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    κ΅­λ‚΄ μ œμ²œμ§€μ—­ Mo 슀카λ₯Έ 광상 μΌλŒ€μ˜ 생지ꡬ화학탐사 적용 연ꡬ

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    ν•™μœ„λ…Όλ¬Έ (석사)-- μ„œμšΈλŒ€ν•™κ΅ λŒ€ν•™μ› : μ—λ„ˆμ§€μ‹œμŠ€ν…œκ³΅ν•™λΆ€, 2012. 8. μ „νš¨νƒ.연ꡬ지역인 NMC Moland 광산은 행정ꡬ역상 좩청뢁도 μ œμ²œμ‹œ κΈˆμ„±λ©΄μ— μœ„μΉ˜ν•˜κ³  μžˆλŠ” 슀카λ₯Έ νƒ€μž… κ΄‘μƒμœΌλ‘œ νœ˜μˆ˜μ—°μ„κ³Ό 같은 Mo 광물이 μ‚°μΆœλœλ‹€. μ£Όμš” μ§€μ§ˆμ€ μ œμ²œν™”κ°•μ•”μ΄λΌκ³  λΆˆλ¦¬λŠ” μ₯¬λΌκΈ°μ˜ ν™”κ°•νŽΈλ§ˆμ•”μ΄ κ΄€μž…ν•œ μ˜€μ˜€λ„λΉ„μŠ€κΈ°μ˜ λ°±μš΄μ•”, μ„νšŒμ•”, μ„νšŒκ·œμ‚°μ—Όμ•”λ“€λ‘œ κ΅¬μ„±λ˜μ–΄μžˆλ‹€. 슀카λ₯Έμ€ ν™”κ°•μ•”κ³Ό μ„νšŒμ•”μ˜ 경계면에 λΆ€μ‘΄ν•˜κ³  있으며 슀카λ₯Έ λ‚΄ νŒŒμ‡„λŒ€μ—μ„œ Mo이 νŒμƒ, μ‚°μ μƒμœΌλ‘œ λ°°νƒœλ˜μ–΄ μžˆλ‹€. μ£Όμš” 광물은 νœ˜μˆ˜μ—°μ„, νšŒμ€‘μ„, 방연석, 황동광 등이 μžˆλ‹€. λŒ€μ‘°μ§€μ—­μœΌλ‘œ μ„ μ •λœ 곳은 μ„œμšΈλŒ€ν•™κ΅ λ³Έ μΊ νΌμŠ€κ°€ μœ„μΉ˜ν•˜κ³  μžˆλŠ” 관악산이며 μ§€μ§ˆμ€ 주둜 μ₯¬λΌκΈ°μ˜ ν™”κ°•μ•”μœΌλ‘œ μ΄λ£¨μ–΄μ Έμžˆλ‹€. μ‹œλ£ŒλŠ” 2011λ…„ 5μ›”κ³Ό 6μ›” 사이에 암석, ν† μ–‘ 및 식물을 λŒ€μƒμœΌλ‘œ μ±„μ·¨ν•˜μ˜€μœΌλ©°, 식물은 μš°μ„Έμ’…μΈ λ–‘κ°ˆλ‚˜λ¬΄(Quercus dentata, daimyo oak)의 잎과 가지, μ‚°λ²šλ‚˜λ¬΄(Prunus sargentii REHDER, Sargent Cherry)의 μžŽμ„ μ±„μ·¨ν•˜μ˜€λ‹€. μ±„μ·¨ν•œ μ‹œλ£Œλ“€μ€ ICP-MS으둜 Mo, Cu, Pb, Zn, Cd, As, Mn λ“±μ˜ μ›μ†Œλ₯Ό λŒ€μƒμœΌλ‘œ λΆ„μ„ν•˜μ˜€λ‹€. μ—°κ΅¬μ§€μ—­μ˜ μ‹œλ£Œμ±„μ·¨μ„ μ€ 각 광체λ₯Ό 수직으둜 μ§€λ‚˜λ„λ‘ 남뢁방ν–₯으둜 총 3개λ₯Ό μž‘μ•˜μœΌλ©° 각 μ‹œλ£Œμ±„μ·¨μ„ μ—μ„œ 30 m κ°„κ²©μœΌλ‘œ 총 암석 5개(μž„μ˜μ˜ 지점), ν† μ–‘ 36개 식물 108개의 μ‹œλ£Œλ₯Ό μ±„μ·¨ν•˜μ˜€λ‹€. λŒ€μ‘°μ§€μ—­μ—μ„œλŠ” μž„μ˜λ‘œ 10개의 μ‹œλ£Œμ±„μ·¨μ μ„ μ„ νƒν•˜μ—¬ ν† μ–‘ 10개, 식물 30개의 μ‹œλ£Œλ₯Ό μ±„μ·¨ν•˜μ˜€λ‹€. μ—°κ΅¬μ§€μ—­μ˜ 암석, ν† μ–‘, μ‹λ¬Όμ‹œλ£Œ λ‚΄ Mo, Cu, Pb, Zn, Cd, As, Mn을 λŒ€μƒμœΌλ‘œ 뢄석해본 κ²°κ³Ό, μ•”μ„μ‹œλ£Œμ˜ 경우 μ—°κ΅¬μ§€μ—­μ˜ μ‹œλ£Œμ—μ„œ νŠΉλ³„νžˆ λˆˆμ— λ„λŠ” 지ꡬ화학적 νŠΉμ§•μ€ 보이지 μ•Šμ•˜λ‹€. ν† μ–‘μ‹œλ£ŒλŠ” μ—°κ΅¬μ§€μ—­μ—μ„œ Mo의 ν•¨λŸ‰(0.1~38.7 ppm)이 λŒ€μ‘°μ§€μ—­μ—μ„œμ˜ Mo의 ν•¨λŸ‰(0.1~3.2 ppm) 보닀 λ†’μ•˜λ‹€. μ—°κ΅¬μ§€μ—­μ˜ 식물 μ‹œλ£Œ λ‚΄ μ‘΄μž¬ν•˜λŠ” Mo의 ν‰κ· ν•¨λŸ‰μ€ λ–‘κ°ˆλ‚˜λ¬΄ 잎(0.86 ppm0.14~4.91 ppm), μ‚°λ²šλ‚˜λ¬΄ 잎(0.83 ppm0.15~6.56 ppm), λ–‘κ°ˆλ‚˜λ¬΄ 가지(0.53 ppm0.01~3.19 ppm)의 μˆœμ„œλ‘œ κ·Έ ν•¨λŸ‰μ΄ λ†’μ•˜λ‹€. 이 값은 λŒ€μ‘°μ§€μ—­μ—μ„œμ˜ λ–‘κ°ˆλ‚˜λ¬΄ 잎(0.18 ppm0.08~0.47 ppm), μ‚°λ²šλ‚˜λ¬΄ 잎(0.23 ppm0.14~0.42 ppm), λ–‘κ°ˆλ‚˜λ¬΄ 가지(0.07 ppm0.02~0.26 ppm)에 λΉ„ν•˜μ—¬ 4λ°°μ—μ„œ 8λ°° κ°€λŸ‰ 높은 μˆ˜μΉ˜μ˜€λ‹€. 생물학적 ν‘μˆ˜κ³„μˆ˜(BAC)의 κ²°κ³ΌλŠ” Mo의 경우 λ–‘κ°ˆλ‚˜λ¬΄ μžŽμ—μ„œ 1.4, κ°€μ§€μ—μ„œ 0.4, μ‚°λ²šλ‚˜λ¬΄ μžŽμ—μ„œ 1.2의 수치λ₯Ό 보여 μ„Έ 식물, 특히 λ–‘κ°ˆλ‚˜λ¬΄ 잎과 μ‚°λ²šλ‚˜λ¬΄ 잎이 높은 BAC 값을 λ‚˜νƒ€λƒˆλ‹€. λ˜ν•œ Mo μ›μ†ŒλŠ” ν† μ–‘κ³Ό 식물 μ‚¬μ΄μ˜ 상관성이 λ‹€λ₯Έ μ›μ†Œμ— λΉ„ν•˜μ—¬ 맀우 높은 κ²ƒμœΌλ‘œ λ°ν˜€μ‘Œλ‹€. λ”λΆˆμ–΄ 곡간적인 뢄포(spatial distribution)와 지ꡬ화학적 변동(geochemical variation)μœΌλ‘œλΆ€ν„° ν† μ–‘κ³Ό μ‹λ¬Όλ‚΄μ˜ Mo의 ν•¨λŸ‰μ˜ λ³€ν™”λŠ” Mo μ΄μƒλŒ€λ₯Ό 잘 λ°˜μ˜ν•˜κ³  μžˆμŒμ„ μ•Œ 수 μžˆμ—ˆλ‹€. κ²°κ³Όλ₯Ό μ’…ν•©ν•˜μ—¬ λ³΄μ•˜μ„ λ•Œ Mo μ›μ†ŒλŠ” 식물에 μ˜ν•΄ 잘 흑수될 수 μžˆλŠ” ν˜•νƒœλ‘œ μ‘΄μž¬ν•  κ°€λŠ₯성이 λ†’μœΌλ©°, κΈ°κ΄€λ‚΄μ˜ μ›μ†Œ ν•¨λŸ‰μ΄ ν† μ–‘ λ‚΄μ˜ μ›μ†Œ ν– λŸ‰μ„ 잘 λ°˜μ˜ν•˜λŠ” μ§€μ‹œμ‹λ¬ΌμΈ indicatorλ‘œμ„œ Mo을 λŒ€μƒμœΌλ‘œ μƒμ§€κ΅¬ν™”ν•™νƒμ‚¬μ‹œμ— ν™œμš©λ  κ°€λŠ₯성이 μžˆλ‹€.A biogeochemical orientation survey was conducted in the vicinity of Mo skarn deposits in Jecheon district in Korea. The main geology of the study area is Ordovician dolostone, limestone and limeslicate rocks intruded by Jurassic biotite granite so called Jecheon granite. The skarn zones occur at the contacts of granite and limestone. Molybdenum occurs in fracture zones in skarn within the screen and in disseminated form. The skarn ore minerals are mainly of molybdenite, scheelite, galena and chalcopyrite. The control area is Gwanak mountain where the Seoul National University is located. This area mainly consists of Jurassic granite. The total samples of rocks, soils and two plant species (daimyo oak leaves/branches - Q. dentata, and sargent cherry leaves - P. sargentii) were collected from the target area and barren control area in May and June 2011, and analyzed for the analysis of Mo, Cu, Pb, Zn, Cd, As, Mn, etc. by ICP-MS. Each of three sampling lines was designed to cross over the each orebody at 30 m spacing intervals in the study area and 10 sampling points are chosen randomly in the control area. The soil samples (n=36/10, target/control) collected from the target area show higher values of Mo (<0.1~38.7 ppm) than those from the control area (<0.1~3.2 ppm Mo). The concentration level of Mo in plants (n=108/30, target/control) from the target area (0.14~4.91 ppm in Q. dentata leaves, 0.01~3.19 ppm in Q. dentata branches and 0.15~6.56 ppm in P. sargentii leaves) is 4~8 times higher than that from the control area (0.08~0.47 ppm in Q. dentata leaves, 0.02~0.26 ppm in Q. dentata branches and 0.14~0.42 ppm in P. sargentii leaves). The biological absorption coefficient (BAC) of Mo is generally high (Q. dentata leaves = 1.4, Q. dentata branches = 0.4 and P. sargentii leaves = 1.2) and Mo content in soils and plants is strongly correlated. The geochemical variation patterns of Mo in plants are similar to those in soils, which suggest a corresponding Mo anomaly and enhanced contrast near the Mo orebodies. The three plant organs (Q. dentata leaves, branches and P. sargentii leaves) have high possibilities to be used as indicators for the biogeochemical prospecting of Mo.1. Introduction 1 2. Theoretical Background 4 3. Sampling and Analysis 13 3.1 Study area 13 3.1.1 Site description 13 3.1.2 Geological setting 15 3.2 Control area 16 3.3 Sampling and chemical analysis 17 4. Results and Discussion 23 4.1 Univariate statistics 23 4.1.1 Rock samples 23 4.1.2 Soil samples 25 4.1.3 Plant samples 28 4.2 Relationship between soil and plant 35 4.3 Bivariate analysis 36 4.4 Spatial distribution of elements 40 4.5 Geochemical variation 42 5. Conclusions 49 References 51 Abstract 54Maste

