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윤철수(Yoon, Cheul su),좌동훈(Jwa, Dong Hoon) 경성대학교 사회과학연구소 2012 社會科學硏究 Vol.28 No.1
본 연구의 목적은 교육복지우선지원사업을 통해 학생들의 변화를 알아보는 것이다. 본 연구의 목적을 달성하기 위해 충청남도 천안시 교육복지사업을 실시하는 학교에서 8명의 학생들과 8명의 지역사회교육전문가를 대상으로 심층면접을 하였고 사례연구와 현상학적 방법으로 분석하였다. 교육복지우선지원사업을 통해 나타난 학생 변화 과정은 교육복지서비스 접촉단계, 신뢰형성단계,다양한 프로그램의 참여단계, 변화단계 등으로 나타났다. 분석 결과 변화 요인 범주와 결과 범주로 나타났는데, 변화 요인 범주로는‘지역사회교육전문가와의 신뢰관계 형성’, ‘학교, 가정, 지역사회가 연계된 프로그램 참여’, 결과 범주로는 ‘교육복지사업의 성과’ 등 3개의 범주로 나타났다. 하위요인으로는 ‘부모 같은 존재’, ‘교육복지에 대한 긍정적인 생각’, ‘기초생활서비스’, ‘다양한 프로그램’, ‘문제해결’, ‘변화’ 등 총 6개의 하위요인이 나타났으며 ‘편안한 존재’, ‘도움을 주는 존재’, ‘유익하고 재미있는 사업’, ‘편안한 교육복지실’, ‘가정 및 생활 환경개선’, ‘기본적인 심리ㆍ정서ㆍ사회성 증진’, ‘학습 도움 프로그램’, ‘진로 및 동아리 프로그램’, ‘가정문제 해결’, ‘개인문제해결’, ‘성격과 태도의 변화’, ‘성적의 향상’등 12개의 개념이 나타났다. The objective of this study was to examine changes in students through education welfare priority support programs. For this purpose, we conducted in depth interviews with eight students at a school where education welfare programs were being applied, and eight community education specialists in Cheonan City, Chungcheongnam do, and were analyzed by case study and phenomenological methodology. Changes observed in students through education welfare support programs were contact with education welfare services, formation of trust, participation in various programs, change, etc. From the results of the analysis, two change factor categories and one result category were identified. The change factor categories were ‘formation of a confidential relation with community education specialists’ and ‘participation in programs involving school, home and community,’ and the result category was ‘the outcome of education and welfare programs.’ In addition, a total of six sub categories were identified which were ‘parent like beings,’ ‘positive thoughts on education welfare,’ ‘basic life services, ‘various programs,’ ‘problem solving,’ and ‘change,’ and a total of 12 concepts were derived including ‘comfortable beings,’ ‘helpful being,’ ‘useful and pleasant programs,’ ‘comfortable education welfare office,’ ‘improvement in home and life environment,’ ‘promotion of basic psychological, emotional and social competences,’ ‘learning assistance programs,’ ‘career and club programs,’ ‘home problem solving,’ ‘personal problem solving,’ ‘change in personality and attitude,’ and ‘improvement in academic achievement.’