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어머니의 내현적 자기애 성향과 유아의 부적응 행동과의 관계
이미선 ( Mi Sun Lee ),최명선 ( Myung Seon Choi ) 한국놀이치료학회 2009 한국놀이치료학회지(놀이치료연구) Vol.12 No.1
본 연구에서는 어머니의 성격특성인 자기애적 성향이 유아의 부적응 행동에 어떠한 영향을 미치는지 살펴보았다. 연구 대상은 광주광역시에 있는 어린이집에 다니는 만 4~6세의 취학 전 유아를 가진 어머니 252명을 대상으로 하였다. 측정도구로는 어머니의 내현적 자기애를 측정하기 위해 강선희와 정남운(2002)의 내현적 자기애 척도를 사용하였고, 유아의 부적응 행동을 측정하기 위해 TBC 척도를 사용하였다. 수집된 자료는 SPSS 12.0 통계프로그램을 사용하여, 빈도와 백분율, Cronbach α계수, 상관분석, 중다회귀분석을 실시하였다. 본 연구 결과는 첫째, 어머니의 내현적 자기애 성향이 여아보다 남아의 부적응 행동과 상관이 높게 나타났다. 둘째, 어머니의 내현적 자기애 성향이 유아의 부적응 행동의 모든 영역에 영향을 주는 것으로 나타났다. 특히 어머니의 착취/자기중심성이 성별에 관계없이 공격성, 심리적 불안, 미성숙, 반항행동, 주의력 결핍, 위축행동에 대해 영향을 주는 것으로 나타났다. This study examined the relation between mothers` personality characteristics of covert narcissism and young children`s maladjustment behaviors. The participants were 252 mothers whose children were preschoolers aged four through six in Gwangju. The instruments consisted of Covert Narcissism Scale(Seon-Heui Gang & Nam-Woon Chung, 2002) for measuring mothers` covert narcissism and TBC for measuring young children`s maladjustment behaviors. Collected data were analyzed using SPSS 12.0. Frequencies, percentages, Cronbach α, correlations, and multiple regressions were conducted. The results of the study were as follows. First, there were significant correlations between mothers` covert narcissism and young children`s maladjustment behaviors. Second, mothers` covert narcissism was correlated with male children`s maladjustment behaviors more significantly than those of female children. Third, the effects of mothers` covert narcissism on subscals of children`s maladjustment behaviors were significant except for defiance. Especially, mothers` self-centeredness greatly affected young children`s aggression, anxiety, immaturity, defiant behavior, attention deficit, withdrawing behavior.
이근일,김미선,임혜경 용인대학교 국제스포츠과학연구원 체육과학연구소 2008 體育科學硏究論叢 Vol.18 No.1
The purpose of this study is to investigate nutritional state and dietary behaviors in basketball athletes. Subject of this study was one hundred people of 23 female high school attending 1-2 grade. The measurement variable to investigate a nutritional state and dietary behaviors was main eating patterns, dietary behaviors, food intake and supplements. The result of analysis is as follows. 1. The difference of nutritional state as each grade was not a statistically difference among supplements and dinner, but there was a statistically difference among breakfast and lunch between groups. 2. Difference of intake lists was that one-grade were higher than two-grade intake from food, but two- grade were higher than one-grade in dairy product and fruit for additional taking nutrition. 3. The weight of intake food was that two-grade was statistically higher than one-grade in every lists. 4. The result of nutritive conditions each grade was that one-grade was statistically higher than one-grade. 5. The ingestion existence and nonexistence related to intake supplements of exercise nutrition was that two-grade was statistically higher than one-grade, intake frequency as well. Both one and two-grade response fatigue recovery and improving muscle in purpose of intake nutrition. and intake admonition was parents in two groups. above results from the study. We know nutrition intake frequency expect food is high as much as physical activity volume. we know high-nutrition intake is getting increase, as growing experience of exercise in case of one-grade.
