• 대한가정학회지
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• 제40권5호
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• pp.225-235
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• 2002

The purpose of this research is to delineate the effect of maternal variables of the verbal abuse. Such variables as the mother's age, her education level, and maternal parenting stress have been chosen for the analysis. The sample subject were 659 pairs of fifth/sixth grade of elementary school and firs/second grade of middle school, and their mothers. The major findings of the research are as follows: first, looking at the correlation between the mother's age/education level and the verbal abuse, the verbal abuse factor shows difference correlating to the mother's age/education level. Second, looking at the correlation between the material parenting stress level and the verbal abuse, the verbal abuse factor shows difference correlating to the maternal parenting stress level. Third, the result of multiple regression analysis on the effects of the maternal variables to the verbal abuse indicates that material parenting stress is the significant contributing factor. All in all, the maternal variables account for 9% of the verbal abuse score.

• 한국콘텐츠학회논문지
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• 제21권2호
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• pp.271-279
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• 2021

본 연구는 모래놀이 교육분석과 언어 교육분석의 전후에 상담자 발달에 차이가 있는지를 알아보고자 하였다. 모래놀이 교육분석 받은 집단, 언어 교육분석을 받은 집단, 교육분석을 받지 않은 세 집단으로 나누어 각 10명씩 선정하여 모래놀이 교육분석과 언어 교육분석을 받기 전과 후에 상담자발달수준 검사를 실시하였다. 집단 간 각 척도별 사전검사 결과 차이를 알아보기 위해 비모수 검정인 Kruskal-Wallis Test를 실시하였고, 사전-사후 검사 결과의 차이를 알아보기 위해 비모수 검정인 Wilcoxon signed rank Test를 실시하였다. 연구 결과 모래놀이 교육분석을 한 집단은 상담자발달전체, 사례이해, 인간적 윤리적 태도가 통계적으로 유의한 차이가 있는 것으로 나타났고, 언어교육분석을 받은 집단과 교육분석을 받지 않은 집단은 상담자발달수준에 통계적으로 유의한 차이가 없는 것으로 나타났다. 이 연구는 모래놀이 교육분석이 상담자 발달에 효과가 있음을 입증한 기초자료로서 의의가 있다.

• 한국과학교육학회지
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• 제32권8호
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• pp.1269-1280
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• 2012

The purpose of this study is to analyze the verbal interaction during elementary students' hypothesis generation learning. For this study, 32 6th graders were selected and were assorted into heterogeneous small-groups by achievement levels. The topics of hypothesis generation learning were developed by analyzing the current elementary school curriculum. Each group's verbal interactions were audio/video taped and transcribed. After coding the protocol and having student retrospective interview, types and frequency of verbal interaction were analyzed. The frequency of verbal interaction during observation was highest and that of questioning situation identification was lowest. Regarding to the quality of verbal interactions, low level interactions were significantly frequent during observation. On the other hand, hypothetical explicans generation revealed high frequency of high level interactions. The results revealed that elementary students can make high level verbal interactions through hypothesis generation learning.

• 컴퓨터교육학회논문지
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• 제23권3호
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• pp.71-79
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• 2020

이 연구는 비대면 채널에서의 언어폭력이 사회적으로 이슈가 되고 있고 감정노동자들의 업무처리 상황에서 발생하는 언어폭력의 실제 사례들은 무엇이 있는가를 전문가심층면접을 통해 조사하였다. 그리고 실제 통화내용에서 언어폭력의 분포를 음성분석(SA)이라는 새로운 빅데이터 기술을 통해 확인하였다. 연구 결과 첫째 비대면 채널을 통해 일어나는 통화에서 언어폭력은 인격모독, 폭언/욕설, 무리한 요구, (성)희롱과 위협/협박으로 분류된다. 둘째 음성분석을 이용하여 이들 범주 중 가장 높은 빈도를 나타내고 있는 것은 인격모독과 폭언/욕설이었으며 인격모독에서는 하대/반말이 가장 높은 비율을 차지하고 있으며 폭언/욕설에서는 일반적 욕설의 비중이 가장 높았다. 특히 전체 언어폭력 사례에서 일반적 욕설이 차지하는 비율이 가장 높았다. 이 연구를 통해 비대면 채널 상황에서 발생하는 언어폭력의 유형을 정리하였으며 감정노동자들에게 있어서 언어적 스트레스가 직무에 어떠한 영향을 끼치는가에 대한 연구의 필요성을 시사하였다.

• 한국지역사회생활과학회지
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• 제16권4호
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• pp.71-81
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• 2005

The purpose of this research was to delineate the effect of maternal parenting stress and verbal abuse on emotional maladjustment behaviors in children. The sample consisted of 542 pairs of fifth/sixth graders and seventh/eighth graders, and their mothers. The major findings of the research were as follows: First, looking at the correlation between the mother's age/education level and the maternal parenting stress level, the maternal parenting stress level factor showed differences correlating to the mother's education level. Second, looking at the correlation between the mother's age/education level and the verbal abuse, the verbal abuse factor showed differences correlating to the mother's age/education level. Third, looking at the correlation between the maternal parenting stress level and the verbal abuse, the verbal abuse factor showed differences correlating to the maternal parenting stress level. Forth, the result of multiple regression analysis on the effects of the maternal parenting stress and verbal abuse on the children's emotional maladjustment behaviors indicated that verbal abuse was the significant contributing factor.

