조리교육기관의 교육환경이 학습만족도와 교육성취도에 미치는 영향

박은정,석정자,최웅 한국호텔리조트학회 2019 호텔리조트연구 Vol.18 No.1

This study is designed to study the learning satisfaction of cooking education institutions and the corresponding educational achievements of cooking education institutes to nurture the quality of cooking tools through the satisfaction of cooking education. In order to achieve this research objective, the survey was conducted from April 1 to April 30, 2018 to students of cooking job training institutions in Seoul and Gyeonggi Province. The collected survey data were analyzed using the SPSS Ver. 21.0. First, multiple education programs, instructor qualification, physical environment, and human education services, which are variables of the independent variables, were analyzed in order to determine whether the educational environment of cooking educational institutions affects the learning satisfaction of students. Second, multiple regression analysis conducted to see if the educational environment of cooking educational institutions affects the educational achievement of students was conducted to influence educational achievement in order of human education service, physical environment, and instructor qualification. Third, the effect of learning satisfaction on education achievement was expressed by positive (+) as a result of simple regression analysis conducted to determine the effect of cooking education institutions on education achievement.

中韩大学教育服务质量与教育成果的关系研究

诸慧琴 ( Huiqin Zhu ) 사단법인 아시아문화학술원 2020 인문사회 21 Vol.11 No.5

本文以中国和韩国四年制大学生为研究对象, 结合“SERVQUAL理论和SERVPERF理论”评价体系, 在有形性、响应性、移情性和可靠性4个维度, 选取与教育服务质量和教育成果相关的28个指标, 采用调查问卷方式, 对学生的自我成就感及学校忠诚度进行调查与分析, 旨在找出大学生教育服务质量满意度与教育成果之间的关系, 从而有助于改善影响学生及市场满意度的各项教育服务质量因素, 为提升大学国际竞争力及促进教育国际间交流与合作提供有利的参考数据。整体来看, 中国和韩国在教育服务质量水平、教育成果自我成就、大学忠诚度及教育成果方面均存在显著差异, 且响应性、移情性和可靠性均对教育成果有正向显著影响。相对于扩充有形教育设施而言, 提高学生对教师的信任, 加强对学生的关怀及专业培训等方案对于实现大学教育成果, 改善大学教育服务质量更为有效。进一步打造国际化教育品牌、完善终身教育体系等是提升教育成果的有效途径。 This paper takes four-year college students in China and South Korea as research objects,SERVQUAL theory and SERVPERF theory were used for evaluation and application, In the four dimensions of tangibility, responsiveness, empathy and reliability, 28 indicators related to the quality of educational services and educational outcomes were selected. By means of questionnaires to investigate and analyze students’ sense of self-achievement and school loyalty. The purpose is to find out the relationship between college students’ satisfaction with educational service quality and educational outcomes, so as to help improve various factors of educational service quality that affect students’ and market satisfaction, and to provide favorable reference data for enhancing the international competitiveness of universities and promoting international exchange and cooperation in education. On the whole, there are significant differences between China and South Korea in terms of educational service quality, educational achievements, self-achievement, university loyalty and educational achievements. In addition, responsiveness, empathy and reliability all had positive and significant effects on educational outcomes. As opposed to expanding physical educational facilities, programmes such as enhancing students’ trust in teachers, strengthening students’ care and professional training are more effective in achieving university education outcomes and improving the quality of university education services.

