농업고등학교 교육의 좌표

송해균(Hae Kyun Song) 한국직업교육학회 1985 職業 敎育 硏究 Vol.4 No.1

대학 축산교육과정에 관한

송해균 ( Hae Kyun Song ) 한국축산학회 1979 한국축산학회지 Vol.21 No.3

축산교육의 효율성에 관한 실험적연구

송해균 ( Hae Kyun Song ) 한국축산학회 1967 한국축산학회지 Vol.9 No.1

This research is an experimental study on the effectiveness of the sound and picture of the film $quot;Selection of superior Animal$quot; which was made by the Office of Rural Development, Korea. A Comparative method is applied to the group of the students of the Cheong Ju Agricultural High School. The results Obtained are as follows; 1) The simple Presentation of film does not affect significantly to the learning Concept. It might be used to supplement of learning process 2) The film motivate the study and visualize the problem 3) The group which took notes had a slightly highermean achievement score than the group which only saw and heard the film three times. 4) Length of the film affect the retension of the subject matter of animal science skill.

食糧(糧穀) 自給의 基本方向設定을 위한 硏究 : Ⅳ. 農業技術 開發과 農業敎育

沈種燮,宋海均 서울大學校 農科大學 1976 서울대농학연구지 Vol.1 No.2

農科大學을 위한 敎育借款 事業 妥當性 調査硏究

金性洙,宋海均 서울大學校 農科大學 1985 서울대농학연구지 Vol.10 No.1

The purpose of this study was to analyze the current status and problems of agricultural colleges in order to determine the policy concerning agricultural education and to estimate the amount of investment necessary to carry out the educational loan project policy. All of the development programs of the agricultural colleges were examined and a questionnaire was developed and sent to the 201 department chairmen of agriculture and agri-related departments of 31 public and private agricultural colleges. One hundred and fifty eight or 78.6% of the responses were obtained for the analysis. The findings of the study were as follows : 1) Educational goals of agricultural colleges were stated in metaphysical and traditional way. The goals of the agricultural colleges should be clearly stated in behavioral terms according to changing needs of agricultural sciences and rural society rather ideals such as instruction, research and social services. 2) Students in number of agricultural colleges were increased 1.66 times while professors of agricultural colleges were increased 1.60 times during the past five years. As a result, student-faculty ratio was changed from 30.2 : 1 to 31.2 : 1. 3) Expansion of educational facilities is required because of the rapid increase in the number of entrants to the agricultural colleges attributable to a system of graduation quotas enforced since 1981. Although the Ministry of Education invested US$ 137,000 in the first IDA Project, US$ 1,967,000 in the second IDA/IBRD project, and US$ 24,121,000 in ECGD project, there are urgent need of the expansion for the colleges. 4) To eliminate substandard agricultural college education, experimental and practice facilities must be constantly expanded, adequate funding must be sought, and facilities for educational technology must be modernized for more effective teaching. 5) Facilities for educational technology to improve teaching methods must be increased. The amount necessary to provide basic audio-visual facilities and equipments is about US$ 1,230,000. 6) When compared to the facilities standards of the the Ministry of Education (MOE) set forth in 1983, the equipments on hand in national agricultural colleges was only 22.3% while the private colleges was 32.5% of that which is regarded as minimum standards. This situation in agricultural colleges should be improved by earlier investment in educational facilities of the colleges of agriculture. 7) In order to equip an agricultural college with tole minimum standard of the MOE it will be necessary to spend an average amount of US$ 1,300,000 in a national and US$ 370,000 in a private college. Thus a total amount would be US$ 17,000,000 for national and US$ 7,000,000 for private agricultural colleges. Beyond this minimum standard, agricultural colleges have already requested for US$ 17,450,000 worth of additional equipments and facilities of quality education in agricultural colleges. 8) Though the number of professors is increasing slowly, additional refresher training is necessary to upgrade the quality of the faculty members.

農村指導者의 活動에 關한 實證的 硏究

王仁槿,宋海均 서울大學校 農科大學 1980 서울대농학연구지 Vol.5 No.2

An empirical study was made on the actual performance of Extension-related local leaders in several Korean rural villages late in 1979. The strategic role of rural local leaders in disseminating agricultural innovations within the framework of total rural development cannot be overemphasized. Specifically, the followings were investigated in detail in the study: (a) Major methods of teaching adopted by local leaders and their frequency. (b) Major subject-matter areas on which local leaders rendered their informal teaching and their frequency. (c) Participant-evaluation by Extension workers concerned on the role performance of local leaders.

