이진숙의 "Trio for clarinet, violoncello and marimba" 분석연구

이진숙 연세대학교 대학원 2008 국내석사

본 논문은 이진숙의 “Trio for Clarinet, Violoncello and Marimba”(2008)에 대한 분석 연구이다. 이 곡은 작곡자가 대학원 졸업연주를 위해 작곡한 작품으로 2악장으로 되어 있으며, 연주시간은 약 11분 정도이다. 세 악기가 이루는 선율과 화성의 아름다움, 그리고 음색의 조화와 대립을 표현하고자 한 이 작품은 제 1악장에서는 선율과 화성을 중점적으로, 제 2악장에서는 음색과 다이나믹의 변화를 중점적으로 하여 작곡되었다.제 1악장은 선율의 성격에 따라 3부분으로 나뉘며 선율의 프레이즈에 따른 전개로 절정을 이룬다. 각 악기의 솔로를 통한 정적인 부분에서는 음색의 조화를 통한 새로운 음색의 가능성이 모색되었다.제 2악장은 주로 사용한 음형과 동기의 성격에 따라 나뉘는데, 곡 전체에 사용될 동기가 제시되고 각 동기가 점묘기법으로 움직이는 A부분, 지속음이 첨가되어 이완되는 B부분, 전위형 음열을 통해 변주되는 A'부분, 하나의 동기를 짧게 주고 받으면서 빠른 패시지로 발전해 절정을 이루는 C부분, 그리고 역행 음열을 통해 A의 첫 부분으로 회귀하는 A''부분으로 구성되어 있다. A에서 제시된 동기는 음역과 다이나믹의 대조 속에 다양한 음형으로 변주되어 끊임없이 나타나면서 곡 전체에 통일성을 부여한다. 또한 세 악기의 다양한 특수주법을 통해 음색의 대비가 제시된다.

