교육과정과 수업의 관계에 관한 연구

신해우,김신곤 東亞大學校 學生生活硏究所 1999 學生硏究 Vol.27 No.-

This study aims to research a relation between curriculum and instruction on the basis of the various theories which have been studied so far. The main stream of studies on a curriculum and instruction shows that these two have been considered on the binary viewpoint, and that these two have been studied individually. A rapid social change, however, has an effect on some educational aspects. Foregoing division into two fields, a curriculum and instruction, becomes insignificant under the existing conditions that the interaction between a teacher and the students in the classroom creates a new knowledge. That is to say, in the past, the contents of study were transferred to learners through instruction on the basis of a curriculum made beforehand from a binary viewpoint of a curriculum and instruction, and this is restricted to meet the changing conditions effectively. Therefore, it can be more effective to consider these two altogether than to do them separately. It is not that to systematize singly a curriculum and instruction simply means to try to eliminate their division considering them identical. These two, as the sub-elements in the whole educational system, have a close relation with each other and interact dynamically in order to draw out the instructional results, the last step of the system. This means that a curriculum and instruction interact simultaneously to learners in order to change learners for the final purpose of education. In addition, the curricular composition is just instruction according to unification of a curriculum and instruction. Thus learners can act creatively for knowledge when the curricular composition is achieved in the process of instruction. This means the active instruction for learners, who can learn a new import.

대학 교양교육과정의 한·일 간 비교 : 동아대학교와 쯔쿠바 대학을 중심으로

신해우 동아대학교 교육대학원 1998 동아교육논총 Vol.24 No.-

본 연구는 대학 교육과정에서의 교양교육의 중요성 인식과 그 효과성을 제고하고, 대학 교양교육과정의 바람직한 방향정립을 위한 시사점을 얻기 위하여 한일 양국의 대학 교양교육과정의 구성을 비교, 분석하는 것을 목적으로 한다. 연구의 대상으로는 한국의 동아대학교와 일본의 쯔쿠바대학이 선정되었다. 연구를 통해 얻어진 결과를 전체적으로 종합해 보면, 양국에서 선정된 두 대학 즉, 동아대학교와 쯔쿠바 대학에 있어서 교양교육과정에 해당하는 교과목의 유형과 명칭 그리고 교육과정의 구성에 있어서는 다소의 차이가 있으나, 양 대학 공히 전체 교육과정에서 교양교육과정이 차지하는 비율이 높게 나타나고 있어 교양교육의 중요성을 잘 인식하고 있다고 판단되며, 이러한 교양교육에 대한 관심의 증가는 매우 고무적인 현상이라 할 수 있다. 오늘의 사회상황으로 볼 때 대학에서의 교양교육의 내실화는 그 어느 때 보다도 절실한 실정이라 할 수 있으며, 따라서 교양교육과정을 계획할 때에는 현재의 교양교육과정이 미래지향적인 교육과정인가 하는 문제의식을 지속적으로 불러 일으키면서 그에 적절한 제도적 장치의 마련 및 탄력적 시행으로 전공영역과 교양영역의 상호 보완과 균형을 이루는 운영의 묘를 살려야 할 것이다. This study aims to compare and analyze the curricula in the university general education of the two countries, Korea and Japan, in order to recognize the importance of curriculum in the university general education and to enhance its efficacy and to take a step toward its desirable orientation. Dong-A University in Korea and Tsukuba University in Japan are chosen as the subject of this study. Synthesizing wholly the results obtained from this study, the two universities, Dong-A University and Tsukuba University, represent a little difference in the type of cultural studies, their names and the construction in the curriculum for the general culture course, but the curricula for the general culture course in the two universities show a higher ratio compared to other courses, which means that both universities admit the significance of general education. It can be said that an increasing concern for general education is very much encouraging. The recent social conditions are characterized by an increase of knowledge and a rapid social change, and the academic field shows its advanced and professionalized change. In this respect, it can be felt keenly that general education which can provide us with a wide experience of man and his surroundings must be made substantial right now. Therefore, the proper measures must be taken to meet some questions what the commendable curriculum for future-oriented general education is, what curriculum can meet a social change timely, and what curriculum can deal positively with problems from a coming uncertain future society. In addition, it is necessary that a curriculum for general education must have a firm systematic installment so that the learners may develop their cultural talents and acquire their professional knowledge. And the management of curriculum should be carried out flexibly and elastically so that mutual supplement and balance between a major field of general studies can be harmoniously achieved in the whole curriculum.

