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박은덕 한국조형교육학회 1996 造形敎育 Vol.0 No.12
The review of 13 empirical studies that examined children's perceptual behavior in terms of preference for color and form is carried out Most of the studies fell into two categories : those which examined children’s discrimination of color and form, and those studies which examined discrimination or other factor's like size position" relation as well as color and form. In this Study, the research strategies, stimuli, subjects, statistical strategies, and relative variables within, the 13 studies are reviewed. The studies about color/form classification showed children's preference of developmental advance from color to form but disagreed with the age of transition.
박은덕 한국조형교육학회 1997 造形敎育 Vol.0 No.13
Numerous investigators have reported about representation of the occlusion of objects in children’s drawings. Various form and size of the stimuli and different instruction influence then point to represent the occlusion. The effect of more explicit instruction showed around the age of eight. When occlusion occurs in the drawings. Young children are not sensitive to social context and draw what they know rather than what they see because they are egecantric. They draw the object as if they look at them at the point of which gives maximum information. The more different size. Form and volume of the things and the more familiar context to children, the faster representation of the occlusion emerged. The occlusion of two same object in more difficult for children to draw the correct array.
박은덕,이주연 한국조형교육학회 2005 造形敎育 Vol.0 No.25
For the basis of developing affordable art education program, the art education curricula to educate students who will be primary teachers were analyzed. The curricular of the twelve Korean universities were examined. Both of two courses, 'Art educationⅠ'and 'Art educationⅡ' varied among university in terms of the contents of syllabus and instruction methods. Even the name of subject differs from university to university. There are no particular characteristics of two courses which can be classified. Seven of twelve universities use ‘(primary) art education Ⅰ' and ‘(primary) art education Ⅱ' as the name of subjects. Each subject is one or two units, one to three hours per week, and managed in variety as theory only, theory and practice or team-teaching according to universities. In conclusion, the followings should be considered to develop art education program for future primary teachers. It does not prefer to standardize the name, unit, and hour of the above two subjects. Also it would be better to integrate the contents of two subjects and extract essential learning elements among them, that is, characteristics and practical contents of art education - general theory of art education, specified theory of fields of art, practice art, and so on. It is also possible to have various options. Each university can choose the elements in organization of curriculum and modulate the essential learning elements or add various selective learning elements to them on the base of particular circumstances of university.
박은덕,김일영 한국교원대학교 교육연구원 2016 敎員敎育 Vol.32 No.2
This study aims to look for ways to realize student-centered music performance assessment, and to develop music assessment model for student growth with a strengthened feedback strategy. The assessment model developed in the paper is targeted at elementary, middle and high school students, and is composed of fifteen lessons in total. This assessment model bears the meaning of evaluation in terms of learning process, taking one step further from viewing evaluation only as a result of learning. It is composed of applying non-scheduled/performance assessment method, selecting subjects that can be frequently used at the education scene, developing performance task and assessment question based on achievement standard, and its method, suggesting extraction of assessment elements and assessment scale, and four levels of learning feedback materials according to assessment results. The assessment model developed in the paper was completed by examining its validity and conformity through on-the-scene adaptation at model schools and experts’review, followed by revision and complement. 본 연구는 학생 중심의 음악과 수행평가를 구현하기 위한 방안을 모색하고, 핵심역량을 토대로 피드백 전략이 강화된 학생 성장을 위한 음악과 평가 모델을 개발하는 데 목적을 두었다. 평가모델은 초·중·고등학생을 대상으로 한 5개 주제에 대해 3차시씩 총 15차시로 개발하였다. 이 평가모델에서는 평가의 개념을 학습 결과인 동시에 학습 과정으로 접근한 수시평가의 형태를 적용하였고, 성취기준에 근거하여 현장 활용도를 고려한 수행과제와 평가방법을 개발하였으며, 평가요소를 추출하고 평가척도를 제시하였다. 평가 결과에 따라 피드백과 심화·보충학습 자료를 4개 수준으로 구성하였다. 이렇게 개발한 평가모델은 시범학교의 현장 적용과 전문가들의 검토를 통해 타당성과 적합성을 검증하고 수정‧보완하여 완성하였다.