동화책 소리 내어 읽기 활동이 초등학생 영어 어휘 능력과 정의적 영역에 미치는 영향

이진숙 국민대학교 교육대학원 2023 국내석사

국문초록(요약) 및 주제어(키워드, 핵심어) 동화책 소리 내어 읽기 활동이 초등학생 영어 어휘 능력과 정의적 영역에 미치는 영향 이진숙 영어교육전공 국민대학교 교육대학원 본 연구는 동화책 소리 내어 읽기 활동이 초등학생의 영어 어휘력과 정의적 영 역에 미치는 영향을 알아보는 것을 목적으로 하였다. 이를 위해 경기도 소재 P 초 등학교 2~4학년 학생들을 8명을 대상으로 하였고, 학습자들 대부분은 실험 이전의 영어 학습 경험이 3~5개월 미만의 영어 초급자였다. 실험은 주 3회 50분 동안 5권 의 책을 10차시 연속적으로 실시하였다. 실험 수업은 수업 시간에 개인 읽기, 합창 읽기, 짝 읽기, 가정에서 개인 읽기 후에 가족에게 소리 내어 읽어주기를 과제로 하 는 실험 수업 모형을 바탕으로 진행하였다. 연구 실험의 결과 검증을 위해서, 사전 설문지, 사전 · 사후 어휘 평가지, 사전 · 사후 정의적 영역 검사지, 사후 설문지를 사용하였다. 또한, 매 차시 학습 일지와 교사 관찰 일지를 작성하였고, 실험 후에는 사후 설문지를 통해 정의적 영역에 미치는 영향의 결과를 보충하였다. 그리고 5권 의 동화책 읽기를 끝낸 이후에는, 함께 공부한 동료들의 학습 변화를 독려하기 위 해 영어 동화책 소리 내어 읽기 발표 시간을 가졌다. 이를 통한 본 연구의 결과는 다음과 같다. 첫째, 동화책 소리 내어 읽기 활동은 초등학생의 영어 어휘 능력 향상에 도움이 되었다. 알파벳을 배우기 시작한 지 5개월 미만의 학생들이 파닉스 구별을 하게 되 었다. 또한, 동화책 5권을 소리 내어 읽는 과정에서 이전에 배우는 동화책에서 나오 는 어휘를 인지하였으며, 간단한 문장을 암기하는 학습자도 있었다. 어휘력 평가에 서도 모든 학생들이 사전 평가보다 사후 평가에서 상승하는 결과를 보여 주었다. 둘째, 동화책 소리 내어 읽기 활동은 초등학생 영어 학습에 관한 정의적인 측면 에 긍정적인 영향을 주었다. 흥미도, 자신감, 참여도, 불안감에 관한 사전 · 사후 평 가를 점수화하여 비교 분석하였을 때, 학생들 대부분이 사후 평가에서 긍정적인 상 승 변화를 보여 주었다. 또한, 사후 설문지에서 모든 학생들이 동화책 소리 내어 읽 기 수업이 어휘 학습에 도움이 되었다고 답변하였다. 이와 같은 결과를 통해 동화 책 소리 내어 읽기 활동이 초등학생 영어 어휘 능력과 정의적 태도 향상에 긍정적 인 효과를 줄 수 있다는 것을 알 수 있게 되었다. 본 연구 결과를 바탕으로 초등학교 교육 현장에서 영어 어휘 능력 향상에 긍정 적인 효과를 얻기 위해 다음과 같은 제언을 하고자 한다. 첫째, 본 연구는 알파벳 인지 수준의 영어 초보 학습자를 대상으로 단기간 실시 되었기 때문에, 연구 결과를 일반화하기에는 어려움이 있다. 따라서 본 연구와 다른 환경에서 긍정적인 학습 효과를 얻고자 한다면, 학습자의 상황에 맞는 연구 설계가 필요할 것이다. 둘째, 다양한 학습자의 수준에 맞는 영어 동화책으로 학습할 수 있도록, 학교 도 서관 및 관내 도서관 등에 다양한 영어 동화책이 구비되어야 한다. 또한, 교재 연구 를 할 수 있도록 교사에 대한 시간적, 재정적 지원이 마련되어야 한다. 셋째, 본 연구는 1권의 동화책을 2차시 수업으로 설계하였으므로, 수업 시간에 소리 내어 읽기 이외의 활동을 할 수 없었다. 따라서, 동화책에 따른 배분 시간을 더 늘려서 다양한 독후 활동을 하고, 학교 교과 수업과 연계하는 후행 연구가 이루 어진다면, 동화책 소리 내어 읽기가 실제 학교 현장에서 훌륭한 영어 교육의 방법 이 될 것이다. The purpose of this study was to figure out the effect of reading storybooks aloud on elementary school students’ English vocabulary and affective domain. Examined target were between 2nd and 4th grades of P elementary school students who were at the level of beginner of language skill between 3~5 months. The experiment have been practiced 3 times a week, for 50 minutes, reading out 5 books for 10 times continuously. The experiment model was performed under cases following; reading aloud to the family after personal reading, chorus reading, par reading and personal reading at home. Pre-questionnaire, pre/post-vocabulary evaluation, pre/post-definition and post-questionnaire document have been used for proof of verification of this research. Learning journal and tutor observation document were prepared every time and additionally, impact on the affective domain was supplemented through a post-survey questionnaire after the experiment. Finally, after reading 5 storybooks out, each member presented about reading out storybooks to encourage their own members. The results of this study follows; First, reading storybooks aloud helped elementary school students to improve their English vocabulary. Even students who studied less than 5 months have noticed differences of ‘Phonics’. Moreover, in the process of reading 5 storybooks aloud, they could recognize vocabularies that appear equally with previous storybooks. There are some target group who memorize simple phrases. In case of vocabulary ability evaluation, result of post-evaluation was higher than pre-evaluation for a target group. Second, reading story book aloud effects elementary school students in the aspect of affective side on educational factor. Examining pre-and post-result of scoring interest, confidence, participation and anxiety, most students recorded remarkable increase of post-evaluation. Moreover, all students responded that reading aloud storybooks helped their own vocabulary ability. These studies indicate that reading storybook aloud have positive effects on elementary school students’ vocabulary ability. Based on the results of above studies and experiments, for better improvement of elementary school students’ English vocabulary education, suggestion follows; First, as this experiment is just for short-term English language learner group, the result cannot be generalized through all kinds of target group. So, specific experiment model should be conducted under the understandings of targeted learner group to get substantial results. Second, considering of various learning backgrounds, supporting facilities such as school, library and department should furnish various English storybooks. Moreover, tutors should be provided enough financial and time support. Third, this experiment is based on bisection of a storybook, no actual reading aloud was allowed. As follows, appropriate time distribution of learning session depend on type of storybooks and associating with after-school activities, reading aloud storybook can be one good method to use for people in field of educating English vocabulary and language.

