유아의 문해발달에 관한 일 고찰

김봉소 경북대학교 사범대학부속 중등교욱연구소, 1999 중등교육연구 Vol.44 No.-

대학생의 심리·사회학적인 태도에 관한 연구

金鳳韶 慶北大學校 學生指導硏究所 1973 學生指導硏究 Vol.6 No.1

The Subjects of this study consisted of a total of 1,214 Freshmen of Kyungpook National University in 1973. The Study was based on the responses to the questionnaire about social attitudes, human relationships which gave great influence on their social attitudes, their problems, their feelings about their parents and their views on values. The present worker divided the responses by their majoring courses. native place and sex. The questionnaire had five choices; ① strongly agree ② agree ③ undecided ④ disagree ⑤ strongly disagree, and each student was told to select one of them which was similar to his own opinion or attitude, and which was prior to the others in his view on values or his problems. The present worker analyzed and diagnosed these responses by comparing the rate of the responses of each item. The concrete aims of this study were as follows: 1) To understand their social attitudes. 2) To make clear the highness of their views on values. 3) To understand their problems. 4) To understand the human relationships which give great influence on their social attituds. If they achieve the above aims, the main findings of this study aim at a bigger goal that can help the students to carry out their campus life more effectively. The main findings of this study for the above aims were as follows: 1) As for their social attitudes, they value the nation more than individuals, hate war, don't believe in life after death. They possess no confidence in politics, however they have respect for their professors. They want for birth control and cl astity before marriage. They believe that money is not everything, that they should be dutiful to their parents, that they can't have their own way in everything, that life conditons are in proportion to diligence. They don't think that colleges and universities exist only for learning and studies. 2) As for the human relationships which give great influence on their social attitudes, the professors and classmates play an important role in establishing their social attitudes. 3) Their fathers place heavy emphasis on social values(humanity), whereas their mothers emphasize economic values(wealth), and the students, both males and females, agree with their fathers. Their fathers think lightly of aesthetic values(beauty), whereas their mothers de-emphasize theoretical values(truth). As for the students, males think lighly of aesthetic values while females do-emphasize political values (power). 4) The most often selected response was future events from among achievement, friendship, family affairs, economic problems, self confidence, social attitudes and future events.

敎師의 價置觀에 關한 硏究

金鳳韶,李潤樹,安泰潤 경북대학교 교육대학원 1989 논문집 Vol.21 No.-

The purpose of this study was to investigate the attitudes and values of teachers and to contribute to the stability of the further educational scene. The subjects of this study were 1,080 secondary school teachers (715 male teachers, 365 femalse teachers). The analysis of the data was based on the survey method by questionnaire. The main findings of the study are as follows: 1. They respond justly to the fact that the life of teaching profession should be happy and they expect to receive the social treatment, wage increase adn the growth of their students. 2. In response to the view of human beings, most of teachers(75.68%) respond to the fact that the nature of human beings are naturally good. Teachers who respond neither good nor bad are 13.61%, and bad are 10.71%. So, it is anxious that how the teachers who respond to the bad nature guide their students in the field of education. 3. In response to the view of nature, teachers who respond to the fact that they should live in the course of nature are 56.4%, teachers who respond that they should follow the nature obediently are 22.6% and should control the nature are 21.4%. 4. In response to the view of others, most of teachers(91.23%) respond that they should coexist with others. Teachers who respond that they should live for others are 7.55% and who respond that they have no relation with others 1.23%. 5. In view of time, present-oriented are 44.77%, future-oriented 52.69% and past-oriented 2.54%. 6. In view of group, home priority are 46.82%, neighbor 26.03%, nation 17.51% and world priority are 9.64%. 7. In response to the attitudes about value structure, teachers who have priority to the traditional value are 10.78%, who have priority to the new value 17.67% and who take ecletic position 71.55%. 8. In the value of life, teachers who respond to truth are 37.66%, belief 33.71%, goodness 14.42%, saint 9.0%, beauty 3.84%, wealth 1.04% and power (political) 0.31%. 9. In the attitude to the change, teachers who wish the progressive change are 80.7%, who wish the revolution 10.64% and who respond conservatively 8.66%. 10. In response to the personal relationship, teachers who respond that they must cooperate with others are 81.33%, self 32.62%, teacher 24.9%, senior 2.75% and the rest 0.6%. 12. In the field of value formation, teachers who respond to home 38.25%, society 32.57%, school 24.26%, job 4.82% and the rest 0.11%. 13. As a quality the teacher should have, it is ordered as follows; specialty 60.83%, love fore education 59.17%, sincerity 52.78%, responsibility 37.68%, harmonical relationship 34.26%, goal awareness 33.61% and ethics 29.26%. Through the realationship 34.26%, goal responses it is suggested as follows. First, the reality that the living standard of teacher group belongs to the low degree cannot help being a matter of urgency with the improvement of educational condition in the solution of the problem of educational reality. Second, teacher group wants to have the life of teaching profession in pleasant environment and to receive social treatment. Also they want the growth of their students, the stability of life with a wage increase and the opportunity of promotion. Understanding these facts, to satisfy the desirable needs of teacher group political attention for education should be given as soon as possible. Finally, it should be noted that in the attitude about the change of teacher group, most of teachers want the progressive change but in the solution of actual problem more than 10% of the whole teacher group want urgent counterplan.