職業指導 摸索을 위한 大學敎育

宋海均 충남대학교 학생생활연구소 1975 學生生活硏究 Vol.3 No.-

農業系高等學校 學生의 벼농사 基礎能力과 그 關聯要因

李殷雄,李庸煥,宋海均 서울大學校 農科大學 1979 서울대농학연구지 Vol.4 No.2

The purpose of the study was to determine what kind of basic ability the farmers need for rice farming and to examine the level of basic ability in rice farming retained by students in agricultural high schools and to evaluate the relationship between their abilities and certain variables. In October, 1977, fourteen high schools which vocational agriculture subjects are taught were selected by the stratified sampling method. The test of basic ability in rice farming administered by the researcher, and Song's achievement motivation inventory, were then undertaken, using as subjects 1480 third year students from the sampled schools. The test of basic ability in rice farming was also used to measure the cognitive abilities such as knowledge, understanding, application, analysis, comprehension, and evaluation, accrding to Bloom's classification of educational objectives. Various personal information such as effort to acquire knowledge of skill in agricultural subject matter, farming experience, special preparation for entrance or employment examination, club activities, self-confidence, number of brothers and sisters, birth order, father's schooling. family income per month, real estate, preference for agricultural subject matter, and the parents' expectation in the child's career selection, were obtained through the questionnaire. Individual intelligence quotient and academic achievements with regard to rice crop science, soil and fertilizer, farm management, crop protection, and farm machinery, were obtained from the official student records at each school. Course units on each subject matter, which the students had taken for three years, were also surveyed. The basic procedual design in the study was for the researcher to manipulate the independent variables and observe how the dependent variable (the basic ability in rice farming) changes. The statistical techniques used in the study were, frequency, percentile, arithmatic mean, standard deviation, one-way and two-way analysis of varience, Duncan's new multiple range test, factor analysis by principle component analysis with iteration, Hayashi's theory of quantification (Ⅰ), (Ⅱ), (Ⅲ), canonical correlation analysis, simple correlation analysis, and multiple regression analysis. The data were analyzed by SPSS (Statistical Package for the Social Science) utilizing FACOM 230-60/75 at the Hokkaido University Computing Center of Japan. The major findings of the study were as follows; 1. The test of basic ability in rice farming seemed to be able to measure the ability in rice farming and cognitive abilities of the students. The half-split reliability coefficient of the test inventory was. 72 which was calculated by the Spearman-Brown fromula. The full score of the instrument was 46, the highest being 39, the lowest being 5, a mean score of 20.22, and a standard deviation of 5.64. 2. The basic ability scores in rice farming differed significantly among groups of school. 3. The basic ability scores in rice farming of the students in urban areas were the highest and of those in the suburbs of large cities the lowest. 4. The basic ability scores in rice farming differed significantly among the different kinds of schools; the scores of the students of the demonstration agricultural high schools were the highest and those of the students of comprehensive high schools the lowest. 5. The basic ability scores were positively correlated, beyond the significant level, with regard to the intellingence quotient scores, achievement motivation scores, academic achievement scores of subject matter related to rice farming, mean score of total academic achievements, and effort to acquire knowledge or skill in agricultural subject matter. 6. The basic ability scores were positively correlated, beyond the significant level, with regard to the level of farming experience prebvalent in the farming group that the students wanted to engage in farming after graduation. 7. The group of students who had one or two brothers or sisters showed a lower score in their basic ability in rice farming than the groups of students who had more than three brothers and/or sisters, although the scores did not differ with regard to birth order. 8. The role of general factor in factor analysis using the variables-cognitive abilities, ten academic achievement scores, intelligence quotient scores, and achievement motivation scores was not clear. 9. Canonical correlation coefficient was .50 between the first set which consisted of cognitive abilities and the second set which consisted of nine academic achievement scores, intelligence quotient scores, and achievement motivation scores. 10. The multiple correlation ratio was .57 between the basic ability scores used as a dependent variable and the following ninteen variables used as a independent variable by the analysis involving Hayashi's theory of quantification (Ⅰ); location of school, kind of school, major field of study, total course units of the subject matter related to rice farming, total course units of rice crop science, intelligence quotient, achievement motivation, mean score of academic achievements related to rice farming, mean score of academic achievement in total subject matter, effort to acquire knowledge or skill in agricultural subject matter, farming experience, special preparation for the entrance or employment examinations, club activity, self-confidence, number of brothers and/or sisters, father's occupation, father's schooling, family income per month, and real estate. The ninteen variables were found to discriminate the upper group from the lower group in basic ability in rice farming by eighty two percent proportionably in the analysis of theory of quantification(Ⅱ). The important factors influencing the retention of basic ability in rice farming were, in order, total course units of the subject matter related to rice farming, total course units of rice crop science, mean score of academic achievements in total subject matter, location of school, intelligence quotient, major field of study, academic achievement score related to rice farming, kind of school, effort to acquire knowledge or skill in agricultural subject matter, achievement motivation, and so on.