이미선 현대영미어문학회 1998 현대영미어문학 Vol.16 No.1
A series of critical revaluation of Donne in the twentieth century goes back to Eliot's criticism on Donne. In his earlier writings, "The Metaphysical Poets" and "Andrew Marvell", Eliot placed Donne and his following poets into the main stream of English literature. According to Eliot, Donne has the 'unified sensibility' like Elizabethan dramatists. By this term Eliot means the blend of thought and feeling, which is modified by thought, and transforming a poet's separate experiences into a new whole. This feature makes him one of the most outstanding poets and a model the contemporary poets must follow. Eliot's criticism gave rise to a number of critical approaches to Donne and other seventeenth-century poets. However, it has been pointed out that Eliot's suggestion is too abstract and shows his personal literary taste only. Donne is characteristic of his times in that his new style, unconventional imagery and argumentative structure reflects the deep changes and conflicts, which brought in self-consciousness or introspection. And His dramatic voice also reflects self-critical attitudes in the seventeenth-century England. This explains the uniqueness of Donne's poetry.
이미선,박재영,오상석 한국조리과학회 2004 한국식품조리과학회지 Vol.20 No.6
Swedish research in 2002 indicated that acrylamide formation was particularly associated with traditional high temperature cooking processes of certain carbohydrate-rich foods. Since the Swedish report, similar findings have been reported by researchers in numerous other countries. In 2003, three hundred and twenty seven domestic food products, selected on the basis of annual sales in Korea, were analyzed. The results were similar to those from other countries. In this study, the monitoring of acrylamide was expanded to include Korean traditional food products. Samples were purchased from local markets, prepared and then analyzed using LC/MS/MS methods. The categorized food products analyzed included cooked rices and porridges, soup products, fried products, boiled down products, seasoned products, roasted products and coffee. The acrylamide concentrations of the sarnples were ND~18ppb in cooked rices and porridges, ND ~28ppb in soup products, ND~22ppb in fried products, ND~218ppb in boiled down products, <10ppb in seasoned and roasted products, and <10~11ppb in brewed coffee and coffee drinks.
오선미, 이채현 배재대학교 공학연구소 2011 공학논문집 Vol.13 No.1
The Effect of treatment condition on the coloring of zirconia dental ceramics were studied. Four liquid coloring agents and different dipping time, and different sintering condition were chosen. Variety of colors from Al to C4 according to shade guide, were observed by spectrophotometer. Therefore it can be concluded that the color of zirconia core can be controlled by controlling treatment condition such as dipping time, sintering temperature, sintering time, coloring agent, and so on.
이연숙,이소영,여욱현,장미선 한국의료복지시설학회 2007 의료·복지 건축 Vol.13 No.1
According to the 2005 Korean census, the 65 and over population now exceeds 9.5% of the total population and is growing rapidly. Meeting elderly environment and care needs of this rapidly growing segment of the population becomes a major challenge for public policies and planners. Since great deal amount of elderly will reside in their houses, aging in place concept becomes important. For the success of aging in place, the quality of individual house unit, community support systems, and/or quality of senior center of the community are crucial. Since elderl environments and facilities serve not only medical and/or care programs but also social activity program in aging society, senior centers need to promote social activities and other care programs. The purpose of this study is to analyze characteristics of environmental affordance of a well received senior center in Tokyo, Japan. In order to analyze the characteristics, Murtha & Lee user benefit criteria and Lawton's environmental affordance approaches were used. As results, design characteristics and interior elements which provide environmental affordance were enumerated by type of space. Based on needs and user benefit criteria, those features were analyzed. This study shows design characteristics, elements, and attributes which are well received and utilized by elderl users.
이석재,이미식,최용성 부산대학교 사범대학 1998 교사교육연구 Vol.36 No.-
The purpose of this study is to analyze moral education and to discover the relations of gender role education reflected in curriculum. With the research results this study in trends to suggest the norm of gender-role education that are constructive to formation of equal gender role consciousness in the korean context. In conclusion in order to help students to formulate their right gender role norm, moral educational curriculums should reflectively scrutinized on the basis of equal gender role norm. And based on such reexamination. Curriculum's on the gender equality should be prepared. Also continuous efforts should be made to develop teaching method on gender role norm.