초등학교 방과후 학교 활성화 방안에 관한 연구

이진숙 강원대학교 교육대학원 2008 국내석사

This research investigates the biggest challenge of after school programs in rural areas by comparing after school programs in rural areas to those in cities, and suggests reform measures. Three aspects have been addressed below. First, how do teachers, parents and students understand elementary school ‘afterschool’ programs? Second, how have elementary after school programs been running and what has already been addressed? Third, how can elementary school ‘afterschool’ programs be initiated? 90 teachers, 240 parents, 280 students from two schools in rural areas and urban areas respectively in Gangwon province answered the survey. The questionnaire addressed the three questions listed above. Analysis was done with SPSS 10.0 for windows. To grasp the general characteristics of responses, the frequency and percentage were calculated. In addition, X2(Chi-square) verification was used to understand the differences exponentially. The results are reported below. Among teachers, parents and students, the teacher's group is well aware of after school programs, but parents as well as students are in need of after school education starting in 2006. Due to the nature of rural areas, teachers are aware of the introduction of varied programs by cooperation with other after schools programs. Parents as well want more information on after school programs through this cooperation. Compared to teachers who emphasize the after school program as good child care for dual-income families, parents are concerned with reducing the cost of private education and child care, so parents’expectations are high for after school programs as a way of reducing private education costs. By after school program plans, both teachers and parents value securing skilled instructors, but in rural areas, it is challenging to hire skilled instructors. Rural areas prefer managing classes ‘flexibly and differently according to grade and levels,’ but in these areas, which have many small schools, it is difficult to manage after school programs classified by grade and level. To operate various kinds of after school programs, small schools have to cooperate. Moreover, parents point out a lack of school facilities for the after school programs. To compete with private education, investment and improvement in school facilities should be continued. Students have a positive reaction to participating in the after school programs, and they showed willingness to participate if there are interesting programs. Based on the responses of students, after school programs should be introduced according to the interest and aptitude of the students. According to the analysis of expectation for after school programs and activating methods, parents expect that after school programs will reduce the cost of private education. Current after school programs in public schools don’t impose a heavy burden on parents, but parents want schools to hire skilled teachers. When asked if the after school programs help to solve the educational gap, parents both in rural and urban areas gave positive responses, so this shows that after school programs are satisfying their prior intention. Overall, the respondents’ (parents, teachers and students) expectations were high for operating after school programs. If there are various kinds of programs and skilled instructors, the facilities continue to improve, systematic educational activity can be provided and if government support is followed, after school programs will be more active in the future. Finally, the research raises several suggestions. Infrastructures should be implemented, such as skilled instructors, by the cooperation with local community, school bus and program managers need to be provided. In addition, to draw private education into the after school programs in public education, the government has to keep investing in school facilities. These efforts can reduce gaps in public school after school programs in different regions.