부모의 교육적 기대수준이 자녀의 자아개념 및 학업성취에 미치는 효과

김마리아(Kim, Maria) 학습자중심교과교육학회 2013 학습자중심교과교육연구 Vol.13 No.2

본 연구는 학생이 지각한 부모의 교육적 기대수준과 학생의 학업자아개념 및 학업성취도와의 관계를 알아보고자 하며, 이러한 연구목적을 달성하기 위해 첫째, 부모의 자녀에 대한 교육적 기대수준은 부모의 배경변인에 따라 다른가? 둘째, 자녀가 지각한 부모의 교육적 기대수준은 자녀의 학업자아개념 및 학업성취에 영향을 미치는가?의 두 가지 연구문제를 설정하였다. 연구의 대상으로는 ○○광역시 T학원의 중학생 300명을 연구대상으로 하였으며, 연구도구로서 교육적 기대검사는 Ontario Student Survey on Educational and Occupational Plans를 사용하였으며, 학업자아개념 검사 도구로는 송인섭(1988)의 ‘자아개념진단검사 중 학업자아개념 검사’를 사용하였고 학업성취도검사는 9월 월례 고사 평균점수를 이용하였다. 수집된 각 자료는 SPSS 프로그램으로 통계 처리했으며 집단별 차이를 알아보기 위하여 MANOVA 분석을 실시하였다. 이상의 연구를 통하여 도출된 결론은 첫째, 자녀가 지각한 부모의 교육적 기대수준은 부모의 배경변인과 상관없이 높다고 할 수 있다. 둘째, 부모의 자녀에 대한 학업적 기대수준은 자녀의 학업성취도 및 학업자아개념 모두에 긍정적 영향을 미친다고 할 수 있으나, 부모의 자녀에 대한 학업외적 기대수준은 자녀의 학업적 자아개념 에서만 긍정적 관계를 나타냈다. 이와 같은 본 연구의 결과는 부모의 자녀에 대한 학 업적 기대수준 뿐 아니라 학업외적 기대수준도 자녀의 학업적 자아개념 및 학업성취 에 긍정적 영향을 미친다고 볼 수 있다. This study is to investigate the relationship between parental educational expectations as perceived by middle school student and his academic self-concept and achievement. For this, the following questions were raised: First, are there any significant differences in parental educational expectations for their child by their background? Second, does the parental educational expectation have any effects on their child s academic achievement and academic self-concept? For the subjects of this study, 271 middle school students were selected from T academic institute located in a Metropolitan City in Korea. For an educational expectation test, the Ontario Student Survey on Educational and Occupational Plans was used. For an academic self-concept test, Academic Self-concept Test of Self-concept Assessment Test by Song In-seob (1988) was used. For an academic achievement test, the average score of a monthly test held in September was used. The data was analyzed with the SPSS statistical program, and t-test method was carried out as a significance test among group difference. The results were as followings: First, a parental educational expectation as perceived by their child was high regardless of their background. Second, the higher the parental educational expectation for their child, the higher their child s academic self-concept was. Third, the higher the parental educational expectation for their child, the higher their child s academic achievement was. This study suggests that a parental educational expectation for their child does not have a significant difference in accordance with their background, while high educational expectation has a positive effect on their child s academic self-concept and achievement.