이미선,김경진 국립특수교육원 2000 연구보고서 Vol.- No.1
본 연구에서는 유아특수교육에 있어 가족참여 및 이를 위한 지원의 중요성을 인식하고, 장애아동 가족의 효율적 참여를 위한 가족지원 방안을 제시함으로써 궁극적으로 장애아동 가족이 장애아등의 발달을 촉진하고, 그들 자신의 요구를 스스로 충족시킬 수 있는 능력을 갖추도록 하는데 목적을 두었다. 이와 같은 목적을 달성하기 위해 본 연구에서는 우리 나라와 외국의 장애 영유아 가족지원 정책과 실천에 관한 문헌을 분석하고, 우리 나라 장애아동 가족을 대상으로 심층 면담을 실시하였으며, 문헌 및 심층 면담 분석 결과를 토대로 우리 나라 장애아동 가족지원의 방안을 다음과 같이 제시하였다. 첫째, 장애아동 친육에 있어 가족의 효율적인 참여를 확대하며, 이를 위해 장애아동과 개인별 가족의 특성 및 자원 등을 고려하여 가족의 참여 수준과 방법을 다양화한다. 둘째, 장애 영유아 가족이 원하는 경우, 가족진단을 실시하고, 이 결과에 따라 장애영유아의 현재 수준, 가족의 자원 ·우선 순위 관심사, 장애 영유아 및 가족의 주요 성취 목표, 담당교사 이름 등의 내용을 포함한 개별화가족지원계획(IFSP)을 개발·실시하는 것을 적극 권장한다. 셋째, 유아특수교육기관 뿐 아니라 국 ·공립기관 및 민간단체는 장애아동, 부모, 형제의 특성, 성별, 연령, 지역사회 실정 등에 따라 다양한 과정의 가족교육 프로그램을 실시한다. 가족교육은 인터넷 방송이나 원격교육 등 다양한 방법을 도입하여 실시하며, 유아특수교육기관을 다니지 않은 장애 영유아의 가족들에게도 개방하여 실시한다. 넷째, 유아특수교육교사 및 관련 전문가들이 가족 중심의 유아특수교육 실시할 수 있도록 가족참여와 이를 위한 지끈의 중요성, 개별화된 가족참여와 지원을 제공하는데 필요한 지식과 기술을 습득할 수 있도록 하며, 이를 위해 기존의 직전교육 및 현직연수프로그램을 수정·강화한다. 다섯째, 유아특수교육기관, 특히 다양한 인적·물적 자원을 갖추고 있는 특수학교는지역사회 내 관련 공공·민간기관이나 단체들에서 제공하는 장애아동 및 그 가족에 대한 지윈을 가족에게 연계하고, 범주별로 제공되는 다양한 자원을 조정하며, 지역사회내의 다양한 지원을 가능한 한 유아특수핀육기관이라는 단일한 장소에서 통합하여 제공하도록 한다. 여섯째, 장애영아에 대한 조기중재의 중요성 및 교육의 기회균등 보장, 장애아동 가족이 갖는 경제적 불이익 등을 고려하여 현재 보육의 대상인 O~2세 장애영아에게는무상교육을, 현재 무상교육 대상이나 무상교육의 혜택을 많이 받지 못하고 있는 3~5세장애유아의 교육은 의무교육으로 한다. 일곱째, 장애아동을 부양하는 가족에게 장애아동 부양 수당, 세금 감면 등의 경제적지원, 의료비 및 보조장구 지원, 장애아동 보육지원 및 기타 상담, 가사 보조 등과 같은다양하고도 실제적인 지원을 확대한다. 여덟째, 정부, 지방자치단체, 지역사회 내의 유아특수교육기관이나 관련 기관에서는장애아동의 부모집단, 형제지원 집단, 아버지 집단과 같은 자조집단을 육성하고 장려하여 이들 집단의 구성원들이 스스로 정보를 교환하고, 상호 지원을 하며, 스스로의 권익을 옹호하는 활동 등을 할 수 있도록 한다. 아홉째, 정부, 지방자치단체 및 지역사회 내 유아특수교육기관이나 관련 기관에서는장애아동 및 그 가족이 정상화된 사회에 진정으로 통합되고 잘 적응할 수 있도록 장애아동 및 그 가족에 대한 다양한 인식 개선 활동을 전개하며, 이들에 대한 종합적인 지원과 서비스의 필요성 및 가치를 인식시켜 이들에 대한 지원적인 환경을 창출하고 조성 한다. 마지막으로, 유아특수교육에 있어 우리 나라 현실에 맞는 장애아동 가족의 효율적인참여 및 이를 위한 지원 전략과 IFSP의 개발 및 실시 모형 등을 도출하고, 이를 널리보급하기 위해 시범 프로그램을 운영하며, 장애아동 출현률 조사에 장애아동 뿐 아니라 그 가족의 실태에 관한 조사를 포함시켜 이 조사결과를 근거로 장애아동 및 그 가족에대한 중재 혹은 지원정책 방안을 수립하도록 한다. 또한 이제까지 언급한 장애아동 가족에 대한 다양한 지원을 실현하기 위해 관련 법규 및 제도를 제정하거나 개정하며, 이러한 법규정의 실천을 보장하기 위해 필요한 예산을 확보한다. 장기적으로는 가족지원을 통합적으로 시행하기 위해 기존의 장애아동가족지원 관련 법규들을 보완, 정리하거나 장애아동가족지원법을 새로이 제정한다. Based on the acknowledsernent that family participation in the education of their young children with disabilities has positive influences on their development and therefore. supports for increasing effective family participationare very important, the purpose of the current study is to provide strategies for supporting the families of young children with disabllities in order to empowerfamilies to effectively participate in educating their children with disabilities, and ultimattly. enable them to facilitate the development of young children with disabilities and meet their needs. In order to accomplish the purpose of this study. the study analyzed and reviewfd literature on policies and practices in family support of Korea and 3foreign advanced countries. and implemented in-depth interview to the familiesof young children with disabilities which are enrolled in institutions for earlychildhood special education, including special schools for children with mentalretardation, physical disabilities, visual impairments, hearing impairments. and autistir'disorders. respectively. special classes in kindergartens. and earlychildhood special education programs in welfare facilities and private institutions both of which are not formally approved by the government. Based on theresults of analyzine !iterature and in-depth interview materials. the currentstudy provided strategies for supporting families of young children with disabilities as follows: First, family participation in early childhood special education has to beexpanded, but the levels and methods of the participation must to diversifiedaccording to the characteristics and resources of each family. Second. if families want family assessment. it has to be carried out and basedon the assessment results, it is recommended that Individualized Family Support Plans(IFSPs) should be developed and implemented, and include the followingcontents: the current level of young children with disabilities: resources, priorities, and