精神薄弱學校(級) 敎育課程의 方向 探索 : 現行敎育課程의 問題點과 改善 및 開發方向

李相春,呂光應 大邱大學校 特殊敎育總合硏究所 1984 特殊敎育硏究 Vol.11 No.-

Until this time, some trends have been examined and analyzed about the curricula for the mentally retarded in foreign countries in order to improve and try to establish the present curricula in schools for the mentally retarded in Korea. The educational needs of the mentally retarded and the society were reviewed according to the characteristics of the mentally retarded. And thus the direction constituting the present curricula in schools for the mentally retarded was suggested through looking into the present situations of the management of the present curricula and some problems in general introduction and each chapter in each field. The followings were concluded from the examination and analyses: since schools for the mentally retarded in Korea have only the curricula for the primary course, there are no curricula for the mentally retarded which correspond to the system of the regular schools for junior high and senior high courses and to the special classes for the E.M.R. in primary schools for normal chidlren. And the present curricula do not correspond to the educational needs of the exceptional children themselves and the society, which require we should take into consider the mentally retarded's unique needs. These conditions made it inevitable for us to review wholly the present curricula and situations in schools for the mentally retarded in Korea. These results were proved to be equal to those from the analyses of the trends on the education for the mentally retarded in foreign countries. The curricula for the mentally retarded should be constituted in future, on the basis of taking into consider the followings: to respect the dignity of humanity, to set up the concrete and desirable images which are expected to be realized in future, to emphasize life-centered education which is based on the experience-centered curricula, to stress the educational experiences in which the steps should be taken into consider, and to respect the individualized education which coincides with the unique educational needs. Accordingly, the purpose of the special education for the mentally retarded should lie in, considering the characteristics of the mentally retarded, fostering the basic abilities which are required in their real life and the qualities which are to be required as a whole man. In the organization and time-allotment of the curricula for the mentally retarded, self-help should be put into the first place at the very early stage and at the later stage the vocational education should be emphasized. Therefore, it is certain that the basic principles of the mamagement of the curricula for the mentally retarded can be concluded and suggested from the examination and analyses of the present curricula for the special schools and classes for the mentally retarded in Korea as follows: (1) The individualized education should be emphasized which lays stress on the teachings flexible and creative, coinciding with the unique educational needs of the mentally retarded. (2) It is desirable, on the level of the total consititution of the curricula, that the contents of the education for E.M.R. should be different from those of the T.M.R. (3) Thorough in-service training of the teachers for the mentally retarded should be preceded in order that the curricula may be applied effectively and the intended results may be realized. (4) The evaluation system which can continue to correct the wrongs, if any, should be prepared.

M.Montessori 幼兒敎育의 基本理念 硏究

鄭錦子 大邱大學校 特殊敎育總合硏究所 1984 特殊敎育硏究 Vol.11 No.-

Recently, the recognition was increased gradually that the educational environments and early experiences in childhood education with the worldwide concerns to early develop the infants' abilities. Consequently, this reserach has investigated the education methods and the basic ideas of childhood education so as to study Mr. Montessori's theory. Dr. Montessori was a physician who had majored in Medical Science in Rome, Italy and afterwards acted as an educator for normal children. Especially, he buill Casa dei Bambini at the slums of san Lorenzo in Rome and began the childhood education in a new way. Receiving the stimuli severely from the many social, historical changes, he was also influenced by both Pestalozzi, ?? and Itard, Seguin. He recongnized the children's inner life power, and came to know that the power would appear as the sensitive periods and absorbent mind duing the childhood. He thought that if there were prepared environment, children could grow and develop through the acquired experiences of environment. In the childhood education methods, he proposed that the essence of education was that God, Nature and Men should from trinity and then harmony and unity. He divided the education contents into the two stages of prepared environment and the acquirement of educational techniques. Also, he esteemed self-learning method in which children would learn by doing themselves in the education methods. In the matter of teacher's role, he thought that they were only directresses who led children and only intermediaries who connected children and learning-materials as a part of enviroments to children. So far, I have approached the basic ideas of Montessori's childhood education in the way of analyzing, reviewing and comparing the research books concerned with Montessori's education.