고전교육 교양필수 교과목 운영 사례 : 단국대학교 <명저읽기>를 중심으로

윤승준(Yoon, Seung Joon) 다빈치미래교양연구소 2021 교양학연구 Vol.- No.16

단국대학교는 2020학년도 교양교육과정을 개편하면서 고전 통권 읽기를 기본으로 하는 <명저읽기> 교과목을 교양필수 교과목으로 신설하였다. 본고는 단국대학교의 <명저읽기> 운영 사례를 중심으로 고전교육의 방법과 성과, 앞으로의 과제를 고찰하는 데 목적을 두었다. 단국대학교에서는 <명저읽기: 인문>, <명저읽기: 사회>, <명저읽기: 자연> 3개 교과목을 개설하여 그 가운데 한 과목을 필수로 이수하게 하고 있다. 1개 분반에 40명을 기준으로 하는 <명저읽기>는 죽전캠퍼스와 천안캠퍼스에서 2020학년도 1학기와 2학기에 총 123개 강좌가 개설되어 4,386명이 수강하였다. <명저읽기>에서 다루는 대상 도서는 <단국권장도서 101>에서 선정하는 것을 원칙으로 하고 있으며, 읽기와 토론, 쓰기를 핵심적인 학습활동으로 적용한다. 또한 교강사 워크숍을 정기적으로 개최하여 수업 운영의 노하우를 공유하면서 효율적인 교수학습방법을 공동 모색하고 있다. 단국대학교에서는 고전교육의 교육성과 측정을 위한 진단 도구를 개발하여 매학기 사전, 사후 조사를 통해 <명저읽기> 교과목의 교육성과를 진단하고 그 결과를 분석하고 있다. 2020학년도 1, 2학기 <명저읽기> 교육성과를 진단한 결과에 따르면, 학생들의 독해력과 의사소통 역량, 창의역량, 문제해결 효능감이 모두 유의미하게 향상되었을 뿐 아니라 학업에 대한 흥미도(상황적 흥미, 개인적 흥미) 역시 유의미하게 향상된 것으로 나타났다. 이는 고전교육이 사고력이나 문해력 향상만이 아니라 학생들의 자발적인 학업 동기 제고에도 크게 기여함을 보여준다는 점에서 교양기초교육으로서 고전교육의 의의를 확인하게 해주는 결과라고 할 수 있다. <명저읽기> 교과목이 뿌리를 내리기 위해서는 추가적으로 개선해야 할 과제들이 있기는 하지만, 단국대학교가 시행하고 있는 고전교육 방법과 교육성과 관리 체계는 고전교육의 모범적 사례 가운데 하나라고 할 수 있을 것이다. Dankook University has opened three courses; <Reading Masterpieces: Humanities>, <Reading Masterpieces: Society>, and <Reading Masterpieces: Nature>. One of them is required to be completed. A total of 123 courses were opened in the first and second semesters of the 2020 academic year at Jukjeon and Chenan campuses, and 4,386 students took <Reading Masterpieces>, which is based on 40 students per class. In principle, the text books covered in <Reading Masterpieces> are selected from <Dankook Recommended Books 101>. And reading, discussing, and writing are core learning activities in this class. In addition, the instructors"s workshops are held regularly to share the know-how of class operation and to seek efficient teaching and learning methods. Dankook University reorganized the liberal arts curriculum for the 2020 academic year and is operating the subject of “Reading Masterpieces,” which is based on reading classic books as a required liberal arts subject. The purpose of this paper is to examine the methods and the educational achievements of classic education, focusing on the case of Dankook University, and to examine the future tasks. Dankook University has developed a diagnostic tool to measure the educational achievements of classic education, and is diagnosing the educational achievements of the subject <Reading Masterpieces> through pre-class and post-class surveys every semester and analyzing the results. According to the results of diagnosing the educational achievements of the 1st and 2nd semesters of 2020, the students" abilities of reading comprehension, communication, creativity, and problem-solving efficacy all significantly improved, and their interest in learning was also significantly improved. This result confirms the significance of classic education as a basic liberal arts education in that it shows that classic education greatly contributes not only to improving thinking and literacy but also to enhancing students" voluntary academic motivation. Although there are additional tasks that need to be improved in order for the subject of <Reading Masterpieces> to take root, the classic education methods and educational achievements management system implemented by Dankook University can be said to be one of the best examples of classic education.