concerns of their families: objectives of children and theirfamilies; and names of teachers in charge of the development and implementation of IFSPs. Third, national, public and private organizations as well as institutions for early childhood special education should provide a range of family education programs. considering the characteristics, age. and sex of children with disabilities and their family members, and current conditions of communities. When family education programs are implemented. various methods have to be used. including internet and teleconference communication systems. In audition, the programs should be also available to family members whose children or siblings are not yet enrolled in institutions for early childhood sfecial education. Fourth. teachers and other professionals involved in early childhood special education have to be provided with programs for teaching the importance of family participation and supports for facilitatine family participation, and knowledges and shills necessary to implement IFSPs. Therefore, existingpre-service and in-service training programs should be improved and strengthened. Fiftlh. institutions for early childhood special education. especially special schools with a range of staff members and facilities have to link supports fromrelated-organizations in communities to families of young children with disabilities, coordinate various resources which are provided catesorlcally. And make efforts to provide them in one place(j.e. special school). Sixth, considering the importance of early intervention for infants and toddlers with disabilities. guarantee of the equal opportunity to be educated, and economic disadvantages of the families of children with disabilities. 0 to 2 years of young children who are regarded as child care target populations under the currert regulations have to be provided with free education. and 3 through 5 years of young children who are regulated as free education tareet populations must be provided with compulsory education. Seventh, various and practical supports have to be offered to the families of young children with disabilities, including financial support such as child-rearing allowallces and reduction of and exemption from taxes, assistive equipments, child care, counseling, and household assistance. Eighth, central government and local governments. communities, institutions for early childhood special education. and related agencies have to promote and encourage a range of self-groups such as the groups of parents and siblings so that they exchange information, support each other, and advocate their rights. Ninth, central government and local governments, communities, institutions for early childhood special education, and related agencies should develop strategies for improving people's attitudes towards children with disabilities and their families, and create and facilitate the supportive environments by giving infornlation and materials regarding the necessity and value of comprehensive suppcrts and services for the purpose of their more integration into and adaptation to normalized society than before. Finally, models for family participation appropriate to the current status in Korea and strategies for supporting the participation. and IFSP development and implementation must be devetoped. Model, programs have to be operated to evaluate and distribute them. In addition, future incidence survey of children with disabilities moat include items regarding the current status of families of children with disabilities. and based on the survey results. policies in supports and interventions for children with disabilities and their families must be designed. Moreover, for the purpose of providing a range of supports for families of young children with disabilities. related-regulations and systems have to enactedor revised. and financial arrangements for carrying out such regulations have to be made. In the long run, existing regulations on family support should be supplemented or a new family support act be enacted in order to provide comprehensive and coordinated family support programs.
