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Rousseau의 宗敎思想에 關한 一硏究 : Emile을 中心으로
金東一 한국교육철학회 1990 교육철학 Vol.8 No.-
I have studied about his religion on the Emile of Jean Jaques Rousseau. First, his viewpoint of God is not to study a systematical theology but the conception of God that he considered is found in his viewpoint of nature;namely, it is presented the religion based on nature. It is believed that nature has God everywhere. He takes near position to pantheistic theory. Rousseau's God is a Creator, nature-itself and goodness -itself. It is considered that God exists and almighty God wants goodness. Therefore it is also considered that God is supreme goodness and sureme righteousness. Because God creates goodness. He can not create evil at the same time. Evil is created by man in the course of his lifetime and it is surmounted by will that man has. Second, his viewpoint of faith is started from natural religion that has nothing to do with Christianity. Criticism about Christianity is expressed by his lively experience at that time. Therefore his faith and viewpoint of religion are known by his conscience and feeling rather than his dogma. He tried to understand the religion on human position. This is his unique natural religion. He lived in a religious faith and did not live without religion. From this viewpoint he made religious doctrine on the base of nature and reason. Nature that he considered is only a book which is extended to everyone and he is spreading his religious doctrine through his book. Third, his faith principles are; First article is admitted the existence of God. And every existence is proved the cause. Will is a cause of motive power to move substance and lets a true act exist. He believed that will moved the world and endowed the natural world with life. Second article is admitted the existence of God to keep the order. The existence of God is actually existed. It is called God that moves all the materials and endows the order to all things. Third article is meant that freedom and soul of man is not material but spirit. Therefore man is small universe. If there is no freedom, there is no true will.
School-based screening of ADHD, LD and comorbid ADHD/LD: The case of an elementary school in Korea
김동일,lenai Kim,정소라,신재현,안지영,고은영 한국교육개발원 2011 KEDI Journal of Educational Policy Vol.8 No.1
The purpose of the current study is to investigate the prevalence differences of Attention Deficit/Hyperactivity Disorder (ADHD), Learning Disabilities (LD), and comorbidity of ADHD/LD and the characteristics differences of each disorder in the context of a school-based identification. For ADHD screening and diagnosis, nominating and rating method are compared and analyzed, and for LD, low achievement model by achievement test, and discrepancy model by difference score between intelligence test score as aptitude and achievement test score as achievement are compared, respectively. As a result, subjects were differently identified and there are different characteristics and prevalence rate according to diagnosis tools and ways in the referral process on the school. Accordingly, discussions were raised on problems when current diagnosis systems are adopted in real school context and on prevalence rate in Korea.
김동일,박유정,Linda J. Lombardino 서울대학교 교육연구소 2015 Asia Pacific Education Review Vol.16 No.3
This study was designed to investigate potential reading differences between low-achieving and typically achieving first-grade Korean-speaking children by (1) comparing their speed of lexical access on alphanumeric and non-alphanumeric tests of rapid automatized naming and (2) comparing relationships between the two groups’ performance on alphanumeric and non-alphanumeric tasks with their performance on component measures of reading. Twenty-seven low-achieving readers and 34 typically achieving readers participated in this study. The lowachieving readers performed significantly more slowly than their typically achieving reading peers on the four measures of rapid naming. The response rates for both alphanumeric naming tasks (digits and letters) showed strong negative correlations with oral reading fluency, while their response rates for the non-alphanumeric naming tasks (Color and Object naming) showed relatively weak relationships with reading measures for both groups. In regression equations, Letter naming tasks were uniquely associated with both word recognition and oral reading fluency. The utility of using alphanumeric naming tasks as indicators for identifying Korean Hangul readers who are at risk for reading disabilities is discussed.
학습부진 및 학습장애 학생의 사회성 중재연구 동향 분석
김동일,고혜정,조재은,김은삼,조영희 한국통합교육학회 2015 통합교육연구 Vol.10 No.1
The purpose of this review was to examine trends in studies of social skills interventions for students with learning difficulties ·learning disabilities and provide teachers useful information that may affect planning of lessons and decision making. A total of 29 studies published in Korean journals were reviewed. This review investigated general features of the studies and types of social skills interventions used in the studies. This review also examined trends in participants, intervention delivery methods, and sub-social skills targeted by the types of interventions. The finding indicated that the participants in most studies were elementary students. Second, social skills interventions were categorized into five types: (a) play program, (b) therapy, (c) peer tutoring program, (d) self-expression training program, (e) others. The intervention in most studies were the self-expression training program. Third, studies did not provide sufficient information of place, group size and session of interventions. Lastly, sub-social skills targeted varied across the intervention types. Discussion and suggestions for future research were provided. 본 연구의 목적은 학습부진 및 학습장애 학생을 대상으로 실시한 사회성 중재 연구의 동향을 살펴보고, 현장적용에 유용한 사회성 중재에 관한 정보를 제공하는 것이다. 선정된 총 29편의 연구의 일반적 특성과 사회성의 하위영역과 중재유형 및 특성을 살펴보았다. 분석 결과, 학습부진 및 학습장애 학생의 사회성 중재 연구의 대상은 대부분 초등학생이었고, 사회성 중재유형은 놀이 활동 프로그램, 치료 프로그램, 또래교수 프로그램, 자기표현 프로그램 그리고 기타로 분류되었으며, 이 중 자기표현프로그램 중재가 가장 많았다. 각 중재유형별로 중재 장소 및 집단크기, 중재기간에 대해서는 충분한 정보가 제공되지 않은 연구가 많았으며, 중재유형별로 목표로 하는 사회성 하위 영역은 매우 다양하게 나타났다. 이러한 분석결과를 중심으로 학습장애 및 학습부진 학생들의 사회성 중재연구에 관한 논의와 함께 후속연구에 대한 방향을 제안하였다.