonymes ; elle détruit ainsi méthodiquement la grammaire. Par une telle écriture, les apprenants peuvent développer leur capacité créative consistant à transformer le monde. Les surréalistes étaient eux-mêmes découvreurs et explorateurs du merveilleux. Les figures de rhétorique surréalistes permettent aux apprenants de déployer leur imagination et de multiplier leurs expérimentations sans ressentir le fardeau de la création. En maîtrisant la rhétorique surréaliste, ils peuvent apprendre à regarder le monde d'un point de vue différent et à le réinventer à leur gré.

      • KCI등재

        디지털 매체 읽기 환경에서 독자의 인권 감수성 향상을 위한 교수·학습 모형 연구

        신윤경 ( Shin¸ Yun-kyung ) 한국독서학회 2020 독서연구 Vol.0 No.57

        이 연구는 디지털 매체 읽기 환경에서 독자의 인권 감수성 향상을 위한 디지털 매체 읽기 교수·학습 모형을 제시하였다. 이를 위해 인권 감수성의 개념을 고찰하였으며 디지털 매체 읽기 환경에서 독자가 함양해야 하는 인권 감수성의구성 요소가 담고 있어야 하는 세 가지 능력을 밝혔다. 이 능력은 디지털 상황맥락 인식하기, 타인의 정서를 인식하고 도덕적 민감성으로 접근하기, 정보윤리 실천 의지를 다지고, 인권 이슈에 대한 책임감 지니기로 명명하였다. 본고에서는 배리 베이어(Barry K. Beyer)의 열 가지 비판적 사고 기능을 중심으로 디지털 매체 읽기 방향을 모색하였다. 그 특징으로는 독자의 인권 감수성 향상을 위해 정보인권지수를 높일 수 있는 디지털 매체 읽기 교육이 이루어져야 함을 제시하였다. 독자의 인권 감수성 향상을 위한 디지털 매체 읽기 교수·학습 모형은 글레이저(Glaser)의 교수·학습 모형을 준용하여, 각 세부 구성 요소를 도출하였다. 수업 목표는 인터넷 읽기 상황에서 인권 관련 상황과 디지털 맥락을 인식하고, 타인과 올바르게 소통·공감하며 도덕적 민감성을 실현하며 읽는 능력과 책임감, 실천 지향적인 인권 감수성을 함양하는 것에 두었다. 특히, 교수·학습 절차는1) 사회문화적 상황 접근 단계, 2) 타인의 정서 분석 단계, 3) 도덕적 민감성종합 단계, 4) 인권 감수성 성찰 단계로 명명하여 세부 내용을 제시하였다. 본 논의를 통해 독서교육에서 지향해야 할 디지털 매체 읽기 환경에서 독자의 인권 감수성 향상 교육 방안을 제안하였다. This study presents a digital medium reading, teaching, and learning model to improve readers’ sensitivity to human rights in a digital medium reading environment. To this end, the concept of sensitivity to human rights sensibility was reviewed, revealing the three components of sensibility to human rights that readers should cultivate in a digital medium reading environment. These components were termed recognizing the context of a digital context, recognizing the emotions of others and approaching them with moral sensitivity, strengthening one’s will to practice information ethics, and taking responsibility for human rights issues. In this paper, the direction of reading digital media was explored, focusing on the ten critical thinking skills defined by Barry K. Beyer. As a feature, it was suggested that digital media reading education should be provided to increase the human rights index of information to improve readers’ sensitivity to human rights. For the digital media reading, teaching, and learning model to improve readers’ human rights sensibilities, each detailed component was derived using Glaser’s teaching and learning model. The objectives of the class were the following: recognize human rights-relatedsituations and digital contexts in an internet reading situation; correctly communicate and empathize with others; realize moral sensitivity; and cultivate reading ability, responsibility, and action-oriented sensitivity to human rights. In particular, the teaching and learning procedures were termed as follows: 1) the socio-cultural situation approach stage, 2) the emotional analysis of others stage, 3) the moral sensitivity synthesis stage, and 4) the sensitivity to human rights reflection stage. Detailed contents of each concept are presented within this paper. Through this discussion, an education plan for improving readers’ sensitivity to human rights in a digital medium reading environment was proposed; this plan should be pursued regarding reading education.

