청소년들의 ‘자아상’에 대한 연구 -전남 초·중·고 학생을 대상으로-

최태산,공종례 한국인간발달학회 2010 人間發達硏究 Vol.17 No.2

The purpose of this study is to find out the difference in school students' own considerations about their self-image based on their gender, school (elementary, middle, high), educational grade, school and educational grade in gender, and educational grade in school. To achieve this end, the study surveys 617 students who participate in the study from elementary schools, middle schools, high schools located in Jeollanam-do. The study uses a questionnaire to examine students thoughts of self-image. This questionnaire is based on SIQYA revised by Hong Eun Ju (1997). All questions in the questionnaire have been updated from a previous study which referred to parents instead of teachers. The information was gathered in person from all participating schools. The collected data were analyzed through Cronbach α, t-test and ANOVA. The results of the study are as follows: First, by gender, male students reported higher scores than female counterparts in the field of emotional tone, mental health, relationship with friends. Second, by educational grade, elementary school students marked the identify best with self-image in all fields followed by middle and high school students. Third, by educational grade, students with medium to high grades are better than students with low grades in the fields of emotional tone, mental health, and relationship with teachers and friends. Fourth, by school in gender, male elementary school students and middle school students had better self-image than male high school students in the field of emotional tone, impulse control, relationship with friends, and disposal ability. And female elementary school students mark the identify best with self-image in all fields. fifth, educational grade in gender, male students with medium to high grades are better than male students with low grades in the fields of mental health and relationship with friends. Female students with medium to high grades are better than female students with low grades in the fields of emotional tone, mental health, and relationship with teachers and friends. Sixth, by educational grade in school, middle school students with medium to high grades are better than lower grade students in the fields of emotional tone and mental health. Elementary school students and high school students do not show difference in their self-image based on their educational grade.

학생이 참여하는 학교교육과정 개발·운영 실행연구: ‘학생교육과정위원회’ 운영 사례를 중심으로

이형빈,김성수 한국교육과정학회 2023 교육과정연구 Vol.41 No.3

이 연구는 학생이 학교교육과정 개발과 운영에 참여하는 방안을 탐색하는 것을 목적으로 한다. 이를 위해A중학교를 연구대상으로 설정하고 외부 연구자와 내부 실행자가 협력적 실행연구를 진행하였다. A중학교는 ‘학생교육과정위원회’를 구성하여 학생이 배우고 싶은 것을 제안하기, 교사와 함께 수업지도안을 만들기, 교사와 함께 수업을 운영하고 피드백을 제공하기, 학생의 의견을 수렴하여 학교교육과정평가회에 참여하기 등의활동을 진행하였다. 이 과정에서 교사의 안내에 따른 학생 참여, 교사와 학생의 협업, 학생의 공적 권한과 책임 부여 등 다양한 수준의 참여 양상이 나타났으며, 학생과 교사의 공동 주도성이 성장해 갔다. 이러한 실행연구를 토대로 학생 교육과정 참여의 의미와 방향성을 다음과 같이 제시할 수 있다. 학생이 학교교육과정에참여하는 과정에서 학생주도성이 온전히 발휘되기 위해서는 학생에게 학생교육과정위원회와 같은 공적 역할이 부여되어야 한다. 그래야 소비자주의에 따른 자율권이나 선택권이 아닌 성찰과 책임감을 부여할 수 있다. 또한 창의적 체험활동 등 일부 영역에서 제한적으로 이루어졌던 학생 참여의 폭을 확대하여 학교교육과정 전반에 대한 이해와 참여의 기회를 제공해야 한다. 그리고 학생주도성의 전제 조건인 교사주도성을 발휘하여 공동 주도성이 형성될 수 있도록 해야 한다. This study is an action research to find ways for students to participate in the development and operation of the school curriculum. Middle School A has operated the Student Curriculum Committee for students to participate in the curriculum. Students has suggested what they want to learn, made a instructional plan with teachers, conducted instruction with teachers and provided feedback about instruction, and participated in school curriculum evaluation meetings by collecting student's opinions. In this process, various levels of participation appeared, including student participation under the guidance of teachers, cooperation with teachers and students, and public power and responsibility of students. Based on this action research, the meaning of student participation in the curriculum can be summarized as follows. In order for student initiative to be fully exercised in this process, students must be given a public role such as the Student Curriculum Committee. In doing so, reflection and responsibility can be given, not autonomy or choice according to consumerism. And the scope of student participation should be expanded in the overall school curriculum. In addition, teacher initiative which is a prerequisite for student initiative should be exercised so that co-initiative can be formed.