    가속화 μ‚¬νšŒμ˜ μ‹œκ°„κ²½ν—˜μ— λŒ€ν•œ 연ꡬ

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    ν•™μœ„λ…Όλ¬Έ (박사)-- μ„œμšΈλŒ€ν•™κ΅ λŒ€ν•™μ› : 언둠정보학과, 2013. 2. λ°•λͺ…진.이 논문은 가속화 μ‚¬νšŒλ₯Ό μ‚΄μ•„κ°€λŠ” μ΄λ“€μ˜ μ‹œκ°„κ²½ν—˜μ΄ ν˜•μ„±λ˜λŠ” 양상을 κ³ μ°°ν•œ 것이닀. 2000λ…„λŒ€λ₯Ό μ‚΄μ•„κ°€λŠ” ν•œκ΅­μΈλ“€μ΄ 점점 더 λ°”μ˜κ²Œ 느끼고, μ‹œκ°„μ΄ λΆ€μ‘±ν•˜λ‹€κ³  λŠλΌλŠ” ν˜„μƒμ˜ 싀체가 무엇인지λ₯Ό, κ³ λ„μ˜ 바쁨을 λŠλΌλŠ” μ „ν˜•μ μΈ 사둀듀을 λŒ€μƒμœΌλ‘œ νƒκ΅¬ν•΄λ³΄κ³ μž ν–ˆλ‹€. 이λ₯Ό μœ„ν•΄ λ³Έ μ—°κ΅¬μ—μ„œλŠ” κ³ λ„μ˜ 바쁨과 μ‹œκ°„λΆ€μ‘±κ°μ„ κ²ͺκ³  μžˆλŠ” μ§‘λ‹¨μœΌλ‘œ λ°ν˜€μ§„ 30λŒ€ κ³ ν•™λ ₯ 전문 사무직 κΈ°ν˜Όμ—¬μ„±λ“€μ˜ μ‹œκ°„κ²½ν—˜μ„ λΆ„μ„ν–ˆλ‹€. κ·Έ κ²°κ³Ό μΌμƒμƒν™œμ˜ 속도가 λΉ¨λΌμ§€λŠ” ν˜„μƒ, λ°”μ¨μ˜ 감정, μ‹œκ°„μ— μ«“κΈ°λŠ” λŠλ‚Œ λ“± 가속화 μ‚¬νšŒμ˜ νŠΉμ§•μœΌλ‘œ μ—¬κ²¨μ§€λŠ” μ‹œκ°„κ²½ν—˜λ“€μ΄ μ‹ μžμœ μ£Όμ˜μ  κΈ°μ—…κ°€ μ •μ‹ κ³Ό 이λ₯Ό ν† λŒ€λ‘œ κ°œμ²™ν•΄ λ‚˜κ°„ 생애과정과 관련이 μžˆλ‹€λŠ” 것을 λ°ν˜€λƒˆλ‹€. λ³Έ μ—°κ΅¬λŠ” μ‹œκ°„κ²½ν—˜μ΄ μ‹œκ°„λŸ‰μ˜ κ΄€μ μ—μ„œλ§Œ μ—°κ΅¬λ˜λŠ” κΈ°μ‘΄ μ—°κ΅¬μ˜ μ§€ν˜•μ— 문제λ₯Ό μ œκΈ°ν•˜κ³ , μ‹œκ°„κ²½ν—˜μ„ 일상적 μ‹œκ°„κ²½ν—˜, μƒμ• μ‹œκ°„ κ²½ν—˜, μ •λ³΄ν…Œν¬λ†€λ‘œμ§€κ°€ μƒμ„±ν•œ μ‹œκ°„μ— λŒ€ν•œ κ²½ν—˜μ˜ μ°¨μ›μ—μ„œ μ ‘κ·Όν•¨μœΌλ‘œμ¨, μ‹œκ°„κ²½ν—˜μ˜ 닀차원성을 μ‘°λ§ν•΄λ³΄κ³ μž ν–ˆλ‹€. 이λ₯Ό μœ„ν•΄ μ‹œκ°„μΌμ§€ 자료, μ†Œν”„νŠΈμ›¨μ–΄κ°€ μžλ™μƒμ„±ν•œ μ‹€μ‹œκ°„ 컴퓨터 μ‚¬μš©λ‚΄μ—­ 자료, 심측면접을 톡해 μˆ˜μ§‘ν•œ μΌμƒμƒν™œμ— λŒ€ν•œ 질적 μžλ£Œμ™€ μƒμ• λ‚΄λŸ¬ν‹°λΈŒ 자료λ₯Ό μˆ˜μ§‘β€€λΆ„μ„ν–ˆλ‹€. 닀차원적 μ‹œκ°„κ²½ν—˜κ³Ό 정체성을 μ‘°λ§ν•˜κΈ° μœ„ν•œ 이둠적 μžμ›μœΌλ‘œλŠ” 역사적 μ‹œκ°„κ³Ό ν•΄λ‹Ή μ‚¬νšŒμ˜ 보편적 μ‹œκ°„μ²΄κ³„μ— λŒ€ν•œ 인식이 개인의 미래λ₯Ό ν–₯ν•œ ν–‰μœ„λ“€μ— 영ν–₯을 λ―ΈμΉœλ‹€λŠ” 슈츠의 이둠, ν•΄λ‹Ή μž₯(field)의 κ²Œμž„μ˜ κ·œμΉ™μ— λŒ€ν•œ 감각에 따라 μžμ•„μ˜ λ―Έλž˜μ— λŒ€ν•œ 관계가 달라진닀고 λ³΄μ•˜λ˜ λΆ€λ₯΄λ””μ™Έμ˜ 이둠, 정체성과 μ‹œκ°„κ²½ν—˜μ΄ μƒν˜Έλ°°νƒœμ μ΄λΌκ³  λ³΄μ•˜λ˜ μ  ν‚¨μŠ€μ˜ λ…Όμ˜, λ‚΄λŸ¬ν‹°λΈŒλ₯Ό 톡해 μ‹œκ°„μ˜ 흐름 μ†μ—μ„œ λ³€ν™”ν•˜λŠ” 정체성을 ꡬ성할 수 μžˆλ‹€κ³  λ³Έ 리쾨λ₯΄μ˜ λ‚΄λŸ¬ν‹°λΈŒ 정체성 κ°œλ…μ— κΈ°λŒ€μ—ˆλ‹€. μ‹ μžμœ μ£Όμ˜ μ‚¬νšŒμ˜ ꢌλ ₯이 μ‹œκ°„κ²½ν—˜ ν˜•μ„±μ— λ―ΈμΉ˜λŠ” 영ν–₯을 보기 μœ„ν•΄μ„œλŠ” ν‘Έμ½”μ˜ ν†΅μΉ˜μ„±(governmentality), μž₯치(apparatus), 자기의 ν…Œν¬λ†€λ‘œμ§€, μ•„κ°λ²€μ˜ μ‹ μ„±λͺ¨λ…(profanation) κ°œλ…μ„ ν™œμš©ν•˜μ˜€λ‹€. 첫째, μ°Έμ—¬μžλ“€μ˜ μƒμ• μ‹œκ°„(life time) κ²½ν—˜μ„ μ•Œμ•„λ³΄κΈ° μœ„ν•΄μ„œλŠ” λ‚΄λŸ¬ν‹°λΈŒ 정체성 뢄석과 μ‹œκ°„μ „λ§(time perspective) 뢄석을 μ‹€μ‹œν–ˆλ‹€. 이듀이 역사적 μ‹œκ°„μ˜ 흐름 μ†μ—μ„œ 정체성을 κ΅¬μ„±ν•˜κ³ , μ‹œκ°„μ „λ§μ„ μž¬μ •λΉ„ν•΄ λ‚˜κ°€λŠ” 양상을 μ‚΄νŽ΄λ³΄κ³ , κ·Έ μ‚¬νšŒβ€€λ¬Έν™”μ  μ˜λ―ΈλŠ” 무엇인지 μ•Œμ•„λ³΄μ•˜λ‹€. λ‚˜μ•„κ°€, μ‹œκ°„μ˜ 흐름 μ†μ—μ„œ μžμ•„μ˜ 미래λ₯Ό λ§Œλ“€μ–΄κ°€λŠ” 과정이 μ‹œκ°„μ „λ§μ— 따라 λ‹¬λΌμ§„λ‹€λŠ” μ‹œκ°μ—μ„œ, μƒμ• λ‚΄λŸ¬ν‹°λΈŒ 자료λ₯Ό ν† λŒ€λ‘œ μ°Έμ—¬μžλ“€μ˜ μ‹œκ°„μ „λ§(time perspective)을 λΆ„μ„ν–ˆλ‹€. λ‘˜μ§Έ, 일상적 μ‹œκ°„(everyday time) κ²½ν—˜μ„ μ•Œμ•„λ³΄κΈ° μœ„ν•΄μ„œλŠ” μ‹œκ°„μ²΄κ³„(temporal regime) 뢄석을 μ‹€μ‹œν–ˆλ‹€. 일상적 μ‹œκ°„κ²½ν—˜μ΄ λ‹€μ–‘ν•œ μ‹œκ°„μ²΄κ³„λ“€, 즉 λ‹€μ–‘ν•œ μ‚Άμ˜ μ˜μ—­μ„ μ§€λ°°ν•˜λŠ” μ„œλ‘œ λ‹€λ₯Έ μ‹œκ°„μ‚¬μš© κ·œμΉ™λ“€μ˜ 볡합적 영ν–₯을 λ°›μ•„ ν˜•μ„±λœλ‹€κ³  보고, κ³ ν•™λ ₯ 전문 사무직 μ—¬μ„±λ“€μ˜ 일상적 μ‹œκ°„κ²½ν—˜μ΄ μ–΄λ– ν•œ μ‹œκ°„μ²΄κ³„ λ“€λ‘œ 이루어져 μžˆλŠ”μ§€, μ‹œκ°„μ²΄κ³„λ“€ κ°„μ˜ μ€‘μ²©μ˜ 정도와 양상은 μ–΄λ– ν•œμ§€, μ‹œκ°„μ²΄κ³„λ“€μ΄ μΆ©λŒν•˜λŠ” μƒν™©μ—μ„œ μ°Έμ—¬μžλ“€μ΄ μ–΄λ– ν•œ μ‹œκ°„μ „λž΅μ„ 톡해 λŒ€μ‘ν•΄ λ‚˜κ°€λŠ”μ§€λ₯Ό μ‚΄νŽ΄λ³΄μ•˜λ‹€. λ‚˜μ•„κ°€, 이듀이 λ°”μ¨μ˜ 감정을 λŠλΌλŠ” 양상과 κ·Έ 원인을 μ•Œμ•„λ³΄μ•˜λ‹€. μ…‹μ§Έ, μ •λ³΄ν…Œν¬λ†€λ‘œμ§€κ°€ μƒμ„±ν•œ μ‹œκ°„(ICT time)에 λŒ€ν•œ κ²½ν—˜μ„ μ•Œμ•„λ³΄κΈ° μœ„ν•΄μ„œ μ°Έμ—¬μžλ“€μ˜ μ •λ³΄ν…Œν¬λ†€λ‘œμ§€ μ‚¬μš©μ΄ μ‹œκ°„μ‚¬μš© ν–‰μœ„λ₯Ό μ–΄λ–»κ²Œ λ‹€λ₯΄κ²Œ ν•˜λŠ”μ§€, μ–΄λ– ν•œ μ‹œκ°„μ²΄κ³„λ“€κ³Ό μ ‘ν•©λ˜λ©΄μ„œ μ‹œκ°„κ²½ν—˜μ˜ 성격을 λ‹€λ₯΄κ²Œ ν•˜λŠ”μ§€λ₯Ό μ‚΄νŽ΄λ³΄μ•˜λ‹€. μ΄λŸ¬ν•œ μž‘μ—…λ“€μ„ 톡해, 바쁨과 μ‹œκ°„λΆ€μ‘±κ°μ΄ μ‚¬νšŒμ μœΌλ‘œ ν™•μ‚°λ˜λŠ” ν•œκ΅­ μ‚¬νšŒλ₯Ό μ§€λ°°ν•˜λŠ” μ‹œκ°„μ˜ λ§λ”Έλ¦¬λ–ΌλŠ” 무엇이며, 그것이 곡유되고 μžˆλŠ” μ§€ν˜•μ€ μ–΄λ– ν•œμ§€, κ·Έ μ‚¬νšŒβ€€λ¬Έν™”μ  원인과 μ˜λ―ΈλŠ” 무엇인지 μ•Œμ•„λ³΄μ•˜λ‹€. 뢄석 κ²°κ³Ό, 첫째 κ³ ν•™λ ₯ 전문 사무직 μ—¬μ„±λ“€μ˜ μƒμ• μ‹œκ°„ κ²½ν—˜μ€ IMF κ²½μ œμœ„κΈ° μ „ν›„ ν•œκ΅­ μ‚¬νšŒκ°€ μ‹ μžμœ μ£Όμ˜λ‘œ μ΄ν–‰ν•΄κ°€λ˜ μ‹œκΈ°μ˜ ν•œκ΅­μ‚¬νšŒμ˜ 역사적 μ‹œκ°„κ³Ό μ°Έμ—¬μž 개인의 μƒμ• μ‹œκ°„μ„ λ™μ‹œν™”(synchronization)ν•œ 양상에 따라 λ‹€λ₯΄κ²Œ λ‚˜νƒ€λ‚˜κ³  μžˆμ—ˆλ‹€. λ˜ν•œ, λ™μ‹œν™”μ˜ μƒμ• μ‹œκ°„ κ²½ν—˜μ€ 이듀이 정체성을 μž¬μ •λΉ„ν•˜κ³  μΌν•˜λŠ” μ£Όμ²΄λ‘œμ„œ 미래λ₯Ό κ°œμ²™ν•΄λ‚˜κ°€λŠ” 양상, κ²½μŸμ‚¬νšŒμ˜ μ‹œκ°„μ²΄κ³„μ™€μ˜ 관계λ₯Ό μ„€μ •ν•˜λŠ” 양상, κ³„κΈ‰μƒμŠΉ μ˜μ§€, κΈ°μ—…κ°€ 정신을 λ°œνœ˜ν•΄κ°€λŠ” 양상을 λ‹€λ₯΄κ²Œ λ§Œλ“€κ³  μžˆμ—ˆλ‹€. 이λ₯Ό λ³Έ μ—°κ΅¬μ—μ„œλŠ” μ‹ μžμœ μ£Όμ˜μ  ν†΅μΉ˜μ„±μ„ μˆ˜μš©ν•˜λŠ” μ–‘μƒμœΌλ‘œ λ³΄μ•˜κ³ , κ·Έ 양상이 λ…Έλ™μ˜ νŠΉμ„±, 직업 μ’…μ‚¬μƒμ˜ μ§€μœ„, κ³„κΈ‰ν™”λœ μ  λ”μ˜μ‹μ— 따라 λ‹€λ₯΄κ²Œ λ‚˜νƒ€λ‚˜λŠ” 양상을 λ³΄μ—¬μ£Όμ—ˆλ‹€. 특히, μ‹ μžμœ μ£Όμ˜ ν†΅μΉ˜μ„±μ„ λ‚΄λ©΄ν™”ν•˜λŠ” κ³Όμ •μ—μ„œ μ€‘μ‚°μΈ΅μ˜ κΈ°ν‘œλŠ” 기업가적 μžμ•„λ‘œμ„œμ˜ λ©΄λͺ¨λ₯Ό μ§€μ†μ μœΌλ‘œ μœ μ§€ν•΄κ°ˆ 수 μžˆλ„λ‘ ν•˜λŠ” μ€‘μš”ν•œ 역할을 ν•˜κ³  μžˆμ—ˆλ‹€. μ€‘μ‚°μΈ΅μ˜ κΈ°ν‘œλ₯Ό λ™μ›ν•΄μ„œ ν˜„μž¬λ³΄λ‹€ 더 높은 μˆ˜μ€€μ˜ λΌμ΄ν”„μŠ€νƒ€μΌκ³Ό μ‚Άμ˜ μ§ˆμ„ μΌμ’…μ˜ 이상ν–₯μœΌλ‘œμ„œ μ§€μ†μ μœΌλ‘œ μž¬μ„€μ •ν•¨μœΌλ‘œμ¨, κ³ ν•™λ ₯ 전문 사무직 여성듀은 μžμ‹ μ˜ ν˜„μž¬μ˜ μƒνƒœλ₯Ό λΆ€μ‘±ν•œ κ²ƒμœΌλ‘œμ„œ μ˜λ―Έμ§€μ›€ ν•˜κ³ , 기업가적 μžμ•„λ‘œμ„œ λŠμž„μ—†μ΄ 더 λ‚˜μ€ 미래λ₯Ό ν–₯ν•΄ μžκΈ°κ³„λ°œβ€€μžκΈ°λ³€ν˜•ν•΄ λ‚˜κ°€κ³  μžˆμ—ˆλ‹€. λ‘˜μ§Έ, μ΄λ“€μ˜ 일상적 μ‹œκ°„κ²½ν—˜μ€ μ‹ μžμœ μ£Όμ˜μ  ν†΅μΉ˜μ„±μ„ λ‚΄λ©΄ν™”ν•œ μ΄λ“€μΌμˆ˜λ‘ 보닀 더 λ§Žμ€ μ‹œκ°„μ²΄κ³„, 보닀 더 κ³ λ„ν™”λœ μ‹œκ°„μ²΄κ³„μ˜ 영ν–₯ ν•˜μ— ν˜•μ„±λ˜κ³  μžˆμ—ˆλ‹€. κ³ λ„ν™”λœ μ‹œκ°„μ²΄κ³„λ“€μ΄ μ„œλ‘œ μ€‘μ²©λ˜λ©΄μ„œ 일상적 μ‹œκ°„κ²½ν—˜μ€ 보닀 닀쀑적인 성격을 띠게 λ˜μ—ˆκ³ , μ΄λŠ” λ°”μ¨μ˜ 원인이 되고 μžˆμ—ˆλ‹€. κ³ ν•™λ ₯ 전문 사무직 μ—¬μ„±λ“€μ˜ μ‹œκ°„κ²½ν—˜μ€ μœ κΈ‰λ…Έλ™μ˜ μ‹œκ°„μ²΄κ³„, 쀑산측 κ°€μ‘±μƒν™œμ˜ μ‹œκ°„μ²΄κ³„, μ‚Άμ˜ μ§ˆμ„ μ€‘μ‹œν•˜λŠ” μ—¬κ°€β€€μ†ŒλΉ„μ˜ μ‹œκ°„μ²΄κ³„, μ  λ”ν™”λœ μ‹œκ°„μ²΄κ³„, κ²½μŸμ‚¬νšŒμ˜ μ‹œκ°„μ²΄κ³„λ‘œ κ΅¬μ„±λ˜μ–΄ μžˆμ—ˆκ³ , 이쀑 κ°€μ‘±μƒν™œμ˜ μ‹œκ°„μ²΄κ³„μ™€ μ—¬κ°€β€€μ†ŒλΉ„μ˜ μ‹œκ°„μ²΄κ³„κ°€ λ‹€μ–‘ν•œ μ‹œκ°„λ“€μ΄ λ³΅ν•©μ μœΌλ‘œ μ–½νžˆλŠ” κ²½ν—˜μ„ μ•ΌκΈ°ν•˜λ©΄μ„œ κ³ λ„μ˜ 바쁨을 μ•ΌκΈ°ν•˜λŠ” 주원인이 되고 μžˆμ—ˆλ‹€. μ΄λŸ¬ν•œ κ³ λ„μ˜ 바쁨과 λ‹€μ–‘ν•œ μ‹œκ°„μ²΄κ³„λ“€μ΄ μ€‘μ²©λ˜λŠ” κ²½ν—˜μ„ κ°€μž₯ μ§‘μ•½μ μœΌλ‘œ ν•˜λŠ” 이듀은 컀리어, κ°€μ‘±μƒν™œ, μ—¬μ„±μœΌλ‘œμ„œμ˜ 아름닀움 κ°€κΎΈκΈ° λ“± λ‹€μ–‘ν•œ μ‚Άμ˜ μ˜μ—­μ—μ„œ μžμ‹ μ˜ λŠ₯λ ₯을 λ°œνœ˜ν•˜κ³ μž ν•˜λŠ” 닀쀑적 정체성을 가진 νŒ”λ°©λ―ΈμΈν˜• λŠ₯λ ₯μžλ“€μ΄μ—ˆλ‹€. 