상업계 특성화 고등학교 상업교과목의 학습성과에 대한 영향요인

강혜선(Kang, Hae-Seon),송신근(Song, Sin-Geun) 한국경영교육학회 2013 경영교육연구 Vol.28 No.5

본 연구에서는 경남지역 상업계 특성화 고등학교에서 상업교과목을 이수하고 있는 학생들을 대상으로 학습목표, 학습진행방법 및 학습환경과 학습성과 간의 관계를 분석하고자 하는데 목적을 두고 있다. 학습성과 변수로는 교과흥미, 학습몰입과 학업성취도를 사용하였다.분석결과, 교과흥미에는 목표협동설정, 협동학습, 수업노력과 학습능력이 유의적인 정(+)의 영향, 교육자 열정이 유의적인 부(-)의 영향을 미치는 것으로 나타났으며, 학습몰입에는 목표명 확성, 수업노력, 학습능력, 학교환경이 유의적인 정(+)의 영향을 미치는 것으로 나타났고, 학업 성취도에는 학습자 참여만 유의적인 정(+)의 영향, 목표협동설정은 오히려 부(-)의 유의적인 영향을 미치는 것으로 나타났다. 학습성과 변수들 간의 관계에서는 교과흥미가 학습몰입과 학업성취도 모두에 유의적인 정(+)의 영향을 미치며, 학습몰입 또한 학업성취도에 유의적인 정(+)의 영향을 미치는 것으로 나타났다.이러한 결과는 상업교과목에 대한 교과흥미와 학습몰입이 학업성취도에 유의적인 영향을 미치므로 교과흥미와 학습몰입을 증대시킬 수 있는 명확한 학습목표를 설정하고, 학생들이 자발적으로 참여하고 협동하여 학습할 수 있는 환경을 조성해야 할 뿐 아니라, 우수한 학생을 유치할 수 있는 독특한 교육프로그램과 학습중심 학교환경 조성이 중요함을 보여주고 있다. This study aims to analyze relationships between educational objectives, educational methods, educational environments, and learning performance of students who attend specialized commercial high school in Kyungnam area. For analysis, this study surveyed students in their 2nd or 3rd grade of 11 commercial specialized public and private high schools in Kyungnam area between March, 2011 and April, and used 300 survey data.The results show that corporative setting of educational objective, corporative study, study effort, and study ability have positive influence on subject interest, clarity of educational objective, study effort, study ability, and educational environments have positive influence on study commitment, and only participation has positive influence on educational achievement. And also subject interest has positive influence on study commitment and educational achievement all together, and then study commitment has positive influence on educational achievement.These results suggest that clarity of educational objective, educational environments, specific educational program to enhance subject interest and study commitment are highly important since they have significantly influence on educational achievement.

중학생의 방과 후 체육활동 참여동기와 학교생활적응 및 교육성취의 관계

김동경(Kim Dong-Kyoung),문호준(Moon Ho-Jun),이승희(Lee Seung-Hee) 한국체육과학회 2011 한국체육과학회지 Vol.20 No.3

This study aim to enhanced educational achievements by analyzing the relations among after-school physical education participation motivation, school life adjustment and educational achievement for the middle school student and provides policy related to education and the basic resource for the educator who teaches the teenager by illuminating the value and effect of the physical activity. The research questions were investigated for 658 middle school students using one way ANOVA, multiple regression analysis and path analysis through multiple regression analysis. The results are as follows. First, there is a significant difference in the educational achievement according to personal character. Second, there is a significant different in educational achievement according to the sport experience character. Third, the participation motivation has an effect on school life adjustment. Fourth, participation motives has an effect on the educational achievement. Fifth, the school life adjustment has an effect on the educational achievement. There is the causal relations among the participation motivation, school life adjustment and educational achievement. Accordingly, The positive participation motivation and the efforts to improve school life adjustment are needed to improve the educational achievement, and the active effort of the physical educator is also needed.

북한이탈주민 어머니의 자녀성취압력 및 교육신념과 교육열간의 관계

조혜영,권정윤,박희영 한국유아교육학회 2014 유아교육연구 Vol.34 No.2

본 연구는 북한이탈주민 어머니의 자녀성취압력 및 교육신념과 교육열간의 관련성을 살펴보고, 교육열에 미치는 상대적인 영향력을 알아보는 것에 목적이 있다. 이를 위해 수도권에 거주하는 만 3-5세 유아기 자녀를 둔 북한이탈주민 195명을 대상으로 자녀에 대한 성취압력, 교육신념, 교육열에 대해 설문지를 통해 조사한 후 Pearson의 상관관계와 위계적 회귀분석을 사용하여 분석하였다. 본 연구의 결과는 다음과 같다. 첫째, 북한이탈주민 어머니의 자녀성취압력과 교육열 간에 정적인 상관관계가 나타났다. 둘째, 북한이탈주민 어머니의 교육신념과 교육열 간에 정적인 상관관계가 나타났다. 셋째, 북한이탈주민 어머니의 자녀성취압력과 교육신념이 자녀의 교육열에 미치는 영향력을 알아본 결과, 43.4%의 설명력을 갖는 것으로 나타났다. Educational fever is a term coined by Koreans to explain the preoccupation, especially of parents, and particularly of mothers, with formal education for their children that began to bloom after the Korean War. Koreans can explain the phenomenon`s historical and modern cultural roots but because it is viewed as social not a genetic phenomenon, it therefore is not necessarily to be found among Koreans without the same continuous social history. This study looks at educational fever as found in North Korean refugee mothers by assessing the correlations among their educational beliefs and the pressures they place on their children for academic achievement and their educational fever. Surveys were conducted with 195 North Korean refugee mothers with 3-to 5-year-old children living in a metropolitan area. Measures of achievement pressure, educational beliefs, and educational fever were obtained and used for analysis. The results of this study reveal that 1) the North Korean refugee mothers` achievement pressures on their children positively correlate with their educational fever; 2) positive relationships were also found between the mothers` educational beliefs and their educational fever. Statistically, the study finds that the North Korean refugee mothers` pressure on their children for academic achievement and their educational beliefs explain 43.4% of their educational fever. It would be practical information for educators and counselors helping refugee families in education.