非行靑少年의 自我構造 및 家庭環境에 관한 硏究

金鳳韶,李熙道,金慶麟 慶北大學校 學生指導硏究所 1974 學生指導硏究 Vol.7 No.1

청소년비행의 원인의 일면을 밝혀 그 예방과 지도를 위한 기초자료를 얻기 위하여 부산, 대구, 전주 소년원에 수용된 241명의 소년원생과 지능, 학력, 연령이 비슷한 정상적인 중고등학생 246명을 임의표집하여 Dombrose와 Slobin이 개발한 IES A-D 검사로써 自我의 상대적 강도를 측정하여 비교한 결과 정상 학생들은 自我가 보다 잘 統合되어 있었으나 비행 청소년들은 衝動性이 강하며 상대적으로 自我가 약함이 밝혀졌다. 또한 정원식의 가정환경 진단검사를 비행 청소년들에게 실시하여 이 검사의 전국 규준집단의 득점과 비교한 결과 가정의 價置志向性, 集團性格, 心理的 過程 및 物理的 條件 등 전부가 규준집단의 득점보다 낮았다. 따라서 비행 청소년의 가정은 사회-경제적 수준이 낮으며, 일관성있는 가정의 생활목표도 없고, 가정의 인간관계가 바람직하지 못하여 응집력이 약하며 또한 적절한 압력도 적음이 밝혀졌다. Though it is everyone's concern in our society to educate and guide adolescents as well-adjusted and healthy individuals, and guidance and counseling activities for them are emphasized in every level of schools, our attention is called to such terms as juvenile delinquency, anti-social behavior, and problem children at every increasing rate. The majority of such terms are directed towards the youth who fall in the so-called teen-age group. We read the reports of their violence in the papers, view movies and television programs based on this theme. The juvenile delinquency has become a serious social problem, and many efforts to investigate the cause, the prevention, and the treatment have been aroused by psychologists, sociologists etc. However, there is much that to be done and many areas that need to be explored. Such are ego structure of juvenile delinquents, their home envirnment and the interaction of them in particular. In order to prepare some fundamental data that need to prevent and guide the juvenile delinquency, this study was designed to identify the ego structure or ego functioning of juvenile delinquents and the psycholgical and physical environments of the delinquent family. Two hyphotheses were constructed in this study; the first is that the ego functioning of juvenile delinquents will be more unrealistic than that of the normal students. That is, impulse and super ego of juvenile delinquents will be stronger than those of the normals. The second is that the physical and psychological environments of the family where juvenile delinquents were reared will be more unfavorable than those of normal students. The IES Arrow-Dot test developed by Lawrence A. Dombrose and Mortin S. Slobin (1958) was used to measure the ego structure of subjects. This test was designed to measure the relative strength of impulse(I), ego(E), and super ego(S). And in order to identify the physical and psychological environment of juvenile delinquent family, the Diagnostic Home Envirnment Inventory developed by Won Sick Chung (1968) was used. This inventory consists of four subscales; Value Orientation, Group Dynamics, Psychological Process, and Physical Condition of the family. 241 juvenile delinquents institutionalized in Pusan, Taegu, and Cheonjoo Juvenile Court and 246 normal junior and senior high school boys were sampled, and both groups were matched in accordance with their IQ, CA, and EA. The mean IQ, EA and CA of juvenile delinquents were 91.7, 8.3 and 16.2, and those of normals were 98.6, 9.5 snd 15.3 respectively. They were administered the IES Arrow-Dot test individually accordirg to the standard procedure and the Diagnostic Family Envirnment Inventory was administered only to juvenile delinquents, and these data were compared with the normative data of the inventory. The main findings of this study were as follolws: 1. In both impulse and ego aspects of personality integration, the normal group clearly showed greater personality integration than the juvenile delinquent group. Because the juvenile delinquent group obtained much higher impulse score and much lower ego score than the normal group, it can be concluded that juvenile delinquents satisfied their needs immediately and directly without due consideration for realistic restrictions or concern for morality. In contrast with them, the normal students were rather ego-controlled persons and satisfied their impulses and needs in a more realistic fashion. 2. The physical condions of juvenile delinquent family were more unfavorable than those of the normal group. That is, the socio-economic status of the juvenile delinquents were lower than that of the normative group. 3. The family of juvenile delinquents was not value-oriented. Consequently, there is lack of pressure such as pursuit of wealth, social upwarding, and traditional standards in comparison with the normative group. 4. The family relationship of the juvenile delinquents was rather undesirable: The parental role expectation toward their children was unhealthy, the delinquent attitudes towards their family members were negative, and also the cohesiveness of their family was weak. 5. The psychological process of the delinquent fami1y was rather not stimulating; The delinquents were not encouraged high level of aspiration, openmindedness, affiliation, and autonomy by their parents. In another word delinquent parents were relatively unconcerned with their children.