學年水準에 따른 學業成績의 從的인 相關에 관한 硏究

申海雨,金丙埰,金智順 東亞大學校 學生生活指導硏究所 1984 學生硏究 Vol.13 No.-

學校環境과 自我槪念의 關係

申海雨,崔人 東亞大學校 學生指導硏究所 1978 學生硏究 Vol.9 No.-

1975年度 新入生 心理檢査의 結果報告

姜周泰,申海雨 東亞大學校 學生指導硏究所 1975 學生硏究 Vol.6 No.-

大學生의 成就動機와 自我槪念과의 關係

辛舜基,姜周泰,申海雨 東亞大學校 學生指導硏究所 1974 學生硏究 Vol.5 No.-

木 硏究의 目的은 成就動機와 自我槪念의 機孫를 밝히는 데 있있으며 이 硏究가 究明하려는 具體的인 問題는 다음과 같다. 1) 成就勳機와 自我槪念과의 相關 2) 成就勳機와 自我漑念의 內的 自我準據體制와의 關係 3) 成就勳機와 自我漑念의 外的 自我準據體制와의 關係 4) 學年別 自我槪念의 比較 5) 學年別 成就動機의 比較 6) 成就動機 上·下位 集團間의 自我槪念의 比較 위의 問題를 解決하기 위하여 釜山市內에 있는 D 大學校의 各學年에서 各各 50名 씩 計 200名을 無選標集하였다. 그리고 成就動機 上·位 集團을 漂準偏差 ±1б以上 떨어진 學生으로 各各30名씩 分類하였다. 使用된 道具는 成就動機를 測定하기 위하여 想像力 檢査, 自我槪念을 測定하기 위해서는 自我漑念檢査가 使用되었다. 위의 資料로써 木 硏究의 硏究問題를 究明한 그 檢證方法 및 結果를 要約하면 다음과 같다. 硏究問題 I. 成就動機와 自我槪念의 相關 成就動機와 自我槪念과의 相關은 原點數에 의한 相關係數가 0.522로서 確實한 相關이 있었으며 Y´=0.28X+3.79X´=0.97Y+34.95의 回歸方程式을 얻었다. 硏究問題 Ⅱ. 成就動機와 自我槪念의 內的 自我準據體制와의 關係 成就動機와 自我同一性, 成就勳機와 自我行動向에는 確責한 相關이 있고 成就勳機와 自我受容間에는 正的 相關이 있으나 얕다. 그리고 成就動機와 內的 自我準據體制의 各要因間의 相關係數의 差異는 CR-test에 의해 有意한 差가 없었다. 硏究問題 Ⅲ. 成就動機와 外的 自我準據體制와의 關係 成就動機와 性格的自我, 家庭的自我間에는 確實한 相關이 있으나 成就動機와 身體的自我, 道德的自我, 社會的自我間에는 相關이 있으나, 낮아서 相緖이 있다 없다고 確信할 수 없다. 그리고 成就動機와 外的 自我準據體制의 各 要因과의 相關係數의 差異는 CR--test에 의하면 道德的 自我와 性格的自我間, 道德的自我와 庭的自我間에서 P<. 05水準에서 有意한 差가 있었다. 硏究問題 Ⅳ. 學年別 自我槪念의 比較 學年間의 自我肯定을 變量分析한 結果 F比 0.1474로서 學年別 自我槪念에는 有意한 差가 없었다. 硏究問題 Ⅴ. 學年別 成就動機의 比較 學年間의 成就動機 點數를 變量分析한 結果 F比 1.251으로서 有意한 差가 없었다. 硏究間題 Ⅵ. 成就動機 上·下位 集團間의 自戮槪念의 比較 成就動機 上·下位 集團間의 自我槪念을 t-test한 結果 P<.001의 水準에서 差의 意義가 있었다. 이 硏究를 通하여 다음과 같은 結論이 導出되었다. 1. 大學生 集團에 있어서는 成就動機와 自我槪念은 確實한 相關이 있으므로 두 變因間에는 共通要因 및 因果關係가 있다. 2. 成試動機와 自我槪念의 內約 自我準據體制의 要因인 自我同一性, 自我受容, 自我行動과는 正的 相關이 있으며, 成就勳機와 外的 自栽準據體制의 要因인 身體的自我, 道德的直我, 性格的自我, 家庭的自我, 社會的自我와의 關係에 있어서도 正的 相關이 있다. 3. 成就動機와 自我槪念의 內的 自我準據體制의 各 要因間의 相關係數의 差異에 있어서는 有意한 差가 없으며, 成就動機와 自我槪念의 外的 自我準據體制의 各 要因間의 相關係數 差異는 道德的自我와 性格的自我間, 道德的自我와 家庭的自我間에는 有意한 差가 있고 다른 要因間에는 有意한 差가 없다. 4. 自我槪念의 內的 自我準據體制의 各 要因間과 外的 自我準據體制의 各 要因間의 平均値의 差異에 있어서는 身體約自我와 家庭的自我間, 道德的自我와 家庭的自我間, 社會的 自我과 家庭的自我間에는 有意한 差가 있고 그 외의 다른 要因間에는 音意한 差가 없다. 5. 大學生 集團에 있어서 成就動機와 自我槪念은 學年別에 따라 有意한 差가 없다. 6. 大學生 集團에 있어서 成就動機 上·下位 集團間에 自我槪念은 有意한 差가 있다. 따라서 成就動機 上位 集團은 下位 集團보다 自我槪念에 肯定的이다. 이 硏究는 男子 大學生 集團에 있어서 成就動機와 自我槪念과의 關係를 究明한다는 點에서 그 뜻을 가지며, 이 硏究의 結果에 비추어 將次의 硏究을 위해 다음 4가지 點을 提議하였다. 1. 性別과 發達段階에 따라 相異한 結果가 밝혀질 可能性이 있으므로 學校事態에서 性別과 發達段階에 따른 成就動機와 自我槪念의 關係를 究明하는 學生指導方法의 硏究가 中高等, 大學에서 試圖되어야 하겠다. 2. 成就動機 育咸方法으로 自我槪念의 ?化 또는 發展的 方向 提示가 試圖되어야 하겠다. 3. 自我槪念의 外的 自我準據體制는 大學別 集團에 따라 相異한 結果가 밝혀질 可能性이 있으므로 大學集團問에 關찬 硏究가 있어야 하겠다. 4. 大學生 集圍에서도 成就動機 育成과 自我漑念 ?化를 위한 學生指導方法의 새로운 接近이 摸索되어 야 하겠다. Ⅰ. PROBLEMS The purpose of this study was to invesitgate the relationship between achievement motive and self-concept, and the research questions drawn from theoretical assumptions and research findings were as follows: (1) Correlation between achievement motive and self-concept, (2) Relationship between achievement motive and row self critaria of self-concept. (3) Relationship between achievement motive and colomn self critaria. (4) Comparison with the scores of polssitive self according to grade level. (5) Comparison with the scores of achievement motive according to grade level. (9) Comparison with the scores of polssitive self between the groups of high and low achievement motive. Ⅱ. METHOD The sample corlsisted of 200 students of 4 grades in D University of Pusan city; the sample of each grade was 50 students, and randomly drawn. The subjects of achievement motive were devided into two groups; one was the group of high achievement motive, and the other the group of low. Each group consisted of 30 students who were within ±1бS.D. The following tools and measures