초등학교에서의 열린교육의 현황과 개선방안

허승희,옥치율 한국열린교육학회 1998 열린교육연구 Vol.6 No.1

반사회적 공격행동의 처치 방안

허승희 釜山敎育大學校 1994 부산교육대학 논문집 Vol.30 No.1

Recently antisocial behavior in children and adolescents represent a serious and pervasive social problem. But the progress in identifying effective treatments has been relatively slow. So this study aimed to characterize the current status of treatment of antisocial aggressive behavior and to to identify promising approach based on contemporary research. The treatment method is classified into three ways. That is, individual focused, family focused and community wide intervention. It is classified according to the three reasons of antisocial aggressive behaviour which classified arbitrarily. Generally, individual focused treatment includes individual psychotherapy, group therapy, behavior therapy and social cognitive training. Family focused treatment includes parent management training and family therapy. Community based intervention focuses community activity programs to foster the competence of prosocial peer relations. In this intervention there can be used all of the methods to develop the prosocial behavior incompatible with antisocial behavior. In conclusion, individual focused treatment is usually used in schools and social centers in korea. But among the individual focused treatment, social cognitive training has been used less than any other treatment. The reason why will be the lack of many social cognitive training program and of the teacher training for using it. In familey focused treatment, parent management training is used in general. But it has not been treated systematically for the parents of the children who show antisocial behavior but treated as a parent education program. Also family therapy has been issued in counseling theory but not been treated for antisocial bebaviour. To use this treatment method, there needs more knowledge about our family system and characteristics. Most of all, there are little community based interventions. Community based intervention could be the most effective method because of its preventive function. So in our society it will need more the support of community level to prevent and treat the antisocial aggressive behavior of the children and adolescents.

아동의 지각하는 학습 내 사회적 고립에 대한 부모와 교사의 인지도

許承姬 부산교육대학교 초등교육연구소 1996 초등교육연구 Vol.8 No.-

The purpose of this study is to investigate the perceptual difference about isolation of children in the classroom between parents and teachers. According to this purpose, the following questions were examined. First, would there be perceptual difference about isolation of the children in the classroom among children, parents and teacher? Second, would there be perceptual difference of the parents about isolation of the children in the classroom according to the age of the parents, schooling and attitude for the children? Third, would there be perceptual difference of the teachers about of the children in the classroom according to the teachers' sex and career of education? Fourth, what are the important variables to anticipate of the isolation of the children in the classroom? To answer these question, 300 fourth and fifth elementary school children, parents and teachers were randomly sampled. The scales used in this study were Isolation Scale for the children, parents and teachers, and were The Parents Child Relation Scale. The major findings were as follows: First, there was significanf difference of the perception about isolation of the children among children, parents and teachers. Second, the less the parents has the strictive and autocratic dominative attitude for the children, the more exactly the parents recognize the isolation of the children. Third, there was no significant difference of the perception about isolation of the children according to the sex and career of education of the teacher. Fourth, the important variables to anticipate of the isolation of the children in the classroom was parental attitude for the children.

아동기의 동료관계에서의 고립과 인지적 접근을 통한 지도모형 개발

허승희 釜山敎育大學校 學生生活硏究所 1995 學生指導硏究 Vol.15 No.-

This study aims to trace the causes of the Great Leap Forward's failure in China. For this aim, I explain the commencement of the Great Leap Forward in the sides of China and world and find out the measures, the organizations and the course of development in the Movement. Meanwhile, this study is to search the justification of open policy adopted by Chinese government, one of the important policies after the establishment of China and trace the reason wht the failure of the Movement caused China to fail in Construction Socialism. For these results, this study consists of five chapters; introduction, the cause of the Great Leap Forward, the development of the Great Leap Forward, the Great Leap Forward influence on China Economy, conclusion.

