학력검사를 통한 벽지학교 학생의 학력에 관한 연구

길기열 군산교육대학 1971 論文集 Vol.4 No.-

l. The purpose and method of the research The peoples in the remote places are of lower average socio-economic status than city and rural people due to various influences such as lower incomes, inferior educational facilities, and so on. In order to overcome such problems in isolated communities, we have to help the people improve their standard of living and improve their educational practices, In order to acquire more information for improving the planning of educational practices in the remote plactices this research has been performed through ac-hievement tests. In this research, central tendency and variability of the achievement tests. and the behavioral terms of subject-matters have been claculated. The research is based on a sampling consisting of 2,740 pupils from 23 elementary schools in Jeoullabgdo. One class out of each fourth, and sixth grade of each-elementary school was chosen. The instrument used in the research was the standardized achievement tests for the fourth, fifth, and sixth grade elementary school pupils published by the Korean Testing Center. The statistical methods used in the research were calculation of mean, standard deviation, percentile score, T. score, and critical ratio. In addition the remote place schools were studied. ll. Findings of the research A. The results of Korean language achievement tests 1. There is very little difference between the scores of the control group, selected from urban community schools and rural community schools, and that of the national standardized norm. But there are level of p>. 01 difference between remote place schools and that of national standardized norm. 2. The percentle scores of the fourth, fifth, and sixth grades in Korean language basic abilities show that the fourth grade pupils studied have achieved a higher average score on their test than the other two grades did no their tests. 3. The difference in score between the remote place schools and the national standardized norm in the higher mental process of Korean language test is the level of significance P>, 01. B. The results of arithmetic test achivement test 1. The score of the sixth grade pupils was higher than that of the fourth and fifth grade pupils. 2. The score of the remote mountain school pupils was higher level of significance P>.05 than that of the remote island school children, but the score of the remote place school pupils is lower difference level of significance P>.05 than that of the national standardized norm. 3. The score of the fourth grade pupils in the remote place schools is higher, (40.42 percentile score), than that of the fifth and sixth grades in the higher mental process of arithmetic achievement test. C. The results of analyzing behavioral terms 1. The results of scores in six behavioral terms of the remote place school pupils are lower level of P>. 01 than that of the national standardized norm. The rank of achievement scores is as follows : The first place is held by urban community schools, the second rural, the third mountain, and the fourth island school in all grades. lll. Recommendation A. In order to overcome the cultural lag of the remote place schools, we have to make available audio-visual materials of cultural elements to illustrate elementary school subject-matter. B. It is necessary to give teacher training on multiple-grade elementary school classroom instruction methods so that teachers can learn the techniques needed to teach several grades of children together in an efficient way in the remote places. C. In order to improve the basic achievement of the remote place school pupils, intensive teaching method should be used. D. It is necessary for remote place schools to perform their roles as community schools : They have to include adult education, and try to improve educational facilities and school-public relations in the various communites. E. Teachers should be rotated so that the island term of service is two or three years per elementary school teacher. F. An Educational Research Institute should be established for improving education in the remote island schools.

