授業集中力模型開發 : 精神集中力을 중심으로

박화엽,강경열 서원대학교 2001 교육논총 Vol.5 No.-

This study was to analyze the relations of classroom lesson-directed concentration to IQ and academic achievements. It was hypothesized that the higher the level of classroom lesson-directed concentration was, the higher the scores of IQ were, and that the higher the level of classroom lesson-directed concentration was, the higher the scores of school achievements were. To verify the above hypotheses surveyed were two groups of students: One group were 423 middle school students, the other one 57 senior high school students. For measuring the level of classroom lesson-directed concentration designed were 100 items of statements and five categories of lower level of domains: (1) mental concentration, (2) learning disposition, (3) learning posture, (4) learning attitude, finally (5) learning transfer. It was verified that the higher the level of classroom lesson-directed concentration was, the higher the scores of IQ were, and that the higher the level of classroom lesson-directed concentration was, the higher the scores of school achievements were, And it was concluded that classroom lesson-directed concentration was able to be operationally defined and educated for intervening processes in classroom learning. It was also suggested that the inter-and intra-domain of classroom lesson-directed concentration should be more clarified and added for measuring the mental concentration and that the causal relations of such concentration to learning variables and academic achievements should be studied for extending and theorizing the conceptions of mental concentration.

讀書行動開發을 위한 精神集中力變因의 探究

박화엽 서원대학교 교육연구소 1997 敎育發展 Vol.16 No.1

This study was to define basic principles of mental concentration, to construct relevant behavioral concepts, and to perform clinical procedures for developing reading behaviors. Ten basic principles were defined and nine relevant behavioral concepts were constructed. And it was verified that the longer subjects were trained, the higher their levels of reading comprehension were. Ten basic principles of mental concentration were conceptualized under the rules of complementary relations to integrate into a whole behavior such terms as the following rival variables : keeping-versus-releasing physiological mechanism, pausing-versus-moving visual focus and oral breath, stilling-versus-activating physical and visual function, light-versus-heavy mental imagery, strong-versus-weak ocular power, long-versus-short time duration, open-versus-closed supraconversion, slow-versus-fast visual movement, augmented-versus-reduced psychophysical tension, and sound-versus-faulty bodily posture. Nine relevant behaviors were constructed, programmed, and taught to repond to the preferences of: sound flood over instant one, sound posture over faulty one, regular movement over irregular one, physiological response-managed concentration over mental one-managed, foveal vision-oriented perception over parafoveal-oriented one, mental operation over physical one, hypnosis-guided processes over consciousness-guided one, concentrative meditation over conventional one, and regular breathing over irregular one. There were two groups of students sampled for two experiments: One was a group of college students, the other of primary and secondary school children. Subjects were asked to learn concentrative behaviors for developing reading, and to respond to three consecutive reading performance tests. It was shown that there were signifincant differences among three-test scores. It was concluded that the longer clients learned cocentrative behaviors, the more they showed their reading performances.

速讀敎授法探究

朴화燁 서원대학교 교육연구소 2000 敎育發展 Vol.19 No.1

This study was to analyze the instructional procedures for teaching the speed of reading comprehension. Nine conceptual schemes were constructed as follows: (1) The manipulating of focusing and movements of the reading eyes: (2) the listing of classificatory systems of reading behaviors: (3) the analyzing of bibliography of eye movement research : (4) the conceptualizing of the mental conceptualizing of the mental concentration for developing reading behaviors: (5) the constructing of instructional procedures for teaching reading behaviors: (6) the transforming of reading processes into three developmental traits from conventional reading through rapid reading to meditative reading: (7) the conceptualizing of instructional systems as therapeutic remediations for reading development: (8) the constructing of measuring reading behaviors and developments; and (9) the conceptualizing of the five componential behaviors for reading instuction. The impact of relating behavioral reading theories to Taoism made the above studies precisely elaborated and intuitively interpreted for teaching reading. For reading development managed were two experiments to integrate behaviorism into Taoism of Taoism into behaviorism. Were involved 83 students who were grouped into the two: One group of students were novice, the other veteran. Findings indicated that the longer the students were trained, the more deeply involoved in meditative state of reading were they; and that their responses made them understand that reading developmental that rapid reading learning would mean two kinds of information processes: (1) learning by unlearning, which would be called Taoistic behaviorism; (2) unlearning for learning, which would be named behavioristic Taoism. It implied that we did need to construct the new concept of what referred to the science of Korean reading: Koreadology.

大學生集團의 學業成就度豫言을 위한 豫備調査硏究 : 授業改善의 觀点을 中心으로

朴화燁 서원대학교 교육연구소 1982 敎育發展 Vol.2 No.1

The purpose of this study was to construct a conceptual framework for carrying out classificatory analysis on the explanatory-predictive schemes of the college students' academic achievements. The conceptual schemes were each classified into two-matched concept groups, in order to observe the internal relationship between them, to draw out a causal or compositional interpretation, and to improve instructional methods. After the statistical test (Chi-square), the results of the below-listed relationships were shown to be significant: -residential place and self-concept -residential place and parent's income -father's academic career and number of offspring -father's academic career and self-concept -growth place and self-concept -religion and self-concept -father's occupation and self-concept -father's occupation and his income -department and academic achievement -sex and risk-taking -religion and risk-taking -mother's academic career and risk-taking

