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아동복지시설 아동의 사회적 기술 향상을 위한 집단상담 프로그램 개발 및 효과검증
이대규,변상해,문인숙,정의정,Lee, Dae-Gyu,Byun, Sang-Hae,Moon, In-Sook,Jeong, Eui-Jeong 한국벤처창업학회 2010 벤처창업연구 Vol.5 No.1
The purpose of this study is to develop and to verify an effect of a group counselling program for children who are in need of improving social skills and relationships. In order to meet this goal, the study procedure was employed as follows: First, the literature review of studies on childrens in social welfare institutions was implemented. Second, to analyze need of staffs in facilities and to specify the present condition of children, 100 staffs were participated in basic investigation. The result of investigation revealed that social skill development programs should be held in form of total 11~12 sessions once or twice in a week, with 50~60 minutes per session. Third, based on the literature review and current situation investigation results, a program for improving social skills and competencies of children was developed. To verify the program, two groups composed of elementary children who are fourth grade to sixth grade were organized. The groups were a experimental group which was provided with a group counselling program and a control group with no program. The program was composed of twelve sessions throughout six weeks, and the subjects took social skill test after taking the program to verify educational effects. T-test were implemented to analyze difference of the test results of two groups statistically. As a result of a research, following major two findings were specified: (1) experimental group showed significant difference in the score of self-assertion, cooperation, and self-control, which indicates that the program was effective for social skill improvement: (2) according to the test result, the self-assertion, cooperation, and self-control skills were clearly improved. In conclusion, the program turned out to be an effective and a positive educational device to enhance social skills of the children. The program developing model were suggested to improve social skills of children in the state of family devision based on the study findings. The follow-up future studies should elaborate program models for various-aged children and for children with various learning styles. Furthermore, qualitative study method should be employed which can specify social attitude change of children.
이대규 부산대학교 사범대학 1988 교사교육연구 Vol.16 No.-
In teaching reading in the secondary school level the most important objective is to develop students' ability to analyses, interprete, and the evaluate expository and argumentative proses which are logically organized. Rhetoric provides with the concepts and principles necessary to analyse, interprete, and evaluate the formal mentioned just above. Therefore the contents of teaching reading as one of important secondary school subjects should rhetorical concepts and principles. The knowledges of rhetorical concepts and principles and its application to reading is basic objectives which are necessary for the major objective. The discussion of developing the major reading ability will begin with clarifying the characteristics and structure of formal essays. The discussion also includes specifying subordinate objectives prerequisite to the major objective. For the purposes an effort to clarify the characteristics and organization of formal essays were made. And an attempt to establish major and subordinate objectives of teaching reading were tried. Methods of teaching reading also were considered as follow: 1.Identifying the topics of the given passages and making the sentences short. 2.Analysing, interpreting, and evaluating paragraphs. (1)Identifying the topics, topic sentences, and main ideas of paragraphs. (2)Making the outlines or summaries of paragraphs. (3)Identifying the relationships between main ideas and their subordinate ideas such as details, examples, or evidences. (4)Evaluating the unity and coherence of paragraphs. 3.Analysing, interpreting, and evaluating the whole essays. (1)Making outlines or summaries of the whole essays. (2)Identifying the relationships between the main ideas of the developmental or end of an essay. (3)Evaluating the unity and coherence of the whole essay.