강원지역 학교급식 식재료 구매실태 및 구매만족도 조사

이진숙 강원대학교 교육대학원 2008 국내석사

This study used a questionnaire to find the actual condition of school meal nutritionists(nutrition teachers)' buying foodstuff for school meals and their buying satisfaction at Kangwon-do. The SPSS 14.0 program was used for statistics, with the results as follows; Many of responders aged more than the forties, 76% of them having a college degree or in the course of college. 88.5% of them worked for elementary schools, with 43.6% having worked for 11-15 years. 26.3% of schools have provided meals for 12 years, and many of schools have provided meals to less than 100-500 students. 41.0% of schools have had urban style meals while 59.0% have had rural style meals. Single cooking type has accounted for 88.5% of meals, with 1,000-1,500 won for foodstuff per meal. A public notice for selecting a supplier has been more frequently used by urban group than rural group. Also, urban group has followed selection formalities better than rural group has done. Rural group has not followed such formalities because of unsuitable and difficult selection formalities. 81.3% of urban group have taken a visiting field inspection while 40.2% of rural group have not taken it. Urban group has more recommended 'foodstuff standard guidebook' more than rural group has done principally using school meals practice handbook or guidebook for industrial products, marine products, and farm produce in order. The reason that such standard guidebook has not been used has been 'ambiguous standard'. Quality indication system has been most noted as improvement. Both urban and rural groups have not well-known food indication standard on farm produce, stock farm products, marine products and industrial products. However, rural group has better known HACCP certification for marine products than urban group has done. Market survey, one of foodstuff cost determiners, has been one once a moth. 60.3% of responders have referred to some foodstuff cost after market survey, with no difference between two groups. For foodstuff contact, urban group has preferred 'competitive bids'(35.9%), while rural group has preferred 'private contract'(66.3%), showing a significant difference between two groups. For private contract, cost has been usually determined by the price a supplier proposed that day, with reasons of no competition among suppliers because of narrow market, following by concerns for giving up supply because of local condition. 50.0% of both groups have shown common satisfaction at inspection standard. In case of the mixture of domestic products and imports, the items difficult to be identified ranked stock farm products, marine products, and farm produce in order, with no difference between two groups. Inspection participants include nutritionists(nutrition teachers), cooks, and assistants, with no difference between two groups, and parents have participated in inspection 1-4 times per quarter. In terms of highly noted problem of inspection, urban group has indicated 'below quality'(71.9%), and rural group has showed 'other goods and the place of origin altered by suppliers at their pleasure' as well as 'below quality'(29.3%), showing a significant difference. Urban group has necessarily rejected the pointed-out items, compared to rural group, showing a significant difference between two groups. For rejecting items, urban group has no experience in difficulty rejecting disqualified items such as suppliers' complaint(50.0%), whereas rural group has often experienced such difficulty(61.5%), with a significant difference. The most difficulty has been the time required to be redelivered goods after rejection. Both groups have rejected 'vegetables' most frequently(70.5%), following by 'fruits'(15.6) for urban group and 'fishes'(12.0%) for rural group, with a significant difference. Of improvements for increased efficiency in inspection, inspection condition(place, illuminance, and lighting) has been commonly pointed out by rural group, not by urban group, showing a significant difference and indicating that the inspection condition of rural group is not good. In terms of foodstuff purchase management satisfaction test which