冶隱의 生涯와 思想

吉基烈 群山大學校 1982 論文集 Vol.3 No.-

1. Something about knowledge of the past makes it possible to understand the present and mold the future. Therefore, by investigating into the lifetime of Gilje, YaEun, which lived at the end of Goryeo, I aim at the study of the process of development and generalogy on Seongri Hag in our country, and by investigating into the view of Confucian and the thought of loyalty and filial piety, I aim at the study of grouping for the view of nationalism pointing to the future and the view of ethical morality on the basis of a past tradition from a point of our present time being shaken in tradition by Western civilization. 2. To perform the above-mentioned purpose of this study K made YaEun's direct reference of basic materials in the related materials of a precedent study and the literature, and I made related materials of the other of complementary ones. 3. YaEun's family name is Gil, his given name is Jae, his courtesy name Jebu and his pen name YaEun or Gumosanin, and he was born in A.D. 1353 at Bonggeri, Sunsan-Gun, Gwongsangbug-Do. Entering a Beddist temple at his age of 10 which is called "Do-i", he began to pursue his studies and learned the Analects of Confucius and the Discourses of Mencius at his age of 18, in A.D. 1370 from Pak-Bun. He came to Seoul and studied Seongri Hag under Confucianists, Lee Seg, Cheong, Mong-ju and Kwan-Gun in those days. He passed the minor state examination at his age of 22, in A.D. 1374, the Ssuma examination the primary state examination, and he was appointed to the post of Hagjeong, professor of Songgyungwan which is a university at that time at his age of 35, in A.D. 1387, and promoted to the rank of Songgyunkwan's Bagsa (a government post) and Mun Ha Jeongseo (a government post). But he threw up his post when Goryeo was destroyed and came back to his native place, remained faithful to his cause that will not be devoted to two kings of two countries. After foundation of the Yi dynasty, when YaEun was 48 years old in A.D. 1410 king "Taejong" took into consideration of a fellow student friendship and set a high value on his learninig. He appointed him to post ofTaesang bagsa, a government post, but YaEun declined the post to the last and he taught his disciples, studies Seongri Hag and Confucianism living in retirement at Gumosan which is moral philosophy. He died in this age of 67 in A.D. 1419. 4. Even if it is guessed that Confucianism was introduced into Korea at the same time as Chinese Character, there is no way to research in the historical point of view becuase of losing documents by fire. Seongri Hag was introduced into at the end of Goryeo and was in full florish to a certain extent. But that was nothing but the level of sentence understanding and didn't reach the level of philosophical pursuit. New Seongri Hag (by Jeongja, Juja) was researched and developed by Jeong mong-ju. So later Confucianists have made a definite decision that genefalogy of Seongri Hag should be Jeong, Mong-ju-Gil, Jae-Kim, Suk-ja- Kim, Goyng-pil-Chou, Gwang-jo and hold YaEun, the second Korean Confucianist in high esteem. 5. Adhering to Jeong Mong-ju's principles, YaEun researched the Confucian classics and the works of Juja. Therefore he made the teachings of Confucius and Mencius clear in the world, and he influenced on the people by virtuous example on the basis of loyalty and filial piety. and filial piety. From the point that YaEun practiced the teachings of Confucius, Humanism and had a lofty ideal to set up an earthy paradise. So he himself set an example practically for the people. It is natural that we should estimate him the Great practical Confucianist.

敎育大學生의 挫折에 대한 反應狀態에 關한 硏究 : OF KUNSAN TEACHERS' COLLEGE STUDENTS 群山敎育大學生을 中心으로

吉基烈 군산교육대학 1970 論文集 Vol.3 No.-

I. INTRODUCTION Lately, there are many students who are not able to withstand a great deal of serious frustration in the everyday life and they are easily prone to inadequate modes of response. If we want to help them stand serious frustration without breaking down under the stress and adjust desirably, we have to perform guidance programs to help them understand their problems and try to overcome difficulties. In this research, we have tried to find out reaction patterns to the frustration of teachers' college students and to determine ways of improving guidance services in the college. We used the method of "Picture-Association Study For Assessing Reactions To Frustration" by Jae Eun Kim and Tae Ryun Kim and examined 140 students of Kunsan Teachers' College with it. II. RESULT OF THE RESEARCH In this research, we analyzed the data in the direction of aggression and the reaction type. The results are as follows : A. Direction of Aggression (1) Extrapunitve type This extrapunitive type involves individuals who evaluate the sources of their frustrations as external and express their hostility toward these external objects. According to the result of the examination(Table III-1), the score of extrapunitive reaction is decreased as the age of the students increases. The tendency seems to suggest that the students adjust to college life gradually. (2) Intropunitive type Intropunitive individuals are those who are prone to attribute frustrations to themselves with resulting feelings of guilt, remorse and self-devaluation. According to the result of the examination (Table III-2), the score is inceased as the age of the students increases. When we compare the score of the students with the standardized score, the students' score is higher than the standardized. The teendency seems to suggest that the students have a much safer way to handle hostility from self-blame and self-devaluation. (3) Imputive type Imputive individuals are those who attempt to avoid blame altogether, whether of others or of themselves, and to consider the frustration situation with a conciliatory attitude. According to the result of the examination(TableIII-4), the score is ??lecrea sed as the age of the students increases. When we compare the score of the students with the standardized, the students score is lower than the standardized. The tendency seems to suggest that the students' reaction types are still more extrapunitive than intropunitive. B. Reaction type (1) Obstacle-dominance type It means the sensibility about obstacles. According to the result of the examination(Table III-5), boys?? are more sensitive about the obstacle than girls. The tendency seems to suggest that boys have more problems than girls. (2) Ego-defense type This defense type must be considered as normal adjustive reactions, unless they are used to such an extreme degree that they actually interfere with the mainten-ance of self-integrity instead of aiding it. According to the result of the examination(Table III-6), the boys are more ego defensive than the girls. When we compare the students' score with the standardized, they seem to have many problems. (3) Need persistence type It means the will to overcome the difficult problems. According to the result of the examination(Table III-7), the score of the students is increased as the age of the students increases.When we compare the score of the students with the standardi-zed,the score of the students is lower than the standardized. The tendency seems to suggest that most students have no strong will to overcome the difficult problems when they are under serious frustration. III. CONCLUSION As the above statements show, there are many problems in the frustration of the teachers' college students. It suggest that we have to improve guidance services in the college. In the following, we are going to suggest methods of improving the guidance services. A. In order to help the students deal with ??a secure life emotionally, we have to try to form an atmosphere of freedom in the college. B. We have to perform guidance services actively. C. We have to found various scholarships to help students in need of the economic guidance services. E. In order to keep the students from frustration which results from forcing them to accomplish higher standards in their subjects, such as music, art, and physical education, we must reorganize those curricua and perform those educational activi-ties more flexibly.