敎授-學生 人間關係의 관한 一硏究

金鳳韶,李熙道,金慶麟 경북대학교 학생생활연구소 1975 學生指導硏究 Vol.8 No.1

敎授와 學生의 人間關係의 實態를 選擇-拒否關係와 精神治療關係(意思流通·情緖的 距離感·地位)의 側面에서 分析檢討하고 敎授行動評定같은 敎授變因과 學生의 要求와 自己槪念같은 人性變因이 敎授-學生의 選擇-拒否關係에 미치는 作用力을 밝혀 보기 위하여 320名의 大學生과 80名의 敎授를 隨意標集하여, 이들 被驗者를 對象으로 2種의 敎授-學生人間關係尺度와 要求診斷尺度, 自己槪念尺度 및 敎授行動評定尺度를 集團 또는 個別 面接調査를 實施하여 그 結果를 分析 批較하였다. 그 結果 ① 敎授-學生人間關係의 實態는 選擇-拒否關係와 精神治療關係의 어느 側面에서 보더라도 크게 好意的인 反應을 보이지 않고 있으며 특히 부드럽고 조화적인 地位와 役割關係의 形成에 多少 混亂을 나타내고 있으며, ② 敎授의 實際 敎授行動이나 學生이 知覺하는 敎授行動評定같은 敎授變因보다는 學生의 對人關係의 要求와 自己槪念 같은 學生의 人性變因이 敎授와 學生의 選擇-拒否關係形成에 더 큰 作用力을 나타내며 이러한 傾向性에 있어 男女間에는 有意味한 差異가 없는 것으로 보인다. 그리고 ③ 이러한 結果는 理想的인 精神治療關係의 槪念과 對人知覺의 理論에 비추어 論議 檢討되었다. From a psychotherapeutic point of view teaching is basically an interpersonal relationship which, with its proper procedures, helps to reduce or control anxiety and so promotes learning and development of students. Accordingly this study was undertaken to identify the general nature and states of professor-student relationship in the light of ideal psychotherapeutic relationship and choice-rejection relationship of interpersonal relation and to scrutinize relative magnitude of influences of student's interpersonal needs, self-concepts or perceptions of self and professor, and student's perception of his instructor upon professor-student relationship. 320 college juniors and 80 professors were incedentally sampled and the student subjects were administered a professor-student relationship questionnaire, a professor-student relationship inventory adapted by Taylor's(1964) Q-sort statements of teacher-student relationship, an instrument measuring student's interpersona1 needs-n Aff, n Agg, n Dom, n Exh, n Nur and n Sex, and a rating scale measuring student's perception of instructor, adapted by Snedeker & Remmers'(1960) PIPI(Purdue Instructor Performance Indicator). The professor subjects were individually interviewed with a professor-student relationship questionnaire and a rating scale measuring professor's perception of his own instructional behavior. And x^2-method and the Kruskal-Wallis one-way analysis of variance by ranks were adopted to analize the results. The main findings of the present study were as follows: (1) From a psychotherapeutic point of view, the interpersonal interaction of professor and student is not highly favorable. Professor's communication with student is somewhat freaquent or favorable and his emotional distance toward college student is rather warm and comfortable, but the status of professor in relation to student is not friendly and far from satisfactory. And choice relationship between professor and student is poor, either. (2) Student's interpersonal needs-n Aff and n Agg-and student's perception of self and professor and discrepancies between these perceptions or self-concepts influenced either positively or negatively on professor-student relationship, but student's perception of instructor or instructional variables influenced neither positively nor negatively. Student's n Aff influences interpersonal perception positively and student's n Agg influences interpersonal perception negatively. And there were statistically significant differernces between professor's pereption of student and student's own perception and between student's perception of professor and professor's own perception. These differences of self-concepts or perceptions of self and others and discrepancies among these concepts or images influence their interpersonal relationship negatively. In short, the influences of student's personality variables like interpersonal needs and self-concepts are relatively stronger than those of instruction variables like perceptions of professor's instructional behavior upon professor-student relationship. (3) And these results were discussed in the light of the concept of ideal psychotherapeutic relationship and theory of person perception.