이듀을 μ€‘μ‹¬μœΌλ‘œ μ‹œκ°„μ‚¬μš©μ˜ νš¨μš©μ„ κ·ΉλŒ€ν™”ν•˜κ³ , μ‚Άμ˜ μ§ˆμ„ λ†’μ΄λŠ” 데 κΈ°μ—¬ν•  수 μžˆλŠ” μ˜λ―Έμ§‘μ•½μ μΈ ν™œλ™λ“€μ„ μ΅œλŒ€ν™”ν•˜κ³ μž ν•˜λŠ” 의미효율적 μ‹œκ°„κ΄€λ¦¬ λ¬Έν™”κ°€ 곡유되고 μžˆμ—ˆμœΌλ©°, 이λ₯Ό κ³΅μœ ν•˜λŠ” 것이 μ„Έλ ¨λœ μ€‘μ‚°μΈ΅μœΌλ‘œμ„œμ˜ 정체성을 μƒμ§•ν•˜λŠ” κ²ƒμœΌλ‘œ 여겨지고 μžˆμ—ˆλ‹€. λ§ˆμ§€λ§‰μœΌλ‘œ, μ •λ³΄ν…Œν¬λ†€λ‘œμ§€ μ‚¬μš©μ€ μœ κΈ‰λ…Έλ™μ˜ μ‹œκ°„μ²΄κ³„μ™€ μ†ŒλΉ„β€€μ—¬κ°€μƒν™œμ˜ μ‹œκ°„μ²΄κ³„λ₯Ό κ³ λ„ν™”ν•˜λŠ” 데 주둜 μ‚¬μš©λ˜κ³  μžˆμ—ˆμœΌλ©°, κΈ°μ—…κ°€λ‘œμ„œμ˜ 삢을 κ²½μ˜β€€κ΄€λ¦¬ν•΄ λ‚˜κ°€λŠ” κ³Όμ •μ—μ„œ μ‹œκ°„κ²½ν—˜μ„ 보닀 μ‹¬ν™”β€€μ¦ν­μ‹œν‚€κ³  μžˆμ—ˆλ‹€. κ·Έ 양상은 μœ κΈ‰λ…Έλ™μ˜ μ‹œκ°„μ²΄κ³„μ™€ μ ‘ν•©λ˜λ©΄μ„œ μ—…λ¬΄μ˜ 속도λ₯Ό λΉ λ₯΄κ²Œ λ§Œλ“€κ±°λ‚˜, μ€‘μ‚°μΈ΅μ˜ λΌμ΄ν”„μŠ€νƒ€μΌμ„ μΆ”κ΅¬ν•˜κ³ μž ν•˜λŠ” μš•λ§μ„ 톡해 κ³ λ„ν™”λœ μ—¬κ°€β€€μ†ŒλΉ„μ˜ μ‹œκ°„μ²΄κ³„λ₯Ό 보닀 더 μ‹¬ν™”μ‹œν‚€λŠ” ν–‰μœ„λ“€λ‘œ λ‚˜νƒ€λ‚˜κ³  μžˆμ—ˆλ‹€. μ •λ³΄ν…Œν¬λ†€λ‘œμ§€ μ‚¬μš©μ„ 톡해 μœ κΈ‰λ…Έλ™μ˜ μ‹œκ°„μ²΄κ³„κ°€ κ³ λ„ν™”λ˜λŠ” ν˜„μƒμ€ 속도관련 노동 κ·œλ²”μ„ κΈ°μ—…κ°€ 정신을 가진 자율적 λ…Έλ™μžλ‘œμ„œμ˜ μ •μ²΄μ„±μœΌλ‘œ λ‚΄λ©΄ν™”ν•˜λŠ” κ²½μš°μ— λ‚˜νƒ€λ‚˜κ³  μžˆμ—ˆμœΌλ©°, μ—¬κ°€β€€μ†ŒλΉ„μ˜ μ‹œκ°„μ²΄κ³„κ°€ μ‹¬ν™”λ˜λŠ” 양상은 μ‚Άμ˜ μ§ˆμ„ κ³ μ–‘μ‹œν‚€κ³ μž ν•˜λŠ” κ°•ν•œ μ€‘μ‚°μΈ΅μ˜ λΌμ΄ν”„μŠ€νƒ€μΌμ— λŒ€ν•œ μš•λ§μ„ μ§€λ‹Œ 이듀을 μ€‘μ‹¬μœΌλ‘œ λ‚˜νƒ€λ‚˜κ³  μžˆμ—ˆλ‹€. λ˜ν•œ, μ •λ³΄ν…Œν¬λ†€λ‘œμ§€ μ‚¬μš©μ΄ μ‹œκ°„κ²½ν—˜μ„ μ‹¬ν™”μ‹œν‚€λŠ” 양상은 λ‹€μ–‘ν•œ μ‚Άμ˜ μ˜μ—­μ—μ„œ κΈ°μ—…κ°€ 정신을 λ°œνœ˜ν•˜κ³ μž ν•˜λŠ” 이듀, μ‹œκ°„μ²΄κ³„λ“€ κ°„μ˜ κ°ˆλ“±κ³Ό 바쁨을 κ²ͺλŠ” μ΄λ“€μ΄λΌλŠ” 것을 μ•Œ 수 μžˆμ—ˆλ‹€. λ³Έ 논문은 κ³ ν•™λ ₯ 전문 사무직 μ—¬μ„±λ“€μ˜ 닀차원적 μ‹œκ°„κ²½ν—˜μ΄ ν˜•μ„±λ˜λŠ” 양상을 μœ ν˜•λ³„λ‘œ λ‚˜λˆ„μ–΄ μ‚΄νŽ΄λ³΄μ•˜κ³ , 가속화 μ‚¬νšŒμ˜ μ‹œκ°„κ²½ν—˜μ΄ ν˜•μ„±λ˜λŠ” 양상을 λͺ¨λΈλ‘œ μ œμ‹œν–ˆλ‹€. λ³Έ 논문은 가속화 μ‚¬νšŒμ—μ„œμ˜ 일상적 μ‹œκ°„κ²½ν—˜μ΄ ν•œκ΅­ μ‚¬νšŒκ°€ μ‹ μžμœ μ£Όμ˜ μ‚¬νšŒλ‘œ μ§„μž…ν•˜λ©΄μ„œ μƒν’ˆν™”μ™€ κ°œμΈν™” 논리가 κΈ‰κ²©νžˆ ν™•μ‚°λ˜λ˜ μ‹œκΈ°μ— ν•œκ΅­μ‚¬νšŒμ˜ 역사적 μ‹œκ°„κ³Ό μƒμ• μ‹œκ°„μ„ λ™μ‹œν™”ν–ˆλŠ”μ§€ 여뢀에 따라 λ‹€λ₯΄κ²Œ λ‚˜νƒ€λ‚˜λ©°, λ™μ‹œν™”μ˜ κ²½ν—˜μ— λ”°λ₯Έ 정체성과 μ‹œκ°„μ „λ§μ˜ μž¬μ •λΉ„ 양상이 이후 μ‹ μžμœ μ£Όμ˜ μ‹œκ°„μž₯μΉ˜μ— μ£Όμ²΄ν™”λ˜λŠ” 정도에 영ν–₯을 λ―ΈμΉœλ‹€κ³  μ£Όμž₯ν–ˆλ‹€. μ‹ μžμœ μ£Όμ˜ μ‹œκ°„μž₯μΉ˜κ°€ μ‹œκ°„μ‚¬μš©μ˜ μ˜λ―Ένš¨μœ¨μ„±μ„ λ†’μ΄λŠ” μ‹œκ°„μ‚¬μš© 방식과 μƒν™œμ˜ μ§ˆμ„ ν–₯μƒμ‹œν‚€κΈ° μœ„ν•΄ ν™œλ™μ„ 세밀화 고도화할 것을 κΆŒμœ ν•˜λŠ” κ°€μš΄λ°, κ·Έ 영ν–₯ ν•˜μ— ν˜•μ„±λœ 일상적 μ‹œκ°„κ²½ν—˜μ€ 보닀 닀쀑적 고밀도인 성격을 λ λ©΄μ„œ 바쁨을 λ™λ°˜ν•˜κ³  μžˆμ—ˆλ‹€. κ·Έ κ³Όμ •μ—μ„œ μ •λ³΄ν…Œν¬λ†€λ‘œμ§€λŠ” λ‹€μ€‘μ β€€κ³ λ°€λ„μ˜ μ‹œκ°„κ²½ν—˜μ„ 보닀 μ‹¬ν™”μ‹œν‚€λ©΄μ„œ μ‹ μžμœ μ£Όμ˜ μ‹œκ°„μž₯치의 ν•œ μš”μ†Œλ‘œ μž‘λ™ν•˜λŠ” μΈ‘λ©΄κ³Ό μž₯μΉ˜μ— λŒ€ν•œ νƒˆμ£Όμ²΄ν™”μ™€ μ‹ μ„±λͺ¨λ…μ˜ 기회λ₯Ό μ œκ³΅ν•˜λŠ” 츑면을 λͺ¨λ‘ 보이고 μžˆμ—ˆλ‹€. λ˜ν•œ, λ³Έ μ—°κ΅¬μ—μ„œλŠ” μ„±μž₯κ³Όμ •μ—μ„œ κ°€μ‘±μ΄λΌλŠ” μ‚¬νšŒμ  μž₯(champ)μ—μ„œ μ²΄λ“ν•œ 독립적 주체이자, κ·ΌλŒ€ν™”λœ κ°œλ³„μžλ‘œμ„œμ˜ κ°œμΈμ˜μ‹μ΄ μ‹ μžμœ μ£Όμ˜ μ‚¬νšŒμ˜ μƒν’ˆν™”β€€κ°œμΈν™” 논리에 보닀 μ‰½κ²Œ 적응할 수 있게 ν•΄μ£ΌλŠ” 자본이 λ˜μ—ˆμŒμ„ λ³΄μ—¬μ£Όμ—ˆλ‹€.Time Experiences in Acceleration Society - women professionals' experiences on life-time, everyday time, and ICT time This study examines the ways in which women professionals experience different aspects of time: life-time, everyday time and ICT time. This dissertation develops its argument on the basis that time is complex and multiple, implicated in every aspect of human lives. In order to capture the complexity of time, this study re-conceptualized time experiences as having three different meanings: first, everyday time experiences as time usage and feelings about time as resources such as busyness, feeling of time shortage, time pressure, and time harriednesssecond, life-time experiences as relationships between historical time and an individual's life-timethird, information and communication technology(ICT) time as generated by using ICT. The study analyzed time diary data, auto-tracked data of computer usage, and qualitative data from in-depth interviews to see how women professionals experience time at three different levels. The results show that women professionals' experiences of everyday time differ depending on their life-time experiences especially when they entered labor market. The participants, in their 30s now, began their careers in the late 1990s and the early 2000s, when Korean society was going through tremendous social and economic changes to incorporate neo-liberalism into new socio-economic formations. The ways that the participants synchronized their life-time to the historical time of Korean society influenced their life-time strategies and identity from then on. Those who failed to adjust to the changed social and economic environments have worked as temporary workers, whose employment is insecure and thus future cannot be planned. Those who made it for a stable position in the labor market by synchronizing historical time and life-time need to become entrepreneurs of their own life to accommodate to the constantly changing markets with ever higher standards for workers. Women professionals were also under the influences of the neo-liberal discourses that interpellate them to become CEO mothers, who manage their family members' every aspect of lives to maximize productivity with given time, perfect women who construct their looks to middle-class feminine ideals, and to be leisure-seeking enthusiasts with preferences for "quality time". All these ideal images of women are neo-liberal in terms that they ask for individual freedom, free choice, and individual responsibility for their own lives. These ideals, all time-consuming, require more activities and more time, and for that, affect women professionals' everyday time experiences. The study showed women professionals who construct their identity under the high influences of the ideals of workers, mothers, women, and life-style seeker experience more time shortage and busyness. These, so-called " well-rounded women"'s having-it-all spirits , with the influences of the neo-liberal ideals result in constant desires for more quality time, for the higher standard for life-style, for more intense mothering roles, the more accomplishments and competency as workers, all heightened the complexity of their everyday time experiences. The desire to maximize meaningful activities with given time and to increase efficiencies of time use led to highly rationalized time strategies and time squeeze. In the end, these "well-rounded women" are those who experiences high level of busyness and time shortages, and these result from their constant desire to be entrepreneurs to attain the ideals of successful professionals with middle-class life styles. A key finding of the study is these neo-liberal ideals inducing the multiplicity and complexity of everyday time experiences happens only with those whose life-time experiences are formed on automatic synchronizations between life-time and historical time in neo-liberal historical transitions. The result of the study shows those "well-rounded women", who synchronized their life-time to the drastically changing social and historical time with no strenuous efforts, are more inclined to identify with the neo-liberal ideals of entrepreneurs and thus to make their everyday time experiences more multiple and complex. Based on these findings, this dissertation makes an argument different life-time experiences in the historically transitions toward neo-liberal social and economical formations in the late 90s and the early 2000s in Korea led to differences in everyday time experiences now.1μž₯. μ„œλ‘  1 1절. 문제제기 1 2절. μ—°κ΅¬μ˜ μ‹œκ° 및 μ£Όμš” κ°œλ…μ •μ˜ 6 3절. κΈ€μ˜ ꡬ성 7 2μž₯. 선행연ꡬ 및 이둠의 κ²€ν†  10 1절. 가속화 ν˜„μƒκ³Ό μ‹œκ°„κ²½ν—˜ 11 1. 가속화 μ‚¬νšŒ 이둠 12 1) μ •λ³΄ν…Œν¬λ†€λ‘œμ§€ λ°œμ „κ³Ό 가속화 12 2) μ‚¬νšŒλ³€ν™” κ°€μ†ν™”μ˜ κ²½ν—˜μ  척도: 일&#8228κ°€μ‘± 체제의 λ³€ν™” 14 2. 