새로운 아이디어를 採擇하는 敎師들의 特性에 관한 分析的 硏究

金億煥 건국대학교 1980 學術誌 Vol.24 No.1

The purpose of this study was to determine whether characteristics such as age, training, level of instruction, and general innovative climate of the school are related to innovation. A random sample was drawn of secondary school teachers employed in private and public schools of Seoul area. 338 teachers completed questionnaires which contained items related to (a) demographic information, and (b) teacher perception of the innovative climate of their schools. The responses were divided into innovative and non-innovative groups on the basis of those teachers who adopted new ideas in teaching on their questionnaires. The collected data were analyzed by obtaining percentages far each category of the questionnaire. Analysis of data indicated that : marital status, teaching level, and amount of training were rejected as means of identifying innovative or non-innovative teachers. (2) the younger teachers tend to be more likely to be innovative, and at the same time, years of leaching experience were a discriminating variable. It was further determined that innovative teachers tend to have shorter number of teaching years than non-innovative teachers. (3) innovative teachers tend to belong to professional organizations, attend more conferences, workshops or in-service training, and read more journals, and travel widely. (4) both innovative and non-innovative teachers perceive the school climate not to be supportive of innovation. (5) teachers do not have sufficient freedom to initiate new programs or ideas in their schools. The reason for not adopting new ideas was pointed to either lack of time or lack of opportunity. (6) the respondents felt that principal and teacher are responsible agents for the initiation of innovation. (7) the ideas for change tend to originate from teachers own recognition of the need for change, while they get these new ideas from their reading, workshop, and in-service training. (8) the source of encouragement to innovative teachers is students, colleagues, assistant principal, and principal, while the greatest source of discouragement is also colleagues, assistant principal and principal.

자궁선근증의 고찰

조환성,이해혁,정성윤,김성욱,이순곤,남계현,이임순,이권해 순천향의학연구소;Soonchunhyang Medical Research Institute 2000 Journal of Soonchunhyang Medical Science Vol.6 No.1

Objective: This study was designed to estimate the frequency and risk factor for edenomyosis Methods: The clinical records of 623 women undergoing hysterectomy were retrieved in the Department of Obstetrics and Gynecology, Soonchunhyang University Hospital, during 5 years, from Jan. 1995 to Dec. 1999. Results: The following result were obtained. 1. Adenomyosis was found in 247 of 623 patients(39.6%) 2. The highest incidence was 40-49 years of age group, an incidence of 46.6% and mean age was 44.7 years. 3. Adenomyosis was more frequently observed in parous women than non-parous women, such as 93.1% and 6.9%, respectively. 4. Dysmenorrhea, metrorrhagia, pelvic pain and vaginal bleeding were common symptom of adenomyosis, an incidence of 28.7%, 19.0%, 18.2% and 16.2%, respectively. 5. Myoma was the most combined disease in adenomyosis, showing the incidence of 54.7%. 6. Grossly, the size of uterus was enlarged more than 10 weeks gestational size in adenomyosis, an incidence of 61.9%. 7. Preoperative diagnostic accuracy of adenomyosis was 6.9%. Conclusion: The results show that deeply understanding of the common symptoms and epidemiology of adenomyosis improve the preoperative diagnostic accuracy.

Piaget 理論의 敎育的 適用

金億煥,方琦鎬 건국대학교 교육대학원 1989 敎育論叢 Vol.11 No.-

삐아제의 槪念에 基礎한 社會的 授業戰略

金億煥,趙誠一 建國大學校 敎育硏究所 1982 論文集 Vol.6 No.-

In Piagetian scheme, children's classification behavior plays a significant role in the development of logical thinking, and classification ability develops when children understand that instances (objects, events and persons) are multi-dimensional. Furthermore, attributes can be used as bases for forming classifications. Children should be shown that single attributes can also be combined to form new sub-classes. That is, they must be able to co-ordinate two or more attributes. In connection with this ability children must also develop intellectual operations called reversibility and reciprocity. At last, this paper demonstrated a teaching strategy for social studies through the use of discovery ptocedures in developing classification ability of children.

