녹연 권순명 박사 화갑기념 논총 : 생활지도에서 인성교육의 관제

권순명 충남대학교 교육연구소 1998 교육연구논총 Vol.19 No.1

島嶼僻地學校의 敎育改善을 위한 調査硏究 : 全羅北道內 島嶼僻地 國民學校를 中沈으로

權純明 군산대학교 1975 論文集 Vol.8 No.1

1. Problem We think much of community development as a fundamental process of national development, and it is promoted by the equlization of the people's fundamental education. Therefore, the school and education have taken charge of important roles in community development in Korea till now. Generally, the islands and remote places can not be escaped from falling behind in the community development, and involve a variety of problems in school education. For that reason, in this study I am to find out the ways for the educational improvement, supposing that the community development of islands and remote places would be capable of making educational development of the schools in islands and remote places. 2. Method For this study, I surveyed the theoretical foundation from the literature and professional records on this subject, and then I used the method of observation, the interview, the questionarie and the analysis of documentary data. Particuraly, I sent questionaries to the teaching staff (to the 128 school maters and the 607 teachers) of all the schools in islands and remote places in Chollabuk-Do province, for seizing the essence of educational problems. But I received the responses from the 97 school masters and 489 teachers. This study is chiefly based on the contents of the analyzed results of the responses from the school masters and teachers. 3. Results of Survey. (1) The schools in islands and remote places are cot endowed sufficienlty with the school facilities and teaching materials. 75% of the teachers replied that children's abilities and qaulities are not sufficiently developed by reason of poverty. School masters replied that one of the most difficulties of school administration is the poverty of school finance, too. (2) The qulification and problems of teachers. 1. Most teachers(85%) replied that addiitonal system of teacher rating score raises their courage and morale. Therefore, 45% of the teachers proceeded voluntarily because of the additional system of teacher rating score. But they proceeded voluntarily at the individual desire for remunerative terms of transfer, not educational conviction for improving education of islands and remote places. 2. Most teacher(85%) replied that the allowance for the teachers in the special places(5,000∼6,500Won) is not enough to raise their courage and morale. They say that the reward for the teachers in the special places should be readjust and raise for the teachers of superior ability to be in continous service. 3. Many a teacher in islands and remote places takes pains with the housing problem. Nation should supply them with the house for the security of their living. 4. The school masters point out that the teachers' essential abilities at schools in islands and remote places are "attitude to devoting their efforts to the cause of education" and "sprit of community development such as service, co-operation and frontier spirit". But now, the teachers are lack of those elements. (3) the school supervision by the educational authoritties. Superintendents of school do not supervise efficiently because of inconvennient transportation The Board of Education should secure mobility and supervise substantially. Superintendents of school should take up a positive attitude to the schools in islands and remote places. (4) Teaching method of the school. Most of the teacing activitties are practiced by the multiple-grade system for lack of students. In that case, the teachers need special techniques and method in teaching, but school masters(43%) replied that a number of teachers are short of them. For that reason, most students are lack of fundamental knowledge. (5) Welfare facilities for the students School facilities and activities for students' wellbeing are very poor. For example, only 7% of sampled schools possess a sanitation, a reading-room(10%), a barbershop(24%) and payment of scholarship(17%) etc. (6) Environmental conditions of community The giographycal environment of the islands and remote places is in adequate for them to going to school, so that many students is frequently absent from school. The government authorities concerned should make efforts to solve the problems for students such as building bridges, extending the passes and the school shops for the island students. (7) The ways of life and educational view points of people. Residents of islands and remote places have traditional passive ways of life that only adjust to the present circumstance and that do not try to improve and overcome the present difficulties. 69% of the teachers indicate that most parent send their children to school blindly without any aims. The teacher(79%) think that many parents are not co-operative, concerned with school. Students are influenced by them in forming personality and educational development. There have been many efforts to develop community and education in islands and remote places from the administrative policy. But the results are not so satisfying, that I suggest that many active ways of improvement should be made and arranged by many sides, such as national policy, educational administraiton, teacher education and school administration.

特殊學級運營의 實態와 그 改善을 위한 調査硏究

權純明 群山敎育大學 1977 論文集 Vol.11 No.-

This study is designed to analyse the administration of special classes and find out its reform measure. To carry out such a research, I grasped the actual conditions of the special classes through the questionaries, field investigations and interviews from 62 teachers of special classes in Jeon-Book and Choong-Nam area. Then I extracted the reform measure according to the general principles of the special classes. The results are as follows; (1) The special classes are consisted of mentally retarded children and educationally retarded children. According to the general 'principles, the special classes should be consisted of only exceptional children(mentally retarded children). (2) In the process and method of discrimination of pupils, the specialist's diagnosis and advices are not influenced, but the teacher of special class makes a last decision by himself. In the process of discrimination, the specialist's diagnosis is necessary and the last decision should be made by the comittee including the teacher and specialist. (3) The curriculum of special classes does not adapt to the pupil's capacity of the special classes. The educational aims of the special classes should be emphasized better on the independent vital capacities than on the increase of basic achievement of pupils. (4) The teachers of the special classes thought that their knowledges and skills of teaching the special children are not sufficient. Therefore, the counter-measure of in-service education of them and the security of competent teachers is necessary. (5) The learning materials and implements for special classes are insufficient. The basic learning materials including the text book for the pupil should supply to them gratuitously. (6) The cooperative system that parents and school faculties can assist for the special education should be considered. (7) The teacher's theme of improving the special classes should be designed to improve for special education of special children. In view of the preceding results of the research, the present conditions of the special classes are contributed to enlargement of the scholarstic achievement of educationally retarded children, many reform measures are required for conducting the education of mentally retarded children.