가속화 μ‚¬νšŒμ™€ 일상적 μ‹œκ°„κ²½ν—˜ 16 1) μ‹œκ°„λΆ€μ‘±κ°(time scarcity)κ³Ό 바쁨 17 2) μ‚¬νšŒλ³€ν™”μ˜ 가속화에 λ”°λ₯Έ λ―Έλž˜μ— λŒ€ν•œ λΆˆν™•μ‹€μ„± 20 2절. 가속화 μ‚¬νšŒμ™€ μΌν•˜λŠ” κΈ°ν˜Όμ—¬μ„±λ“€μ˜ μ‹œκ°„κ²½ν—˜ 23 1. μΌν•˜λŠ” κΈ°ν˜Όμ—¬μ„±λ“€μ˜ μ‹œκ°„λΆ€μ‘±κ°κ³Ό 일상적 μ‹œκ°„μ „λž΅λ“€ 23 2. μΌν•˜λŠ” κΈ°ν˜Όμ—¬μ„±λ“€μ˜ μƒμ• μ‹œκ°„ μ „λž΅ 27 3. μ—¬μ„±λ“€μ˜ μ‹œκ°„κ²½ν—˜: 생물학적 μ„±μ˜ μ‹œκ°„, μ  λ”ν™”λœ μ‹œκ°„ 29 3절. μ‹œκ°„κ²½ν—˜κ³Ό 정체성 32 1. μ‹œκ°„κ²½ν—˜κ³Ό μ •μ²΄μ„±μ˜ μƒν˜Έλ°°νƒœμ„± 32 2. μ‹œκ°„κ²½ν—˜κ³Ό 슈츠, λΆ€λ₯΄λ””μ™Έμ˜ ν˜„μƒν•™μ &#8228μ‚¬νšŒν–‰μœ„λ‘ μ  μ‹œκ°„λ‘  34 3. μ‹œκ°„μ˜ 흐름과 리쾨λ₯΄μ˜ λ‚΄λŸ¬ν‹°λΈŒ 정체성 37 4절. μ‚¬νšŒμ  μ‹œκ°„λ“€κ³Ό 닀쀑적&#8228볡합적 μ‹œκ°„κ²½ν—˜ 39 1. μ‚¬νšŒμ  μ‹œκ°„κ³Ό μ‹œκ°„μ˜ 망딸리떼 39 2. μΌμƒμƒν™œμ„ κ΅μ°¨ν•˜λŠ” λ‹€μ–‘ν•œ μ‹œκ°„ 체계듀(temporal regimes) 42 1) μ‹œκ°„μ²΄κ³„λ“€ κ°„μ˜ κ°ˆλ“±κ³Ό νƒ€ν˜‘ 42 2) μ •λ³΄ν…Œν¬λ†€λ‘œμ§€ μ‚¬μš©κ³Ό μ‹œκ°„μ²΄κ³„λ“€μ˜ 쀑첩&#8228쑰율 46 3. μƒˆλ‘œμš΄ μ‹œκ°„μ²΄κ³„μ˜ λ“±μž₯, μ‹œκ°„μ²΄κ³„μ˜ 고도화 51 1) μ–‘μ§ˆμ˜ μ—¬κ°€λ₯Ό μ€‘μ‹œν•˜λŠ” μ‹œκ°„μ²΄κ³„μ˜ λ“±μž₯ 51 2) μ—¬μ„±μœΌλ‘œμ„œμ˜ μ™Έλͺ¨κ΄€λ¦¬μ˜ μ‹œκ°„μ²΄κ³„ 52 3) λ…Έλ™μžλ‘œμ„œμ˜ μžκΈ°κ³„λ°œμ„ κ΄€μž₯ν•˜λŠ” μ‹œκ°„μ²΄κ³„ 53 4) μ†ŒλΉ„μ˜ 열망을 κ°€μ†ν™”ν•˜λŠ” μ†ŒλΉ„μ˜ μ‹œκ°„μ²΄κ³„ 54 5절. μ‹ μžμœ μ£Όμ˜ μ‚¬νšŒμ™€ κΈ°μ—…κ°€ μ •μ‹ μ˜ ν™•μ‚° 56 1. λ―Έλž˜μ— λŒ€ν•œ λΆˆν™•μ‹€μ„±κ³Ό κΈ°μ—…κ°€λ‘œμ„œμ˜ λ…Έλ™μž 56 2. κ΄€λ¦¬μž&#8228경영자 μ–΄λ¨Έλ‹ˆ μƒμ˜ λ“±μž₯κ³Ό κ°€μ‘±μƒν™œμ˜ 고도화 60 6절. μ‹ μžμœ μ£Όμ˜ ν†΅μΉ˜μ„±κ³Ό μžκΈ°μ— λŒ€ν•œ 윀리 63 1. μ‹ μžμœ μ£Όμ˜ ν†΅μΉ˜μ„±κ³Ό μž₯치(dispositif) 63 2. 주체화 ꢌλ ₯에 κ· μ—΄ λ§Œλ“€κΈ°: 자기의 ν…Œν¬λ†€λ‘œμ§€μ™€ μ‹ μ„±λͺ¨λ… 66 7절. μ†Œκ²° 71 1. μ„ ν–‰ μ—°κ΅¬μ˜ 이둠적&#8228방법둠적 ν•œκ³„ 71 2. λ³Έ μ—°κ΅¬μ˜ 이둠적 ν‹€ 75 1) μ‹œκ°„κ²½ν—˜μ˜ κ°œλ…ν™” 75 2) μ‹œκ°„μ²΄κ³„μ˜ ν•˜μœ„μ°¨μ›λ“€ 77 3μž₯. μ—°κ΅¬λ¬Έμ œ, μ—°κ΅¬λŒ€μƒ, 연ꡬ방법 81 1절. μ—°κ΅¬λ¬Έμ œ 81 2절. 연ꡬ μ°Έμ—¬μž μ„ μ •κ³Ό μžλ£Œμˆ˜μ§‘ 84 1. 연ꡬ μ°Έμ—¬μž μ„ μ •κ³Ό λͺ¨μ§‘κ³Όμ • 84 2. μžλ£Œμˆ˜μ§‘ 방법과 μˆ˜μ§‘λœ 자료의 μ’…λ₯˜ 89 1) μ‹œκ°„μΌμ§€ μžλ£Œμ™€ 컴퓨터 μ‚¬μš© 둜그 자료 89 2) 심측 인터뷰 자료 90 3절. 자료의 뢄석 93 1. 일상적 μ‹œκ°„(everyday time) 뢄석 93 1) μ‹œκ°„ μ‚¬μš©λŸ‰ 뢄석 93 2) μ‹œκ°„ 체계 뢄석 95 2. μ •λ³΄ν…Œν¬λ†€λ‘œμ§€ μ‚¬μš©μ–‘μƒκ³Ό κ·Έ μ˜λ―Έμ— λŒ€ν•œ 뢄석 96 3. μƒμ• μ‹œκ°„(life time) 뢄석: λ‚΄λŸ¬ν‹°λΈŒ 정체성과 μ‹œκ°„μ „λ§λΆ„μ„ 98 1) 쑴재둠적 μžμ•„(idem) 뢄석 99 2) λ‚΄λŸ¬ν‹°λΈŒ 정체성(ipse) 뢄석 100 3) μ‹œκ°„μ „λ§(time perspective) 뢄석 101 4μž₯. μƒμ• μ‹œκ°„(life time) κ²½ν—˜κ³Ό 정체성 102 1절. κ³ ν•™λ ₯ μ „λ¬Έ&#8228사무직 μ—¬μ„±λ“€μ˜ 역사적 μ‹œκ°„&#8228μƒμ• μ‹œκ°„μ˜ λ™μ‹œν™”μ–‘μƒ 102 2절. κ³ ν•™λ ₯ μ „λ¬Έ&#8228사무직 μ—¬μ„±λ“€μ˜ λ‚΄λŸ¬ν‹°λΈŒμ •μ²΄μ„±κ³Ό μ‹œκ°„μ „λ§ 111 1. λ‹¨μˆœμ‚¬λ¬΄μ§ μ’…μ‚¬μž: κΈ°μ‘΄ μ§ˆμ„œ μ•ˆμ£Όμž 정체성과 짧은 μ‹œκ°„μ „λ§ 113 1) 직업정체성 μ‘°μ •κ³Ό μ‹œκ°„μ „λ§μ˜ μΆ•μ†Œ 113 2) ν•™λ²Œ μ€‘μ‹¬μ˜ μ‚¬νšŒμ  인정담둠 117 2. ITμ—… μ’…μ‚¬μž: μž¬λ―ΈμΆ”κ΅¬ν˜• λ³€ν™”μ μ‘μž 정체성과 짧은 μ‹œκ°„μ „λ§ 120 1) 인터넷 일을 ν•˜λŠ” μ΄λ‘œμ„œμ˜ 정체성 121 2) 미래의 λΆˆν™•μ‹€μ„±μ— λŒ€μ²˜ν•˜λŠ” λ‚΄λŸ¬ν‹°λΈŒ μ „λž΅λ“€ 126 3. 전문직 μ’…μ‚¬μž: μ»€λ¦¬μ–΄μΆ”κ΅¬ν˜• λŠ₯λ ₯자 정체성과 κΈ΄ μ‹œκ°„μ „λ§ 130 4. 연ꡬ직&#8228사무직 μ’…μ‚¬μž: νŒ”λ°©λ―ΈμΈν˜• λŠ₯λ ₯자 정체성과 κΈ΄ μ‹œκ°„μ „λ§ 135 5. λŠ₯λ ₯μžλ“€μ˜ κΈ΄ μ‹œκ°„μ „λ§κ³Ό 가정법 μ†μ˜ μžμ•„(if only self) 139 3절. μ†Œκ²° 144 5μž₯. 일상적 μ‹œκ°„(everyday time) κ²½ν—˜ 151 1절. κ³ ν•™λ ₯ μ „λ¬Έ&#8228사무직 μ—¬μ„±λ“€μ˜ μƒν™œμ‹œκ°„ νŒ¨ν„΄κ³Ό κ·Έ νŠΉμ§• 152 2절. λ‹€μ–‘ν•œ μ‹œκ°„μ²΄κ³„λ“€ κ°„μ˜ 좩돌 및 νƒ€ν˜‘ 양상 159 1. 쀑산측 κ°€μ‘±μƒν™œμ˜ μ‹œκ°„μ²΄κ³„μ— λŒ€ν•œ κ²½ν—˜ 159 1) 쀑산측 κ°€μ‘±μƒν™œμ˜ μ‹œκ°„μ²΄κ³„μ˜ λ³΅ν•©μ‹œκ°„μ„±κ³Ό κ·Έ 쑰율 μ „λž΅λ“€ 159 2) νŒ”λ°©λ―ΈμΈν˜• λŠ₯λ ₯μžμ™€ μ»€λ¦¬μ–΄μΆ”κ΅¬ν˜• λŠ₯λ ₯자의 μƒμ΄ν•œ μ‹œκ°„μ „λž΅λ“€ 164 2. μ—¬κ°€&#8228μ†ŒλΉ„μ˜ μ‹œκ°„μ²΄κ³„λ“€μ— λŒ€ν•œ κ²½ν—˜ 167 1) μž¬λ―ΈμΆ”κ΅¬ν˜• λ³€ν™”μ μ‘μž: μ—¬κ°€μƒν™œμ˜ μ‹œκ°„μ²΄κ³„ vs. λŒλ΄„μ˜ μ‹œκ°„μ²΄κ³„ 168 2) μž¬λ―ΈμΆ”κ΅¬ν˜• λ³€ν™”μ μ‘μž: μ—¬κ°€μƒν™œμ˜ μ‹œκ°„μ²΄κ³„ vs. κ°€μ‚¬λ…Έλ™μ˜ μ‹œκ°„μ²΄κ³„ 170 3) νŒ”λ°©λ―ΈμΈν˜• λŠ₯λ ₯자: κ³ λ„ν™”λœ μ‹œκ°„μ²΄κ³„λ“€μ˜ 좩돌과 μ‹œκ°„μ••μ°© μ „λž΅ 172 3. 의미효율적 μ‹œκ°„κ΄€λ¦¬ 문화와 λ°”μ¨μ˜ μ‚¬νšŒ&#8228문화적 의미 177 1) 의미효율적 μ‹œκ°„κ΄€λ¦¬ 문화와 νŒ”λ°©λ―ΈμΈν˜• λŠ₯λ ₯자 μ •μ²΄μ„±μ˜ κ΅¬ν˜„ 177 2) μ„Έλ ¨λœ 쀑산측 μ—˜λ¦¬νŠΈ ν˜„μƒμœΌλ‘œμ„œμ˜ 바쁨 178 3절. 정체성 μ „λž΅μ„ ν†΅ν•œ μ‹œκ°„μ²΄κ³„λ“€ κ°„μ˜ 좩돌 배제 181 1. μ»€λ¦¬μ–΄μΆ”κ΅¬ν˜• λŠ₯λ ₯자: 직업정체성과 μ»€λ¦¬μ–΄λ°œμ „μ˜ μ‹œκ°„μ²΄κ³„ μ€‘μ‹¬μ˜ κ²½ν—˜ 182 2. κΈ°μ‘΄ μ§ˆμ„œ μ•ˆμ£Όμž: μ–΄λ¨Έλ‹ˆμ •μ²΄μ„±κ³Ό κ°€μ‘±μƒν™œμ˜ μ‹œκ°„μ²΄κ³„ μ€‘μ‹¬μ˜ κ²½ν—˜ 184 4절. κ²½μŸμ‚¬νšŒμ˜ μ‹œκ°„μ²΄κ³„μ— λŒ€ν•œ 인식과 μ‹œκ°„μ••λ°•κ° 185 1. κ²½μŸμ‚¬νšŒμ˜ μ‹œκ°„μ²΄κ³„μ˜ λ‚΄λ©΄ν™”, ν˜Ήμ€ μ‹ μ„±λͺ¨λ… 186 2. μžλ…€κ΅μœ‘ 경쟁의 μ‹œκ°„μ²΄κ³„λ₯Ό λ”°λ₯΄κΈ° μœ„ν•œ 가쑱관리 노동 191 5절. μ  λ”ν™”λœ μ‹œκ°„μ²΄κ³„λ‘œ μΈν•œ μ‹œκ°„κ°ˆλ“±κ³Ό κ·Έ νƒ€ν˜‘μ „λž΅ 194 1. ν‡΄κ·Όμ‹œκ°„μ˜ μ••λ°•κ³Ό μ—…λ¬΄μ‹œκ°„μ˜ 밀도 높이기 195 2. μœ‘μ•„μ˜ 리듬 vs. μœ κΈ‰λ…Έλ™μ˜ μ‹œκ°„μ²΄κ³„μ˜ 좩돌 197 3. κ²½μ œν™œλ™μ˜ μžλ³Έν™”μ™€ κ°€μ‘±λ“€μ˜ μ‹œκ°„ 빌렀 μ“°κΈ° 200 6절. μ†Œκ²° 207 6μž₯. μ •λ³΄ν…Œν¬λ†€λ‘œμ§€ μ‚¬μš©κ³Ό 일상적 μ‹œκ°„κ²½ν—˜ 213 1절. μ •λ³΄ν…Œν¬λ†€λ‘œμ§€ μ‚¬μš©κ³Ό μ‹œκ°„μ²΄κ³„μ˜ 접합양상 215 1. μ •λ³΄ν…Œν¬λ†€λ‘œμ§€ μ‚¬μš©κ³Ό μ‹œκ°„μ²΄κ³„μ˜ 접합양상에 λ”°λ₯Έ μ°Έμ—¬μž λΆ„λ₯˜ 215 2. μ‹œκ°„κ΄€λ¦¬μ˜ λ°©ν•΄μžλ‘œ κ°€μ •μ—μ„œ λ°°μ œλ˜λŠ” μ •λ³΄ν…Œν¬λ†€λ‘œμ§€ 221 2절. μž¬λ―ΈμΆ”κ΅¬ν˜• λ³€ν™”μ μ‘μžμ˜ μ •λ³΄ν…Œν¬λ†€λ‘œμ§€ μ‚¬μš©κ³Ό μ‹œκ°„κ²½ν—˜ 227 1. μ •λ³΄ν…Œν¬λ†€λ‘œμ§€ μ‚¬μš©κ³Ό μœ κΈ‰λ…Έλ™μ˜ μ‹œκ°„μ²΄κ³„μ˜ κ°•ν™” 227 1) μ†λ„μ˜ κ²½ν—˜ 227 2) λΉ λ₯Έ 회기(session) μ „ν™˜κ³Ό μ‹œκ°„μ˜ νŒŒνŽΈν™” 232 2. μ •λ³΄ν…Œν¬λ†€λ‘œμ§€μ™€ μœ κΈ‰λ…Έλ™μ˜ μ‹œκ°„μ²΄κ³„μ˜ κ²°ν•©κ³Ό μ‹œκ°„μž₯치의 μž‘λ™ 235 3. μ •λ³΄ν…Œν¬λ†€λ‘œμ§€ μ‚¬μš©κ³Ό μ†λ„μ˜ 이면: 얕은 집쀑과 주의의 λΆ„μ‚° 239 4. μ‹œκ°„ μž₯치의 κ· μ—΄κ³Ό μž¬ν¬μ„­: μ—¬κ°€ν™”&#8228λ―Έλ””μ–΄ν™”λœ μ†ŒλΉ„ 242 3절. νŒ”λ°©λ―ΈμΈν˜• λŠ₯λ ₯자의 μ •λ³΄ν…Œν¬λ†€λ‘œμ§€ μ‚¬μš©κ³Ό μ‹œκ°„κ²½ν—˜ 248 1. μ •λ³΄ν…Œν¬λ†€λ‘œμ§€ μ‚¬μš©κ³Ό λ‹€μ–‘ν•œ μ‹œκ°„μ²΄κ³„λ“€ κ°„μ˜ μ „ν™˜ 248 2. 인터넷 정보노동과 μ†ŒλΉ„μ˜ μ‹œκ°„μ²΄κ³„μ˜ κ°•ν™”&#8228고도화 253 3. μ†ŒλΉ„μ˜ μ‹œκ°„μ²΄κ³„μ— λŒ€ν•œ μ„±μ°°κ³Ό μ •λ³΄ν…Œν¬λ†€λ‘œμ§€ μ‚¬μš©μ— λŒ€ν•œ 규율 257 4절. κΈ°μ‘΄ μ§ˆμ„œ μ•ˆμ£Όμžμ˜ μ •λ³΄ν…Œν¬λ†€λ‘œμ§€ μ‚¬μš©κ³Ό μ‹œκ°„κ²½ν—˜ 259 1. μ •λ³΄ν…Œν¬λ†€λ‘œμ§€ μ‚¬μš©μ΄ μƒμ„±ν•˜λŠ” ν•« 슀팟과 λΆˆκ·œμΉ™ν•œ 노동리듬 260 2. μ •λ³΄ν…Œν¬λ†€λ‘œμ§€ μ‚¬μš©κ³Ό λŠμŠ¨ν•œ μ—¬κ°€μ˜ μ‹œκ°„μ²΄κ³„μ˜ κ²½ν—˜ 263 5절. μ†Œκ²° 268 7μž₯. 닀차원적 μ‹œκ°„κ²½ν—˜μ˜ ν˜•μ„±κ³Όμ •κ³Ό κ·Έ μœ ν˜• 274 1절. 닀차원적 μ‹œκ°„κ²½ν—˜κ³Ό μ‹ μžμœ μ£Όμ˜ μ‹œκ°„μž₯치의 μž‘λ™μ–‘μƒ 274 1. κΈ°μ‘΄ μ§ˆμ„œ μ•ˆμ£Όμž: μ  λ”ν™”λœ κ°€μ‘±μ£Όμ˜ μ•„λΉ„νˆ¬μŠ€μ™€ λŠμŠ¨ν•œ μ‹œκ°„κ²½ν—˜ 278 2. μ»€λ¦¬μ–΄μΆ”κ΅¬ν˜• λŠ₯λ ₯자: λ…λ¦½λœ μ£Όμ²΄μ˜μ‹κ³Ό μ‹ μžμœ μ£Όμ˜ μ‹œκ°„μž₯μΉ˜μ— λŒ€ν•œ 이쀑적 관계 285 3. νŒ”λ°©λ―ΈμΈν˜• λŠ₯λ ₯자: ν†΅μΉ˜μ„± μΉœν™”μ  μ•„λΉ„νˆ¬μŠ€μ™€ μž₯μΉ˜μ— μ˜ν•œ 주체화 290 4. μž¬λ―ΈμΆ”κ΅¬μ  λ³€ν™”μ μ‘μž: 자유주의적 μ•„λΉ„νˆ¬μŠ€μ™€ κΈ°μ—…κ°€ μ •μ‹ μ˜ 발휘 296 2절. μ†Œκ²° 301 8μž₯. κ²°λ‘  308 1절. μ—°κ΅¬κ²°κ³Όμ˜ μš”μ•½ 308 2절. μ—°κ΅¬κ²°κ³Όμ˜ λ…Όμ˜ 311 1. μš•λ§μ˜ μ •μΉ˜κ°€ μ•ΌκΈ°ν•˜λŠ” ν˜„μž¬λ‘œλΆ€ν„°μ˜ μ†Œμ™Έμ™€ λ°”μ¨μ˜ 의미 311 2. 가속화와 μ‹ μžμœ μ£Όμ˜ μ‹œκ°„μž₯치λ₯Ό λ‘˜λŸ¬μ‹Ό μ‹œκ°„μ •μΉ˜μ˜ ν•¨μ˜ 314 3. κ°œμΈμ„±μ˜ λΆˆκ· λ“±ν•œ ν™•μ‚°κ³Ό κ³„μΈ΅ν™”λœ μ‹œκ°„κ²½ν—˜ 318 4. μ‹ μžμœ μ£Όμ˜ μ‹œκ°„μž₯μΉ˜λ‘œμ„œμ˜ μ •λ³΄ν…Œν¬λ†€λ‘œμ§€μ™€ κ·Έ μž‘λ™ 322 3절. μ—°κ΅¬μ˜ ν•œκ³„ 및 후속 연ꡬλ₯Ό μœ„ν•œ μ œμ–Έ 324 9μž₯. μ°Έκ³ λ¬Έν—Œ 327 뢀둝 352Docto