일반계 고등학교의 교육격차 실태 및 특성 분석

허은정(Hur, Eunjung),신철균(Shin, Cholkyun),정지선(Jung, Jisun) 한국열린교육학회 2012 열린교육연구 Vol.20 No.1

이 연구의 목적은 교육격차의 실태와 특성을 파악하는 데 있다. 기존의 연구들이 교육격차의 대략적인 경향성만 파악하여 격차 유형에 따른 차별적인 지원 방안을 모색하는 데 한계가 있다는 점에 근거하여, 이 연구에서는 교육격차의 여건과 결과의 조합을 통한 유형 분류를 시도하였다. 이 때 교육여건은 학교재정, 그 중에서도 기본적 교육활동비로 제한하였다. 그리고 결과 변인으로는 학업성취도를 설정하였다. 분석을 위해 교육과학기술부와 한국교육학술정보원이 제공하는 학교정보공시자료 중 2010년 1,412개의 일반계 고등학교 자료를 활용하였다. 분석 결과, 첫째, 일반계 고등학교는 ‘고성취 ‧ 저재정 학교’, ‘충족학교’, ‘저성취 ‧ 고재정 학교’, 그리고 ‘미흡학교’의 순서로 분포하여 교육격차가 여전히 잔존하는 것으로 드러났다. 둘째, 유형별 특성을 보면, 고성취군(충족학교, 고성취 ‧ 저재정)과 저성취군(미흡학교, 저성취 ‧ 고재정)의 양상이 대칭적으로 드러났다. 학교재정(기본교육활동비)이 성취와 직접적으로 관련되는 요소임에도 둘 간의 조합에서 별다른 특징을 볼 수 없다는 것은 그 원인에 대한 심층적인 분석이 필요함을 의미한다. 그리고 고성취 ‧ 저재정 학교는 학교의 자발적인 프로그램 운영이 활발한 데 비해, 저성취‧고재정 학교에서는 주로 교육여건에 대한 투자가 높았다. 이상의 결과를 바탕으로 학교 간 학력 격차가 심화되지 않기 위해서는 학교차원에서 교육활동비에 대한 적절한 배분과 효율적인 예산 집행을 통해 학교 특성에 맞는 프로그램을 개발해야 한다는 시사점을 도출할 수 있다. 그리고 교육격차의 네 가지 양상에 대한 심층적인 설명을 위해서는 현재 분석에 사용된 데이터 이외의 추가 자료를 통한 다각도의 연구가 후속되어야 함을 제언한다. The purpose of this study is to examine the actual conditions and characteristics of educational disparity in academic high schools. To investigate the educational disparity, data was used from the ‘School Information Disclosure System’ from Korea Education & Research Information Service. In this study, educational disparity is defined as two educational criteria, school budget and academic achievement. Based on these criteria, schools were classified into four types: High budget ㆍ high achievement, high budget ㆍ low achievement, low budget ㆍ high achievement, and low budget ㆍ high achievement. Characteristics of educational disparity are measured by teachers' demographic, school program (e.g. after-school program, student union) and educational facilitates. The study found that there still exists educational differentiation across region, school types, school size, and other backgrounds. However, schools have different strategies to cope with educational disparity and run schools effectively. In particular, high academic achievement schools, despite of a low budget, have run diverse school programs instead of placing investment into facilitates. This study offers implications that the school leaders should endeavor to establish their own strategies, and policy is needed to reduce educational disparity in government level. While this preliminary study has broadened the understanding of the actual condition and characteristics of the educational differentiation, more in-depth examination is needed with the added detailed information of school conditions.