compares each four area(buying, foodstuff, supplier, and internal organization), urban group has satisfied at a supplier, 21.4point, while rural group has taken 19.2 point, showing a significant difference. However, urban group has taken 62.5 point for the total foodstuff purchase management satisfaction, while rural group has taken 58.8 point, showing a significant difference and indicating rural group has had a lower satisfaction than urban group has had. In terms of four effective approaches and improvements of foodstuff purchase(regional co-purchase, building a foodstuff supply center(government), introducing a supplier certification system, and direct trade at a producing center), urban group has had higher average on regional co-purchase and direct trade at a producing center, while urban group has shown a higher average on building a foodstuff supply center and introducing a supplier certification system, with no significant difference between two groups. A meal service administration guide must be planned in detail to be fit for different local areas and supplier selection formalities should be prepared accordingly. Additionally, foodstuff specification, the most fundamental data for buying, should be developed by item to be applied to the field in both urban and rural groups. An awareness of food indication standard should be increased by continuous training since both urban and rural groups have had a lower perception on it. An improvement in buying such as co-purchase and direct trade at a producing site should be needed for rural group, while urban group needs to introduce qualified foodstuff supplier certification system to make suppliers compete for quality, which leads to safe school meals. 본 연구는 강원지역 학교급식 영양(교)사들의 식재료 구매실태 및 구매만족도를 알아보기 위해 설문지를 이용하여 조사하였다. 본조사의 통계처리는 SPSS 14.0 Program을 사용하였으며 결과는 다음과 같다. 조사응답자의 연령은 40대 이상이 가장 많았고, 학력은 학사 또는 과정중이76%이며, 근무지는 초등학교가 88.5%를 나타내며, 근무경력은 11~15년이 43.6%로 가장 많았고, 학교별 급식실시기간은 12년이 26.3% 가장 많았으며, 급식인원은 100~500명 이하가 가장 많았고, 급식유형은 도시형 41.0%, 농촌형 59.0%, 급식운영 형태는 단독조리가 88.5%로 많았으며, 1식단 식재료비는 1,000원~1,200원이 가장 많았다. 납품업체 선정을 위한 모집 공고는 농촌형보다는 도시형이 많이 하고, 선정절차는 농촌형보다 도시형이 잘 준수하며 농촌형이 잘 준수하지 않는 이유는 선정절차가 지역여건에 맞지 않고 번거롭기 때문이라 하였고, 납품업체 현장방문조사는 도시형이 81.3%하는 반면 농촌형은 40.2%가 하지 않는다고 하였다. 식재료 규격서는 농촌형보다 도시형이 많이 활용하며, 주로 학교급식 실무편람 또는 지침서를 사용하는 것으로 공산품류> 수산물류> 농산물류 순으로 활용하며, 규격서 활용하지 않는 이유는 기준이 모호하다가 가장 많았고, 개선할 사항은 품질표시제가 가장 많았다. 식품표시기준에 대한 인식은 농산물, 축산물, 수산물, 공산품에 대한 두집단 모두 잘 모르는 것으로 조사되었지만 ,수산물 HACCP인증에 대해 농촌이 도시보다 인식하는 것으로 조사되었다. 식재료 가격결정에 미치는 영향인 시장조사는 월 1회가 가장 많았고, 시장조사후 가격결정의 활용은 60.3%가 일부 품목에 활용하는 것으로 두집단간 차이는 없었다. 식재료 계약방법은 도시형은 경쟁입찰이(35.9%), 농촌형은 (66.3%)가 수의계약이 많아 두집단간 유의한 차이가 있다. 수의계약일 경우 가격결정은 납품업체가 제시하는 당일 가격이 가장 많았고, 당일 가격으로 제시하는 주요원인은 시장이 협소하여 업체간 경쟁력이 없기 때문이 가장 많았고, 지역여건상 납품 포기가 염려되는 경우가 다음으로 많았다. 검수기준에 대한 만족도 조사는 두집단이 50.0%가 보통의 만족으로 나타났고국내산과 수입산이 혼합되었을 때 감별이 어려운 품목은 축산물류> 수산물류> 농산물류> 곡류 순으로 나타났으나 두집단 차이는 없었다. 검수 참여자는 영양(교)사> 조리사 및 조리원으로 두집단간 차이는 없었고, 학부모 검수 참여횟수는 1~4회/분기별으로 가장 많았다. 검수때 주로 지적된 문제점은 도시형은 품질미달(71.9%), 농촌형은 품질미달뿐 아니라 납품업체 임의로 교체된 타사제품 및 원산지(29.3%)로 유의한 차이가 있었다. 지적된 물품은 농촌형에 비해 도시형은 반드시 반품한다고 하여 두 집단 간에 유의한 차이를 나타냈고, 반품을 할 경우 업체의 불만적 태도로 어려움의 경험은 도시형은 (50.0%) 전혀 없고, 농촌형은(61.5%) 가끔 경험하는 것으로 유형별 어려움 경험에 유의한 차이가 있었다. 반품처리 후 가장 어려움은 재납품까지의 소요시간이 가장 많았다. 식재료중 가장 많은 반품은 두집단 모두 야채류(70.5%) 가장 많았고, 다음으로 도시형은 과일류(15.6%)가 많은 반면, 농촌형은 어패류(12.0%)가 많은 것으로 나타나 두집단간 유의한 차이가 있었다. 검수 효율을 높이기 위한 개선 항목중 검수환경(장소, 조도, 채광)은 농촌형은 보통 도시형은 아니다가 농촌에 비해 많아 두집단에 유의한 차이를 보여 농촌형의 검수환경이 열악함을 알 수 있었다. 식재료 구매관리 만족도 조사는 4개 영역(구매업무, 식재료, 공급업체, 내부조직) 각 항목 비교에서 공급업체 만족도 조사는 도시형 21.4점, 농촌형 19.2점으로 나타나 유의한 차이가 있었고, 식재료 전체 구매 관리 만족도 조사에 대하여 도시형은 62.5점이고, 농촌형은 58.8점으로 나타나 두집단간 유의한 차이를 보여 농촌형이 식재료 구매관리 만족도가 도시형에 비해 낮은 것으로 조사되었다. 식재료 구매의 4가지(지역별 공동구매, 식자재공급센터 설립(정부), 납품업체인증제 도입, 산지직거래)효율적 방안 및 개선방안에 대해 지역별 공동구매와 산지직거래는 농촌형의 평균이 더 높았고, 정부의 식자재공급센터 설립방안과 납품업체 인증제 도입은 도시형 평균이 높았으나, 두집단간 유의한 차이는 없었다. 급식운영지침은 각각의 지역여건에 맞도록 세부적 계획되어 지역실정에 맞는 납품업체 선정절차가 마련되어야 하며, 구매에 있어 가장 기초 자료인 식재료 규격서는 도시형, 농촌형 모두 현장에서 활용할 수 있도록 품목별로 구체적인 내용으로 개발이 필요하다. 식품표시기준에 대한 인식이 도시형, 농촌형 모두 낮은 것으로 조사되어 지속적인 연수가 필요하며, 농촌형은 도시형에 비해 구매환경이 열악한 것으로 조사되어 공동구매, 산지직거래 등으로 구매방법 개선이 필요하며 도시형은 우수한 식재료 공급업체 인증제를 도입하여 업체간 품질 경쟁이 이루어져 안전한 학교급식을 제공해야 한다.