肢體不自由學校 敎育課程의 制定에 따른 基礎硏究의 考察

安秉輯,鄭載權 大邱大學校 特殊敎育總合硏究所 1984 特殊敎育硏究 Vol.11 No.-

The crippled students school enacted new curriculum because normal curriculum had brought about many difficulties to the crippled students. This curriculum applied to the educational cerebral palsied students. The objective statement added the condition of handicaps and his faculties to the normal curriculum. The succeeding steps of this curriculum will have to be gone with as follows: 1. Descriptive manual and teaching guidance of curriculum will have to be developed. 2. The study and training system will have to be executed for the teacher in the crippled students schools. 3. Studies for the development of teaching materials will have to be developed in order to raise to the learning effect of crippled students. 4. The early education program will have to be developed for the crippled who are a child under school age. 5. Development of rehabilitation training program, training of rehabilitational teacher, and improvement of labor conditions as teaching profession will have to be demanded. 6. The visiting education program will have to be developed.

特殊學校 敎育課程의 哲學的 基礎

金正權 大邱大學校 特殊敎育總合硏究所 1984 特殊敎育硏究 Vol.11 No.-

The effects of the basic educational resources on the curriculum vary depending upon the characteristics of the aimed curriculum. Since the specific conditions of the object exercises great influence, the curriculum for the handicapped requires different level and aspects in quality and quantity from the one for normal children. In working out curricula for the differently handicapped, the involved factors should fully be considered; the ideals the special education persues in general and in particular fields; the kind of human beings the education would bring up; educational objectives, beliefs, values, self-realization and faith that a teacher puts in the education. It is believed to have much sense in conducting a basic survey of this kind to work out a standard curriculum for the handicapped with the above factors in consideration. In addition to the above significant considerations, the following objectives are established in carrying out the study: First, to find out the need for the curriculum for special schools or classes. Second, to clarify handicappeed children's right to edcation and pilosophical direction of the education. Third, to search for the desirable direction of curriculum to be formed for the special schools or classes. And fourth, to define the scope of the special education curriculum and to lay down items to be attained by the children. The study employed a method to search through the literature on the subject, avoiding the common aspects and with keen interest in the basic framework of the special education curriculum. Research on the philosophical aspects of the curriculum for the handicapped with emphasis on the practical feature showed the following results. First, the construction of a renovative curriculum suitable for the handicapped in Korea has paramount urgency. At present, the mainstream education in this country is not fully developed to integrate the handicapped, thus imposing an inevitable situation on the distintegrated education to be revised for the excptional children. Secondly, all the handicapped should have equal educational opportunities to inhence their human rights including that of education and employment, The educational philosophy in the country reflected in the curriculum is incorporated as systemization of the national ethos, improvement of whole personality, education and intensification of student guidance for the future. In principle, the philosophy should be accepted in the special education, but it must be wisely adjusted to the handicapped with degrees and types of the handicaps. Futhermore, though the vocational training is contained in the curriculum, special attention should be paid to the education in special schools. Thirdly, the general direction of the curriculum must be highly esteemed, but in making out the curriculum for handicapped children the designers should not fail to consider their needs to develop such points as: physical wholesomeness, sense of self-esteem, adjustment ability to dally life, communication ability, sensibility and mobility, occupatioal capability, positive and affirmative attitude, and the understanding of home and neighborhood, etc. Finally, a reasonable classification of the curricular category should be introduced. That is, a new category of “related educational activities” is added to the conventional categories of “regular school curriculum”: subject matter and extra curricular activities. In view of special education which emphasized the empirical and functional needs of the handicapped, it is desirable that the educational activities be divided into experience, attitude, and function and value in which the five point virtueus merits laid down in the mainsream education to produce wholesome personality are included as subordinate categories. The objectves of the special education can justly be related in the curriculum when it is done of behavioral aspects, and short-term, concrete statement will mostly help to carry out effective education.