社會 階層別 子女敎育態度에 關한 一硏究

吉基烈 群山敎育大學 1974 論文集 Vol.7 No.-

1. In this paper I developed the theory of the children education on the basis of some reference records and dealt with the frequency of responses answered to the questionaire(χ²) 2. I intended to collect both materials on the parents' educational attitudes toward their children to find out the differences between the parents and children but this time I limited this paper on the side of the parents. Superficially I dealt it in the broad scope so that it lacked in depth. 3. I used 15 question items in this questionaire such as on the purpose of education, contents of education, method of guidence, viewpoints on the children, and understanding of children. The numbers of questionaire used in this paper amounted to 500 pages 4. I devided the social status into three parts, such as into upper class (28%), middle class (40%), lower class (32%). The factors devided by the status were chiefly on the social, economic sides and the number of the items were 12. I devided them again into 12 items and evaluated them into three grades, then put them togather and classified them by the index of status characteristics (I.S.C.). 5. In the first assumption that the parents' educational and the amount of their income among the lower classes would have differences upon their children, it also was proved to be affirmative. 6. In the second assumption that the parents' education and the amount of their income among the lower classws would have diggerences upon their children, it also was proved to be affirmative. 7. In the third assumption that the parents' accupations and the places of residence among the lower classes, would not make any differences on their children, it was proved that the former was shown to have no differences but the latter was shown to have some differences as a whole expect a part of answeres(1/3).