부부조화도 및 아버지 양육참여와 어머니의 양육태도가 유아의 사회적 유능감에 미치는 영향

이진숙 중앙대학교 사회개발대학원 2013 국내석사

The purpose of this study was to examine the influence of husband and wife compatibility, father’s participation in child rearing and mother’s child rearing attitude upon young children’s social efficacy. For this, following study questions were established: 1. What is the correlation among husband and wife compatibility, father’s participation in child rearing, mother’s child rearing attitude and young children’s social efficacy? 2. What is the influence of husband and wife compatibility, father’s participation in child rearing and mother’s child rearing attitude upon young children’s social efficacy? 2-1. What is the influence of husband and wife compatibility, father’s participation in child rearing and mother’s child rearing attitude upon young children’s emotional control? 2-2. What is the influence of husband and wife compatibility, father’s participation in child rearing and mother’s child rearing attitude upon young children’s emotionality? 2-3. What is the influence of husband and wife compatibility, father’s participation in child rearing and mother’s child rearing attitude upon young children’s peer relation skills? 2-4. What is the influence of husband and wife compatibility, father’s participation in child rearing and mother’s child rearing attitude upon young children’s social norm understanding? Study subjects were 297 children in their 4 and 5 years of age at 10 child care centers and kindergartens in Seoul and Gyeonggi area and their mothers. 400 questionnaires were distributed and 300 responses were collected. And the data of 297 responses were finally used in statistical analysis, except some problematic responses. As for study tools: husband and wife compatibility was examined via the test tool of husband and wife compatibility, developed by Kim Hyeon-li (2000); father’s participation in child rearing was examined via the test tool of father’s participation in child rearing, developed by Park Ip-sae (2012) by modifying the scale of participation in child rearing, a portion of ‘the scale of productive father’s role’, developed by Lee Yeong-hwan, Lee Jin-suk and Jo Bok-hi (1999); mother’s child rearing attitude was examined via the child rearing attitude questionnaire of Schaefer’s Maternal Behavior Research Instrument (MBRI), adapted by Lee Won-yeong (1983) and modified/supplemented by Bae Mun-ju (2004); and young children’s social efficacy was examined via teacher’s test tool of young children’s social efficacy, developed by Lee Hye-won (2005). Study findings are as follows: First, as for the correlation among husband and wife compatibility, father’s participation in child rearing, mother’s child rearing attitude and young children’s social efficacy, the positive factors of husband and wife compatibility and mother’s child rearing attitude and all the factors of father’s participation in child rearing were positively related to young children’s social efficacy. Second, as for the influence of husband and wife compatibility, father’s participation in child rearing and mother’s child rearing attitude upon young children’s social efficacy, all the sub-variables of young children’s social efficacy were influenced by husband and wife compatibility, father’s participation in child rearing and mother’s child rearing attitude. Therefore, such most basic structures of familial relations as husband and wife compatibility, father’s participation in child rearing and mother’s child rearing attitude seem to have significant influence upon young children’s social efficacy. 본 연구는 부부조화도 및 아버지 양육참여와 어머니의 양육태도가 유아의 사회적 유능감에 미치는 영향을 알아보는 것을 목적으로 한다. 이러한 연구의 목적에 따라 설정된 구체적인 연구문제는 다음과 같다. 1. 부부조화도, 아버지의 양육참여와 어머니의 양육태도 및 유아의 사회적 유능감 간의 상관은 어떠한가? 2. 부부조화도, 아버지의 양육참여 및 어머니의 양육태도가 유아의 사회적 유능감에 미치는 영향은 어떠한가? 2-1. 부부조화도, 아버지의 양육참여, 어머니의 양육태도가 정서조절에 미치는 영향은 어떠한가? 2-2. 부부조화도, 아버지의 양육참여, 어머니의 양육태도가 정서성에 미치는 영향은 어떠한가? 2-3. 부부조화도, 아버지의 양육참여, 어머니의 양육태도가 또래관계기술에 미치는 영향은 어떠한가? 2-4. 부부조화도, 아버지의 양육참여, 어머니의 양육태도가 사회적 규범이해에 미치는 영향은 어떠한가? 본 연구의 대상은 서울·경기지역에 소재한 10개 어린이집 및 유치원에 재원중인 만4,5세 유아297명과 그들의 어머니이다. 먼저, 연구를 위하여 총 400부의 설문지를 배부한 결과, 회수된 설문지는 300부였고, 이중 누락된 자료를 제외하고 최종적으로 수집된 자료 297부의 자료를 통계분석에 사용하였다. 본 연구의 검사 도구는 부부조화도는 김현리(2000)가 개발한 부부조화 검사도구를 사용하였으며, 아버지 양육참여는 이영환, 이진숙, 조복희(1999)가 개발한 ‘생산적 아버지 노릇 척도’ 중 양육참여 척도를 수정한 박잎새(2012)의 아버지 양육참여 검사도구를 사용하였다. 어머니의 양육태도는 Schaefer의 Maternal Behavior Research Instrument(MBRI)를 이원영(1983)이 번안하고, 배문주가(2004)가 수정·보완한 양육태도 설문지를 사용하였고, 유아의 사회적 유능감은 이혜원(2005)이 개발한 교사용 유아의 사회적 유능감 검사도구를 사용하였다. 본 연구는 예비조사, 본조사로 진행되었으며, 본조사는 2012년 9월 18일부터 2012년 10월 19일까지 약 4주 동안 이루어졌다. 수집된 설문지는 SPSSWIN18.0 통계 프로그램을 사용하여 분석하였고, 구체적으로 부부조화도, 아버지의 양육참여, 어머니의 양육태도 및 유아의 사회적 유능감 간의 상관을 밝혀보기 위해서는 적률상관계수를 산출하였다. 그리고 부부조화도와 아버지의 양육참여 그리고 어머니의 양육태도가 유아의 사회적 유능감 각 하위 요인에 미치는 각 변인들의 영향을 밝혀보기 위하여 중다회귀분석(Multiple Regression)을 실시하였다. 본 연구를 통해 얻어진 결과를 요약하면 다음과 같다. 첫째, 부부조화도, 아버지 양육참여와 어머니 양육태도 및 유아의 사회적 유능감 간의 상관을 분석한 결과, 부부조화도와 어머니의 양육태도의 긍정적 요인과 아버지의 양육참여의 모든 요인은 유아의 사회적 유능감과 정적인 관련이 있는 것으로 나타났다. 둘째, 부부조화도, 아버지의 양육참여 및 어머니의 양육태도가 유아의 사회적 유능감에 미치는 영향을 분석한 결과, 유아의 사회적 유능감 하위 요인 모두 부부조화도, 아버지의 양육참여 및 어머니의 양육태도에 의하여 영향을 받는 것으로 나타났다. 즉, 가족관계의 가장 기본적인 구조인 부부간의 관계와 아버지의 자녀 양육 참여 그리고 어머니의 양육태도가 중요하다고 볼 수 있다.

