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박환호,천덕호,이현우 평범서당 1994 승공논문집 Vol.1 No.-
本 硏究陣은 國家의 安定과 發展, 民族의 生存과 繁榮에 기여하는 現實認識과 政治意識 그리고 先公後私·四生共榮의 精神으로 愛國 愛族하는 精神姿勢를 確立케 하는 國家觀을 靑少年들에게 形成하는 일이 國家精神敎育의 目的임을 前提하면서 本 硏究를 企圖하였다. 祖國光復 以後 우리의 敎育이 「國籍없는 敎育」이었다고 反省할 때 우리의 靑少年들에게 民族 主體意識과 健全한 國家觀을 形成시키는 國民精神敎育을 强化하고 內實化하는 데 기여하는 硏究는 매우 意義있는 일로 생각한다. 本 硏究는 國民精神敎育의 重要性을 前提하면서 靑少年들에게 要望되는 健全한 國家觀의 定立을 省察하고 靑少年들의 國家觀의 實態를 調査 分析하였다.
朴桓昊 釜山敎育大學 1974 부산교육대학 논문집 Vol.10 No.1
The aim of this paper is to carry out a comparative study on the policies taken by the various countries for the feeble-minded and thus to find out problems in regard to setting up a prospective countermeasures for the feeble-minded children within the nation. The countermeasures being taken by the nations of the world are varied and effective to achieve remarkable progress in spite of the short history. This is particulary so with the United States and European contries. Their method of education and the training of the specialist or personnel are excellent and far advanced. In those countries the human right of the feeble minded childlen are well integrated and the measures for upgrading the education and welfare are well organized by the effort of both govenment and private foundations. Thus, in the face of the lack of the favourable facilities within the nation, the followings are recommanded; (1) The feeble-minded children should be understood and their rights should be integrated. (2) Legislative procedure should be taken and accelarated. to set up a policy for the feebleminded. (3) Institutions or special classes shoud be established and increased. (4) The training of the speccialist or personnel shuld be upgraded along with the raise of payments. (5) Active researches in regard to the feefle-minded should be encou-raged. (6) The principle of free-compulsory-education should be applied to the education of the feeble-minded chiden without discrimination. (7) Social welfare system should be established for the feeble-minded children.
朴桓昊 釜山水産大學校 1981 論文集 Vol.26 No.-
This study is to contemplate the theory of Mead, M and Benedict, R who challenged Bio-genetical theory of Adolescence of Hall, G. S from the point of cultural anthropology. Cultural relativism of Mead, M and Benedict, R makes much of social and cultural factors in human-development especially in personality formation, suggesting a lot in adolescent education of the modern civilized society. Benedict, R. in the theory of Continuities and Discontinuities in cultural conditioning, theorized systematically the importance of cultural factor in the process of development. As recent psycho-analytic theory attaches importance to social determinents, the theory of cultural anthropology is also developing from the basis of early cultural relativism to the border basis which takes into account bio-genetical factors. Though these ideas of two schools, respectively, lay stress on the dissimilar determinents, they have been said to make contributions to the theory of adolescene, coexisting throughly and supplementing each other mutually.