were used in this study, and data of achievement motive were obtained from TAT test, and scores of self-concept were obtained from S.C test made by Won-Shick Cheung. Ⅲ. RESULTS The research questions were tested and validated, and so the results were presented as follows; <Research Problem I > Correlation between achievement motive(nAch) and self-concept(S. C). The coefficient of correlation between nAch and S. C. :by row scores was. .522. (Regression equation…… Y´=0.28X+3.79 X´=0.97Y+34.95 <Research Problem Ⅱ> Relationships between nAch and row self-critaria of SC. There was significant correlation between nAch and self identity, and between nAch and self satisfaction. There was possitive correlation between nAch and self satisfaction. But there were no significant differences by CR test in correlations among nAch and the factors of row self critaria. <Research Problem Ⅲ> Relationships between nAch and colomn self critaria. There was significant correlation between nAch and personal self, and between nAch and family self, but the data revealed that there were slight correlations among nAch and physical self, moral self, social self. So it can not be confident that there were correlations among them. And there were differences at 5% level of significance by CR test in correlations among nAch, moral self and personal self, and among nAch, moral self and family self. <Research Problem Ⅳ> Comparison with the scores of possitive self according to grade level. There was no difference significantly at . 1474 F-test by analysis of variance in the scores of possitive self according to grade level. <Research Problem Ⅴ> Comparison with the scores of achievement motive according to grade level. There was no difference significanlty at 1.251 of F-test by analysis of variance in the scores of nAch according to grade level. <Research Problem Vl > Comparison with the scores of possitive self between the groups of high and low achievement motive. It was yielded that there was significant difference at .01% by T- test in the scores of possitive self between the groups of high and low nAch. Ⅳ. CONCLUSIONS On the basis of major findings obtained from this study, the following conclusions may be made. (1) In the group of college students, there is the correlation confirmable between nAch and the scores of possitive self. And so there may be general factors and any causation in them. (2) There are possitive correlations between nAch and row self critaria; self identity, self satisfaction, self behavior, and also between nAch and colomn self critaria; physical self, moral self, personal self, family self, social self. (3) There are no differences significantly in correlations among nAch and the factors of row self critaria. It is confirmed that there are significant differences among nAch and moral self, personal self and among nAch and moral self, family self, but in the other factors, there are no differences. (4) In the difference of mean between the factors of row self critaria and the factors of colomn self critaria, there are significant differences between physical self and family self, and between social self and family self, but there are no differences between the others. (5) In the group of college students, there is no significant difference in the level of nAch and the scores of possitive self according to grade level. (6) In the group of college students, there is significant difference in the scores of possitive self between the groups of high and low nAch. So SC is more possitive in the group of high nAch than in the group of low.