    Exploring Teachers Responsive Teaching Practice in Argumentation-based Science Classroom: Focusing on Structural and Dialogical Aspects of Argument

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    ν•™μœ„λ…Όλ¬Έ (석사)-- μ„œμšΈλŒ€ν•™κ΅ λŒ€ν•™μ› : μ‚¬λ²”λŒ€ν•™ κ³Όν•™κ΅μœ‘κ³Ό, 2018. 2. 김희백.λ³Έ μ—°κ΅¬μ˜ λͺ©μ μ€ λ…Όλ³€ 쀑심 κ³Όν•™ μˆ˜μ—…μ—μ„œ κ΅μ‚¬μ˜ λ°˜μ‘μ  λ°œν™”κ°€ ν•™μƒλ“€μ˜ λ…Όλ³€ ν™œλ™μ— μ–΄λ– ν•œ 영ν–₯을 λ―ΈμΉ˜λŠ”μ§€ μˆ˜μ—… 사둀λ₯Ό νƒμƒ‰ν•¨μœΌλ‘œμ¨ λ°˜μ‘μ  ꡐ수 μ‹€ν–‰ μ „λž΅μ„ μ œμ•ˆν•˜λŠ” 것이닀. λ…Όλ³€ μˆ˜μ—…μ˜ κ²½ν—˜μ΄ μ—†λŠ” 쀑학ꡐ ꡐ사 2λͺ…κ³Ό 학생 57λͺ…이 연ꡬ에 μ°Έμ—¬ν•˜μ˜€μœΌλ©° 자극과 λ°˜μ‘ 단원을 μ€‘μ‹¬μœΌλ‘œ λ…Όλ³€ ν™œλ™ μ€‘μ‹¬μ˜ κ³Όν•™ μˆ˜μ—…μ΄ μ΄λ£¨μ–΄μ‘Œλ‹€. λͺ¨λ“  μˆ˜μ—…κ³Ό μΈν„°λ·°λŠ” λ…Ήν™”, λ…ΉμŒ ν›„ μ „μ‚¬ν•˜μ—¬ μ£Όμš” 뢄석 자료둜 ν™œμš©ν•˜μ˜€λ‹€. κ·Όκ±° 이둠에 따라 두 κ΅μ‚¬μ˜ λ°˜μ‘μ  λ°œν™”λ₯Ό μœ ν˜•ν™”ν•˜μ—¬ λ…Όλ³€μ˜ κ΅¬μ‘°μ β€§λŒ€ν™”μ  츑면으둜 λ²”μ£Όν™”ν•˜μ˜€μœΌλ©°, 이λ₯Ό ν† λŒ€λ‘œ κ΅μ‚¬μ˜ λ°˜μ‘μ  ꡐ수 싀행이 λ“œλŸ¬λ‚œ μˆ˜μ—… 사둀λ₯Ό μ€‘μ‹¬μœΌλ‘œ 질적 뢄석을 μˆ˜ν–‰ν•˜μ˜€λ‹€. 연ꡬ κ²°κ³Ό 두 κ΅μ‚¬λŠ” λ…Όλ³€μ˜ λŒ€ν™”μ  μΈ‘λ©΄ λ³΄λ‹€λŠ” ꡬ쑰적 츑면에 주둜 λ°˜μ‘ν•˜μ˜€λŠ”λ°, 특히 전체 λ…Όμ˜ λ³΄λ‹€λŠ” μ†Œμ§‘λ‹¨ ν™œλ™μ—μ„œ μ΄λŸ¬ν•œ 양상이 λ‘λ“œλŸ¬μ‘Œλ‹€. μ΄λŠ” ν•œ λͺ…μ˜ ꡐ사가 짧은 μ‹œκ°„ 내에 μ—¬λŸ¬ μ†Œμ§‘λ‹¨μ— κ°œμž…ν•΄μ•Ό ν•˜λŠ” κ΅μ‹€μ˜ 상황과 λ…Όλ³€ ν™œλ™μ˜ ꡬ쑰적 츑면에 주된 λͺ©ν‘œλ₯Ό λ‘” κ΅μ‚¬μ˜ 인식이 μ£Όμš” μš”μΈμ΄μ—ˆλ‹€. λ…Όλ³€μ˜ ꡬ쑰적 츑면에 λŒ€ν•œ κ΅μ‚¬μ˜ λ°˜μ‘μ  λ°œν™” 쀑 ν•™μƒμ˜ 사고λ₯Ό νƒμƒ‰ν•˜κ±°λ‚˜ 좔둠을 μ΄‰μ§„ν•˜λŠ” λ°œν™”λŠ” 학생듀이 μžμ‹ μ˜ 사고λ₯Ό λ“œλŸ¬λ‚΄κ³  μˆ˜μ—…μ˜ λͺ©ν‘œλ₯Ό μΈμ‹ν•˜λ©° μΆ”λ‘ μ˜ μ±…μž„μ„ κ°–κ³  슀슀둜 사고해 λ‚˜κ°€λ„λ‘ μ§€μ›ν•˜μ˜€λ‹€. λ…Όλ³€μ˜ λŒ€ν™”μ  츑면에 λŒ€ν•œ κ΅μ‚¬μ˜ λ°˜μ‘μ  λ°œν™”λŠ” 주둜 5μ°¨μ‹œ μˆ˜μ—…μ˜ 전체 λ…Όμ˜μ—μ„œ λ‹€μˆ˜ λ‚˜νƒ€λ‚¬λŠ”λ° μ†Œμ§‘λ‹¨ κ°„ λ…Όλ³€μ˜ 차이λ₯Ό λͺ…ν™•νžˆ 보여쀀 μˆ˜μ—… κ³Όμ œκ°€ λŒ€ν™”μ  μƒν˜Έμž‘μš© μ΄‰μ§„μ˜ 기회λ₯Ό μ œκ³΅ν•˜μ˜€λ‹€. 이 λ•Œ κ΅μ‚¬μ˜ λ…Όλ³€ κ°„ 곡톡점과 차이점을 λΆ€κ°μ‹œν‚€λŠ” λ°œν™”, μ†Œμ§‘λ‹¨μ˜ 논변을 ν•™κΈ‰ 전체에 λ°œν‘œν•˜κ²Œ ν•˜λŠ” λ°œν™”, νŠΉμ •ν•œ 학생을 지λͺ©ν•˜μ—¬ 논변을 κ²€μ¦ν•˜κ³  ν‰κ°€ν•˜κ²Œ ν•œ λ°œν™”λ“€μ€ μ†Œμ§‘λ‹¨ κ°„ λ…Όλ³€μ˜ 차이λ₯Ό λͺ…ν™•νžˆ λ“œλŸ¬λ‚΄κ²Œ ν•˜μ—¬ μ†Œμ§‘λ‹¨ κ°„ 검증과 λ°˜λ°•μ„ μ΄λŒμ—ˆκ³ , μ„œλ‘œ λ‹€λ₯Έ μ£Όμž₯을 담은 λ…Όλ³€ κ°„μ˜ 연결을 μ§€μ†μ μœΌλ‘œ μ§€μ›ν•˜λ©° λŒ€ν™”μ  μƒν˜Έμž‘μš©μ„ μ΄‰μ§„ν•˜μ˜€λ‹€. μ΄λŸ¬ν•œ κ²°κ³Όλ₯Ό λ°”νƒ•μœΌλ‘œ λ…Όλ³€ ν™œλ™μ—μ„œ κ΅μ‚¬μ˜ λ°˜μ‘μ  ꡐ수 싀행을 μœ„ν•œ ꡐ수 μ „λž΅μ„ μ œμ–Έν•˜μ˜€λ‹€.제 1 μž₯ μ„œλ‘  1 1. μ—°κ΅¬μ˜ ν•„μš”μ„± 1 2. 연ꡬ λͺ©μ  및 연ꡬ 문제 5 제 2 μž₯ 이둠적 λ°°κ²½ 6 1. κ³Όν•™ ꡐ윑과 λ…Όλ³€ ν™œλ™ 6 1.1 κ³Όν•™ λ…Όλ³€ ν™œλ™ 6 1.2 λ…Όλ³€ ν™œλ™μ„ μ§€μ›ν•˜λŠ” κ΅μ‚¬μ˜ μ—­ν•  7 2. λ°˜μ‘μ  ꡐ수 9 2.1 λ°˜μ‘μ  ꡐ수의 ν•„μš”μ„± 9 2.2 λ°˜μ‘μ  κ΅μˆ˜μ™€ κ΄€λ ¨λœ μ—°κ΅¬μ˜ 흐름 10 제 3 μž₯ 연ꡬ 방법 및 절차 14 1. 연ꡬ μ°Έμ—¬μž 14 2. μˆ˜μ—… κ³Όμ • 15 3. 자료의 μˆ˜μ§‘ 17 4. 자료의 뢄석 17 제 4 μž₯ 연ꡬ κ²°κ³Ό 및 λ…Όμ˜ 24 1. λ…Όλ³€μ˜ κ΅¬μ‘°μ λŒ€ν™”μ  츑면에 λŒ€ν•œ 두 κ΅μ‚¬μ˜ λ°˜μ‘μ„±μ˜ νŠΉμ§• 24 2. λ…Όλ³€μ˜ ꡬ쑰적 츑면에 λŒ€ν•œ λ°˜μ‘μ„± 29 2.1 κ΅μ‚¬μ˜ λ°˜μ‘μ  λ°œν™”κ°€ λ…Όλ³€μ˜ μˆ˜μ€€μ„ 높인 사둀 29 2.2 κ΅μ‚¬μ˜ λ°˜μ‘μ  λ°œν™”κ°€ μΆ”λ‘ μ˜ 과정을 μ€‘λ‹¨μ‹œν‚¨ 사둀 34 3. λ…Όλ³€μ˜ λŒ€ν™”μ  츑면에 λŒ€ν•œ λ°˜μ‘μ„± 38 3.1 κ΅μ‚¬μ˜ λ°˜μ‘μ  λ°œν™”κ°€ 학생 κ°„ λŒ€ν™”μ  μƒν˜Έμž‘μš©μ„ μ΄‰μ§„μ‹œν‚¨ 사둀 38 3.2 κ΅μ‚¬μ˜ λ°˜μ‘μ  λ°œν™”κ°€ 학생 κ°„ λŒ€ν™”μ  μƒν˜Έμž‘μš©μ„ μ€‘λ‹¨μ‹œν‚¨ 사둀 46 4. 5μ°¨μ‹œ 전체 λ…Όμ˜μ—μ„œ λŒ€ν™”μ  μƒν˜Έμž‘μš©μ˜ 촉진 λ§₯락 뢄석 50 제 5 μž₯ κ²°λ‘  및 μ œμ–Έ 53 μ°Έκ³ λ¬Έν—Œ 57 뢀둝 63 Abstract 68Maste