이미선,김태준,이유훈,조광순 국립특수교육원 2005 연구보고서 Vol.- No.7
우리 나라 교육인적자원부에서 2001년부터 설치 · 운영하기 시작한 지역 중심의 지원체제인 특수교육지원센터의 대부분은 아직까지 실질적으로 제 기능을 수행하지 못하고 있는 것으로 보고되고 있다. 이에 본 연구에서는 특수교육지원센터의 운영을 활성화할 수 있는 정책 방안을 모색함으로써 향후 지역 중심의 특수교육 지원체제 구축과 관련된 정책 수립의 기초 자료를 제공하고자 하였다. 위와 같은 목적을 달성하기 위해 본 연구에서는 주요 OECD 국가의 특수교육지원센터 관련 법규, 정책 및 운영 실태에 관한 문헌을 분석하였다. 또한, 우리 나라 특수교육지원센터 관련 법규와 정책에 관한 문헌을 분석하였으며, 특수교육지원센터의 운영 책임을 맡고 있는 교육청의 특수교육 담당 장학사의 특수교육지원센터의 전담 혹은 지원교사 전수를 대상으로 설문조사를 실시하였다. 이 외에도 본 연구에서는 문서자료 분석을 실시하였고, 연구자 협의회를 개최하였다. 본 연구는 문헌연구, 설문조사, 문서자료 분석 및 연구자 협의회 결과를 모두 종합하여 다음과 같은 특수교육지원센터 운영의 기본 방향과 구체적인 운영 방안을 제시하였다. 첫째, 우리 나라 특수교육지원센터이라는 기관의 성격을 특수교육 대상학생에게 적절한 교육을 제공하고, 특수교육 대상학생의 긍정적 결과에 도움이 되는 활동을 지원하며, 이들에게 제공되는 교육 서비스의 질적 수준을 향상시킬 수 있도록 하는 '지역 중심의 지원기관'으로 규정하고자 한다. 둘째, 위에서 언급한 지원기관으로의 역할을 수행할 수 있도록 특수교육지원센터 운영은 다음과 같은 방향으로 운영되도록 한다. 즉, (1) 개인적 차원의 지역사회에 기초하여 운영되어야 하며, (2) 지역 내 관련기관 및 단체와의 연계 · 협력을 통해 효율적으로 운영될 수 있도록 하고, (3) 정상화 원리에 기초하여 운영되어야 하며, (4) 학교 차원에서 특수교육 대상학생에게 지원을 제공할 수 있도록 하고, 학교 차원에서 지원을 제공할 수 없는 경우 지원기관인 특수교육지원센터에서 지원을 제공하는 단계적 지원 모형을 적용하도록 하며, (5) 특수교육 대상학생의 전 생애 주기에 걸쳐 알맞은 지원을 제공하도록 하며, (6) 특수교육 대상학생 뿐 아니라 교사, 학교, 가족, 교육청 특수교육 담당 장학사 및 기타 관련기관의 전문가들까지 지원 대상으로 포함시켜 이들에게 기술적 도움과 지원을 제공하는 방향으로 운영되도록 한다. 셋째, 특수교육지원센터의 설치 장소는 해당 지역의 지원센터에서 계획한 다양한 지원 기능을 수행하는데 충분한 공간이 확보되면서 수요자들에게 접근이 용이한 장소를 지역 실정에 맞게 지역교육청 뿐 아니라 특수학급, 특수학교, 대학, 장애인복지관 혹은 별도의 독립된 공간 등에 융통성있게 설치할 수 있도록 행정 지침을 제시하도록 한다. 넷째, 특수교육지원센터의 지원 기능은 우선적으로 지역 내 특수교육 지원에 대한 요구 조사 결과에 기초하여 지역 실정에 맞게 융통성있게 계획하여 시행하도록 하되, 가능한 다음과 같은 지원 기능을 포함하도록 한다. 즉, (1) 특수교육 관련 정보 제공, (2) 가족지원 활동, (3) 다양한 지원 및 서비스의 연계 · 조정 · 통합, (4) 조기발견 활동, (5) 특수교육 대상학생의 진단, 적격성 판정 및 배치 지원, (6) 특수교육 · 통합교육 · 치료교육에 대한 기술적 도움, (7) 특수교육 · 치료교육 서비스의 제공, (8) 진로, 전환 및 직업 교육 지원, (8) 장애인의 평생교육 지원, (10) 특수교육 관련 연수의 제공과 지원, (11) 기타 특수교육 관련 자료, 기자재 및 공학기구의 대여 활동. 또한, 이러한 특수교육지원센터의 지원 기능과 관련하여 전문가들에게 기술적 지원과 도움을 제공하도록 한다. 다섯째, 위에서 언급한 특수교육지원센터의 지원 기능을 수행하기 위해 특수교육지원센터에는 치료교육 교사, 특수교육 교사, 직업교육 교사, 심리진단 전문가(혹은 교육심리학자), 행동지원 전문가, 상담 전문가, 사회복지사, 가족지원 전문가, 특수교육 관련분야의 연구원, 보조공학 전문가, 사무직 등 최소한 11명의 전담인력을 배치하되, 장기적으로 치료교육 교사는 치료교육 전문 분야별로, 특수교육 교사는 교육 단계별로 세분화하여 배치하도록 한다. 한편, 특수교육지원센터에 필요한 전담인력 분야인 서비스 조정자는 특수교육 교사, 사회복지사, 가족지원 전문가들이 이러한 업무를 담당하도록 하며, 의사는 지역사회 내 의사를 특수교육지원센터 협력 인력으로 지정하여 지원을 받도록 한다. 그러나, 위와 같은 특수교육지원센터 전담인력은 해당 지역의 특수교육지원센터 지원 기능을 효율적으로 수행할 수 있도록 지역 실정에 맞게 융통성있게 배치하도록 한다. 한편, 특수교육지원센터에 배치할 다양한 분야의 전담인력 배치 순서는 특수교육지원센터의 지원 기능 중 가장 시급하게 활성화되어야 하는 지원 기능으로 나타난, '통합학급과 특수학급에 대한 특수교육 및 다양한 치료교육 서비스 제공이나 지원' 기능을 수행하는데 필요한 전문인력인 특수교육 교사 1명 및 치료교육 교사 1명을 우선적으로 배치하도록 한다. 또한, 현행 법규 조항 하에서 교사 자격증이 없는 전문가의 경우 특수교육지원센터로의 배치가 어려움을 고려하여 향후 특수교육진흥법의 개정을 통해 특수교육지원센터를 교육청 산하 특수교육기관으로 규정함으로써 특수교육지원센터에 다양한 분야의 전문인력이 배치될 수 있도록 한다. 여섯째, 향후 특수교육지원센터는 교육청의 특수교육운영위원회와 역할을 구분하여 특수교육 대상학생의 진단을 실시하고, 진단 결과에 기초하여 진단 보고서(판정 가능한 장애 범주, 아동에게 필요한 서비스, 적절한 교육환경 결정 및 IEP 개발에 도움이 되는 내용 포함)를 작성하여 특수교육운영위원회에 제시함으로써 특수교육운영위원회에서 특수교육 대상학생을 판정하고, 배치 환경을 심사하는데 도움을 주도록 한다. 일곱째, 특수교육지원센터 다양한 지원 기능을 활성화하기 위해서는 (1) 특수교육지원센터의 구체적인 법적 근거 마련, (2) 특수교육지원센터 운영을 위한 충분한 예산 확보, (3) 단계적 지원 모형의 도입을 위해 학교에 충분한 특수교육 전문가 배치 및 학교와 교사에 대한 기술적 도움과 지원의 제공, (4) 교육청에 특수교육 전담 장학사의 배치 및 이들에 대한 기술적 도움과 지원의 제공, (5) 지역 차원 뿐 아니라 시 · 도 혹은 중앙정부 차원의 특수교육지원센터 운영, (6) 관련 기관간 연계 · 협력체계 구축을 위한 제도적 지원, (7) 특수교육지원센터 시범사업 실시, (8) 특수교육지원센터에 대한 홍보 강화, (9) 특수교육지원센터 전담 혹은 지원교사에 대한 우대책 제공이나 불이익 배제, (10) 특수교육지원센터 관련 전문가에 대한 운영 지침 및 연수 제공과 같은 행정적 지원이 이루어지도록 한다. It has been reported that the majority of special education support centers, which are locally-based support systems, that have been established