The Effects of Student-Centered Learning on First-Year College Students’ Perceptions of and Investment in English Learning

Hyona Park 한국영어교육학회 2023 ENGLISH TEACHING(영어교육) Vol.78 No.3

This study investigated how student-centered learning affects first-year college students’ perceptions of and construction of investment in English learning. After finishing two reading assignments using a student-centered approach, 50 students completed open-ended written surveys, and 15 students participated in open-ended interviews. Thematic analysis of the data, which consisted primarily of the translated interview transcripts and secondarily of the survey responses, showed that initially the students recognized the importance of learning English but had ambivalent attitudes towards the language. However, after completing the student-centered reading assignments, they expressed self-confidence, a sense of accomplishment, and a will to learn, which helped them to concretely construct their investment in English learning. These findings indicate the positive impact of student-centered learning on students’ perceptions of English and their construction of investment in learning the language, highlighting its importance in helping students, particularly as an alternative to exam-driven instructional approaches common in Korea’s environment of English fever and similar contexts.

초등학교에서 학생 핵심역량의 영향 요인 탐색: 학교자치 변인을 중심으로

박정우 한국교육행정학회 2023 敎育行政學硏究 Vol.41 No.4

With the full implementation of the direct superintendent system, the discourse on "school autonomy" emerged, and full-fledged policy research was conducted in each region. This study explores variables that affect students' core competencies, to identify how school autonomy factors affect them, and to comprehensively explore influencing factors by further verifying the effects of student demographic and school background variables. A survey was conducted on fifth and sixth graders and homeroom teachers in Daejeon and Sejong City, and the responses of 167 teachers and 2,447 students were analyzed. The analysis method is a hierarchical linear model (HLM) at the student level-teacher level, factors affecting student core competencies were identified. The conclusion of the study is as follows. First, among the demographic variables of the student, the core competency of the student differed greatly depending on gender and whether basic education was reached. Second, the difference in student core competencies according to school background variables was extremely insignificant, and the difference according to whether or not an innovative school was not significant. Third, variables that have a static effect on student core competencies were derived from the curriculum of functional autonomy, student life, students, faculty, and sharing visions of structural autonomy, and detailed factors of school autonomy had more static effects than negative effects. This study suggests that individualized education for each student, autonomy of the curriculum, and active participation of school members in the operation of the school curriculum are important.

중·고등학생의 학교급식 인지도 및 만족도 증진을 위한학생배식도우미제도의 활용 가능성

박정은,최경숙 대한지역사회영양학회 2018 대한지역사회영양학회지 Vol.23 No.3

Objectives: We evaluated the extent to which implementation of student participation programs in serving school meals impacts student perception and satisfaction with school foodservice in middle and high school settings. Methods: Students’ perception of management and satisfaction with quality attributes of school foodservice were assessed by questionnaire methods and compared by the program implementation status of student participation in serving school meals. Correlation and multiple regression analyses were performed to identify factors affecting perception and satisfaction. Results: The overall mean score for perception regarding the management of school foodservice was low (3.53 out of 10 points) and middle school students showed a higher mean score than high school students (4.10 vs. 2.94 points). In both middle and high schools, student perception was significantly higher in schools implementing the program. The average score for student satisfaction with the quality of school foodservice was 3.50 out of 5 points. Similarly, we observed a significantly higher satisfaction among middle versus high school students (3.93 vs. 3.04 points) and in schools implementing the program versus those that were not. Overall, student participation in serving school meals resulted in increases in satisfaction with school foodservice of 0.269 and 0.466 points among middle and high school students, respectively. Conclusions: Implementation of student participation in serving school meals could be used as a strategy to improve perception and satisfaction of students with their school foodservice. Establishment of guidelines of student serving participation programs encompassing different perspectives from students, dietitians and school faculties are warranted.

