http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
- 中文 을 입력하시려면 zhongwen을 입력하시고 space를누르시면됩니다.
- 北京 을 입력하시려면 beijing을 입력하시고 space를 누르시면 됩니다.
RISS 인기검색어
- 검색키워드
- 저자 : 정일화 (검색결과 86 건)
- 무료
- 기관 내 무료
- 유료
-
-
-
정일화,천세영 한국교원교육학회 2017 한국교원교육연구 Vol.34 No.1
“교사가 있어 학교가 있다.” 시대를 선도하는 교육을 위한 교원양성은 중요하다. Amitai Etzioni는 적어도 5년 이상의 전문직 교육기간이 필요하다고 하였다. 주요 선진국은 대학원 수준의 교원양성 경향을 보인다. 본 논문은 문헌연구를 바탕으로 교육전문대학원 교원양성체제의 필요성과 체제 안을 탐색하고자 하였다. 우리나라는 1962년에 2년제 중학교 교원양성이 4년제로 강화되고 1981년에 2년제 초등교원양성이 4년제로 바뀐 이후, 교원양성체제에 변화가 없다. 교육대학원은 1964년에 교원 재교육을 위해 설립되었고 1967년부터 신규 교원양성 역할이 추가되었지만 대학원 수준의 전문성 강화라는 본래 취지가 퇴색한 자격과 학위의 과잉양성이라는 평가를 받는다. 역대 정부는 대학원 수준 양성을 지속해서 추구하였다. 학계는 대학원 수준 양성으로 “학부 4년 + 대학원 2년” 체제를 대체적으로 선호한다. 주요 선진국은 사회 변화에 따른 교육과정 편성이 용이하고 교원의 융합적 전문성 강화가 가능한 대학원 수준의 양성 경향을 보인다. 교육전문대학원 도입은 기존의 교육내용 및 교육방법과 차별화하여 학부 전공을 바탕으로 부전공 및 복수전공 등 융합적 전문성을 제고하는 현장 실무중심의 교원양성 과정이 전제되어야 한다. 전문대학원 양성체제로 전환하고자 하는 교원양성기관에 교육과정을 시범 적용하여 성과에 따른 확대 여부를 모색해야 할 것이다. “As is the Teacher, so is the school.” The teacher education system leading the new age is important. At least 5 years are required for teacher education, said Amitai Etzioni. Japan has founded a graduate school for professional education, unlike existing graduate school since 2008, aimed at reinforcing the system for teacher education and qualification. We established graduate schools of education in 1964. However, they have been criticized for providing courses excessively granting degrees and qualifications, losing their primary purpose of strengthening teachers’ expertise up to the level of graduate school. The teacher education system has not changed after two-year-courses for secondary school teachers’ education was strengthened to four-year-courses in 1962, and the same for elementary school teachers’ education in 1981. The Korean government has pursued the way to enhance teacher education. Education circles need to strengthen teachers’ expertise up to the level of graduate school, and suggest a system of “four-year-course for undergraduate studies + two-year-course for graduate school” as an alternative. Major developed countries strengthen teachers’s expertise through graduate schools of education, integrating elementary and secondary school teachers’ education connected with the school settings. Reflecting the global trend, teacher education in the Graduate School for Professional Education is required to enhance teachers’ profession in accordance with social progress.
-
정일화 한국교육학회 2008 敎育學硏究 Vol.46 No.3
단위학교 책임경영제에서 교장의 직무수행 기준이 없으면 직무수행의 개인차가 클 수 있기 때문에, 직무수행 기준 개발이 필요하다. 이 연구의 목적은 교장의 직무기준을 개발하는 데 있다. 이를 위해, 교장, 교감, 교육전문직을 대상으로 설문조사를 실시하여, 교장의 직무영역과 직무성향, 직무지식, 직무수행으로 요인을 구분한 후, 교장직무기준의 중요도에 대한 집단 간 인식을 알아보기 위해 x²를 사용하여 분석하였다. 교장이 지각한 중요도와 준비도의 차이를 밝히기 위해 차이를 평균과 표준편차를 대조하여 제시하고 pair-t로 차이를 검증하였다. 주요 연구 결과는 조사 대상 집단 모두가 본 연구에서 제시한 교장의 직무기준 성립기준을 상회하는 수준으로 지각하여 직무기준으로서 중요하다는 데 인식을 같이 하였다. 또한 교장은 중요도에 비해 준비도를 낮게 지각하였다. The major purpose of this study was to develop standardized job descriptions for school principals in Korea. Participants were randomly selected 554 school principals, vice-principals, and superintendents, in Korea. A survey was conducted to collect data. The revised questionnaires based on the standards of Interstate School Leaders Licensure Consortium(ISLLC) used a Likert 5-point scale. This scale included three criteria: the principal's disposition, his/her knowledge, and his/her performances. The results of the findings were as follows: The mean value of all variables was over 4.0 out of 5.0 on the job descriptions for school principals. In addition, over 70% of all subjects in this study recognized the proposed principalship standards to be 'important' or 'very important'. This result confirmed that the variables proposed in this study were an acceptable model in determining actual job standards for school principals. And the principals perceived that they wanted for meeting the standards. Therefore, principals need to have opportunities for developing their professional abilities enough to meet the principalship standards for making good schools.
-
-
-
-
-
功利主義에 關한 硏究 : 特히 功利主義의 經濟 政治 法律 倫理 哲學 敎育 社會思想에 미친 影響
鄭壹和 忠南大學校 1965 論文集 Vol.4 No.-
The principle of utility means the principle of affirming or negating of all the deeds from his judgement of the man whether they are likely to promote his happiness or not. And he continues, the utility of things means the tendency to provide the man concerned with interest profit, pleasure, the good, in a words, it measures the tendency to make as happy and to keep us from all the unhappiness such as pains, wickness. By this theory, any deed, if it promotes the happiness of human kinds, necessary means goodness while any deed means evil it dose not add to our happiness. This theory holds truce with governmental deeds. Social happiness is nothing but the sum total of the individuals, happiness meaning the greatest happiness of the greatest number. Therefore, social problems are to be judge from the standard of the greatest happiness of the greatest number that is to say, individual act is not to be interfered by any one else and any ristriction of his act which is to reduce his happiness is to harm the social happiness. And every policy by the Government says he really means harm to it, He established two kind theories founded on psychological hedonism. One is Egoistic hedonism and the other, universalistic hedonism, he says pleasure and pains have something to do with nature, administration, and religeon. His utilitarianism influenced philosophy, politics and society, education very much let alone the economist. In interpretation of the greatest happiness of the greatest number, he thought that safty was stood before equality in their values. But he was unpeached off by many people because know that man is selfish in nature, and he was selfish. In study of utilitarnism, his contribution to the study of the idea of J. Bentham in relation with economy, law, ethics, education and society will not be denied forever.
-
KCI연관 검색어 추천
이 검색어로 많이 본 자료
활용도 높은 자료