아동의 分配的 正義에 관한 추리력의 발달과 동료집단에 대한 同調性의 발달과의 관계

허승희 釜山敎育大學 學生指導硏究所 1986 學生指導硏究 Vol.7 No.-

This study aimed to investigate the development of the D.J and P.G.C of the elementary school children, and to know the relationship between D.J and P.G.C development The subject of this study was 113 elementary school children from the first grade to the sixth grade devided by sex. The two situations of D. J. C devised by Enright was used to measure the level of the children's D. J development and the P. G. C scale from the Peer Group Organization manual by Jaquette to measure the level of the children's P. G. C dove1opment. The results obtained from this study was as follows : (1) In D. J development, elementary school children were situated in about 1-A and 1-B level and there was a developmental regression at 10 years old. (2) Elementary school children (3rd~ 5th) were situated in about stage two in P. G. C development and it was significantly different by age and sex. (3) The relationship between D. J and P. G. C development was significant and it was partirularly highly correlated at 9 years old.

국민학교 아동이 지각하는 고립감과 학급 내 사회적 지위

허승희 釜山敎育大學 1992 부산교육대학 논문집 Vol.28 No.1

This research aimed to examine the relation of social loneliness with the social position in the classroom of elementary school children. The problem set up in this research was as follows. First, how much do the elementary school children in our country perceive social loneliness in the classroom? Is there any difference in the social loneliness according to sex and grade? Second, will the level of loneliness of the children be different according to their social position in the classroom? Third, what kind of variables will predict significantly the social loneliness of the elementary school children? The subjects of this research were 297 students (male: 150, female: 147) randomly selected in the third, fifty, sixth grade of 2 elementary school, located in Pusan, Korea. The instrument used in this research were, 1) the assessment of social loneliness: it was assessed by a loneliness and social dissatisfaction scale made by Asher et. al(1984). 2) the assessment of social position: the sociometric group in the classroom was divided by the method of Asher & Wheeler(1985), and the peer rating was assessed by the method of Cassidy & Asher(1992). The finding of the resent research were as follows: 1) Our children in the elementary school perceive some loneliness ordinarily in the life of the school, and the level of loneliness was different according to grade. 2) The level of social loneliness perceived by children was different significantly according to the children's social position in the classroom. Especially rejected and neglected children perceived more loneliness than other children. 3) The important variables to predict the social loneliness in the classroom was school achievement and peer rating. These findings suggest that our elementary school children perceive loneliness ordinarily in the classroom and the rejected and neglected children perceive the most social loneliness. So it needs special treatment program for each type to help their normal adjustment.

兒童의 分配的 正義에 관한 推理力의 發達

허승희 釜山敎育大學 學生指導硏究所 1985 學生指導硏究 Vol.6 No.-

This study aimed to investigate the distributional justice development of the kindergarten and primary school children. The essential rationale of this study was based on the Piaget's theory of moral development, which maintains Children's development of moral reasoning according to cognitive development. The research problem of this study was as follows: (1) The level of children's distributive justice development from kindergarten to primary school. (2) The difference of distributive justice development of children by sex and social class. (3) The interaction effect of age and social class in distributive justice development. The subjects of the study was 20 kindergarten children and 40 primary school children equally divided into male and female. The two situations of distributive justice devised by Enright were used to measure the level of childrern's distributire justice development. Distributional Justice development was devided by four stages from O-A to 2-A according to Damon's theory. The results obtained from the study was as follows: (1) There was an increase in distributional justice development from kindergarten to primary school children. Kindergarten children were situated in about 1-A~1-B stage and primary school children were situated in about 1-B~2-A stage. (2) Distributive justice development was signifieantly different by age and social class. The difference of the level of distributive justice development by social class suggests that we have to make the moral education program after understanding children's individual level of moral reasoning influenced by social class experience. (3) There was no interaction effect of age and social class in distributional justice development, It suggests that the individual difference of the level of distributional justice development is constant in spite of integrating class. Therefore the effect of social relation in classroom on distributive justice development needs to be studied.