冶隱 吉再의 敎育思想 硏究

吉基烈 圓光大學校大學院 1986 學位論叢 Vol.16 No.-

This, a study of documents, is aimed to examine into khil jae's educational Thought and illuminate his position in educational history, understanding his practical morality, Sung Confucian philosophy, and its geneology, in relations to Juja's theory of human and natural laws. Ya Eun's life-time from A.D. 1353 to 1420 was a complex and intricate changing period home and a broad. In the Chiness continent connected to our country in the international dynamic terms the political renovation was seen in which the Empire Won was destroyed and the Empire Myung newly constructed. The revolutionary event affected and influenced the domestic affairs directly or indirectly. Within the country we experienced Hong Gun-Juk's revellion, Japaness intrusion, struggle for powers, Sin Don's political trifling, corruption of Budhism, land reform, confrontation of pro - Myung and pro - Won parties with each other, Lee Sung-Kae's revolution etc., In such a tumult, Ya Eun(is a pet name of Khil jae) was born in the second year of king Gong Min's reign of Goryu Dynasty at Bong Kae, Sunsan, and died in the first year of King Sejong's. He began to learn Confucianism at 10 and became one of Park Moon's disciples in the subjects of the Analects of Confucius, the discourses of Mencius and philosophy, and then went to Hanyang to be taught by Mog Eun, Po Eun, and Yang Chon, the greatest three confucianists at that time. Since the age of 22 he had passed the state examinations of Sengwon, Samagam, and Ginsa only to he promoted to Munhajusa, and taught his students in the university as a Sungkyeun Doctor. When Lee Sung-kae's revolution happened, however, he resigned from his services at 38 to return horne and devote himself to teaching his pupils and supporting his aged mother with a strong faith of fidelity to only one king. Juja's human and natural philosophy is based on his theory of Tae Guek, Jangja's theory of reason and feeling, and Chungja brothers' metaphisics, which judges all the natural phenomena in the empirical world from the standpoint of reason and feeling. That philosophy had reached Ya Eun through Baeg Ue- jung, U tack, Lee Saik, ann Jung Morig-ju with an introspective mind of philosophy since Mae Hun, An Hyang's acceptance in the period of king Choong Yul's reign of late Goryu. Then Jum Pil-jae, Han Won dang, and Chung Am followed him. In the early life he cultivated his mind of benevolence and rightousnoss in Confucius, Mancius and Juja's world-view as well as attached an importance to the principles of filial piety, loyalty and peace such as the heaven of Yo Soon, which was his own practical morality. In his late life, however, he remained faithful to the principle of fidelity to only one king in experiencing Lee Sung- kae's revolution and took it as an esse n co of educational doctrine. Generally speaking, he believed in Juja's philosophy and practised its human and natural laws putting an emphasis on the morality of benevolence and the virtuous government as the most human and social value. Ya Eun's educational thought is based on the Sung Confucianism of human and natural laws and he practised reformatory instruction for his followers according to their own talents and capability to do their best for themselves paying regard to the values of filial piety, loyalty, benevolence and rightcusness. Especially it is really impossible to find out such an example since the time of the Three States as he set for cultivation and guidance of people in the low class. Ya Eun's principle of practical ecfucation is the one for full-rnan, morality, integrity, benevolence and rightous ness, and equality in which we can carry out all the matters rightly following the human morality and equal rights in nature.

技術人力의 需給實態 및 養成體制에 關한 硏究

吉基烈 群山大學校 1981 論文集 Vol.2 No.-

The manpower indispensible for promoting the economic and industrial development should be cultivated on the basis of the mutual cooperative relations among the government, schools and industries. In this view-point this study is aimed at not only understanding the current training situation of the manpower besides its supply and demand but also examining the problems regarding today's, manpower policy and how to cope with the foreseeable conditions of the supply and demand in manpower.

人間生活과 리이더쉽

吉基烈 원광대학교 교육대학원 1983 교사와교육 Vol.1 No.-

오늘날 선진국은 선진국대로 안정에 번영을, 후진국은 후진국대로 생장속에서의 발전을 기하려고 모든 노력을 다하고 있다. 이와 같은 번영과 발전을 추구하는데 있어서는 후진국 뿐만 아니라 선진국도 그 나름대로의 리이더가 요청되고 있는 것이다. 더욱이 최근에 와서는 정당, 기업체, 학교, 종교단체 등에서 강력한 리이더의 출현을 기대하고 있다. 몇 년전에 New Week지의 기사중에 자원부족에 이은 또 다른 "부족한 자원 : 리이더"(another shortage : leader)라는 제하에 「오늘날의 공업화된 민주주의는 수난을 당하고 있으며 각국의 리이더들은 대중의 기대와 개인적인 영감(inspiration)이 결여되어 많은 사람들에게 실망을 주고 있다」라고 힐란하게 평하였다. 이 내용을 더 인용하면 "경제대공황과 세계제2차대전이래 남방제국이 오늘과 같은 정치적 혼동이 심한 적은 없었다. W. Brant 서독 수상은 국회에서 유결하지 못한 현실이 많이 나타났음에도 불구하고 오늘날에는 그것을 견디어 낼 수 있는 리이더가 없다...... 미국사람들은 Roosevelt를 영국사람들은 "피, 고생, 눈물과 땀 밖에 줄것이 없다."고 말한 Churchill을 그리워할지 모른다.... 이때문에 리더쉽은 과거 어느때 보다 더 중요하게 되었다. 그러나 어떤 논리가들은 최고 관사츠에 능력있는 사람들이 줄어들고 있다고 말하고 있다........