    The Effects of the Sentence-writing Task on English Vocabulary Learning of Korean High School Students

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    ν•™μœ„λ…Όλ¬Έ (석사)-- μ„œμšΈλŒ€ν•™κ΅ λŒ€ν•™μ› : μ™Έκ΅­μ–΄κ΅μœ‘κ³Ό μ˜μ–΄κ΅μœ‘ 전곡, 2016. 2. μ˜€μ„ μ˜.This study was conducted to investigate the effects of the sentence-writing task on English vocabulary learning of Korean high school students. The effectiveness of the sentence-writing task can be explained based on the Involvement Load Hypothesis (Laufer & Hulstijn, 2001) in that the tasks inducing higher involvement load yield better results in vocabulary learning. A number of studies have been conducted to confirm the Involvement Load Hypothesisyet, there has been no consistency in their results. The inconsistency mainly appeared in the comparison between the sentence-writing task and the gap-filling task. Some studies have shown the results that there was no significant difference between the effects of the sentence-writing task inducing higher involvement load and those of the gap-filling task inducing lower involvement load. Thus, in the present study, the effects of the sentence-writing task on vocabulary learning were re-examined in comparison with the gap-filling task. In addition, since there have been no studies that addressed the effects of autobiographical elaboration (relating the meaning of a certain word to ones own experience) on vocabulary learning, the current study compared the effects of the autobiographical sentence-writing task and those of the imaginary sentence-writing task. Additionally, considering that there has been a lack of attention to the differences between the sentences written by the learners who achieved higher vocabulary retention and the sentences written by those who showed less vocabulary gains, the current study compared the quality of the sentences written by the learners whose vocabulary test scores were different. In the present study, 40 high proficiency learners and 40 low proficiency learners in one high school located in Gyeonggi province were selected as the participants and randomly assigned either of the sentence-writing task or the gap-filling task. As for the sentence-writing task, the task was divided into the autobiographical sentence-writing task and the imaginary sentence-writing task. In order to assist the students in brainstorming the content of the sentences, some short guidelines were provided in Korean. For example, in the case of the word surly, a guideline such as Write about your own experience where you saw a surly person. Please describe how the person behaved in the surly way and towards whom. was provided in Korean. A set of two-way ANOVAs conducted between the sentence-writing group and the gap-filling group demonstrated the results consistent with the Involvement Load Hypothesis. That is, the sentence-writing task was found to be more effective in vocabulary learning than the gap-filling task, regardless of the learners proficiency levels. This result seems to be attributed to the content guidelines provided for the sentence-writing group, which may have enabled the learners to extend the length of their sentences. However, no significant difference was found between the effects of the autobiographical sentence-writing task and those of the imaginary sentence-writing task. This implies that whether the sentence is written based on learners past experience does not affect vocabulary learning. Lastly, the sentences written by the high and the low post-test score groups were analyzed using Coh-Metrix 3.0. and compared through T-tests. The T-test results revealed significant differences between the two score groups in the length of context, lexical diversity, and the frequencies of adverbs, causal connectives, and negation markers. This finding sheds some light on the possibility that these properties of the sentences may affect vocabulary learning. Based on the results, the pedagogical implications were discussed in the conclusion chapter.CHAPTER 1. INTRODUCTION 1 1.1 The Purpose for the Study 1 1.2 Research Questions 6 1.3 Organization of the Thesis 7 CHAPTER 2. LITERATURE REVIEW 8 2.1 Overview of General Concepts of Vocabulary Learning 8 2.2 The Involvement Load Hypothesis and Its Theoretical Background 11 2.2.1 The Depth of Processing Hypothesis 12 2.2.2 The Involvement Load Hypothesis 15 2.3 Autobiographical Elaboration 17 CHAPTER 3. METHODOLOGY 22 3.1 Participants 22 3.2 Instruments 24 3.2.1 Target Words 24 3.2.2 Tasks 26 3.3 Assessment 28 3.3.1 Active Word Learning Test 28 3.3.2 Passive Word Learning Test 30 3.4 Procedure 31 3.4.1 Pilot Study 32 3.4.2 Main Study 33 3.5 Data Analysis 35 CHAPTER 4. RESULTS AND DISCUSSION 40 4.1 The Effects of Involvement Load on Vocabulary Learning 40 4.2 The Effects of Autobiographical Elaboration on Vocabulary Learning 45 4.3 Sentence Analysis 51 4.3.1 Length 53 4.3.2 Lexical Properties 54 4.3.3 Syntactic Properties 61 CHAPTER 5. CONCLUSION 64 5.1 Major Findings 64 5.2 Pedagogical Implications 68 5.3 Limitations and Suggestions for Further Research 70 REFERENCES 73 APPENDICES 84 Appendix 1 Gap-filling Task 84 Appendix 2 Autobiographical Sentence-writing Task 86 Appendix 3 Imaginary Sentence-writing Task 88 Appendix 4 Immediate Active Test 90 Appendix 5 Immediate Passive Test 91 Appendix 6 Delayed Active Test 92 Appendix 7 Delayed Passive Test 93 ABSTRACT IN KOREAN 94Maste

    μ§€λ°©μ†ŒλΉ„μžμ§€μ›ν–‰μ •μ˜ ν™œμ„±ν™”μ— κ΄€ν•œ 연ꡬ : λ―Όκ°„μ†ŒλΉ„μžλ‹¨μ²΄μ™€μ˜ 역할뢄담을 μ€‘μ‹¬μœΌλ‘œ

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    ν•™μœ„λ…Όλ¬Έ(석사)--μ„œμšΈλŒ€ν•™κ΅ λŒ€ν•™μ› :μ†ŒλΉ„μžν•™κ³Ό,2002.Maste

    Association of polymorphisms of the TNF-Ξ± and TGF-Ξ²1 genes with renal allograft dysfunction

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    ν•™μœ„λ…Όλ¬Έ(박사)--μ„œμšΈλŒ€ν•™κ΅ λŒ€ν•™μ› :μ˜ν•™κ³Ό μž„μƒλ³‘λ¦¬ν•™ 전곡,2001.Docto

    지속가λŠ₯ν•œ κ³΅κΈ‰μ‚¬μŠ¬ ꡬ좕을 μœ„ν•œ λͺ¨κΈ°μ—…κ³Ό ν˜‘λ ₯κΈ°μ—…μ˜ 곡급망 ν™˜κ²½κ²½μ˜ μ „λž΅