국민학교 아동을 위한 사회 정서적 고립척도 개발

허승희 한국초등교육학회 1993 초등교육연구 Vol.7 No.1

본 논문은 국민학교 아동들이 지각하는 집단내 고립의 정도를 측정하기 위한 척도를 개발하고자 하는데 그 목적이 있다. 척도의 하위영역은 정서적 외로움, 사회적 외로움, 정서적 고립 상태 및 사회적 고립 상태의 4개 영역이며, 국민학교 3학년에서 6학년까지 392명의 아동들을 대상으로 예비조사의 과정을 거쳐 40개 문항을 제작하였다. 예비연구 결과 이중 32개 문항이 선정되었으며, 이 척도의 타당성을 검토하기 위하여 주성분 요인분석 방법에 의한 비직교적 회전 방식(oblimin rotation)으로 요인 분석을 하였고, 관련 척도와의 상관을 통한 준거 관련 타당도를 구하였다. 척도의 신뢰도는 1달 후의 재검사 신뢰도, Cronbach α계수 및 반분 신뢰도 계수로써 확인하였다. 연구결과 본 척도의 구인 타당도 및 준거 관련 타당도가 입증되었으며 , 신뢰도 계수도 전체적으로 .82에서 .86까지 상당히 높은 것으로 나타났다. The purpose of this study was to develop a mearsure for evaluation of the level of isolation of the children without friends(from third to sixth grade) on the basis of the estimation by children. The subjects in this study were 392 boys and girls sampled from three elementary schools. The scale consists of 32 items categorized into four domains, that is, emotional loneliness, social loneliness, emotional isolation and social isolation. The data collected were analyzed using the following statistical methods. First, factor analysis were employed to supply evidence for the construct validity of the test. Second, Pearson's r was computed between this test with five other scales to supply evidence for the concurrent validity of the test. Five other scales are UCLA-R, LSDS, BDI, MEPS and PR. Third, Cronbach α, split-half reliability coefficient and test-retest coefficient for reliability were computed. The results of this research were as follows; 1.The construct validity of the test is supported by the results of factor anlysis and it was found that this test assess a construct, isolation and it is composed by four factors. 2. The concurrent validity, correlations between the scores on this test and those on UCLA-R, LSDS, BDI. MEPS and PR, were computed. They ranged totally from .22 to . 53. 3. The range of the reliability of the test is from .82 to .86 which is considered to be high.

초등학교 현장의 인성교육 프로그램 분석

허승희 한국초등교육학회 1998 초등교육연구 Vol.12 No.1

이 연구에서는 1995년부터 1997년까지 인성교육 시범학교 및 자율시범학교로 지정된 초등학교들에서 교사들에 의하여 만들어진 인성교육 프로그램들의 내용과 방법들을 몇 가지 준거에 의하여 분석해 보고자 하였다. 분석의 준거는 Brooks와 Kahn(1993)의 바람직한 인성교육 프로그램을 위한 11가지 준거 중 우리 상황에 필요하다고 본 7가지 준거를 채택하였다. 이에 따른 연구결과에 있어서는 첫째, 인성의 개념이 정립되지 않음으로써 일어나는 용어 혼란의 문제 둘째, 인성교육을 대집단으로 실시함으로써 인성 교육의 개별화가 이루어지지 않는 교사주도적 인성교육의 문제점 셋째, 기르고자 하는 인성의 요소들이 너무 많음으로써 일어나는 연구결과의 신뢰성 문제 넷째, 학습자의 발달단계, 연령 및 각 학교의 특성에 맞는 프로그램이 개발되지 못하고 있는 점 다섯째, 가정과 연계된 지도를 위한 구체적인 방안의 부족 여섯째, 프로그램 효과가 구체적이고 객관적으로 분석되지 않고 있는 점등이 문제점으로 도출되었다. The purpose of this study was to analyze the effectiveness character education programs made by teachers of elementary school from 1995 to 1997. The key criteria for analzing the character education program were the obviousness of concept formation, the connectiveness of the concepts with explicit behavior of the children, parental envolvement with the program, student participation in the process of framing goals in order to achieve them, school climate approach, teacher flexibility and creativity in working with the program and the method of the program evaluation. The collected data were 31 character education programs made by elementary school teachers in Pusan and other areas. The results of this study were as follows: 1) In the 68% of the programs, there were not definition of the character to develop for the children. 2) Most of the programs didn't express core concepts of the character and it was not linked to explicit behavior of the children. 3) Most of the programs were teacher initiated. 4) There were not teacher flexibility and creativity to adjust character education lessons to individual teaching and learning style. 5) In the 58% of the programs, there were not plans for parental involvement. 6) Most of the programs didn't have a pre-assessment of the goals, occasional consultation during the program and a post-evaluation of the results.

아동의 건강한 학교생활적응을 위한 학교 인성교육의 방안

허승희 학습전략중재학회 2016 학습전략중재연구 Vol.7 No.2