독서력을 돕는 정신집중력의 메카니즘 실험연구

박화엽 西原大學校 1990 西原大學 論文集 Vol.25 No.-

This study was to analyze principal components of five reading behaviors and to develop a relation of mental concentration to reading comprehension. The movements of two eyes was manipulatd to help them perform converging behaviors for reading formats which were symbol structures. Subjects were thirteen volunteers : eleven teengers, one college student, oneone adult woman. Six consecutive weks takens. ninety minutes a day, four days a week to learn the program. The results showed that five variables were factorized into a principal component, conprehension-driven eye movements, while rotated factor pattern showed that five variables were factorized into three factors : the first one was to be named reading and eye behaviors which were speed-orinented one, the second one was to be named concentrating behavior, and the last more than oen eigen values, but the third one less than one eign value. From the limited data a few types of information were drawn that there is a possibility that converging movements of two eyes is to be mainpulated and they are related to development of comprehending behaviors in reading.

一般讀書敎育課程槪念과 速讀敎育課程槪念間의 比較

朴화燁,金成熙 서원대학교 교육대학원 2003 교육논총 Vol.7 No.-

This study was to construct a comparative framework of educational curriculum-based relations of conventional reading to speed reading. The instructional model was designed for improving reading behaviors whose components were targeting, focusing, and training. The components made an instructional design of the Targeting×Focusing×Training interaction. Statistical concepts were figured out for making it clear that the learing strategies were designed not only for reinforcing the above three items of behaviors but also for the manipulation of transforming conventional reading patterns into speed reading ones. For teaching variables assigned were interval scales for measuring teaching level, and they also opened the possibilities of explaining and predicting the learning outcomes of reading performances. The detailed items of instructional knowlege were constructed as follows: (1) formulating regression analysis model. (2) constructing conventional reading model. (3) constructing speed reading model. (4) constructing the comparative model of conceptual relationships between conventional reading and speed reading. (5) figuring out instructional variables for statistical regression model. (6) elaborating, for reading instruction, statistical regression model of correspondences of teaching concepts with input variables and learning concepts with output variables, and (7) elaborating statistical tabulation of the developed reading output variables.

速讀授業模型開發

朴화燁 서원대학교 교육연구소 2001 敎育發展 Vol.20 No.1

This study was to construct an instructional model of developing reading speed and comprehension. It was assumed that mental concentration processes were intervening variables and that the mental concentration processes were to be learned and developed into the processes of reading speed and comprehension. It was hypothesized that if the longer subjects were taught mental concentration program, the more instructional items of reading procedural knowledge and information could they perceive and figure out, and that such learning processes were able to be analyzed and integrated into a new instruction model of learning speed reading and comprehension. To verify the above hypothesis manipulated were two experimental studies in which two experimental groups were sampled. One group were secondary school teachers and the other one college students. They were taught the procedural knowledge and information of stimulating the mental concentration processes of reading behaviors. It was verified that if the longer subjects were taught mental concentration program, the more instructional items of reading procedural knowledge and information could they perceive and figure out, and that such learning processes were able to be analyzed and integrated into a new instruction model of learning speed reading and comprehension. It was suggested that a newly designed model of reading instruction was to be a program of speed reading and comprehension education.

讀書, 速讀, 冥想讀書間의 比較

朴화燁 서원대학교 교육연구소 1996 敎育發展 Vol.15 No.1

This study was to construct a classificatory system of reading instruction and to verify its effect in clinical reading. A comparative system of conceptual schemes was constructed on the basis of instruction of reading behaviors. The task of reading instruction was to develop mental concentration and reading speed variable. The operational mechanisms of mental concentration were based both on an internal approach to calm mind and on an external approach to sound posture and a point-kept watching for a target with eyes opened widely. The total number of constructed items of instructive information and reading knowledge were made interactive and combinative items, and transformable into the third power on nine(93)items of elaborated information and contexts. It was possible that a new contextual meaning of reading process could be constructed, interpreted, and managed for a new instructional schemes. It was also shown that each system of reading instruction begets different outcomes of reading abilities. Meditative reading was the best one of the three consecutive developmental patterns of reading processes: conventional reanding, speed reading, and meditative reading. Speed reading showed better outcomes of reading comprehension scores than conventional one

기초학습능력 향상방안 : 독서력저하극복을 위한 정신집중교육을 중심으로

박화엽 서원대학교 교육연구소 2001 敎育發展 Vol.20 No.3

集中力訓練과 速讀行動學習反應 PROFILE作成을 爲한 實驗硏究 Ⅰ

박화엽 서원대학교 교육연구소 2003 敎育發展 Vol.22 No.1

This study was to construct profiles in which reading performances were transformed or converted both into a newly normalized and standardized forms of statistical knowledge and into percentile tables, and was to compare person’s reading score to standardized scores of percentile table. For this Purpose sampled were 339 college students who were taught mental concentration skills and reading speed program of the formal curriculum subject for 15 weeks Two-hour lecture was given every week session . The results were as follows: First, profiles of conventional reading and speed reading performances of college students were tabulated to find out individual's relative strength and weakness of reading development, compared to the reference group. Second, reading profiles were to do prognostic test as well as diagnostic test for correcting reading disabilities and detecting faulty learning in reading education. Third, reading profiles were to help clients take educational counseling for their placement in reading development. Finally, it was suggested that many kinds of reading profiles should be constructed for the other groups of clients:primary school children, junior high school students, and senior high school students.