      • KCI등재

        The Impact of the Amendment of the Korean National Health Insurance Reimbursement Criteria for Anti-tumor Necrosis Factor- Agents on Treatment Pattern, Clinical Response and Persistence in Patients With Rheumatoid Arthritis

        Yunkyung Kim,Geun-Tae Kim,Young Sun Suh,Hyun-Ok Kim,Han-Na Lee,Seung-Geun Lee 대한류마티스학회 2020 대한류마티스학회지 Vol.27 No.3

        Objective. To investigate the impact of the amendment of the Korean National Health Insurance (KNHI) reimbursement criteria for anti-tumor necrosis factor-α (TNF-α) agents based on from conventional clinical and laboratory measurements to disease activity score of 28 joints (DAS28) on treatment pattern, clinical response, and persistence rate in patients with rheumatoid arthritis (RA). Methods. This multicenter retrospective cohort study evaluated 148 RA patients eligible for the initiation of anti- TNF-α agents as the first-line biologics by either the past (n=95) or current (n=53) KNHI reimbursement criteria. Persistence was defined as the duration between the initiation and discontinuation of anti-TNFα agents. Results. In total, 106 (71.6%), 35 (23.6%), and 7 (4.7%) RA patients started treatment with adalimumab, etanercept, and infliximab, respectively. RA patients who received anti-TNF-α agents under the current reimbursement criteria had a significantly lower mean DAS28-erythrocyte sedimentation rate (ESR) (6.02 vs. 6.95, p<0.001) and daily prednisolone-equivalent glucocorticoid dose (4.51 vs. 6.17 mg, p<0.001) than those who received anti-TNF-α agents under the past reimbursement criteria. No significant differences in the 1-year remission rate defined by DAS28-ESR<2.6 (17.9% vs. 30.2%, p=0.085) and the persistence rate (p=0.703) between the past and current reimbursement criteria was observed. Conclusion. Our data suggest that less active RA patients can receive reimbursement for anti-TNF-α agents under the current criteria, and the amendment of the KNHI reimbursement criteria may improve access to anti-TNF-α agents without affecting the treatment response and persistence rate.

      • KCI등재

        Career maturity among children from economically disadvantaged families in Korea

        Yunkyung Jung,Jong-il Kim 한국콘텐츠학회 2012 International Journal of Contents Vol.8 No.4

        The present study aims to explore career maturity and influencing factors among elementary schoolers from poor families in Korea. Data are from 249 welfare recipient children in 10 administrative districts of Incheon. Scores of the work attitudes subdomain was lower than other aspects of career maturity including planning, self-appraisal, and independence in career decision-making. In the full sample, those in the higher academic years showed greater career maturity, planning, and self-appraisal, and those with greater parent attachment showed higher levels of self-appraisal. In separate analyses by gender, parent attachment showed greater influence on girls’ career maturity. Finding from the separate analyses on lower vs. higher academic years (i.e. grades) revealed that parent attachment and female were associated with career maturity among lower graders, while academic achievement was associated with career maturity, planning, and self-appraisal among those in higher graders. Findings lend support to parental involvement in career education. Poor children might have limited perceptions of career focused on satisfying economic necessities. Career education should pay attention in helping them expand perceptions of the values of career.

      • KCI등재

        The Effects of Adding a Variation to Teacher-Created Videos on Korean Middle School Students’ Flipped Vocabulary Learning

        Yunkyung Bae,Junkyu Lee 서울대학교 교육종합연구원 2019 The SNU Journal of Education Research Vol.28 No.4

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

        This study investigates whether the presence of the teacher’s face in flipped vocabulary learning videos affects Korean middle students’ vocabulary learning outcomes and their perceptions of flipped vocabulary learning. Fifty-four second graders from three intact classes of a public middle school were divided into three groups: (1) the TP group (the video in which the teacher’s face and voice was present), (2) the TA group (the video where the teacher’s face was absent), and (3) the F2F offline group (the face-to-face offline lecture group). The results showed that TP group (the students who were in the flipped group watching a video in which the teacher’s face was present) outperformed the students in the other two groups (TA group and F2F group). In addition, the students in the lecture groups (F2F group) outperformed those who learned in a flipped method through a video in which the teacher’s face was absent (TA group).

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