and managed locally since 2001 have not been able to do fulfill its purpose. In this respect, this study aimed to provide basic data for relevant policy development for the construction of locally-based support systems by searching for strategies to activate the management of local special educaton support centers. In order to achieve the aforementioned purpose, this study analyzed documents related to the legislation, policies, and management status of the special education support centers of OECD member countries including U.S.A, United Kingdom, Germany, and Japan. In addition, this study analyzed documents related to the laws and policies of Korea's local special education support centers, and surveyed the school inspectors of the offices of education in charge of the management of local special education support centers as well as specialized or support teachers of the special education support centers as well as specialized or support teachers of the special education support centers. In addition, this study adopted a methodology of the review of documents and held researcher conferences. The finding of this study presents guidelines and detailed strategies for management of local special education support centers as follows: First, Korea's local special education support centers need to aim at locally-based support organizations which provide appropriate education for students with disabilities, support activities that assist in the positive outcome of students with disabilities, and play roles in improving the quality of education services for these students. Second, in order for special education support centers to play their role mentioned above, speical education support centers should be managed under the following guidelines. They should (1) be managed based on a individually based-community, (2) be managed effectively throug the nexus and cooperaion of relevant institutions and organizations in community, (3) be managed based on the principle of normalization, (4) adopt a phase-by-phase support model in which support is given by schools to students with disabilities, and in cases where schools are unable to provide support, outside support institutions such as special education support centers provide support, (5) provide appropriate support throughout the lifetime of student with disabilities, (6) be managed so that support is given not only to students with disabilities, but so that technical support is also given to teachers, schools, families, school inspectors in charge of special education at the office of education, and professionals of relevant institutions. Third, present administrative guidelines in order for special education support centers to be established with adaptability not only at offices of education but also at special classes, special schools, universities, welfare institutions for individuals with disabilities, or other independent spaces at easily accessible locations where sufficient areas are secured in order to conduct the various functions that have been planned by special education support centers. Fourth, the support functions of the special education support centers should be planned flexibly, first based on the survey results on the needs of special education support in community, but also include the following support functions. That is, they should (1) provide information related to special education, (2) support the families of students with disabilities, (3) link, coordinate, and