農外所得 增大를 위한 農村人力의 效率的 開發

宋海均 서울大學校 農科大學 1982 서울대농학연구지 Vol.7 No.1

The research aimed to recommend a means to enhance the efficiency the rural manpower development for the increase of non-farm income of the famers, Specific objectives were 1) TO identify the current non-farm empoyees’status affected by the migration of farming population, 2) TO analyze the process of job placement on non-farm employment, 3) To gather opinions of non-farm workers on the job training, 4) To identify the current status of manpower training in rural areas, and 5) To recommend feasible strategies for mapnower development policy. Various methods were employed in conducting this research;1) Literatures were intensively reviewed on rural manpower, non-farm income and vocational training in rural areas,2) Data were collected by questionnaires on opinions of non-farm workers in the rural areas and 3) Opinions of the expersts and specialists on various aspects of non-farming job training were obtained. Nine hundred and forty three responses were analyzed and the Ministry of Labor and Rural Job Training Centers were also surveyed. Recommendations are made with the result of this study for efficiency in rural manpower development in increasing nonfarm income of the famers. A. Economic Planning Board 1) Non-farm Income Planning Board should be established for functioning the policy development and control the various programs and projects of the ministries and organizations in the non-farm sector. 2) various Programs of the various Ministries in rural income program and its supported policies should be integrated and controlled. and 3) Facilities, operational expenses, and salary of the trainer at the job training institutes should be equalized to move out the biased support in financial and other policies. B. Ministry of Labor Affairs 1) Establish the Manpower Development Authority in order to integrate the Job Training Institutes, Rural Job Training Institute of the Ministry of Internal Affairs, Skill Test Authority, Various job training courses organized by the Ministry of Education, Various programs of life long education. C. Ministry of Education 1) Establish for strengthening agricultural education program in order of meet the changing agriculture sector. 2) Establish the policies for strengthening the various vocational education programs 3) Establish evening courses, part time short courses, in the school systems and 4) vocational training programs should be emphasized from elementary school to university level.

實業系 高等學校 卒業生에 대한 同一系大學 特惠入學 制度에 관한 硏究

李永大,宋海均 서울大學校 農科大學 1979 서울대농학연구지 Vol.4 No.2

The research was carried out in order to find out the problems involved in the special admission policy at the university for the vocational high school graduates. Further interests were placed on the opinion of the university professors, teachers at the high school, university students against to the policy for the recommendations in improvement of the policy. Seven hundred and ninty students, 111 professors in 13 national universities and 300 teachers and principals in the agricultural, technical and industrial, commercial, and fishery and marine high schools were surveyed for this study. Data were obtained by the questionnaires and official documents provided by the academic departments of the universities. Findings of the study were summarized as follows: 1. Academic accomplishment at their middle school of the university students who are attending by this special admission policy was considered as superior and decisions for entering vocational high school were made by students themselves with the advises of their middle school teachers and parents. 2. Sample students have taken all of the required vocational subjects and majority of the students hold the proficiency licence in their specialized field which are officially issued by the Government. Ss were also provided in their preparation for the Government administered university entrance qualification examination at their high school education. 3. The university entrance qualification examination scores of the vocational high school graduates were in lower status than scores of the academic high school graduates. 4. Academic scores in English, Mathematics and other foundational subjects at the university freshmen were comparatively lower with the big individual differences. Distribution of the scores were badly skewed in the first year, however the distribution of the scores were in the shape of normal distribution in the second year. 5. Ss satisfied with the university life and they recieved the special advise and treatment by the professors who had positive attitude toward the vocational high school graduates and the policy. 6. No changes were occured in goals and objecitves of the university education, contents of the subjects, and methods of the instruction after taking those students at the universities. However the university professors were aware of the individual difference compare with the academic high school graduates. 7. Students and their teachers in vocational high school were in the same opinon that the policy should be continued and or expanded in the future, however the opinions of the university professors were negative.