기독교교육에서의 전인교육연구 : J.H.페스탈로찌의 사상을 중심으로/이진숙

이진숙 감리교신학대학교 1996 국내석사

재즈댄스 프로그램이 비만중년여성의 신체구성, 건강체력 및 혈중지질에 미치는 영향

이진숙 우석대학교 교육대학원 2014 국내석사

ABSTRACT Jazz dance program obesity body Composition of middle-aged women, the impact on health and physical fitness, and blood lipids Jin-Suk, Lee Major in Dance Dept Education Graduate School of Woo Suk University 1. Conclusion In this study, more than 30 percent body fat in obese middle-aged female subjects performed 12 weeks and body composition in jazz dance programs, health-related physical fitness, to investigate the effects on blood lipids, according to a study to research the following conclusions were obtained. 1) In body composition, body weight and body fat after the jazz program participation there were significant differences (p <.001). 2) Changes in health-related fitness in the back strength, muscular endurance, and flexibility in the (p <.001), cardiovascular endurance (p <.05) were significantly different. 3) Changes in blood lipids and cholesterol in the jazz program participation (p <.05), triglycerides, high-density lipoprotein, low density lipoprotein cholesterol (p <.001) were significantly different from. 2. A suggestion 12 weeks of the regular jazz program for metabolic syndrome in obese middle-aged women to prevent weight, is effective in reducing body fat, and muscle strength, muscle endurance, flexibility, cardiovascular endurance, and brought the improvement of health, obesity and cardiovascular disease prevention to improve the risk of developing a useful program that can be confirmed. However, in this study jazz dance program for middle-aged women somewhat difficult to follow eoryeowoona anyone can participate in regular ongoing jazz program development are needed.