중학교 과학영재학생과 일반학생들의 직업가치관 구조분석 : 사회네트워크적 접근

신세인,이준기,하민수,이태경,정영희 韓國英才學會 2015 영재교육연구 Vol.25 No.2

Students’ perceived values of career play a core role in formation of their career motivation. In particular, science gifted students should build sound values of career in science and technology so that our society can retain the human resources for future science and technology. This study compared and analyzed the structure of science gifted and general middle school students’ preferred job and values of career using semantic network analysis. Methodologically, we first collected science gifted and general middle school students’ preferred careers and the reasons of the career choice using survey method. Then, we structuralize semantic networks of students’ perceived values of their preferred careers using semantic network analysis. We identified the characters of networks that two different student groups showed based on the structure matrix indices of semantic network analysis. Findings revealed that science gifted students considered the creativeness as the most important value of career. Second, science gifted students considered more diverse values of career than general students. Third, science gifted students considered the self-realization such as displaying capability as a core value of career in STEM and medical science whereas general students considered the community service as a core value of the careers. This study identified the significant differences between science gifted and general middle school students’ values of careers. The structures of students perceived values of careers can be used for teachers to counsel their students about students’ future careers. 직업가치관은 학생들의 직업동기 형성에 핵심적인 역할을 한다. 특히 지속가능한 미래 과학기술인력 공급과 육성을 위해서 과학영재들의 이공계 직업에 대한 직업가치관 형성은 중요한 의미를 지닌다. 이 연구는 사회네트워크 분석법을 통하여 중학교 과학영재와 일반학생들의 자신의 희망 직업과 관련된 직업 가치관을 비교 분석하였다. 이를 위하여 학생들이 희망하는 직업과 그 직업을 선택한 이유에 해당하는 직업가치관으로 구성된 네트워크를 구조화한 후, 사회네트워크 분석법을 통해 산출된 네트워크의 구조적 지표들을 바탕으로 두 집단의 인식 네트워크의 특성을 확인하였다. 과학영재 학생들과 일반학생들의 네트워크를 비교분석한 결과, 첫째, 과학영재학생들은 창의성을 가장 중요한 직업가치관 요소로 생각하고 있었다. 둘째, 과학영재들은 직업선택 과정에서 일반학생들보다 다양한 직업가치관 요소들을 고려하고 있었다. 셋째, 과학영재들은 이공계열과 의약계열 직업 모두에 대해서 능력발휘와 같은 자아실현 관점을 중심으로 직업가치관을 고려했으나, 일반학생들은 사회봉사를 가장 큰 직업가치관 요소로 보고 있었다. 이 연구는 과학영재학생들의 희망 직업에 대한 직업가치관 구조가 일반학생과 많은 차이가 있음을 확인하고, 과학영재학생들의 진로․직업을 지도하는데 있어 직업가치관과 관련된 네트워크적 기초자료를 제공했다는데 그 의의가 있다.

