http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
가족가치관과 생활문화의 세대 비교: 가족의례를 중심으로
옥선화 ( Sun Wha Ok ),진미정 ( Mee Jung Chin ) 대한가정학회 2011 Human Ecology Research(HER) Vol.49 No.4
This study had two goals: 1) to explore generational differences in traditional family rituals and 2) to investigate the association between family values and family rituals. Using survey data from 500 married men and women in their 20s to 60s, we classified three generations: 1) 1941-1950 birth cohort (aged 59-68), 2) 1951-1970 birth cohort (aged 39-58), and 3) 1971 and later cohort (aged 38 or less). These generations represented post-colonialism, modernization, and the information era in Korea, respectively. The results demonstrated that birth-related traditional family rituals had been maintained across the generations. Ancestor worship was less likely to be observed by later generations. Further, the way in which family values was associated with family rituals differed across the generations, indicating that traditional family values had different influences on everyday family life culture across generations.
옥선화 ( Ok Sun Wha ),성미애 ( Mi Ai Sung ),이재림 ( Jae Rim Lee ),이경희 ( Kyung Hee Lee ) 한국가족관계학회 2002 한국가족관계학회지 Vol.7 No.3
This study explored and described the relationship between poor female heads of households and their children. The data was gathered by in-depth interviews with thirteen poor female heads of households who had school-age children. On the process of qualitative analysis, we found they regarded their children as supportive beings as well as burdens. The mother-child relationship often resulted to mother-child alliances, and the alliances encouraged them to endure the economic hardships. However, the poverty and the lack of time with children disturbed the interaction between the female heads of households and their children. As the children grew, the relation had changed to companionship. Although they had survived the poverty by hard labor, the more support from welfare system and the warm attention were needed.
취학직전 유아기 자녀의 학업 교육에 대한 부모 신념과 참여 연구
옥선화(Ok Sun-Wha),송명숙(Song Myung-Sook) 한국열린유아교육학회 2010 열린유아교육연구 Vol.15 No.6
본 연구의 목적은 부모의 다양한 역할 수행에서 학업에 관련된 자녀교육이 중요한 위치를 점하고 있다는 인식하에, 취학직전 유아기 자녀를 둔 부모가 가지고 있는 학업 관련 교육 신념과 부모 참여 양상을 파악하고 신념 변인을 포함한 다양한 생태학적 변인들이 부모의 참여에 미치는 영향력을 규명하는 것이다. 연구결과는 다음과 같다. 첫째, 부모들은 자녀가 초등학교에 입학하기 전에 기본 학업 기술을 높은 수준으로 획득하기를 기대하며, 성인 중심의 지시적 교수법을 선호하였다. 둘째, 부모들은 정보수집, 학습지도, 문화적 경험제공 등의 가정 기반 활동과 행사참여와 같은 소극적 형태의 학교 기반 활동에 많이 참여하며, 기관연계와 같은 적극적 형태의 학교 기반 활동에는 적게 참여하였다. 셋째, 성인 중심의 지시적 교수법을 선호하고 자녀의 기본 학업 기술에 대한 성취 기대가 높은 부모가 자녀의 학업에 관련된 정보수집, 학습지도, 학교 외 교육 활동에 많이 참여하였다. 부모의 취업상태와 기관제공수준이 자녀의 학업과 직접적 관련이 없는 부모의 문화적 경험제공, 행사참여, 기관연계 참여에 영향을 미쳤다. Recognizing that the education of children assumes important role for parents, this study aims to examine the educational beliefs and involvement of parents who have preschool children. In addition, it aims to identify the influences that diverse ecological variables, including belief variables, have on their involvement. The main results of the study are as follows: First, expecting that their children acquire basic academic skills at a high level before entering primary school, the parents preferred a didactic teaching method centering on adults. Second, the parents were frequently involved in home-based activity such as collecting information, learning instruction and providing cultural experience and in school-based activity in a passive way, such as participating in an event for the education of preschool children. They were also involved less in school-based activity in an active way, such as being directly involved with the institution. Third, parents who preferred a didactic teaching method and expected a lot of basic academic skills from children, involved more in collecting information, learning instruction and extramural educational activity related to the learning of children. Fourth, the parents' employment state and the level of parental involvement allowed by the institution affected parents' participating in cultural activities, events and connection with the institution, which are not directly related to learning for children.