聾學校의 敎育課程의 改正에 관한 硏究

李圭植,石東一 大邱大學校 特殊敎育總合硏究所 1984 特殊敎育硏究 Vol.11 No.-

We should recognize curriculums of the deaf schools to be amended through the discussions we've made so far. We analyzed some problems of the current curriculums and developed a tentative plan for amending the curriculums are as follows: 1) In a basic direction and object of curriculum constitution, we added items for compensation of handicapped status of deaf students. 2) Besides special activity, we added that of treatment and education in order to fill up their unique need in forming the curriculums. 3) We have constituted management principles by separating plan, instruction, evaluation, and others for systematic instruction, and added flexibility for actual princples in practice 4) We disposed teachers for treatment and education in order to teach in practice and to meet the new establishment. 5) In a elementary school; a) Children have shool hours per weeks with flexibility or adding or reducing them within a 5% range. b) In order to teach treatment and ducation, we apportioned 3 hours or more per weeks for the first and second grade and 2 hours or more for the other grades. 6) In a secondary school; a) We added flexibility in order to replace selections of industrial and commercial education with occupational instruction to meet the need of students and community. b) We apportioned two hours or more in order to teach treatment and education to every grade students and added flexibility of adding or reducing school hours for weeks within a 5% range. 7) In a high school; a) We made formation of curriculums related with problems of their course, and devided common subjects into special subjects. b) Generals hours of units are equal to those of ordinary schoo, but we added fexibility of schoo hours of adding or reducing within a 5% range, and apportioned 12 units or more for activity of treatment and education. Proposal 1) We should develop explanatory books for amending curriculum and train teachers for them. 2) We should develop systematic device for training teachers who will teach treatment and education. 3) With a view to perform early education, we should develop program for preschool children. 4) We should consider the policy for developing teaching meterials and tools.

特殊兒童을 위한 美國의 敎師敎育 改善 動向 : 聽覺障碍 領域을 中心으로

金炳廈 大邱大學校 特殊敎育總合硏究所 1983 特殊敎育硏究 Vol.10 No.-

In the presented paper, the writer has attempted to investigate current trends and issues of the teacher training programs for hearing impaired learners in the United States. A questionnaire form was formulated to obtain some informations on the pattern of tescher training programs which are presently offered in their college and university, and the faced problems and issues in implementing the programs. The questionnaire was mailed to the chairpersons of 60 colleges and universities which are operating teacher preparating programs for hearing impaired learners in the United States. Of the total, 43 were returned fully completed (71.66%). The main results are summarized as followings. In the respondent on the pattern of teacher training programs for hearing impaired learners, 23.53% of the total were operating completely competency-based teacher education (CBTE) programs, 35.29% were operating partially CBTE programs, and 41.48% of the total were keeping up traditional course based teacher training programs. The faced main problems and issues in implementing teacher preparation programs are as followings. (1) The constructs of mastery learning, criteria-referenced assessment, personalized learning and field experiences are integral components of the CBTE programs. However, the concept student self-pacing utilizing a modular approach under the constraint of the standard semester has not generally adopted, and colleges and universities do not have sufficient resources to implement the CBTE aspect. (2) Developing curriculum so that there is a blending of practicum experiences with course work and providing sufficient practicum experiences. (3) Developing total curriculum plan to include appropriatlly all requirements for State certi fication, CED (Council on Education of the Deaf) certification, and colleges general education courses. (4) Providing more course work to demonstrate sign language.