보편적 학습설계를 위한 지적장애학생과 일반학생의 정보처리 능력 특성

박찬웅 대구대학교 한국특수교육문제연구소 2018 특수교육저널 : 이론과 실천 Vol.19 No.4

The purpose of this study is to examine the characteristics of the comprehension of language and perception reasoning in information processing of students with disabilities and general students in inclusive education settings, and to investigate the gap between the comprehension of language and perception reasoning of those students in order to provide validity evidence of universal design for learning. This study examine the gap between the students' sequential and concurrent processing based on the comprehension of language and perception reasoning scores by conducting K-WISC-Ⅳ for 26 students with intellectual disabilities and 25 general students, controlling the chronological age and gender of students, The results indicate that the ability of comprehension of language is lower than that of perception reasoning for students with intellectual disabilities. On the other hand, the ability of comprehension of language is higher than that of perception reasoning for general students. In addition, the individual differences are founded between the ability of comprehension of language and perception reasoning of students with intellectual disabilities and general students. The results are supported by the general concepts of information processing that students with intellectual disabilities have a higher ability of perception reasoning compared with that of comprehension of language, and general students have a higher ability of comprehension of language compared with that of perception reasoning. Based on the result, the following conclusion is provided. First, the ability of comprehension of language is lower than that of perception reasoning for students with intellectual disabilities, and the ability of comprehension of language is higher than that of perception reasoning for general students. Second, the individual differences between the ability of comprehension of language and perception reasoning of students with intellectual disabilities and general students are significantly different and contradicted each other. Thus, universal design for learning for students with intellectual disabilities in inclusive education setting could minimize the disability barrier and maximize the possibility of their learning including general students by providing multiple means of engagement, representation, and action and expression. 본 연구는 보편적 학습설계의 타당성을 검증하기 위해 통합교육 환경에 배치된 지적장애학생들과 일반학생들의 정보처리 과정에 있어 언어이해 능력과 지각추론 능력의 차이 특성과 두 처리과정의 격차에 차이가 있는가를 밝히려는 목적으로 수행되었다. 지적장애학생들과 일반학생의 생활연령과 성별을 통제하여, 통합 학급에 배치된 지적장애학생 26명, 일반학생 25명을 대상으로 K-WISC-Ⅳ 실시하여, 언어이해 지표점수와 지각추론 점수를 통해 대상학생들의 순차처리 능력과 동시처리 능력의 차이를 알아보았다. 연구 결과, 지적장애학생의 경우 언어이해 능력은 지각추론 능력보다 낮게 나타났으며. 반면 일반학생의 경우는 언어이해 능력은 지각추론 능력보다 높게 나타났다. 그리고 지적장애학생과 일반학생 집단 간 언어이해와 지각추론의 개인내차 크기 차이가 있음을 알 수 있었다. 이러한 결과는 정보처리 능력의 일반적인 양상, 즉 지적장애학생들은 언어이해보다 지각추론 능력이 상대적으로 더 높으며, 일반학생들은 일반적으로 언어이해 능력이 더 높다는 점이 분명하게 드러냈다고 해석된다. 이러한 연구 결과를 토대로 다음과 같은 결론을 얻었다. 첫째, 지적장애학생의 언어처리 능력은 지각추론 능력보다 낮으며, 일반학생의 언어이해 능력은 지각추론 능력보다 높다. 둘째, 지적장애학생과 일반학생의 언어이해 능력과 지각추론 능력 간의 개인내차는 서로 상반되고 분명한 차이가 있다. 그러므로 지적장애학생들이 통합된 학급에서의 보편적 학습설계는 인지방법의 다양화, 언어 및 수식 등의 다양한 선택, 이해를 돕기 위한 다양한 제시방법의 정보 선택 및 다양한 표현 수단의 제공 등을 통해 지적장애학생 뿐만 아니라 일반학생에게도 장애 요인을 최소화시키고 개별 학생들의 가능성을 극대화시킬 것으로 여겨진다.