국민정신 진흥을 위한 새 가치관 모형의 정립과 그 실천방안에 관한 연구 : ON THE INTERNALIZED DEGREE OF THE IDEA OF THE CHARTER OF NATIONAL EDUCATION INTO THE PRIMARY AND SECONDARY SCHOOL BOYS AND GIRLS'ATTITUDE 국민교육헌장 이념이 학생 및 교사행동에 내면화된 상황의 조사분석을 중심으로

길기열,김무길 群山敎育大學 1972 論文集 Vol.5 No.-

I. Introduction Forming new values in Korea has become a great social and educational issue since the 1960s, according to progression toward the direction of modernization and undergoing a succession of changes in all sectors of national life. Recently, most people have come to entertain the feeling that a clear statement of the fundamental aims of education is required in order to make clear the meaning of modernization. In the response to the public feeling, the Charter of National Education was promulgated on December 5, 1968. The Charter shows the ideal background of national life and the direction of national education. It has been three years since the promulgation of the Charter. During the period, a lot of researches were performed in every field of life, contributing to forming new national spiritual value. But we still have to study more on the theory and practice of the idea of the Charter. In the response to the above stated necessity, we have tried to determine the ways of improving the education of value in the primary and secondary chools. This research has been performed as follows: 1) The idea of the Charter has been studied in theory. 2) The model of the value presented in the Charter has been drawn up: (1) The ideal and realistic attitude of high school students and teachers has been studied with the questionnaire organized in 14 questions. (2) The internalized degree of the Charter into the school boys and girls' attitude has been studied with the quesionnaire organized in 54 questions. 4) The report of the research has been organized into three domains : (1) the objectives of self-realization, (2) the objectives of promotion of democratic value, (3) the objectives of national development. In these three domains, we have set forth the results studied with above stated two kinds of questionnaire. II. The Results of the Research A. The Ideal and Realistic Attitude of High School Students and Teachers In this questionnaire, we have attempted to find out the problems of the high school students and teachers' value. The results are as follows : 1) Thirteen of fourteen questions are topics in which more than 30% of the high school students and teachers have problems in their ideal value. 2) Six of fourteen questions are topics in which more than 50% of high school students have problems in their realistic value, and four of fourteen questions are topics in which more than 50% of teachers have problems in their realistic value. B. The Internalized Degree of the Idea of the Charter into the School Boys and Girls' Attitude In this questionnaire, we have attempted to find out the internalized degree of the idea of the Charter into the school boys and girls' attitude with the 54 questions. The results are as follows : 1) Thirty six of 54 questions are topics in which more than 50% of the school boys and girls answered 'much' column and have problem in their value. 2) Seventeen of 54 questions are topics in which more than 20% of the school boys and girls answered 'little' column and have problems in their value. III. Conclusion As the above statements show, there are many problems in the value of most school boys and girls and teachers, It suggests that we have to endeavor to realize the idea of the Charter in every home, every school, and society. In the following, we are going to suggest methods of realizing the idea of the Charter. A. In order to help the school boys and girls cultivate the desirable personality through forming desirable attitude and value with realizing the idea of the Charter, it is necessary to improve the teaching methods in the school education. B. In order to help the school boys and girls experience the idea of the Charter in every day life, it is necessary to improve the school curriculum and purify the social environment. C. In order to make our nation develop through the school boys and girls' forming the desirable value, it is necessary to make the school boys and girls have the desirable emotional experiences in their every day life. D. It is necessary to help teachers re-evaluate and re-choose the value of their own in pre-service and in-service education, because there are many teachers who have undesirable value. E. According to the results of the research, we have try to help school boys and girls get opportunity to re-evaluate and re-choose thevalue of their own.

A Study on the major writings and ideas of John Dewey

Kil,Ki-yul,Moon,Seung-im 群山敎育大學 1977 論文集 Vol.11 No.-