쟁점 중심 사회과 토론수업이 중학생의 정치적 효능감에 미치는 영향

이진숙 충북대학교 2010 국내석사

Democracy can’t be developed itself without assuming citizens' active participation. The progress of democracy demands its citizens' full-fledged commitment. This participatory commitment will beget political virtue, as political virtue is the paradigm of the fully democratic state that is built on the collaboration and responsibility of its citizens. Accordingly, it is natural assumption that the education of social studies, which aims at upbringing of desirable democratic citizens, should cultivate this political virtue. On this assumption, that we can foster political virtue through the discussion class focussed on a point at issue, this thesis aims to study the efficacy that the discussion class of social studies influences political virtue of middle school students. For this study, discussion classes were carried out with 218 subjects, chosen from 240 Third Grade students at an all male middle school, situated in Jincheon, Chungbuk. This study was conducted from November 16th to November 29, 2009. Out of the 218 students responding to the question, through surveying the respective political efficacy before and after the discussion, 204 students (excluding the students giving an insincere answer) were a final object of this study. The surveying instrument was the scale for political efficacy used in the study of Park Sang Ho(2005) and Kim Byeong Neon(2008). The analysis of the materials was put into practice through Paired sample T-test using the statistical program SPSS WIN 12.0 version. The conclusion of this study runs as follows: First, the discussion class focussed on a point at issue that had a profound significance in improvement of middle schoolers' political efficacy. It is analysed that such a political efficacy increased through learning will be effective in the formation of the students' active consciousness of participation and collaboration. In Addition, when the political efficacy was analysed through the classification of two categories, it showed a meaningful effect of improvement in the internal political efficacy. On the other hand, external political efficacy declined. I came to have confidence that the students became optimistic that they are able to influence the political process through these discussion classes, but I noted that this new found political self efficacy raised fears of how Government authorities might respond to personal demands amongst the students. A more detailed successive study is necessary to study this factor of decline in external political efficacy.

백워드 2.0 설계 모형에 기반을 둔 국어과 단원 개발과 적용

이진숙 부산대학교 2015 국내석사

Abstract The purpose of this study is twofold. First, the study aims to develop and apply a curriculum for a Korean language unit, based on backward design model 2.0. Second, the study investigates the effect of a newly developed curriculum on teacher perception and on enduring student understanding and interest in learning. Implications for the actual education fields are discussed. The following projects were performed to achieve the study’s research objectives. 1. A curriculum for a Korean language unit was developed, incorporating the framework of the backward design model 2.0. The studey investigated not only the educational researcher’s perspective concerning the backward design model, but also a field teacher’s perspective, including actual experiences and problems in the field during the model’s deployment. Thus, the process informing the Korean language curriculum development is that of practical-minded teacher, not an armchair theorist. 2. The newly developed curriculum was implemented, and its effect on teacher’s perception and on student’s enduring understanding and interests learning was investigated. Through realistic descriptions of several experiences during implementation of the newly developed curriculum, the change in student’s interests and understanding could be understood. For this research, the unit’s subject matter was developed according to the process of backward design model 2.0, and research was conducted targeting 27 6th-grade students of D elementary school in Busan. This field study applied, practiced, reflected on, and revised a Korean language unit based on backward design model 2.0. Initially, the characteristics and unit-development stage of UbD, and also those suggested by Wiggins and McTighe, were analyzed. The unit’s effectiveness was investigated by implementing it in the author’s class; the results of performance tasks, student surveys, in-depth student and teacher interviews, teachers’journals, student’s study diaries and learning portfolios were examined. After the implementation of the first development of the Korean language unit’s curriculum, the author analyzed the student’study diaries, teachers’journals, teachers and students’interviews, and lesson results. Before implementing the second developed unit, the author identified and addressed the following improvement, based on problems identified during the first stage of implementation: The first and second implementations of the unit resulted in change in teacher’s perception, enduring understanding, pre and post interesting test; 1. Backward design model 2.0 can be useful for Korean language unit design and development, lesson plan studies, assessment and teacher education programs. 2. Students using backward design model 2.0 demonstrated a higher degree of enduring understanding. Assessment of the students’performance task showed 42.0% upper levels, 58.0% middle levels, and 0% lower levels in performance task 1; and 69.0% upper levels, 31.0% middle levels and, 0% lower levels in the performance task 2. Students participated more actively in lessons and study, and demonstrated interests in problem solving, as shown in the student interviews. These results confirmed their enduring understanding. 3. The results of pre-and post-test of learning interest showed that the curriculum applying backward design model 2.0 had a positive effect on students’interest in learning. As a result of pre and post interesting test, the post interesting rate was higher than the pre interesting rate. It was found that a backward design model 2.0 helped stduents’learning interest. In this study, backward design model 2.0 is conducted in Korea school. Issues specific to Korea’s situation were identified by actively implementing backward design model 2.0, and improvements were made. Thus, it offers greater effectiveness and likehood for implementation in Korean school.

지수개념의 지도방안에 관한 연구

이진숙 成均館大學校 2002 국내석사