대학생 창업가의 경험과 학습

김나영,오헌석 한국기업교육학회 2022 기업교육과인재연구 Vol.24 No.1

The purpose of this study is to develop a deeper understanding of the educational meaning of student entrepreneurship by analyzing the experiences of college student entrepreneurs. For this purpose, 13 college student entrepreneurs were interviewed and the collected data were explored based on qualitative analysis. The results of the study are as follows: The characteristics of the experiences that influence the growth of student entrepreneurs were identified. The major types of experiences of student entrepreneurs were categorized into ‘reality-awakening experience’, ‘successful response experience’, and ‘hypothesis-verifying experience’. To this end, the learning experiences of student entrepreneurs were defined as experiences that lead to positive changes or growth in their thinking, attitudes, or behaviors and these experiences were classified according to common characteristics. Those findings have the following implications. First, this study can help develop a better understanding of the student entrepreneurs’ learning by identifying the types and characteristics of core experiences that affect the growth of student entrepreneurs. Second, specific characteristics of the learning experience of student entrepreneurs were presented with regard to transitional growth from student to adult as well as more challenging and creative nature of student entrepreneurs. Third, this study shows that students’ entrepreneurial experience is self-learning journey, gaining a greater sense of understanding of themselves. In this regard, entrepreneurial experience can be considered a significant learning experience for college students. 본 연구에서는 대학생 창업가의 학습과 성장에 영향을 끼친 주요 경험의 특성을 탐구하였다. 이를 위해 대학생 창업가 13명을 대상으로 진행한 심층 면담 자료를 바탕으로 질적연구를 수행하였다. 이결과 대학생 창업가의 주요 경험의 특성을 분석하여 유형으로 구분하였다. 창업 과정에서 대학생 창업가의 사고방식, 가치관, 태도, 행동 등에 긍정적인 변화 혹은 성장으로 이끈 경험을 중요 경험으로추출한 후 공통적 특성에 따라 유형화하였다. 구체적으로 대학생 창업가의 경험 유형을 1) 발견적 재인식 경험, 2) 성공적 대응 경험, 3) 가설 입증 경험으로 도출하였다. 본 연구의 의의는 다음과 같다. 첫째, 대학생 창업가의 성장에 영향을 주는 핵심적인 경험의 유형과 그 특성을 밝혀 대학생 창업가의 경험과 학습에 대한 이해를 확장했다. 둘째, 대학생 창업가의 학습 경험의 구체적인 특성으로 학생에서 성인으로의 전환기적 성장, 대학생 팀원으로 구성된 스타트업의 특징과 관련하여 살펴보았다. 셋째, 대학생 창업가들이 창업 활동을 통해 자신의 약점과 강점, 흥미와 적성, 재미와 열정을 확인하고 자신이 어떤 사람인지 발견하며 자신, 사업, 타인과의 관계 등 다양한 영역에서 압축적인 성장을 경험하고 있다는 것을 밝혔다. 이와 관련하여 창업이 대학생에게 중요 학습 경험이 될 수 있다는 점을 확인하여 대학생 창업가 육성 방향에 시사점을 제공하였다.