校服自律化 採擇行動과 關聯된 學校長 特性에 關한 硏究 : 서울市內 高等學校 校長을 中心으로

金億煥 建國大學校 敎育硏究所 1980 論文集 Vol.5 No.-

Upon giving all secondary schools on the nation an autonomy of adopting a unique style of school uniform in the beginning of the year of 1980, the two distinctive patterns become immediately noticeable among the schools between the early adopter and the non-adopter in this pattern of choice. In connection with this pattern, it was assumed that the personal characteristics of the principals have something to do with this pattern of choice. This survey revealed that the personal characteristics which significantly related to the early adopter tended to include such as food taste, character, travel experience, venturesomeness, money borrowing habit, frequent dialog, paying coffee money for others, frequency in mass communication contact, and growth pattern, of the principals.

先天的 言語能力과 學習

金億煥 建國大學校 敎育硏究所 1977 論文集 Vol.2 No.-

This paper was designed to explore the relationship between innate capacity and language acquisition, in an attept to find some educational implications for teaching and learning. The writer reviewed the nature-nurture controversy, suggesting that this controversy was encountered in the various theories of language acquisition, that is, the reationalist- empiricist debate. He observed, through the various types of innate theories, that a satis-factory explanation of language development depends upon some important biological givens which include certain innate structures or capacity such as the concept of a sentence. Children are prepared by their biological makeup to develop language in a sequential fashion; prelinguistic and early linquistic behavior are determined primarily by maturational pro-cesses. Even the rationalists accept that experience has very mush to do with native language acquisition during the early years, Ovbiously, some experience is necessary-a chid must hear a language in order to speak it-but only to "activate" the child's innate capacity. Once activation has occurred, language is developed rapidly and rather effortlessly despite the enormous complexity of the task. It follows that the rationalist is most interested in marshaling evidence for this position, including the identification of universals. At the very least, he questions the adequacy of concepts like imitation and reinforcement for "ex-plaining" basic language development. In contrast, empiricist assumes that experiential factors are powerful determinants of language acquisition, The idea of innate linguistic structures is not taken as seriously as the notion that social forces shape the course of language development is mush the same way that they shape other aspects of human development. A species-unique, highly specia-lized ability to learn languate is seriously questioned. The writer maintained, however, that the conflict between rationalist and empiricist is more a mater of degree than irreconcilable difference. Some points of convergence between the two positions even exist. For example, representatives of both groups agree that langu-age is acquired in a social context, the group differences in linguistic performance exist. On the basis of the aboves, the writer pointed out that the most important indicator of the child's total language development is his oral language which also depends on listening. The school must provide ample opportunities for children to listen Since language is the major means used in thinking, it is in this manner that he can be helped to improve his intelligence. If thinking can be improved markedly, then these children will be able to take advantage of programs designed to help them acquire skills needed to surivive in this world. The school should provide more effective language instructions than are presently being offered. Children whose principal form is a dialect may be handicapped in all instructional situations. The studies show, that no language system, whether it be standard language or dialect, actually, is superior to any other in terms of indicating more sophisticated thinking skills. Such recognition demands that the teacher's task, then, is not so much to attempt to mold the child's language to adult or other acceptable standards as it is to help the child grow in the capacity to manipulate his own language with increasing flexibility in gaining and expressing ideas. This means putting him in touch with a wide variety of experience for language development.

Piaget 理論의 敎育的 適用Ⅱ : 敎育課程의 適用 및 그 效果 Implications and Effects of Curriculum

金億煥 건국대학교 교육대학원 1990 敎育論叢 Vol.14 No.-

人間資源開發의 理論과 實際에 關한 小考

金億煥,孫泰根 건국대학교 교육대학원 1981 敎育論叢 Vol.1 No.-

Today, the production process of a highly developed industrial society does not only observe the importance of physical production but also sees the magnitude that demands the human resource development which has the inevitable interrelationship over the total production and consumption process. Now, Korea is just getting out of one of developing nations and she is in the middle of endeavoring to reach the line of advanced nations. For the human resource development in Korea, therefore, it would be adequately justifiable that she must attempt and implement the human resource development according to a newly demanding concept of activity from the standpoint that she is developing further form the previous effort of partial job training, education and development. From this study, to begin with the concept and definition of human resource development, the background setting and needs were observed. The process of historical development in the human resource development(HRD) was also briefly reviewed and then the activity area of HRD was lastly studied. In introducing and discussing the theory and practice of human resource development, this paper will contain two parts for the study. Therefore, this study will be part Ⅰ and part Ⅱ will be written later centering the role and methodology of human resource development.