• 대한가정학회지
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• 제33권4호
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• pp.173-188
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• 1995

This study examined the characteristics of the relationship of HOME, sociodemographic variables and children's verbal ability at age four, five, six, Expecially this study investigated causal relationships amoong the variables which are supposed to affect children's verbal ability by children's age and sex. The subject of this study were 180 children and their mothers. Instruments included inventory of home stimulation(HOME), inventory of socio-demographic variables, inventory of the children's verbla ability. The results obtained from this study were as follows : 1. For the most part, HOME and socio-demographic variables had a significant positive correlation with children's verbal ability. 2. The variables that significantly predicted children's verbal ability differed according to children's age and sex. That is, play materials, breadth of experience and economic status of the home were predictive of boy's verbal ability at age four, while aspects of physical environment, breadth of experience were predictive at age five, fostering maturity and independence, parent's education were predictive at age six. And developmental stimulation and breadth of experience were predictive of girl's verbal ability at age four, while developmental stimulation, economic status of the home were predictive at age five, developmental stimulation and play materials were predictive at age six. 3. the results of the analysis of the causal model showed that the kind of variables that affected children's verbal ability directly differed according to children's age and sex. That is, indirect stimulation and direct stimulation affected boy's verbal ability directly at age four and five, while indirect stimulation and parent's education affected boy's verbal ability at age six. And indirect stimulation, direct stimulation, emotional climate of the home affected girl's verbal ability directly at age four, while direct stimulation, economic status of the home, indirect stimulation affected directly at age five, parent's education, indirect stimulation and direct stimulation affected girl's verbal ability at age six. 4. Another causal model of the HOME, socio-demographic variables affecting children's verbal ability showed that total HOME scores more significantly affected boys and girl's verbal ability directly than socio-demographic variables at all ages.

• 융합정보논문지
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• 제11권3호
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• pp.147-158
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• 2021

본 연구의 목적은 언어네트워크를 활용하여 교사의 언어적 상호작용과 문제해결전략의 구성을 살펴보고자 함이다. 본 연구에서는 유아환경교육 과정에서 발생한 교사의 발화를 수집하여, 범주를 개발하고 자료를 코딩하여 하위범주 간의 관계를 분석하였다. 분석결과는 다음과 같다. 첫째, 교사의 언어적 상호작용에서는 정보제공하기가 가장 중심에 위치하여 통합하기와 함께 높은 영향력을 보였다. 둘째, 교사의 문제해결전략에서는 제안이 가장 중심에 위치하여 확산적 사고와 높은 영향력을 보였다. 셋째, 교사의 언어적 상호작용과 문제해결력을 종합적으로 살펴보면, 제안이 가장 중심에 위치하고, 정보제공하기, 확산적 사고 등이 강한 연결성을 보였다. 이외에 제안과 의사결정이 문제관심을 매개로 평가와 연결성을 보였다. 본 연구의 결과를 통해 유아환경교육에 있어 교사가 유아의 문제해결과정을 지원하여 상호작용하기 위해서 유아의 반응에 맥락적으로 반응하고 이해할 수 있는 교사의 역량강화 교육이 필요함을 시사한다.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제19권1호
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• pp.43-59
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• 2015

In the present study, the changes of mathematics teachers' verbal feedback between ten years ago and later were examined using a coding scheme on the types of teacher verbal feedback. Based on the analysis, it is found that teachers intend to use encouraging strategies to make responses to students ten years later. In addition, the duration used in communication between the teacher and individual student is being longer while the frequency of communication becomes less compared ten years ago. Meanwhile, the difference between good lesson ten years ago and common lesson ten years later is not so apparent. It can be inferred that the quality of teaching has being developed.

• 치위생과학회지
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• 제21권1호
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• pp.52-62
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• 2021

Background: This study aims to provide basic data for development of the level-based oral health care program depending on the mother's oral health literacy by finding out how mother's oral health literacy can effect on the preschool children's oral health and behavior. Methods: The survey was conducted on 192 mothers who have preschool children and the data were analyzed by t-test, ANOVA, multiple regression analysis to identify differences in verbal and functional oral health literacy. Results: The study showed statistical significance (p<0.05) in educational level depending on differences in verbal and functional oral health literacy by sociodemographic factor. In differences in verbal and functional literacy depending on experience of education for oral health behavior and oral health, statistical significance (p<0.05) was showed highly on verbal and functional literacy in the case that subjects have an experience of education for oral health and their children have not been experienced of oral illness. And when it comes to the case that subjects have experience of education for oral health within one to two years, statistical significance was showed highly on verbal literacy. It showed that verbal and functional oral health literacy effects to oral health care behavior of children judging from results that the higher level of mother's verbal oral health literacy, the higher score of children's oral health knowledge, attitude and behavior. Conclusion: It is necessary to develop the systematic program which is appropriate for characteristics of each oral period in childhood depending on level of primary caregiver's oral health literacy, and systematic education should be preceded to enhance the literacy of the caregiver. It is considered necessary to improve the oral health care of children by developing a manual for oral health care education to enhance primary caregiver's oral health literacy.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제10권1호
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• pp.15-28
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• 2007

From a social constructivists' perspective, knowledge is not transmitted by language but it is constructed by social interactions with others. That is, it is viewed in social constructivism that learning is a process in which knowledge is constructed by communicative interactions with more capable others. In this vein, a class might be analyzed and characterized in terms of interactional patterns of teacher-student and student-student in class. For this, a primary math class was selected and observed and it was analyzed by the Flanders category system to investigate the effects of the math teaching based on verbal interactions on the learning of math. The class was taught in a teacher-centered and direct way but in the class math knowledge was taught through univocal communications in the form of question-answer. The results of this study appeared to suggest that verbal interactional patterns should take place frequently in math teaching in the sequence of a teacher's questions$\to$students' extensive responses $\to$ positive feedback for the students' responses by the teacher $\to$ the acceptance of the students' responses $\to$ the teacher's explanation or students' questions. In other words, math might be taught more effectively through the verbal discourse patterns proposed in this study.