대학생의 전환을 지원하는 학생 지원 모형 개발

홍성연 한국교육학회 2019 敎育學硏究 Vol.57 No.1

Students develop and grow through various transitions in higher education. Transition is associated with any event or proceeding resulting in changed relationships, roles, and identity. The purpose of this research is to develop the student support model for transitions. A Delphi survey was carried out three times from 16 experts who are working for student support or researching students in HEIs. As a result, two models are suggested. One is a student support model for transition describing a certain phase of transition and the other is student experience journey model describing the transition events from entrance to graduation. Students conduct repeated transitions of identity according to changing competence, autonomy, and relationship as experiences from entrance to graduation; participating in first year experience; building diverse relationships; exploring and understanding majors; conducting student community, social engagement activities, and overseas experiences; engaging career counseling and mentoring; performing field practice and internships; planning and deciding the career; and practicing the career planning activities, etc. The steps of student transition are preparation, encounter, response, adaptation, and stabilization. In this process, the HEIs need to provide reflective support, affective support, cognitive support, social support and systemic support. This study is meaningful in that it attempted to clarify what kind of experiences can be caused to the transition of students in college and how the HEIs can support the students’ transition process. 대학에서 학생들은 다양한 변화를 겪으며 성장하고 발전한다. 어떤 사건이나 과정으로 인해 관계 나 인식, 역할 등에 변화가 나타나는 것을 전환이라 부른다. 이 연구는 대학에서 학생의 전환에 영향 을 미치는 학생 지원 모형을 개발하는 것을 목적으로 한다. 이를 위해 대학에서 학생 지원을 담당하 거나 고등교육을 연구하는 16명의 전문가를 패널로 구성하여 3차례의 델파이 조사를 실시하였다. 그 결과, 대힉생 전환의 일정한 장면을 설명하는 ‘대학생 전환의 지원 모형’과 입학에서 졸업까지 전환의 과정을 설명하는 ‘대학생 경험 여정 모형’을 개발하였다. 대학 입학 후 학생들은 다양한 전환을 겪으 며 유능감, 자율성, 관계성이 변화하고 이를 통해 새로운 자아개념을 형성하게 된다. 학생들의 전환에 영향을 미치는 대표적인 경험은 신입생 프로그램 참여, 기숙사 입소와 같은 독립, 전공 탐색 활동, 친 구·선배·교수 등과의 관계 형성, 학생공동체 참여, 특정한 분야에 대한 심화 학습, 진로 멘토링과 상 담, 봉사나 아르바이트 같은 사회 연계 활동 참여, 교환학생 등 해외경험, 진로의 설계와 결정, 직업과 연계된 경험, 진로계획의 실천 등이다. 학생들은 전환의 단계에 따라 준비, 직면, 대처, 적응, 안정 등 다섯 단계로 반응한다. 대학은 학생들이 긍정적인 전환을 경험할 수 있도록 성찰적 지원, 정의적 지 원, 인지적 지원, 사회적 지원, 체계적 지원을 제공할 필요가 있다. 이 논문은 대학에서 학생의 전환이 어떠한 경험에 의해 발생할 수 있는지, 그리고 어떻게 이를 지원할 수 있는지 밝히고자 시도했다는 점에서 의미가 있다.

대학 내 학생상담센터에 대한 학생들의 인식 및 요구

안지영 ( Jiyoung Ahn ),연지영 ( Jeeyoung Yeon ) 사단법인 아시아문화학술원 2021 인문사회 21 Vol.12 No.4

본 연구는 대학 내 학생상담센터에 대한 학생들의 인식과 만족도, 학생들이 요구하는 상담 내용과 방법 등에 대해 알아보는 것을 목적으로 하였다. 이를 위해 ‘가’ 대학의 재학생 609명을 대상으로 온라인 설문을 하였으며, 수집된 자료는 SAS 9.4를 이용하여 성별에 따라 분석하였다. 연구 결과는 다음과 같다. 첫째, 남학생에 비하여 여학생이 유의하게 학생상담센터에 대하여 인지하고 있었으며, 이용한 학생들은 그 만족도에서 성별에 차이 없이 높은 만족도를 보였다. 둘째, 학생들이 원하는 상담내용은 상담유형별로 달랐으며, 개인상담의 경우에는 진로에 대한 상담을 받기 원하며, 집단상담의 경우에는 자기성장과 자신감 증진을 위한 상담을 원했다. 셋째, 정기적인 개인상담의 필요성은 남녀 모두 높게 나왔으며, 집단상담의 필요성에 대해서는 여학생이 남학생에 비해 유의적으로 높게 나타났다. 후속연구를 위해서는 사례중심의 심층적인 질적 연구가 필요할 것이다. The purpose of this study is to find out students' perception and degree of satisfaction regards the student counseling center within the university, along with the counseling content and methods that students request for. To this end, a survey was conducted to 609 students using SAS 9.4 for analysis, and the collected data was analyzed according to gender. The study results are as follows. Firstly, female students were significantly more aware of the Student Counseling Center than male students. Moreover, the students who used the center showed a high level of satisfaction in both gender. Secondly, the desired counseling content among students was different depending on each type of counseling. In the case of individual counseling, students wanted to receive counseling about their future career, and in the case of group counseling, students required counseling regards self-growth and enhancement of self-confidence. Thirdly, the need for regular individual counseling was high for both gender, and the need for group counseling was significantly higher for female students. For future research, case-based and in-depth qualitative study should be essential.