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    ν•™μœ„λ…Όλ¬Έ (박사)-- μ„œμšΈλŒ€ν•™κ΅ λŒ€ν•™μ› : κ²½μ˜ν•™κ³Ό, 2012. 8. κΉ€μˆ˜μš±.곡급망 ν™˜κ²½κ²½μ˜κ³Ό κ΄€λ ¨λœ 기쑴의 λ§Žμ€ 연ꡬ듀은 ν™˜κ²½κ²½μ˜μ˜ κ°œλ…κ³Ό μ •μ˜ 및 이둠적 츑면을 μ€‘μ‹¬μœΌλ‘œ μ§„ν–‰λ˜μ–΄ μ™”κ³ , λͺ¨λΈλ§ 기법(Modeling Technique)을 톡해 졜적의(Optimal) ν™˜κ²½κ²½μ˜ μ†”λ£¨μ…˜(Environmental Management Solution)을 찾고자 ν•˜λŠ” Operation Research 기반의 μ ‘κ·Ό(OR based approach)도 ν•œ μ˜μ—­μ„ μ°¨μ§€ν•˜κ³  μžˆλ‹€. λ˜ν•œ, 탐색적 연ꡬ(Exploratory Research)λ₯Ό 근거둜 ν•˜μ—¬ 싀증뢄석(Empirical Research)을 톡해 ν™˜κ²½κ²½μ˜μ΄ 성과에 λ―ΈμΉ˜λŠ” 영ν–₯λ ₯을 νŒŒμ•…ν•˜κ³ μž ν•˜λŠ” 연ꡬ λ˜ν•œ λ§Žμ€ μ—°κ΅¬μžμ˜ 관심을 λ°›μ•„ λ‹€μ–‘ν•œ ν™˜κ²½κ²½μ˜ ν™œλ™μ„ λ…λ¦½λ³€μˆ˜λ‘œ, ν™˜κ²½μ„±κ³Ό, μž¬λ¬΄μ„±κ³Ό λ“± μ„±κ³Όλ³€μˆ˜λ₯Ό μ’…μ†λ³€μˆ˜λ‘œ ν•˜λŠ” 인과관계(Causal Relationship) 규λͺ… μ°¨μ›μ˜ 연ꡬ가 μˆ˜μ—†μ΄ λ°œν‘œλ˜κ³  μžˆλ‹€. μ§€κΈˆκΉŒμ§€μ˜ 연ꡬλ₯Ό μ’…ν•©μ μœΌλ‘œ κ²€ν† ν•΄ 보면 ν™˜κ²½κ²½μ˜μ„ μˆ˜ν–‰ν•˜λŠ” 기업듀이 μš°μˆ˜ν•œ μ„±κ³Όλ₯Ό 거두어 κΈ°μ—…κ°€μΉ˜λ₯Ό ν–₯μƒμ‹œν‚€λŠ”μ§€μ— λŒ€ν•œ μžμ›μ€€κ±°λ‘ μ  관점(Resource Based View, RBV)μ—μ„œμ˜ μ—°κ΅¬λ‘œ 성과에 λ―ΈμΉ˜λŠ” 영ν–₯λ ₯은 긍정적, λΆ€μ •μ μœΌλ‘œ ν˜Όμž¬ν•΄ μžˆλ‹€. κ·Έ μ΄μœ λŠ” 이 λΆ„μ•Όμ˜ 연ꡬ가 μ‹œμž‘λ‹¨κ³„μ— λΆˆκ³Όν•΄ 기업듀이 μˆ˜ν–‰ν•˜λŠ” ν™˜κ²½κ²½μ˜μ˜ μˆ˜μ€€μ΄ 높아진닀면 보편적인 이둠(General Theory)κ³Ό 결둠에 이λ₯΄λŸ¬ 이둠을 정립(Theory Build-up)ν•  수 μžˆλ‹€. λ³Έ μ—°κ΅¬λŠ” μ§€κΈˆκΉŒμ§€ λ°œν‘œλœ GSCM 연ꡬ가 κΈ°μ—…μ˜ ν™˜κ²½κ²½μ˜ μˆ˜ν–‰μ΄ κΈ°μ—…μ˜ μ„±κ³Ό ν–₯상에 μ–΄λ– ν•œ 영ν–₯λ ₯을 λ°œνœ˜ν•  수 μžˆλŠ”μ§€ 내뢀적 변화체계λ₯Ό μ œκ³΅ν•˜λŠ”λ° λΆ€μ‘±ν•˜λ‹€λŠ” λΉ„νŒμ  μ‹œκ°μ—μ„œ μ‹œμž‘λœλ‹€. μ΄λŸ¬ν•œ 문제λ₯Ό κ·Ήλ³΅ν•˜κΈ° μœ„ν•΄ λ³Έ μ—°κ΅¬μ—μ„œλŠ” λ¬Έν—Œμ—°κ΅¬(Literature Review)와 싀증뢄석(Empirical Analysis)이 ν•¨κ»˜ μˆ˜ν–‰λ˜μ—ˆλ‹€. 첫째, 지속가λŠ₯κ²½μ˜μ—μ„œ ν™˜κ²½κ²½μ˜μ΄ μ°¨μ§€ν•˜λŠ” μœ„μƒμ„ μ΄ν•΄ν•˜κΈ° μœ„ν•΄ 지속가λŠ₯κ²½μ˜μ„ 주제둜 κ΅­λ‚΄μ™Έ 편찬된 λͺ¨λ“  ν•™μˆ μ§€ 및 ν•™μœ„λ…Όλ¬Έ 등을 μ—°κ΅¬ν•˜μ˜€λ‹€. 이와 λ”λΆˆμ–΄ κ³΅κΈ‰μ‚¬μŠ¬μ—μ„œ ν™˜κ²½κ²½μ˜μ— κ΄€ν•œ κΈ°μ‘΄ 연ꡬλ₯Ό λΆ„μ„ν•˜κΈ° μœ„ν•΄ κ΄€λ ¨λœ 연ꡬ 쀑 μ£Όμš”ν•œ 연ꡬ듀을 μˆ˜μ§‘ μ •λ¦¬ν•˜μ˜€λ‹€. λ‘˜μ§Έ, μ‘°μ‚¬λœ λ…Όλ¬Έμžλ£Œλ“€μ„ λŒ€μƒμœΌλ‘œ κΈ°μ‘΄ μ—°κ΅¬μ˜ ν•œκ³„μ μ„ λΆ„μ„ν•˜μ—¬ 이λ₯Ό 쀑심에 두고 μ²΄κ³„ν™”λ˜κ³  톡합적인 연ꡬλͺ¨ν˜•μ„ μ œμ‹œν•˜μ˜€λ‹€. ν†΅ν•©λœ 연ꡬλͺ¨ν˜•μ€ ν™˜κ²½κ²½μ˜μ„ μΆ”μ§„ν•˜κ³ μž ν•˜λŠ” 동기(Motivation), 인프라(Infrastructure), ν”„λ‘œμ„ΈμŠ€(Process) 및 ν™˜κ²½μ„±κ³Ό(Environmental Performance)λΌλŠ” μƒμœ„μ°¨μ›κ³Ό 각각의 차원에 μœ„κ³„μ  κ΅¬μ„±μš”μ†Œλ“€μ„ 가지고 μ΄λ“€μ˜ 인과관계λ₯Ό λ°νžˆλŠ” λͺ¨ν˜•μœΌλ‘œ κ°œλ…μ μœΌλ‘œ λ˜ν•œ 싀증뢄석을 μœ„ν•΄ 인과적 관계가 μ œμ‹œλ˜μ—ˆλ‹€. μ…‹μ§Έ, 연ꡬλͺ¨ν˜•μ„ ν† λŒ€λ‘œ 가섀을 μˆ˜λ¦½ν•΄ κ΅¬μ‘°ν™”λœ 섀문지λ₯Ό μž‘μ„±ν•˜μ˜€λ‹€. κ΅­λ‚΄ μ œμ‘°κΈ°μ—…μ„ λŒ€μƒμœΌλ‘œ 157개의 ν‘œλ³Έμ΄ μˆ˜μ§‘λ˜μ—ˆμœΌλ©° λΆ„μ„μ˜ λ‹¨μœ„λ‘œ 응닡을 μ™„λ£Œν•œ κ°œλ³„κΈ°μ—…μ˜ 섀문지가 μ„ μ •λ˜μ—ˆμœΌλ©° μ‹€μ¦μ—°κ΅¬λŠ” SPSS 20.0κ³Ό AMOS 20.0을 ν™œμš©ν•΄ μ΄λ£¨μ–΄μ‘Œλ‹€. μΈ‘μ •λͺ¨ν˜•κ³Ό 이둠λͺ¨ν˜•μ„ ν†΅ν•΄μ„œ λͺ¨ν˜• κ°„μ˜ 인과관계λ₯Ό νŒŒμ•…ν•˜λŠ” 방정식인 ꡬ쑰방정식 λͺ¨ν˜• 뢄석을 톡해 μΈ‘μ •μ˜€μ°¨κ°€ μ—†λŠ” μž μž¬μš”μΈμ„ λ°œκ²¬ν•˜κ³  νšŒκ·€λΆ„μ„μœΌλ‘œ μž μž¬μš”μΈλ“€μ„ μ—°κ²°ν•˜κ³ μž ν•˜μ˜€λ‹€. λ˜ν•œ ν™˜κ²½κ²½μ˜μ„ μœ„ν•œ κΈ°μ—…μ˜ 동기가 인프라, ν”„λ‘œμ„ΈμŠ€ 및 ν™˜κ²½μ„±κ³Όμ— λ―ΈμΉ˜λŠ” 영ν–₯λ ₯이 ꡬ맀자-κ³΅κΈ‰μžμ˜ 관계에 μ˜ν•΄ μ‘°μ ˆλ˜λŠ”μ§€ μ—¬λΆ€λ₯Ό λ°ν˜€ κ³΅κΈ‰μ‚¬μŠ¬μ—μ„œμ˜ 였랜 μ£Όμ œμ˜€λ˜ ꡬ맀자-κ³΅κΈ‰μž 관계(Buyer-supplier relationship)κ°€ 톡합적인 ν™˜κ²½κ²½μ˜ 좔진에 λ―ΈμΉ˜λŠ” 역할을 νŒŒμ•…ν•΄ 보고자 ν•œλ‹€. 이와 λ”λΆˆμ–΄ κ³΅κΈ‰μ‚¬μŠ¬μ—μ„œ ν™˜κ²½κ²½μ˜μ„ μΆ”μ§„ν•˜λŠ” 닀섯가지 동인(Motivation)이 κ³Όμ—° κ³΅κΈ‰λ§μ—μ„œ ν™˜κ²½κ²½μ˜μ„ μΆ”μ§„ν–ˆμ„ λ•Œ ν™˜κ²½μ„±κ³Όμ— λ―ΈμΉ˜λŠ” 영ν–₯λ ₯을 달리할 것인지에 λŒ€ν•΄ νŒŒμ•…ν•¨μœΌλ‘œμ¨, ν–₯ν›„ μ–΄λ–€ 기업이 μ–΄λ– ν•œ μ˜λ„λ‘œ ν™˜κ²½κ²½μ˜μ„ μΆ”μ§„ν–ˆμ„ λ•Œ κ·Έ κ²°κ³Όκ°€ κ°€μž₯ λ°”λžŒμ§ν•œ λͺ¨μŠ΅μœΌλ‘œ λ‚˜νƒ€λ‚  수 μžˆμ„μ§€ μ˜ˆμΈ‘ν•  수 μžˆλŠ” 근거둜 μ‚Όκ³ μž ν•˜μ˜€λ‹€. λ„·μ§Έ, 이 밖에도 탐색적 뢄석(Exploratory Analysis)을 μΆ”κ°€λ‘œ μˆ˜ν–‰ν•΄ GSCM의 동기와 인프라, 인프라와 ν”„λ‘œμ„ΈμŠ€ 및 ν”„λ‘œμ„ΈμŠ€μ™€ ν™˜κ²½μ„±κ³Όκ°„μ˜ μ„ ν˜•μ μΈ 인과관계λ₯Ό 밝힘으둜써 이λ₯Ό 톡해 곡급망 ν™˜κ²½κ²½μ˜μ„ μˆ˜ν–‰ν•˜λŠ”λ° μžˆμ–΄μ„œ μ£Όμš”ν•˜κ²Œ λ‹€λ£¨μ–΄μ§ˆ 수 μžˆλŠ” λ³€μˆ˜λ₯Ό νŒŒμ•…ν•˜μ—¬ λͺ¨κΈ°μ—…κ³Ό ν˜‘λ ₯기업이 κ³΅κΈ‰λ§μ—μ„œ ν™˜κ²½κ²½μ˜μ„ μΆ”μ§„ν•˜λŠ”λ° μžˆμ–΄ μ–΄λ– ν•œ μ „λž΅μ„ λ³΄μœ ν•΄μ•Ό ν•  것인지에 λŒ€ν•œ μ‹œμ‚¬μ μ„ λ„μΆœν•˜κ³ μž ν•˜μ˜€λ‹€. λ˜ν•œ, ꡬ맀자-κ³΅κΈ‰μž 관계와, νŒŒνŠΈλ„ˆμ‹­ μˆ˜μ€€μ— 따라 기업을 κ΅°μ§‘ν•˜μ—¬ GSCM 동기 - 인프라 - ν”„λ‘œμ„ΈμŠ€ - ν™˜κ²½μ„±κ³Όκ°€ 집단간 평균차이가 μ‘΄μž¬ν•˜λŠ”μ§€ 뢄산뢄석(ANOVA)을 μ‹€μ‹œν•˜κ³  κ²½μ˜μ˜μ‚¬κ²°μ •μ—μ„œμ˜ μœ μš©ν•œ μ‹œμ‚¬μ (Useful Managerial Implication)을 λ„μΆœν•˜κ³ μž ν•˜μ˜€λ‹€. λ³Έ 연ꡬλ₯Ό 톡해 λ°ν˜€μ§„ μ—°κ΅¬κ²°κ³ΌλŠ” μ•„λž˜μ™€ κ°™λ‹€. μ—°κ΅¬μ˜ κ°œλ…μ  λͺ¨ν˜•μΈ GSCM 동기, 인프라, ν”„λ‘œμ„ΈμŠ€, ν™˜κ²½μ„±κ³Όμ˜ 경둜 ꡬ쑰에 λŒ€ν•œ 연ꡬ결과λ₯Ό λ¨Όμ € μ‚΄νŽ΄λ³Έλ‹€. β–  GSCM의 λ™κΈ°μˆ˜μ€€μ€ GSCM 인프라 μˆ˜μ€€μ„ ν–₯μƒμ‹œν‚€λŠ”λ° μœ μ˜λ―Έν•œ μ •(+)의 영ν–₯을 λ―ΈμΉœλ‹€. β–  GSCM의 λ™κΈ°μˆ˜μ€€μ€ μ§μ ‘μ μœΌλ‘œ GSCM ν”„λ‘œμ„ΈμŠ€ μˆ˜μ€€μ„ ν–₯μƒμ‹œν‚€λŠ”λ° μ•„λ¬΄λŸ° 영ν–₯을 λ―ΈμΉ˜μ§€ λͺ»ν•œλ‹€. β–  GSCM의 인프라 μˆ˜μ€€μ€ GSCM의 ν”„λ‘œμ„ΈμŠ€ μˆ˜μ€€μ„ ν–₯μƒμ‹œ ν‚€λŠ”λ° μœ μ˜λ―Έν•œ μ •(+)의 영ν–₯을 λ―ΈμΉœλ‹€. β–  GSCM의 ν”„λ‘œμ„ΈμŠ€ μˆ˜μ€€μ€ GSCM의 ν™˜κ²½μ„±κ³Όλ₯Ό ν–₯μƒμ‹œν‚€λŠ” 데 μœ μ˜λ―Έν•œ μ •(+)의 영ν–₯을 λ―ΈμΉœλ‹€. β–  GSCM 동기 - GSCM 인프라 - GSCM ν”„λ‘œμ„ΈμŠ€ - ν™˜κ²½μ„± 과에 이λ₯΄λŠ” 경둜(Path)λŠ” μœ μ˜λ―Έν•œ κ²ƒμœΌλ‘œ ν™•μΈλ˜μ—ˆλ‹€. β–  GSCM 인프라 μˆ˜μ€€μ΄ GSCM의 ν™˜κ²½μ„±κ³Όμ— λ―ΈμΉ˜λŠ” 직접적 인 영ν–₯λ ₯은 싀증적 κ·Όκ±°λ₯Ό λ°œκ²¬ν•˜μ§€ λͺ»ν•˜μ˜€λ‹€. μ΄λŠ” ν™˜κ²½κ²½μ˜ ν™œλ™μ„ GSCM 인프라와 GSCM ν”„λ‘œμ„ΈμŠ€λ‘œ κ΅¬λΆ„ν•˜λŠ” λ³Έ μ—°κ΅¬μ˜ κ°œλ…μ  λͺ¨ν˜•μ΄ 싀증뢄석과 μ‹œμ‚¬μ  λ„μΆœμ— μžˆμ–΄μ„œ 기쑴의 연ꡬ에 λΉ„ν•΄ 보닀 ν˜„μ‹€μ μΈ 해석을 μ œκ³΅ν•  수 μžˆμŒμ„ λ§ν•œλ‹€. λ˜ν•œ, GSCM 인프라와 ν”„λ‘œμ„ΈμŠ€, ν™˜κ²½μ„±κ³Ό μ‚¬μ΄μ—μ„œ GSCM ν”„λ‘œμ„ΈμŠ€κ°€ GSCM 인프라와 ν™˜κ²½μ„±κ³Όμ˜ λ§€κ°œλ³€μˆ˜(Mediating variable, Mediator) 역할을 ν•˜κ³  μžˆμŒμ„ 증λͺ…ν•  수 μžˆλ‹€. 이후 λ³Έ μ—°κ΅¬λŠ” μ‘°μ ˆλ³€μˆ˜(Moderating variable, Moderator)λ₯Ό ν™œμš©ν•΄ μ‘°μ ˆλ˜λŠ” λ°©ν–₯을 ν•˜μ˜€λ‹€. μ£Όμš” κ²°κ³Όλ₯Ό μ •λ¦¬ν•˜λ©΄ μ•„λž˜μ™€ κ°™λ‹€. β–  GSCM 동기 쀑 λΉ„μš©μ ˆκ°κ³Ό μ΄λ―Έμ§€κ°œμ„ μ€ GSCM 인프라와 GSCM ν”„λ‘œμ„ΈμŠ€μ˜ 경둜λ₯Ό μ–‘μ˜ λ°©ν–₯으둜 μ‘°μ ˆν•œλ‹€. 반면, μ •λΆ€κ·œμ œμ™€ ν˜‘λ ₯κ°•ν™”λŠ” GSCM 인프라와 GSCM ν”„λ‘œμ„ΈμŠ€μ˜ 경둜λ₯Ό 음의 λ°©ν–₯으둜 μ‘°μ ˆν•œλ‹€. β–  ꡬ맀자-κ³΅κΈ‰μž 관계 쀑 μ „λž΅μ μ œνœ΄ν˜•κ³Ό μ‹œμž₯κ±°λž˜ν˜•μ„ 비ꡐ ν•œ κ²°κ³Ό GSCM 인프라 - GSCM ν”„λ‘œμ„ΈμŠ€ κ²½λ‘œμƒμ˜ 차이가 μ‘΄μž¬ν•¨μ„ λ°œκ²¬ν•  수 μžˆλ‹€. λ˜ν•œ, μ „λž΅μ μ œνœ΄ν˜•κ³Ό κ΅¬λ§€μžμ£Όλ„ ν˜•μ„ λΉ„κ΅ν•œ 결과도 λ§ˆμ°¬κ°€μ§€λ‘œ GSCM 인프라 - GSCM ν”„ λ‘œμ„ΈμŠ€ κ²½λ‘œμƒμ˜ 차이가 μ‘΄μž¬ν•œλ‹€. β–  GSCM νŒŒνŠΈλ„ˆμ‹­ μˆ˜μ€€μ€ GSCM 인프라 - GSCM ν”„λ‘œμ„ΈμŠ€ - ν™˜κ²½μ„±κ³Ό κ²½λ‘œκ°€ μ–‘μ˜ λ°©ν–₯으둜 μ‘°μ ˆν•œλ‹€. β–  κΈ°μ—…μ˜ 크기(Size)에 따라 κ²½λ‘œμ— λŒ€ν•œ 쑰절효과λ₯Ό λΆ„μ„ν•œλ‹€ λ©΄, λŒ€κΈ°μ—…κ³Ό μ€‘μ†ŒκΈ°μ—… 쀑 λŒ€κΈ°μ—…μ΄ GSCM 인프라 - GSCM ν”„λ‘œμ„ΈμŠ€ - ν™˜κ²½μ„±κ³Ό 경둜λ₯Ό μ–‘μ˜ λ°©ν–₯으둜 μ‘°μ ˆν•˜λ©°, μ€‘μ†Œ κΈ°μ—…μ˜ 경둜쑰절 νš¨κ³ΌλŠ” λ―ΈλΉ„ν•˜μ˜€λ‹€. β–  κΈ°μ—…μ˜ 업쒅에 λ”°λ₯Έ GSCM 인프라 - GSCM ν”„λ‘œμ„ΈμŠ€ 경둜 의 쑰절효과λ₯Ό μ‚΄νŽ΄λ³΄λ©΄, μ „μžκ΄€λ ¨μ‚°μ—…μ€ GSCM 인프라 - GSCM ν”„λ‘œμ„ΈμŠ€ 경둜λ₯Ό μ–‘μ˜ λ°©ν–₯으둜 μ‘°μ ˆν•˜λŠ” 반면, λΉ„μ „ μžκ΄€λ ¨μ‚°μ—…μ€ GSCM 인프라 - GSCM ν”„λ‘œμ„ΈμŠ€ 경둜λ₯Ό 유 μ˜λ―Έν•˜κ²Œ μ‘°μ ˆν•˜μ§€ λͺ»ν•˜λŠ” κ²ƒμœΌλ‘œ λ“œλŸ¬λ‚¬λ‹€.λͺ© μ°¨ 초둝 β…° 제 1 μž₯ μ„œ λ‘  1 제 1 절 연ꡬ배경 및 연ꡬλͺ©μ  1 1. 연ꡬ배경 1 2. 연ꡬλͺ©μ  6 제 2 절 연ꡬ방법과 ꡬ성체계 12 1. 연ꡬ방법 12 2. μ—°κ΅¬λŒ€μƒ 13 3. μ—°κ΅¬μ˜ ꡬ성체계 14 제 2 μž₯ 지속가λŠ₯ν•œ κ³΅κΈ‰μ‚¬μŠ¬κ΄€λ¦¬ 17 제 1 절 지속가λŠ₯μ„± 17 1. 지속가λŠ₯μ„±μ˜ μ •μ˜ 17 2. 지속가λŠ₯μ„±μ˜ κ΅¬μ„±μš”μ†Œ 19 제 2 절 지속가λŠ₯ν•œ κ³΅κΈ‰μ‚¬μŠ¬κ΄€λ¦¬ 20 1. 경제적 츑면의 κ³΅κΈ‰μ‚¬μŠ¬κ΄€λ¦¬ 20 2. ν™˜κ²½μ  츑면의 κ³΅κΈ‰μ‚¬μŠ¬κ΄€λ¦¬ 25 3. μ‚¬νšŒμ  μ±…μž„ 츑면의 κ³΅κΈ‰μ‚¬μŠ¬κ΄€λ¦¬ 27 제 3 μž₯ 곡급망 ν™˜κ²½κ²½μ˜(GSCM) 30 제 1 절 곡급망 ν™˜κ²½κ²½μ˜μ΄λž€ 30 1. GSCM의 μ •μ˜ 30 2. GSCM의 ν•„μš”μ„± 35 3. GSCM의 동인 37 제 2 절 곡급망 ν™˜κ²½κ²½μ˜ ν™œλ™ 39 1. GSCM 인프라 39 2. GSCM ν”„λ‘œμ„ΈμŠ€ 40 제 3 절 곡급망 ν™˜κ²½κ²½μ˜ μ„±κ³Ό 44 1. ν™˜κ²½μ  성과와 μž¬λ¬΄μ„±κ³Ό 44 2. μ‚¬νšŒμ  성과와 μž¬λ¬΄μ„±κ³Ό 47 제 4 μž₯ 곡급망 ν™˜κ²½κ²½μ˜κ³Ό νŒŒνŠΈλ„ˆμ‹­ 49 제 1 절 곡급망 νŒŒνŠΈλ„ˆμ‹­ 49 1. νŒŒνŠΈλ„ˆμ‹­μ˜ μ •μ˜ 49 2. 곡급망 νŒŒνŠΈλ„ˆμ‹­ 51 제 2 절 ꡬ맀자-κ³΅κΈ‰μž 관계 53 1. ꡬ맀자-κ³΅κΈ‰μž 관계 53 2. λŒ€β€§μ€‘μ†Œ μƒμƒν˜‘λ ₯κ³Ό λ™λ°˜μ„±μž₯ 55 제 5 μž₯ 연ꡬλͺ¨ν˜• 및 κ°€μ„€μ„€μ • 58 제 1 절 κ°œλ…μ  연ꡬλͺ¨ν˜• 58 제 2 절 κ°€μ„€ μ„€μ • 59 1. GSCM 동기, 인프라, ν”„λ‘œμ„ΈμŠ€, ν™˜κ²½μ„±κ³Ό 경둜의 ꡬ쑰 59 2. GSCM 동기에 λ”°λ₯Έ 경둜λͺ¨ν˜• 쑰절효과 66 3. ꡬ맀자-κ³΅κΈ‰μž 관계에 λ”°λ₯Έ 경둜λͺ¨ν˜• 쑰절효과 69 4. νŒŒνŠΈλ„ˆμ‹­ μˆ˜μ€€κ³Ό κΈ°μ—…κ·œλͺ¨ 및 업쒅에 λ”°λ₯Έ 쑰절효과 71 제 3 절 ꡬ성 κ°œλ…μ˜ μ‘°μž‘μ  μ •μ˜ 및 μΈ‘μ • 76 1. GSCM 동기 76 2. GSCM 인프라 78 3. GSCM ν”„λ‘œμ„ΈμŠ€ 81 4. GSCM μ„±κ³Ό(ν™˜κ²½μ„±κ³Ό) 83 제 6 μž₯ 연ꡬλͺ¨ν˜•μ˜ 싀증뢄석 84 제 1 절 자료의 μˆ˜μ§‘ 84 1. μ‘°μ‚¬λŒ€μƒ 84 2. 쑰사방법 및 ν‘œλ³Έμ˜ νŠΉμ„± 84 제 2 절 뢄석 방법 86 1. ꡬ쑰방정식 뢄석방법 86 2. 쑰절효과 뢄석방법 87 3. 기타 ν™œμš©ν•œ 뢄석방법 88 제 3 절 μΈ‘μ •λͺ¨ν˜•μ˜ 평가 89 1. 타당도 평가 89 2. 신뒰도 평가 101 제 4 절 μ—°κ΅¬κ°€μ„€μ˜ κ²€μ • 103 1. GSCM 동기, 인프라, ν”„λ‘œμ„ΈμŠ€, ν™˜κ²½μ„±κ³Ό 경둜의 ꡬ쑰 103 2. GSCM 동기에 λ”°λ₯Έ 경둜λͺ¨ν˜• 쑰절효과 107 3. ꡬ맀자-κ³΅κΈ‰μž 관계에 λ”°λ₯Έ 경둜λͺ¨ν˜• 쑰절효과 110 제 5 절 GSCM 동기, 인프라, ν”„λ‘œμ„ΈμŠ€, ν™˜κ²½μ„±κ³Όμ˜ 관계 에 λŒ€ν•œ 탐색적 뢄석 115 1. GSCM 동기 - 인프라 κ΅¬μ„±μš”μ†Œκ°„μ˜ 인과관계 115 2. GSCM 인프라 - ν”„λ‘œμ„ΈμŠ€ κ΅¬μ„±μš”μ†Œκ°„μ˜ 인과관계 116 3. GSCM ν”„λ‘œμ„ΈμŠ€ - ν™˜κ²½μ„±κ³Όκ°„μ˜ 인과관계 117 4. ꡬ맀자 - κ³΅κΈ‰μž 관계 ꡰ집별 GSCM 동기, 인프라, ν”„λ‘œμ„Έ 슀 및 ν™˜κ²½μ„±κ³Ό 비ꡐ 118 5. νŒŒνŠΈλ„ˆμ‹­ μˆ˜μ€€μ˜ ꡰ집별 GSCM 동기, 인프라, ν”„λ‘œμ„ΈμŠ€ 및 ν™˜κ²½μ„±κ³Ό 비ꡐ 121 제 7 μž₯ κ²° λ‘  124 제 1 절 μ—°κ΅¬μ˜ μš”μ•½ 및 κ²°κ³Ό 126 1. 가섀에 λŒ€ν•œ κ²€μ • 126 2. μ‘°μ ˆλ³€μˆ˜μ— λŒ€ν•œ κ²€μ • 134 3. μΆ”κ°€ 톡계적 κ²€μ • 135 제 2 절 μ—°κ΅¬μ˜ μ‹œμ‚¬μ  138 1. μ—°κ΅¬μ˜ 이둠적 μ‹œμ‚¬μ  138 2. μ—°κ΅¬μ˜ 싀무적 μ‹œμ‚¬μ  141 제 3 절 μ—°κ΅¬μ˜ 의의 및 ν–₯ν›„ μ—°κ΅¬κ³Όμ œ 144 1. μ—°κ΅¬μ˜ 의의 144 2. μ—°κ΅¬μ˜ ν•œκ³„ 145 3. ν–₯ν›„ μ—°κ΅¬κ³Όμ œ 146 μ°Έκ³ λ¬Έν—Œ 148 Abstract 162 첨뢀 : 섀문지 170Docto

    Static and Genetic Analysis in Husserls Theory of Evidence

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