記錄競技選手의 體力에 관한 調査硏究

金光揮 大邱大學校 特殊敎育總合硏究所 1984 特殊敎育硏究 Vol.11 No.-

After having studied the various measurement on the physical strength of the record establishing athletes among high school boys of fifteen to eighteen years old, I drew the following conclusions: 1. High jumper showed, on the average, their physical strength ability by 44.43 times (P<.001) and swimming racers did it by 39.33 times (P<.001) in their side step test. 2. Distance throwers showed, on the average, their physical strength ability by 58.50㎏ (P<.001), short distance runners did it by 46.60㎏ (P<.05), and middle-and-long distance runners by 46.17㎏ (P<.05) in each their grip strength test. 3. Weight lifters showed, on the average, their physical strength ability by 169.11㎏ (P<.001), distance throwers did it by 153.50㎏ (P<.001), short distance runners by 128.60㎏ (P<.001), shooting players by 126.33㎏ (P<.001), swimming racers by 124.0㎏ (P<.001), and middle-and-long distance runners by 115.25㎏ (P<.001), in each their back strength test. 4. High jumpers also showed, on the average, their physical strength ability by 61.14㎝ (P<.001), middle-and-long distance runners did it by 52.0㎝ (P<.001), short distance runners by 41.30㎝ (P<.05), distance throwers by 42.0㎝(P<.05), cycle racers by 40.22㎝ (P<.05), shooting players by 39.38㎝ (P<.01), and swimming racers by 39.33㎝ (P<.001), in each their vertical jump test. 5. Swimming racers showed, on the average, their physical strength ability by 83.27 (P<.001), cycle racers did it by 79.30 (P<.01), and short distance runners also did it by 66.92 (P<.01) in each their hrvard step test. 6. High jumeprs showed their physical strength ability by 18.0㎝ (P<.05) and distance throwers did it by 11.0㎝ (P<.01) in their trunk flexion test. 7. Short distance runners showed, in the average, their physical strength ability by 57.30㎝ (P<.05), and weight lifter also did it by 50.33㎝ (P<.05), in their trunk extension test.

E.D. Mitchell의 自己表現說에 대하여

金隆吉 大邱大學校 特殊敎育總合硏究所 1984 特殊敎育硏究 Vol.11 No.-

E.D. Mitchell, with J. Huizinga, developed a monumental theory on play. In this paper contents of the self-expression theory were examined with a special reference to his theory on play, and the conclusions are as follows. 1. Play itself is a cheerful activity. There may be other purpose,but cotentment derives from the activity itself. 2. Play requires spontaniety. The reason play is cheerful is that play is always concentrated on with zest and spontaneity. 3. Play is an activity without restraint, incomparable to anythingelse.The forced play is not play at all. Play is readily to be postponed or stopped. Play should be enjoyed without and physical or moral duty. 4. The man with motive and ability can achieve his purpose, and creat something great through action. Man can experience, through creation, the delight and thrill of accomplishment.

幼兒의 交友選好 特性에 관한 硏究

柳旺孝 大邱大學校 特殊敎育總合硏究所 1984 特殊敎育硏究 Vol.11 No.-

This study was carried out on the assumption that the education in a kindergarten is the first experience of a formal group education for the children and the important human environment for the development of the sociality, in order to see the characteristics of children's human-relationship at the class. For this survey, 473 kindergarten and Saemaul nursery school children in Taegu, Jinju and Masan area were sampled randomly, 12 classed selected from 9 Kindergartens and 2 Saemaul nursery schools The results of the analysis are as follows: 1) How is the phenomenon of the occurence of star, pair, chains, isolate and rejectee? First, generally the occurence of the star was about over one in each classes. This was caused by the phenomenon that male were generally more than female in the classes and by male's characteristic are active. Second, in pairs case, although male were much more than female in the classes, the female pairs were occured more than male pairs. Third, the proportion of chains were occured about over 1/2 of children, the representative form were connected with three or four children. Fourth, the proportion of isolate were occured about 1/4 of children. Fifth, the proportion of rejectees were occured about 1/5 of children. This many occurences of isolate and rejectee suggests that we must construt more small size class than now, fourty children for effective teaching. 2) How is the trend of the reasons of friend selection and rejection? First, the trend of the reasons of friend selection was not the interior reasons as personality, character, ability and interesting, etc., but the exterior reasons as frequent contact and good apperance. Second, the trend of the reasons of friend rejection was injurious action as beating, extreme play and cross temper.

The Challenge of Education and Rehabilitation of the Blind in the Coming Decade

Kang,Young-Woo 大邱大學校 特殊敎育總合硏究所 1983 特殊敎育硏究 Vol.10 No.-