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學業成就에 影響을 미치는 性格特性의 要因에 關한 硏究 : 새로운 敎育評價·方向에의 提言
金仁植 대구보건대학 1977 대구보건대학 論文集 Vol.3 No.-
It will have a practical as well as a theoretical value to analize the variables which contribute to the scnolastic achievement. As intelligence tests are usually validated by comparison with achievement, it can be assumed that intelligence is the only accountable variable in scholastic achievement. The human adjusting processes in any interindividual relationship, however, do not solely depend intellectual behavior, and numerous personality factors other than intelligence such as emotionality, mativation, etc. would take part in the human activity. Therefore, the current educational evaluative processes carried cut in the junior high schools, nowadays, have to be explained in terms of various personality factors as well as intelligence. This study is designed to explore the significance of personality factors in predicting school marks and detect the variables which are present in scholastic evaluation in the junior high school. The subjects were 240 (1st grabe 120, 2nd grade 120) at Hyo-Sung Girls' High School in Daegu. Their ages ranged from 16 to 17. The testa used were as follows: The intelligence diagnostic diagnostic test (Form 121-가) standardized by Prof Sang Loh, Lee, and personality diagnostic test (Form 571) made by Prof. Sang Loh, Lee, Chang Jin, Byun, wee Kyo, Chin The personality diagnostic test contains mine factors in descriptive scales: Emotional stability, Dominance, Sociability, Responsibility, Reflectiveness, Conformity, Masculinity, Impulsiveness, Superiority. And also it contains five personality factors in clinical scales: Depression, Anxiety, Paranoid tendency, Autism, Nervousness. The tests were administered in Sep. 10-0 ct. 20, 1975 in groups. IN order to get the criteria of scholastic achievement, the gross mean of the girl's school achievement in the 1st semester of 1975 achievement, test scores for such group were statistically analyzed in terms of correlation method and CR test techniques respectively. On the basis of the findings and discussion based on the research, it could be concluded that : 1. Intelligence affects scholastic achievement. 2. Of the personality factors, dominainance, responsibility. reflectiveness, masculinity, superiolity, affects scholastic achievement. 3. There was no difference in personality factors except "reflectiveness" in relation betweness" in relation between 2nd and 1st grade.
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Dewey敎育論의 心理的 硏究 : Pragmatism을 中心으로
金仁植,石秀隆 대구보건대학 1977 대구보건대학 論文集 Vol.3 No.-
Since Dewey's death m 1952, many criticisms not only by American Scholars but also those from Europe have been made. This article is based upon the attempts of H.H.Home, A.V.Judge, T.V. Rusk. Curtis, W., George Geiger and Russell, who have criticized Dewey's Progressive Philosophy of education. The Criticism of main issues: 1. The main areas of criticism are the denial of absolute values. 2. Lack of appreciation of factors beyond the Scope of human experience. The author tries to resolve the differences between Pragmatism and Idealism and gets and Idea to reconstruct "Neo-Deweyism for Korean- Education" Which will be the main theme to be presented by the author later.
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