자기결정 이론과 모형에 대한 비판

김정권,김혜경 한국특수교육문제연구소 2001 특수교육저널 : 이론과 실천 Vol.2 No.1

본 연구의 목적은 자기결정의 이론적 정립과 함께 이제까지 연구된 자기결정의 모형에 대한 탐색을 하고자 하논 것이다. 그러기 위해 여러 이론과 모형 중에 가장 많이 대두되고 있는 4가지 이론과 모형을 중심으로 논의한다. 이 이론과 모형은 대부분 최근에 연구되고 있는 것들이기 때문에 포스트모던을 주로 지배하고 있는 주관적, 거시적 입장을 취하고 있으며, 자아에 대한 지식과 존중을 바탕으로 한 자아 표현 능력과 태도를 강조하며, 자기결정의 이해와 발전을 위해 환경과의 상호작용을 강조하는 생태학적 입장을 취하고 있다. The purposes of this study are to explore the theories and models about self-determination. The first part of this study addresses the theories of self-determination. Theories provide individuals with a foundation of why and how think and behave. This is accomplished by first briefly describing the theories that are directly or indirectly related to self-determination. First, these are included (a) the cognitive evaluation theory, (b) the self-regulation theory, (c) the self-efficacy theory, (d) the equal opportunity theory. These theories emphasized the role that a society perform in the development of an individual ’ s self-determination. At the same time, the society must fumish the individual with the opportunities to express their self-determination. Second, this study addresses the models of self determination. The theories of self-determination lay the foundation for the self-determination models, A model is an abstract representation of a phenomenon or system. In this case, the models represent various aspects of the self-determination theories. There are four predominate models of self-determination. They include (a) Mithaug, Campeau, and Wolman's model, (b) Abery's ecosystem model, (c) W ehmeyer' s model, and (d) Field, and Hoffman' s model. These models are multifaceted with an emphasis on the individual within various environments. The model takes into consideration the skills base. the knowledge base, and the motivational base of individual within an ecosystem framework. From this perspective, to gain a better understanding of the level of self-detennination of individuals. one must understand the interaction between the individual and the environment.