靑年期의 職業的 成熟度에 관한 硏究

申海雨,金健善 東亞大學校 學生指導硏究所 1977 學生硏究 Vol.8 No.-

The major purpose of the present study was to investigate the level of vocational maturity or adolecence. The specific questions guided this study were as follows: 1) Are there any geographical differences in vocational maturity? 2) Are there any sex defferences in vocational maturity? 3) Are there any school grade differences in vocational maturity? 4) Are there any significant differences in term of parents level of schooling? A total of 676 student drawn from four different senior high schools in Busan and Keungnan, representing grade 3 throngh 12, were used as subjects. Data of VMQ were obtained from the questionaire developet by self made according to 5 demensions of vocational maturity presented by D. E. Super. On the basis of the results, the following Conclusions may be made : 1) From lack of vocational information and self understending, it is hard that vocational planning is built up. And it has a bad effect upon vocational preference. 2) Parents' intellectual, economic level and social status have an effect upon the student vocational development. 3) Vocational guidance should should start at primary school, so thaat Vocational ad justment and the satisfaction through self-realization in vocational life may be realized. 4) For Vocational guidance, it is necessary to build up a financial question, to research vocational guidance, to get human resources in school.

心理檢査에 의한 學年別 集團의 傾向

申海雨 東亞大學校 學生指導硏究所 1972 學生硏究 Vol.3 No.-

基礎學力定着을 爲한 敎科擔任制와 學習集團編成에 關한 硏究

申海雨,朴命柱 東亞大學校 學生指導硏究所 1976 學生硏究 Vol.7 No.-

學力評價에서의 成功經驗과 失敗經驗이 學習動機에 미치는 影響

申海雨,金小範 東亞大學校 學生指導硏究所 1974 學生硏究 Vol.5 No.-

本 硏究의 目的은 敎師가 學生에게 미칠수 있는 相互活動의 樣式中 評價的相互活動에서 學生들이 成功感과 失敗感을 가질 때 學習動機가 어떻게 變化하는 가를 밝히는데 있다. 本 硏究의 假說은 學力平價結果에서 繼續的인 成功經驗을 하면 學習動機는 높아지고, 失敗經驗을 繼續하면 學習動機가 낮아진다는 基本前提로부터 誘導되었으며, 이 硏究가 糾明하려는 具體的인 問題는 다음과 같이 規定되었다. 첫째 : 學力平價 結果에서 繼續的인 成功經驗을 한 集團이나 失敗經驗을 한 集團은 實驗前後의 學習動機變化에 差가 있을 것인가? 둘째 : 學習平價 結果에서 繼續的인 成功經驗을 한 集團이나 失敗經驗을 한 集團은 統制集團보다 學習動機의 變化에 差가 있을것인가? 세째 : 學力平價 結果에서 繼續的인 成功經驗이나 失敗經驗을 하면 學業成績 上.中.下位 集團에 關係없이 學習動機의 變化에 差가 있을것인가? 이와 같은 問題를 밝히기 爲하여 釜山市內에 있는 D 工業高等學校 1學年中, 學習動機, 學業成績, 知能 等에서 差에 意義가 없는 同質的인 集團 3個班에서 150名(各班 50名)을 標集하여, A班은 成功經驗集團, B班은 失敗經驗集團, C班은 統制集團으로 構成하였으며, 成功經驗集團과 失敗經驗集團을 學業成績 및 學習動機 點數에 따라 上.中.下位 集團으로 各各 分類하였다. 이 硏究에서 使用된 道具는 學習動機檢査(金基錫製作 學習習慣檢査中 動機要因 26問項)와 硏究者 自作의 學力檢査였다. 그리고 硏究者로부터 調練을 받은 一般社會 擔當敎師 1名과 硏究者가 위의 道具로서 實驗에 臨하였다. 본 硏究의 假說과 그 結果를 要約하면 다음과 같다. 假說Ⅰ : 學力平價에서 繼續的인 成功經驗을 한 集團이나 失敗經驗을 한 集團은 實驗前後의 學習動機 變化에 意義있는 差가 있을 것이다. 成功經驗集團이나 失敗經驗集團의 實驗前後 學習動機 變化의 差를 CR檢證 및 二分變量分析한 結果 有意水準 .1%dp에서 肯定되었다. 