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고영인 부산대학교 영유아보육연구소 1996 영유아보육연구 Vol.2 No.-
The human relationship in a child care center is an important factor in determining tile quality of educare. It is influential in the effectiveness of educare and the child's perceptions of adult interaction. The purpose of this study was to analyze interworking relationships among chiefs, educare teachers, children, parents and cooks in educare centers. For this purpose, some questions about interpersonal expectations, satisfactions and conflicts was put to 31 chiefs, 48 educare teachers, 19 children, 24 parents and 14 cooks in 32 educare centers by process of interviews. The answers of subjects was classified according to content items, and frequencies and percentiles of items was computated. The findings of this study can be summarized as follows. First, some interpersonal expectations among chiefs, educare teachers, parents, children and cooks in educare centers were identified as follows. (1) The educare center chiefs were expectated to invest in educare centers actively, concern for better working conditions and respect to educare teachers as human beings and professionals. (2) The educare teachers were expectated to love and be tender to children, and do honest conduct and maintain good relations to parents or children. (3) The parents were expectated to have trust in educare policy and activty of educare center. (4) The children were expectated to get along and have good time in educare centers and grow up into good members of society. (5) The cooks in educare centers were expectated to offer quality food. Second, the degree of interpersonal satisfactions in educare centers with each other were as follows. (1) The adults and the children in educare center are generally satisfied with each other. (2) The educare teachers were generally satisfied with some people in educare center, but unsatisfied with others. (3) The cooks and the others in educare centers were generally unsatisfied with each other. Third, among chiefs, educare teachers, parents, children and cooks were some interpersonal conflicts in relation to conducting their duties and communicating each other.
Task Types and Children’s Participation in the Chat Room
고영인 한국영어교육학회 2008 ENGLISH TEACHING(영어교육) Vol.63 No.4
This paper examined how L2 learners responded to different types of tasks when engaged in synchronous computer-mediated communication (CMC) discussions. The study consisted of two individual case studies with nine elementary children, each of whom participated in 10 chat sessions, producing 20 CMC sessions in total. Each session involved three types of tasks, including a general topic discussion task, a story completion task, and a scenario discussion task. The children’s participation was described by counting the number of messages, words, as well as length of comments. Their thoughts and reactions to tasks were supported by interview data, questionnaires, essay, and my field notes. The findings suggested that children in Case Study 1 were most active when they were engaged in the topic discussion task and least active in story completion task. On the other hand, story completion task was most intriguing to children in Case Study 2. For both groups of children, the scenario discussion activity was generally agreed upon as the most challenging task though possibly as the most helpful task to potentially enhance their English.