靑年期의 反抗 및 攻擊的 行動의 理解와 指導

金鳳韶 慶北大學校 師範大學 1983 敎育硏究誌 Vol.25 No.-

The reactance and aggressive behavior in the adolescence brings many problems and is becoming the center of interest in our society as well as home and school. Therefore, we will look for the guiding methods by precise understanding of this problem. To accomplish the object of this research, we should regard the reactance and aggressive behavior in the youth as one of the phenomena in the process of development. I suggest the following methods of direction around the parents-children and teachers-students relation confining the field of behavior to the school and home. 1. Both parents-children and teachers-students relation must be intimate and harmonious. 2. To make the students participate in the open-group activity. 3. To make the students have the rational living attitude. 4. To make the students select the object of identification. 5. Parents and teachers must have the consistent attitude in rearing and guidance. 6. We must guide the desirably emotional expression. 7. We must guide through the counseling in the critical period.

道德發達과 敎育

金鳳韶 慶北大學校 1984 論文集 Vol.37 No.-

Since the moral development of an individual greatly affects both on the individual developments and on the social developments, the study on it is confided to be necessary for the improvement and maintainance of a society where the dignity of individuals and the justice of the society can be respected. As for the moral development and the standard of value, the stages of moral developments by Piaget and Kohlberg is discussed to be compared with each other. And then the practices for the developments of morality in Just Community of America are investigated, with comparison with the curriculum of Korean moral education. In the results of the above investigations, the followings can be concluded: Firstly, the moral education of Korea puts a great importance on national ethics, moral education and justiable social life which are for guiding the attitudes of individuals in order that they can make a lot of contributions to their society, with the understanding of the present and the future of their country and nation. However, in the case of American moral education, more importance of teaching morality is put on the ability of cognitive reasoning so that individuals can make a wise judgement on morality. Secondly the Korean moral education in the past was traditionally based on home and society. But the moral education of today is seemed to be more dependent on the school education. However, in the case of that of America, the teaching of morality was more achieved through the religious life in church than through home or school. Moreover, in the point of educational view, a lot of studies on the developments of morality were made in America. Referring to the trends of American moral develoments, the writer suggests that the teaching of morality in Korea not be dependent just on the school education but help to improve their own desirable morality with comfortable relations between family and social members. Finally the writer hopes that a lot of study activities will be made on the moral development of individuals, for the improvement and maintainance of the justiable and cheerful society.

兒童의 表出不安 및 知能과 敎科性質에 따른 學業成績의 硏究

金鳳韶,崔震昇 경북대학교 교육대학원 1973 논문집 Vol.4 No.-

This study is to research the intelligence, children's manifest anxiety, and subject matters on the student's achievement of first grade at male junior high school. Samples are 320 boys who's IQ ranges are 76-135, and those are divided into high, middle, and low 10% intelligence levels; and high and low 20% at anxiety levels in order to compare their main subject matters Korean, mathematics, science,and English have occupied much times in the school curriculum. Correlation between anxiety and intelligence show almost negligible relationship as r=.11. Anxiety level compared to the frequeny of high, middle, and low itelligence levels produces the result that students who possess high and low anxiety in high intelligence group show more significant than those who are in middle intelligence group. Anxiety levels between school achievements of each subject matter are insignificant, but the study of each intelligence level compared with anxiety level for each curriculum produces the result that low anxious students with high intelligence is more significantly superior to high anxious students in English. So, English is the highest difficult matterial among junior high school curriclum, and the teacthers who teach difficult matterial or English should take care of high anxious boys with high intelligence group. Morever, they must not provoke severe anxiety in classroom teaching.

