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심성경(Sim Seong Gyeong),이효숙(Lee Hyo Sug),임선옥(Im Seon Og),박순이(Park Sun I),허은주(Heo Eun Ju),박지애(Park Ji Ae) 한국아동학회 2003 兒童學會誌 Vol.24 No.4
Concept mapping was used to analyze the knowledge of kindergarten teachers about early childhood music instructional content. Data obtained from the 85 subjects was analyzed by Yun`s method(1998) based on Novak & Gowin(1984), Morine-Dershimer(1993), and Markhan, Mintzes & Jones(1994). The majority of the teachers perceived the superordinate concepts of early childhood music instructional content to be listening to music, singing, movement, and playing musical instruments. They perceived early childhood music instructional content to be activity rather then knowledge. Listening to music was high in frequency among superordinate concepts and musical attitudes were high among subordinate concepts. Teachers used 285 words in expressing their cognitive maps. There was no effect on cognitive maps by teaching career or level of education.