아동기 가정 내 스트레스가 공동의존성에 미치는 영향 및 공동의존성과 정신병리와의 관련성

곽운환,손지욱,한규희,박철수,김장락,김붕년,김봉조,강여화,하형래 대한생물치료정신의학회 2003 생물치료정신의학 Vol.9 No.1

연구목적: 본 연구는 공동의존성에 영향을 미치는 아동기 가정내 스트레스 요인과 공동의존성과 다른 병리와의 연관성을 규명하고자 하였다. 더불어 특정한 질환에서의 공동의존성의 평가가 가지는 의의를 탐색해 보고자 하였다. 방 법: 연구 대상은 정상 일반인 남성집단 88명과 알코올리즘 남성 집단 76명으로 구성되어 있다. 평가도구는 본 저자가 직접 작성한 '아동기 가정내 스트레스 요인 측정용 설문'과 공동의존 척도(RPS), 간이증상 진단검사(SCL-90-R)를 사용하였다. 통계적 분석은 Mann-Whitmey test, Kruskall- Wallis test, Multiple linear regression analysis, Spearman correlation analysis를 이용하였다. 결 과: 1) 정상 일반인 군과 알코올리즘 군의 공동의존성 평균값은 각각 49.12점(표준편차=15.41)과 88.31점(표준편차=17.48)이었다. 2) 정상 일반인 군에서는 '아동기 부모 사별'(p<0.01) '부모의 알코올리즘'(p<0.01) '부모의 상습적 구타'(p<0.01)의 3가지 요인에서, 알코올리즘 군에서는 '어린시절 부모 사별'(p<0.01) '부모의 알코올리즘'(p<0.01) '부모의 상습적 구타'(p<0.01) '부도의 도박'(p<0.01) '사회 병질자 부모의 존재'(p<0.05)의 5가지 요인에서 스트레스 유무에 따라 공동의존성에 유의한 차이를 보였다. 3) 두 집단 동시에 SCR-90-R의 8개 소척도 중 '대인관계 예민성'이 공동의존성과 가장 높은 연관성(rs>0.06, p<0.01)을 보였다. 이외에도 '우울증' '불안증'등이 두 집단 모두에서 통계적으로 유의한 연관성을 보였다. 결 론: 본 연구는 부모의 알코올리즘뿐만 아니라 여러 가정 내 스트레스 요인이 공동의존성의 발생에 영향을 미칠 수 있음과 공동의존성이 높은 집단이 다른 정신과 질환을 동반할 가능성이 높음을 증명한다고 할 수 있다. Objectives : The aim of this study was to examine the relationships of codependency with family stressors in childhood and psychopathology. Methods : Subjects were a group of 88 normal adult males and a group of 76 alcoholic males. The degree of codependency was assessed with the Korean version of Recovery Potential Survey(RPS). All subjects filled out questionnaires regarding demographic information and family stressors. The psychopathology was measured by self-administred questionnaires using Symptom Check List-90-Revision(SCL-90-R). Results : 1) There were no significant differences in codependency levels by sociodemographic characteristics in two groups, but obvious difference in mean of codependency scores(normal group : 49.12±15.41, alcoholism group : 88.31±17.48). 2) There were significant differences in codependency levels between the presence and absence of parental physical abuse, parental death, and parental alcoholism(p<0.01) in both groups. 3) Among family stressors, parental physical abuse had the largest contribution to codependency level in multiple linear regression. 4) There were significant correlations between the codependency levels and the scores of SCL-90-R's subscales of interpersonal sensitivity, depression, and anxiety in both groups. Conclusion : The codependency levels were related to some family stressors such as parental physical abuse, parental death, and parental alcoholism and the high-level codependency was correlated with higher level of psychopathology in both normal and alcoholism group. These results suggested that various family stressors, as well as parental alcoholism may be predictors of codependency, and codependency also may be a predictor of other psychiatric disorders.

Lucien Goldmann의 發生的 構造主義

金億煥 건국대학교 교육대학원 1991 敎育論叢 Vol.16 No.-