職場의 社會的 雰圍氣에 關한 硏究

金鳳韶 慶北大學校 1977 論文集 Vol.23 No.-

The social climate in a situation determines the degree of the efficiency of the work and has also influence upon workers' mental health. It seems to me that the function of performance and that of maintenance in an enterprise, in particular, are the two influential factors to decide the future destiny of the company. Therefore, I selected one department of 'J' company in Daegu, and had its 179 employees (20 men and 159 women respond to my questionnaire and analysed them for a week beginning on May 3, 1977. My questionnaire with I intended to survey the attitudes of workers consisted of the items as follows: motivator morale, self-evaluation on their work, hygiene morale (concerning pay, the company etc.), team work, leadership, evaluatin on meeting, communications (between employees and direct supervisor, and among fellow workers), mental hygiene, and norms of results, etc. The questionnaire adopted the five-step rating-scale method. The results are that they revealed relatively satisfactory responses to each item except the hygiene morale, for instance pay, etc. In conclusion, it is inferred that this enterprise would develop with the present situation as it is surveyed.

慶北大學校 新入生 選拔考査의 結果分析

金鳳韶,李熙道,金慶麟 경북대학교 학생생활연구소 1975 學生指導硏究 Vol.8 No.1

합리적인 入試制度의 확립과 이의 꾸준한 改善을 위한 종합적인 연구의 일환으로서 본 연구는 입시제도에 관한 여러 문제 중 특히 본 대학교 신입생 전형에 최초로 반영한 大學入學豫備考査와 本考査 및 體育實技考査의 상호관계와 이들 성적의 각각이 대학 학업성적을 어느 정도 예언할 수 있는지 그 豫言妥當度를 밝혀 보고자 하였다. 신입생 1,575명 가운데서 분석자료가 미비된 학생을 제외한 984명을 본 연구의 대상으로 하여 각 고사성적 간의 적률상관계수 또는 重多相關을 산출하고 回歸分析을 하여 그 통계적 有意性을 검증하였다. 그 결과 첫째로 입학 성적과 예비고사 성적 및 입학성적과 입학고사 성적간에는 높은 상관이 있었다. 둘째로 예비고사 성적과 입학고사 성적간에도 높은 상관이 있었으나 경상대학만은 의미있는 상관이 나타나지 않았다. 셋째로 입학성적, 예비고사 성적 및 입학고사 성적이 교양과정부 성적을 예언하는 힘이 있기는 하나 약 20%정도로 미약하며 경상대학의 경우 이들 선발고사의 예언타당도는 아주 낮았다. 넷째로 선발고사 성적들이 교양과정부 필수 및 선택교과의 성적을 예언하는 힘도 아주 미약하다. 다섯째로 체육실기고사와 예비고사간의 상관은 의미있는 관계가 없는 것으로 나타났다. 끝으로 체육실기고사의 성적은 대학학업성적을 예언하지 못한다. It is very hard and significant problem to select the most suitable students of many college candidates. Because of that, several innovations of college entrance examination system have been designed and developed by our government authorities for the improvement of college entrance examination system. As one of the new system the Preliminary College Entrance Examination(PCEE) has been developed and administered since 1969. Ministery of Education authorities have encouraged all the universities and colleges to make allowances for the scores of PCEE on College freshmen selection. Our University incorperates 20 percent of PCEE scores into the total scores of College Entrance Exemination(CEE) in 1974. Consequently, we have dual College entrance examinatin systems, i.e. Preliminary College Entrance Examination by the nation and College Entrance Examination by the College. It is neceasary for us to testify this kind of College entrance examination system for the better improvement of Entrance examinatin system and this is why the present study was undertaken. The objective of this study is to find some fundamental data to improve KNU College entrance examination system through analizng the results of each enterance examination scores. The main abjectives of this study were as follows: First, to identify the correlations among PCEE scores, CEE scores, and the total scores. Second, to identify the predictive validity of PCEE score, CEE scoress, and the total scores in the light of internal criteria, the college academie achievement scores. Third, to identify the correlations between every college entrance paper-pencil test scores and the physical skill test scores of physical and health department of Teachers College. Fourth, to identify the predicitive validity of physical skill test scores in terms of the College academic achievement scores. The subjects were 1575 KNU freshmen. And the main findings of this study were as follows: First, there was high correlation between CEE scores and the total scores and high correlation between PCEE scores and the total scores. Second, there was high correlation between PCEE scores and CEE scores. Third, every entrance examination scores(PCEE, CEE, & Total Scores) predicted the College academic achievement scores about 20 percent and so the predictive power of entrance examination scores was relatively low. Fourth, there was no statistically significant correlation between PCEE scores and the physical skill test scores. Fifth, the physical skill test scores can not predict the college academic achievement score.