부모의 인적자본, 사회자본, 문화자본이 자녀의 학업성취에 미치는 영향 -빈곤 학생과 비빈곤 학생 차이를 중심으로-

김현숙 한국학교사회복지학회 2011 학교사회복지 Vol.- No.20

The purpose of this study was to explore how poor and non-poor student's educational achievement was affected by the human, social and cultural capital of their parents. The study was conducted in schools that were engaged in the Supportive Project for the Priority Region of Education Welfare Investment (SPPREWI) in the city of Iksan, Chonbuk province. The subjects of the study were 393 elementary and 220 middle school students(poor 216, non-poor 397). The results indicated that there were clear differences between poor and non-poor students in the factors influencing on the educational achievement. First, fathers' human capital(education) negatively affected poor students' educational achievement but fathers' human capital(education, occupation) positively affected non-poor students' educational achievement. Second, the social capital of family background(number of siblings) had a negative impact on the poor students' educational achievement whereas parent-child relationships(educational interest and conversation, participation of education activity) had a positive impact on the non-poor students' educational achievement. Third, parents' cultural capital did not affect non-poor students' educational achievement whereas it positively affected poor students' educational achievement. 이 연구의 목적은 부모의 인적자본, 사회자본, 문화자본이 빈곤 학생과 비빈곤 학생의 학업성취에 영향을 미치는지를 탐구하고자 하는 것이다. 이를 위해 전북 익산지역 교복투 사업이 시행 중인 학교의 초등생 393명, 중학생 220명(빈곤 학생 216명, 비빈곤 학생 397명)을 조사하였다. 학업성취 영향요인은 빈곤 학생과 비빈곤 학생간 뚜렷한 차이가 나타났다. 첫째, 부의 인적자본은 빈곤 학생의 학업성취에는 부학력이 부적인 영향을 미치는 반면 비빈곤 학생의 학업성취에는 부학력, 부직업이 정적인 영향을 미쳤다. 둘째, 부모의 사회자본 중 가족배경(형제자매수)은 빈곤 학생의 학업성취에 부적인 영향을 미친 반면 부모-자녀 관계(교육적 관심과 대화, 학교교육활동 참여)는 비빈곤 학생의 학업성취에 정적인 영향을 미쳤다. 셋째, 부모의 문화자본은 비빈곤 학생의 학업성취에는 영향을 미치지 않았으나 빈곤 학생의 학업성취에는 정적인 영향을 미치는 것으로 나타났다.

국가수준학업성취도평가의 본질과 제 문제

김창원 ( Chang Won Kim ) 한국어교육학회 2011 국어교육 Vol.0 No.134

Education in South Korea has developed by the government`s initiative for 50 years after the independence. The National Assessment of Educational Achievement(NAEA) is an annual standardized assessment test for all 6th, 9th, and 11th grade students. The result is informed to every student from one of ``good, ordinary, basic, under basic``, and every educational district or school has to open the key information of the result through the internet. An investigation on background variables of schools and students is also carried out with the test, so that the results are analyzed together with the background variables for evaluation of national education. In addition, the results of the year are compared with those of past years. They are analyzed by points of change of national education achievement. NAEA is operated by experts of educational assessment and bureaucrats of MOE. In other words, opinions from actual teachers and scholars of each subject are hardly reflected in the test. This paper discusses the nature of NAEA in a perspective of Korean language education and develops some rubric for Korean language assessment of NAEA. As a result, the nature of NAEA is analyzed according to the following criteria ; individual approach/communal approach, status model/growth model, subject oriented/hyper-subject oriented, public educational system/hyper-educational system, provider based/consumer based, and pre-test stage/post-test stage. There are several issues related to the nature and problems of execution of Korean language assessment of NAEA. Examples include the validity of sampling, appropriateness of testing grades, totality of curriculum domain, the efficacy of equating and comparing system and validity of purposes of assessment for the first language education. Regarding on those, this paper analyzes some issues and problems of NAEA by macro-systematic level and micro-technical level with pre-test stage and post-test stage. Finally, several solution ideas of those issues and problems of NAEA are suggested, based on the perspective of Korean language education.