우리나라 사교육에 대한 교육사회학적 고찰 : 사교육 1번지 '대치동'의 시사점을 중심으로

임창재 서강대학교 교육대학원 2003 서강교육 Vol.- No.1

비 정맥 폐색을 동반한 췌장의 다발성 점액성 낭선 암 1예

임창재,정선화,김권수,박우정,박철희,강승식,계세협,이진,곽상택 大韓消化器病學會 1998 大韓消化器病學會誌 Vol.31 No.3

나의 영화에 대하여

임창재 한국독립영화협회 2000 독립영화 Vol.4 No.-

우리나라 교육선발의 이론적 모형과 과제

任昌宰 배화여자대학 1993 培花論叢 Vol.11-12 No.-

Each school in Korea has mainly depended upon entrance examinations from all the applicants. In other words mid-high Schools, Colleges have not selected their students by their academic achievements until graduation, but by their records of entrance examinations. The questions for mid-high school entrance examinations have been given by each school, each school district, and the nation itself, but the basic elements for selection have not changed. The only criterion for students' selection has been their records in the entrance examinations for the fixed number of new students. According to Hopper's theory of educational selection, the characteristic of Korean educational selection is collectivistic and standardized form, and has the time-expired selection. Students are also selected according to Universalism, and the criterion of selection depends on individualism. The changes of entrance examination systems for improvements of educational selection problems have been ended up with only short-term solutions until now. The entrance examination system which is scheduled to be practised from 1994's school year sets store by two merits of autonomic selection of each College and pursuit of famility. It is expected that this change will bring about the partial emphases of Korean, English and Math in high school education and excessive extra-lessions of them. Therefore the nation should entrust the entire authority of student' selection with each College and encorage it to select new students in harmony with its characteristics and reality.

二世敎育을 위하여

任昌宰 대한사립학교장회(구 대한사립중고등학교장회) 1992 私學 Vol.59 No.-

전용관 개관을 앞두고, 다시, 첫 걸음

임창재 한국독립영화협회 2007 독립영화 Vol.34 No.-

실험영화를 둘러싼 몇가지 생각

임창재 한국독립영화협회 2001 독립영화 Vol.10 No.-

幼稚園敎師와 幼稚園敎師 養成機關 在學生의 知覺傾向

任昌宰 배화여자대학 1983 培花論叢 Vol.2 No.-

The purpose of the study is to identify the yardstick for judgment on the working efficiency of the preschool teachers on the basis of the principle, "we make means of ourselves", from the viewpoint of perceptual psychology. The behavior of an individual is always the result of the particular field of meaning existing for him at the instant of his behavior, especially, how he sees himself, how he sees the world in which he is moving and the purposes he has in mind at that moment. Specifically, the study attempts to resolve the problems as follows: 1. The perceptual orientation of preschool teachers and students in teacher training institution. 2. The relationships between the teachers' perceptual orientation and their working contents. 3. The relationships between the students' perceptual orientation in teacher training institution and school living contents and school achievement. A total of 414 samples was tested consisting of 90 teachers, 154 students in teacher training institution and 170 students in the comparative group. Standardized Perceptual Orientation Scale Inventory by Chung Hoon Choy was used to measure the perceptual orientation. Following conclusions were derived from the study. 1. The perceptual orientation of the students in teacher training institution is more positive than that of preschool teachers. 2. The preschool teachers' perceptual orientation shows significantly high relation with the total of the working contents. 3. The perceptual orientation of the students in teacher training institution is more positive than that of comparative groups. It appears what students in teacher training institution have greater devotion to school living than other comparative group. 4. The perceptual orientation of the students in training institution is related to school-living contents and achievements. It is concluded that the important criterion of the predict actual working efficiency on the part of the prechool teacher can be identified as her perceptual orientation or her internal and supjective perception on teaching.

학습양식을 형성하는 가정환경의 과정변인 탐색

任昌宰 배화여자대학 1994 培花論叢 Vol.13 No.-

Learning style is 'an idiosyncratic behavioral style in learning activities. Of many sources for the formation of learning styles, home environments can have an important influence on learning style formation and, especially, the direct influence of the home depends upon processes that take place between the parents and their offsprings rather than upon the relatively static status variables of the home. The aim of the present study lies in investigating home environment process variables which influence the formation of learning styles. In order to acomplish this objective, the study identified and conceptualized home environment process variables and proposed a conceptual scheme for the study. According to the conceptual model, the tools to measure home environment process variables and learning styles weredeveloped and validated empirically. The subject of the present study were 724 college students. They all filled out the questionnaires of learning styles, home process variables, status variables, and individual variables. Three hypotheses were set forth for the Study Ⅰ And, in order to study the characteristics of learning styles, Study Ⅱ was carried out. Three hypotheses set forth for the Study Ⅰ were as follows: 1. The relationships between process variables and learning styles will be higher than the relation between status variables and learning styles. 2. The predictability of learning styles will increase when process variables are combined with status variables. 3. The predictability of learning styles will increase further if process variables are combined with status variables and individual variables. The findings of the study were as follows: A. Study Ⅰ: The test of the hypotheses 1. Hypothesis 1 The correlation between process variables and learning styles was found to be .38, and the correlation between status variables and learning styles was .07. This finding proves that home environment process variables beer significantly upon the formation of learning styles. Thus, the hypothesis 1 was accepted. 2. Hypothesis 2 The multiple correlation between process variables combined with status variables and learning styles was .40, which was statistically significantly higher than the correlation of . 07 between status variables and learning styles. This finding implies that process variables are much more powerful than the status variables in predicting learning styles of learners. When the process variables were combined with status variables and they were regarded as independent variables, the combined influence on learning styles gained the added predictive power. 3. Hypothesis 3 The multiple correlation between status variables combined with process variables and individual variables and learning styles was .62, which was higher than .40 between status variables combined with process variables and learning styles. Increase in predictability caused by the combination of variables in both hypotheses 2 and 3 does not mean in-crease of variables but increase of variance in learning styles, i.e., reference variables in this study, by added variables. B. Study Ⅱ: The study of learning styles In addition to the study of the relationships between home environment and the learning styles, the present study went further to scrutinize the nature of learning styles in relation to other variables pertinent to learning styles. In conclusion, the theoretical implications of the study are that home environment, if properly operationlized and measured, will stimulate further theoretical study in this area and advance a clearer conceptualization of the relationship between environment and psychological charateristics such as learning styles. Methodological refinement has also been accomplished, albeit tentatively, by proving credibility and validity of measurement tools which were achieved by the identification of factors relevant to the objectives of the present study. This methodological refinement will, it is hoped, pave to a further refinement of learning styles and measurement and home environment process variables. Exploratory in naturenotwithstanding, the present study could prudently suggest ways and means for research in many different learning and instructional practices and strategies such as relationships between learning styles and instruction of particular subject matters, relationships between instructors'/teachers' idiosyncratic teaching methods and learning styles, and, hopefully, further scrutinization of the nature of measurement tools.

권병순 선생님을 기억하며

임창재 한국독립영화협회 2001 독립영화 Vol.9 No.-