忠南大生의 意識構造및 價値觀에 關한 硏究

權純明 충남대학교 새마을연구소 1982 새마음 논문집 Vol.3 No.-

大學生의 性格特性과 行動發達의 關係

權純明 충남대학교 1979 學生生活硏究 Vol.7 No.-

大學生의 精神健康指導

權純明 충남대학교 1980 學生生活硏究 Vol.8 No.-

家庭敎育의 問題点 考察 : 女子高等學校를 中心으로 BOTH IN THE GIRLS'HIGH SCHOOL AND AT HOME

權純明 군산교육대학 1970 論文集 Vol.3 No.-

I. INTRODUCTION I have done this survey to find out problems of home education in girls' high schools and at home, and to determine methods for improving home educaton. In this survey which I did between September 15 and November 20, 1969, I used the method of questionaire. II. RESULT OF THE SURVEY A problems of home education at home In order to examine problems of home education at home, I asked some questions to parents. The results are as follows : (1) Fathers, 48% of 600, take charge of their home education mainly. The reason is that half of 600 mothers are uneducated and they can not perform home education for their children. (2) Most parents, 71% of 600, admit that that they have a lot of problems in home education for their children. The reason why they are unable to perform home education effectively are as follows : (a) they can not perform desirable home education for their children because of their economic difficulties. (b) they do not actually know how to perform home education. B. problems of home education in girls' high schools In order to find out problems of home education in the girls' high schools, I asked some questions to students and principals of such schools. The results are as follows : (1) Most students who graduated from girls' high schools, 57% of 6898, did not enter school of higher education. It is the general tendency that most girls have never been taught any subjects to help them perform their home education during three years of high school. (2) The majority of girls' high school students, 95% of 600, want to be taught such as psychology, child development and child health in their high school courses. (3) The majority of principals, 87.5% of 40, recognize that the curriculum of girls' high schools are in need of reorganization for improvig home education in girls' high chools. III. CONCLUSION As the above statement indicate, there are definite problems of home education in girl's high schools and at home. In the following, I am going to suggest methods of improving home education. 1. It is necessary to educate parents in the importance and the method of home education through social education. 2. If we want both fathers and mothers to take charge of home education euqally, we have to improve the standards of women's education. 3. To perform home education effectively, we have to reform the girls' high sch-ool curriculum.

생활지도에서 사례연구(事例硏究)방법의 문제점 고찰 : 전라북도내 국민학교를 중심으로

권순명 군산교육대학 1971 論文集 Vol.4 No.-

l. Introduction The guidance services in elementary schools in Korea, since the abolitions of the entrance examination to middle school, have played a more important role than ever before and great importance has been attached to case study as an area of the guidance services. On this occation, I tried in this research to find out the problems of case study practice in elementary schools, and to suggest a method of performing it effectively. The schools questioned in this research are 120 elementary schools in Jeonlabugdo. ll. Result of research 1. Most of the teachers answered that they have actually done case study merely superficially for the formal research report, although they, 87.5% of the respondents, admitted that case study is effective and necessary in the elementary school guidance services. 2. We can expect real effects from a case study when it is accompanied by close conferences between teacher and parents, but half of the teachers(55.8%) in this research answered that parents' attitudes have been in different and unconcerned toward schools and a few(5.8%) answered that parents have been non-cooperative. 3. The treatment in case study should properly be performed by counselors, or case workers, but there are no experts in the elementary schools, so the job devolves on classroom teachers. In this research, half of the teachers(56.7%) answered that it is a great problem that they cannot perform their roles as counselors or case workers. 4. When we have cumulative records and do continuous case study activities, it is possible for us to diagnose and treat the children's problems. But according to this research few schools have adequate cumulative records. 47 schools(39.2%) have conferences once a month for planning and performing case study effectively. 5. Most of the schools do not have plans and organization for case study, and there are great difference among the schools in case study method. lll. Conclusion As the above statement show, there are many problems of case study in elementary school guidance services. It suggests that we have to improve the method of case study to help children develop as able and democratic citizens. The suggestions will be summarized as follows; 1. The administrative authorities have to try to educate the counselors and case workers through in-service and pre-service education for improving case study in elementary school guidance services. 2. It is necessary for every elementary school to organize the personnel and to plan the case study programs at the beginning of each term or year. 3. Case history records of every child have to be provided and continuous case works has to be performed in the elementary school.

운암 장대희 교수 화갑 기념호 : 지각된 양육경험과 자아정체감 및 통제귀인문의 관계분석

권순명 충남대학교 교육연구소 1994 교육연구논총 Vol.15 No.1

생애발달을 위한 상담모형

권순명 충남대학교 교육연구소 1989 교육연구논총 Vol.10 No.1