combine several support and services, (4) engage in early identification activities, (5) support the evaluation, eligibility determination, and placement of students with disabilities, (6) provide technical support related to special education, inclusive education, and therapeutic education, (7) provide special education and therapeutic education services, (8) support career, transition and vocational education, (9) support lifelong education for individuals with disabilities, (10) provide and support in-service training under collaboration with relevant institutions, and (11) engage in lending materials, aid and equipment related to special education. In addition, provide technical assistance to professionals about the above-mentioned supports. Fifth, in order to conduct the support functions of special education support centers mentioned above, special education support centers should station at least eleven specialists including a therapeutic education teacher, special education teacher, vocational training teacher, psychological diagnosis professional (or educational psychologist), behavioral support professional, counseling professional, social worker, family support professional, researcher in the field of special education, assistive technology specialist, and administrators, and in the long-term, placements should be subdivided so that therapeutic education teachers are available by fields of therapeutic education, and special education teachers by educational levels. Meanwhile, the special education teacher, social worker, or family support specialist of special education support centers can take a responsibility for service coordination necessary for special education supports. Medical services also necessary for special education support need to be provided by medical doctors in community who agree with collaboration with special education support centers. However, the specialists of special education support centers mentioned above should be placed flexibly according to the needs of community so that special education support centers can act effectively. In addition, regarding the order of placement of specialists in various fields of special education support centers, priority posting should be given to one special eduation teacher and one therapeutic education teacher, who can perform support activities from the most urgent field. Also, considering that it is difficult for specialists without teacher's licenses to be placed in special education support centers under current legislation, the amendment of the Special Education Promotion Act is needed to stipulate that special education support centers are subsidiaries of the offices of education, so that professionals from various fields can be placed in special education support centers. Sixth, the role of special education support centers should be distinguished from that of special education management committees fo the offices of education. Therefore, special education support centers should carry out the evaluation of students with disabilities and completion of evalution report (including information that may help determine an eligibilty for special education services, identify services needed for student with disabilities, develop IEPs, and decide appropriate educational environments) based on the evaluation results so that the special education management committees can make an eligibility for special education services and determine educational