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李元必 釜山敎育大學 1983 부산교육대학 논문집 Vol.19 No.1
This thesis is to study the appropriate stage of political socialization and the developing tendency of political consciousness, and to study the relation between curriculum and Political Socialization. The results of this study is as follows: 1. The stage of political education is appropiate at 130or 14 age and the most sererious stage in from 13 or 14 age to 17 ot 18 age. 2. The development of political consciousnes or political attitude continues in life from the early childhood, but the remarkable development is between 16 age and 18 age. Especially ideology conception is formed in this period. 3. Educatioral experts should develope manifest Curriculum and latent curriculum in order to perform political socialization and political education effectively.
李元必 釜山敎育大學 1986 부산교육대학 논문집 Vol.22 No.1
The private normal schools to train the teachers for private schools were established by the pioneers of the-save-the nation movenment by education. They were established without the permission by the government. So their graduates were not qualified teachers. The establishment of such private schools poses a great significance in the history of education in Korea. On the other hand, various private institutions of teacher education as the pioneers of the Save-the Nation movement trained teachers who can teach nationalism and resistance against Japanese colonization policy.
李元必 釜山敎育大學 1988 부산교육대학 논문집 Vol.24 No.1
The aim of this thesis is to study historically teacher training system in Korea under the influence of the colonial policy and the assimilational policy under Japanese imperialism. To attain the above objective, the educational policy, the teacher training system, the teacher education process, the teacher qualification for private school, the system of teacher candidates' qualification, and in-service education are analysed and studied. 'Korean Law of Education' was amended four times by Japan imperialists who made an invasion upon Korea in 1910 in order to make the Korean assimilate the Japanese. Along with the Korean Law of Education they tried to make the Koreans into the Japanese through colonialization education such as assimilationist education and obscurantist education aiming at 'making imperial subjects', 'being subject to Japan', and 'being one body of Japan and Korea'. Japan colonial educatuon was exploited for propaganda purposes for making assimilation policy realized. Korean teachers were forced to be in charge of 'the flagman of colonization' through the assimilation policy educatuon by making imperial subject and supplying Koreans with Japanese. It seemed that teacher training project in Korea was that teacher was molded with the intention of being as a good performer of colonial policy and as a leader of assimilation policy.
世界主要國의 初等敎員 養成敎育에 관한 比較硏究 : 韓國初等敎員 養成敎育의 現況과 問題點을 中心으로
李元必,金仁洙 釜山敎育大學 1975 부산교육대학 논문집 Vol.11 No.1
The purpose of this study is to present the improvement and the problem in srguments encouraging the primary school teacher cducation. This its system and curriculum, the relation between supply and demand are separately argued compared with foreign cases. The results of the study can be summarized as the following(about its improvement): ① Comprehensive institutes or universities are to be inevitablely established and four-year-course teachers' colleges as training organization of primary teachers is to be build urgently. ② The test of aptitudes or personalities available for teachers is regulated as selections of students, and the national organization of controling candidates should be instituted. ③ Professors can replenish the lack of the knowledge for action through the action researches. ④ It is important to keep the structure of curriculum as a whole well-balanced the person of chindren, the specialist, the genuine teacher. ⑤ In the professional courses the dual structure for instruction-al method and the direction of children should be contributed to the regular works of teachers. ⑥ It is necessary that conduct excises for student teacher sectioning the stage available for, extevd its term, and regulate the qualification of directing teacher. ⑦ The supply and demand fo teachers should be accurately planned.