假說Ⅱ : 學力平價에서 繼續的인 成功經驗을 한 集團이나 失敗經功을 한 集團은 統制集團보다 實驗前後의 學習動機 變化에 意義있는 差가 있을 것이다. 成功經驗集團과 統制集團, 失敗經驗集團과 統制集團의 實驗前後 學習動機 差의 變化差를 CR檢證 및 共變量分析한 結果 .1%의 有意水準에서 肯定되었다. 假說Ⅲ 學力平價에서 成功經驗을 繼續한 集團은 學業成績 上.中.下位集團에 關係없이 學習動機가 높아질 것이다. 成功經驗을 한 集團에서 學業成績 上.中.下位集團의 實驗前後 學習動機 變化의 差를 t檢證한 結果, 上中集團은 有意水準 5%에서 下集團은 1%의 有意水準에서 肯定되었다. 假說Ⅳ 學力平價에서 失敗經驗을 繼續한 集團은 學業成績 上.中.下位 集團에 關係없이 學習動機가 낮아질 것이다. 失敗經驗을 繼續한 集團에서 學業成績 上.中.下位 集團은 5%의 有意水準에서 下集團은 1%의 有意水準에서 肯定되었다. 假說Ⅴ 學力平價에서 成功經驗을 繼續하면 學習動機 上.中.下位 集團에 關係없이 學習動機는 높아질 것이다. 成驗經驗을 한 集團에서 學習動機 上.中.下位 集團의 實驗前後 學習動機變化의 差를 t檢證한 結果, 上集團은 5%의 有意水準에서 中下位集團은 .1%의 높은 有意水準에서 肯定되었다. 假說Ⅵ 學力平價에서 失敗經驗을 繼續하면 學習動機 上.中.下位 集團에 關係없이 學習動機는 낮아질 것이다. 失敗經驗을 한 集團에서 學習動機 上.中.下位 集團의 實驗前後 學習動機 變化의 差를 t檢證한 結果, 上集團은 1%의 有意水準에서 中下位集團은 .1%의 높은 有意水準에서 肯定되었다. 이 硏究를 通하여 다음과 같은 結論이 導出되었다. 첫째 : 成績經驗을 繼續하면 學習動機가 높아지고 失敗經驗을 繼續하면 學習動機가 낮아진다. 둘째 : 成功經驗集團은 統制集團보다 學習動機가 높아지고 失敗經驗集團은 統制集團보다 學習動機가 낮아진다. 셋째 : 學力平價에서 成功經驗을 繼續하면 學業成績 上.中.下位 集團에 關係없이 學習動機는 높아지고, 失敗經驗을 繼續하면 學業成績 上.中.下位 集團에 關係없이 學習動機는, 낮아진다. 넷째 : 學力平價에서 成功經驗을 繼續하면 學習動機 上.中.下位 集團에 關係없이 學習動機는 높아지고, 失敗經驗을 繼續하면 學業動機 上.中.下位 集團에 關係없이 學習動機는 낮아진다. 以上과 같은 結論으로 本 硏究가 試圖했듯 學力平價에서 繼續的인 成功經驗이나 失敗經驗이 學習動機에 미치는 影響이 밝혀짐에 따라 다음과 같은 示唆을 준다. 1. 敎師一學生 相互作用中 評價的 相互活動이 學習者에게 成功感을 주어 學習動機가 誘發될 수 있도록 多樣하게 試圖되어야 하겠다. 2. 學業成績이나 學習動機가 낮은 集團일수록 成功感을 줄수있도록 學力平價에 있어서의 意圖的인 接近이 試圖되어야 하겠다. 3. 敎師一學生 相互作用中 評價的 相互活動이 學習動機에 미치는 影響에 關한 보다 洗練되고 多樣한 硏究들이 이루어 져야 하겠다. Problems : The purpose of this study is to investigat how the learning motive would change when students feel either success or failure in school achievement. The major questions guided this study were as follows; (1) Is there any significant difference between the group of the continual success and that of the continual failure in the learning motive pre and post the experiment? (2) Is there any difference among the groups of continual success, failure and controlled group in learning motive? (3) Is there any difference in learning motive at the high, middle and low groups of academic achievement, if the success or the failure in school achievemnt is going on? (4) Is there any difference in learning motive at the high, middle and low groups of learning motive is going on? Methods The sample consisted of 150 boys of 1st grade in a technical high school of Pusan City. They were formed into the group A which was the success, group B, the failure and which was the controlled group. Data of learning motive were obtained from the learning motive test made by Kee-Seuk, Kim Scores of academic achievenent test made by the investigator himself. Result : The following hypothesis were tested, and the results were as follows; Hypothesis Ⅰ: There would be a