精神薄弱兒의 個別化 學習의 效果

金正權 韓社大學特殊敎育硏究所 1980 特殊敎育硏究 Vol.8 No.-

In this treatise, I have done a theoretical study on the effects of mainstream education, and examined the effects of individualized learning of arithmetic in EMR special classes. The major objects of this treatise are as follows: 1) To investigate and analyze the mainstream education models. 2) To examine the effects of individualized learning in mainstream education. 3) To study the effects of individualized learning in relation to the grades of the learners and the periods of learning. 4) To study the effects of individualized learning in relation to children's competence. 5) To research the vision of individualized learning in special education of Korea. To carry out a theoretical study on mainstream education I have analyzed the existing references. And I have sampled two experimental groups of EMR children from 13 schools of nine cities and counties around Daegu City to investigate the effects of individualized learning. The two groups consisted of 120 and 121 children, respectively, who were in the 3rd year through the 6th year classes, and they were carefully chosen to be equal in CA, IQ and SQ. The two groups were given the same arithmetic program, A.G.O.Shegel & A.S.Foose's Learning New Skills in Arithmetic (K: 1-3:2), and were trained on the program for an hour a day for three weeks from October 7th through 27th. But the first group was taught by Klausmeir's (1968) Individually Guided Education Model, and the other group, by traditional group teaching. In determining the results of the experiments, Standard Achievement Diagnosis Test was used as pre-and post-tests. And they were given readiness test for the program and their achievements were evaluated at the end of each week. Each program was considered to be completed when achievement was more than 80%. And the materials were treated by Kruskal-Wallis Test and Mann-Whitney U Test. The results obtained are summarized as follows: First, it turned out reasonable to construct mainstream education to zero-reject model, to put the education placement to fail-save model, to adjust the educational management to situational socialization model and to make instructional procedures follow the individually guided education model. The basic concept of mainstream education is integration, i.e., the actual integration of the handicapped and normal children, of instructional procedures, and of the social integration after graduation. The primary issues of mainstream education are construction of instructional plans and program, and the responsibility for its management. Second, so far there have been done a wide range of studies on the various aspects of mainstream education such as academic achievements, personal and social adjustments, and they cover from kindergarten to high school. The term of their studies vary from short to a long one and some are longitudinal studies. These studies have made some what different conclusions according to the different situation of special education, to the trends, conditions, objects and methods of education of those days. In 1950's the theory of integrated education first appeared, and the thought prevailed that EMR special class education had more effects than mainstream education in the studies of those days. In 1960's integrated education was still widely practised, but the effects of mainstream education was acknowledged, and they were finally supported by most of the studies in 1970's. This change means that the conditions of schools and teaching techniques have been improved to meet the unique educational needs of the indiviual child. Third, the comparison of the effects of individualized learning by grade showed that the effects were greater in the upper classes (5th, 6th grades) than the lower classes (3rd, 4th grades) of elementary school. Individualized learning consists largely of Independent study and laboratory study, and so it has a close relation to the motives of children. The seniors are easier to motivate and more positive in learning. Besides, as many of those in the 3rd or 4th year classes were in readiness stage of reading and writing they were less effective in arithmetic program than those in the upper classes. And the comparison of the effects of individualized learning by the learning periods showed that the amount of achivements was higher during the last week than the former two weeks. This is thought to mean that a period of adjustment for individualized learning is necessary before a positive learning. And so what is important is to make the children accustomed to individualized learning. Fourth, in comparison by competence, the effects of individualized learning were greater in less competent group of the 3rd and 4th year classes, showing .1% level of difference. However, this was .1% in more competent group, 1% in less competent and 5% in intermediate group of the 5th and 6th year classes. In all the classes the intermediate group showed the least difference. It can be interpreted as the intermediate group can be taught in a level appropriate to their ability. Especially those in less competent group of the second experimental group achieved little, and they are thought almost neglected in learning. Considering the circumstances, individualized learning is thought to be effective both on more and less competent groups. Considering the current circumstances, the following are suggested: 1) The individualized learning was effective to all of those in EMR classes, regardless of their level of ability and of their grades. Therefore, the effects of the individualized learning will be fully recognized when proper methods are introduced for the educable mentally retarded in normal classes to make each of the EMR can achieve by his own rate. 2) Considering the current situation of Korea, it is difficult to practice mainstream education. So it is desirable to introduce individualized learning in EMR special classes. To confine the size of class to less than 15 students will make it possible to individualize the learning. Unfortunately, however, many of the EMR special classes are being taught in group. There may be a lot of reasons: teacher's inability, the lack of instructional program and learning materials and the inflexibility of the current system, etc. 3) Thinking that there is only one EMR class in each school further establishment of the classes should be allotted to these schools that already have the class for the multi-unit construction and team teaching, which are the basis of individualized learning. And it is desirable to make a unit out of two classes, and have two teachers follow team teaching system, making parents or volunteers work as guiding assistants for the cultivation of subprograms of multi-unit construction. 4) The concerned educational institutes should be induced to participate in developing instructional programs and materials. In current situation this is almost impossible to achieve as it is charged to the teachers on the spot. 5) Administrative system should be flexible enough to be changeable for individualized learning. 6) In-service training institutes should be established in colleges for a long-term training of the teachers on individualized learning.

個人差와 進學指導

김정권 한국사회사업대학 학생지도연구소 1980 학생지도연구 Vol.4 No.-

敎育可能 精神薄弱兒의 學習習慣

김정권 한국사회사업대학 학생지도연구소 1981 학생지도연구 Vol.5 No.-

성경적 원리에서 본 전략경영

김정권 木浦大學校 企業經營硏究所 1998 企業經營硏究 Vol.2 No.1

한ㆍ미 첨단기술산업간 전략적 제휴의 활성화

김정권 木浦大學校 企業經營硏究所 1997 企業經營硏究 Vol.1 No.1

탈구조주의와 학교교육의 재구조화

김정권 국립특수교육원 2002 특수학교장 워크숍 자료집 Vol.- No.3

이진 대역분할과 Zerotree 기반 산술부호기를 이용한 문서 영상 압축

김정권,김승환,이충웅 한국방송·미디어공학회 1999 한국방송공학회 워크샵 Vol.1999 No.6

제7차 특수학교 교육과정의 배경

김정권 국립특수교육원 1999 연구보고서 Vol.- No.1

제7차 특수학교 교육과정의 배경

김정권 국립특수교육원 1999 현장특수교육 Vol.6 No.2