environments appropriately. Seventh, in order to activate the various support functions of special education support centers, we should (1) provide a specific legal basis for special education support centers, (2) secure a sufficient budget for the management of special education centers, (3) arrange sufficient special education professionals at schools and provide support and technical assistance for the introduction of a phased support model, (4) place school inspectors who undertake only the supervision of special education to the offices of education and provide sufficient support and technical assistance for them, (5) manage special education support centers at the local, provincial, or central government level, (6) provide institutional support to establish a nexus and cooperation system among relevant institutions, (7) enforce a model project of special education support centers, (8) strengthen publicity about special education support centers, (9) give preferential treatment or remove disadvantages for special education support center specialists or support teachers, and (10) ensure administrative support for professionals associated with special education support centers, such as providing management guidelines and in-service training.
총체적 언어 교육이 초등학교 저학년 아동의 내용생성능력에 미치는 영향
이미선,이성은 이화여자대학교 사범대학 교과교육연구소 2005 교과교육학연구 Vol.9 No.1
본 연구는 총체적 언어 교육에 따른 국어교과서 통합이 초등학교 저학년 아동의 내용생성능력에 미치는 영향을 알아보는데 그 목적이 있다. 이를 위해 초등학교 2학년 두 학급을 선정하여 한 학급은 실험 집단으로 국어 통합교과서를 활용한 국어 학습을 실시하고, 또 다른 학급은 비교 집단으로 제7차 교육과정에서 제시된 국어 학습을 8주 동안 적용하였다. 연구 결과, 총체적 언어교육에 따른 국어 통합교과서를 활용한 실험집단의 내용생성능력이 비교집단보다 모두 통계적으로 유의미한 차이를 보였다. 구체적인 분석 내용을 통해서도 국어 통합교과서를 활용한 국어 학습이 아동의 내용생성능력 증진에 긍정적인 변화들을 가져왔음을 알 수 있다. 후속 연구로는 다른 학년의 아동들을 대상으로 다양한 내용과 목적에 맞도록 국어 통합교과서를 활용한 국어 학습의 활용 방안을 개발하고 그 효과를 검증해 보도록 하며, 내용생성능력의 평가 방안에 대한 연구가 지속적으로 이루어지도록 제언하였다. The purpose of this study was to seek the effects of the Whole Language Approach on children's ability of constructing ideas through integrating Korean textbooks 'Speaking⋅Listening', 'Reading' and 'Writing'. For this purpose, subjects were chosen; 2 classes of 2nd grade in P elementary school, Songpa-gu in Seoul. Pre and post test was developed to evaluate the ability of constructing ideas based on the 2nd grade Korean curriculum. The experimental group studied for 8 weeks 42 periods by using a reorganized, integrated Korean textbook and the comparative group studied by using divided Korean textbooks 'Speaking⋅Listening', 'Reading' and 'Writing' according to the current seventh national curriculum. As a results, the Whole Language Approach was effective on developing children's ability of constructing. In speaking's ability of constructing ideas, the experimental group's grade more improved than comparative group and statically shows significant difference(ρ<.05). The sub-elements of the ability of constructing ideas (idea richness, creativity and corelation) were all superior to comparative group. The effect of Korean textbook integration were not proved on post-test writing's ability of constructing ideas, because the richness and creativity were improved both the experimental group and the comparative group. In conclusion, teachers should refresh their thoughts and try to integrating Korean textbook in teaching. And also to do the research of improving children's ability of constructing ideas, systematic research of Korean textbook integration is constantly developed and supported by co-teachers both school and district level.