significant difference of learning motive in the group of the success as well as that of the failure pre and post experiment. This hypothesis was accepted on .1% level of significance. The result indicates that in the group of success as well as that of the failure, there are the difference of learning motive pre and post experiment. Hypotesis Ⅱ : There would be more significant difference of learning motive in the group of the success as well as that of the failure than the controlled one. This hypothesis was accepted on .1% level of significance. The result indicates that there are more difference of learning motive in the group of success as well as failure than the controlled one. Hypotesis Ⅲ : The group of the continual success would become higher in its learning motive disregarding the groups of high. middle and low in the school achievement. This hypothesis was accepted on 5% level of significance in high, middle groups, and in low group, 1% level of significance. Hypothesis Ⅳ : The group of the failure would become lower in lts learning motive disregarding the groups of high, middle and low in the school achievement. This hypothesis was accepted on 5% level of signifcance in high, middle groups, and in low group, on 1% level of significance. hypothesis Ⅴ : With the continual succss, the learning motive would ascend disregrading the groups of high, middle and low in learning motive. This hypothesis was accepted on 5% level of significane in high group and in middle group, in low group, on l% level of sigificance. hypothesis Ⅵ : With the continual failure, the learning motive would descend disregarding the groups of high, middle and low in the learning motive. This hypothesis was accepted on 1% level of significance in high group and in middle, low groups, on 1% level of significance. Conclusions : On the basis of the findings, the following conclusions may be made. (1) In the result of the testing, in the coutinual success being done, the learning motive becomes higher, While if the continual failure, it becomes lower. (2) In the result of the testing in the group of the success, the tearing motive becomes higher more than in the controlled group, in the group of the failure it is lower than the controlled group, (3) With the continual success, the learning motive becomes higher disregarding the groups whose school achievement are middle and low, but with the continual failure, it is lowered. (4) with the continual success, the learning motive becomes higher disregarding the groups of high, middle and low in their learning motive, and with the continual failure, it becomes lower.