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      • 民族主體性 敎育에 있어서 主體性 槪念 模型分析

        吳暻鍾 濟州敎育大學校 1974 論文集 Vol.4 No.-

        Much attention has been given to the definition of national identity through many sesearches. The definition of naional identity in those researches was not also various but they didn't propose the theoretical framework to Comprehend the concept of national identity and didn't make the clue to gain insight into the mature of national identity. This paper was undertaken in an effort to gain an analytical review on the concept of national identiy, which has been studied and defined from 1950 to date by many other reseachers, in order to find out the theoretical foundation for field survey on the national identity in school. This paper has identified that there are two ways to comprehend the meaning of national identity. First, identity means the traits of one's living attitude, which is considered to be the absolute condition for keeping identity(for example, independence, autonomy, the spirit of the master, ect.) Such a definition is called as absolute conception of identity in this paper. Second, identity does not mean the absolute condition but it means the situational phenomena which some conditions are interrelated each other. Not that identity is not possessed by one, only It is nothing to be differentiated. Such definition is called as relative conception of identity in this paper. Also this paper adopted the relative conception of identity. The specipic purpose of this paper is to propose the conceptual framework and a reference in assessing the concept of identity. In order to define the situatcinal phenomena in which some condition are interrelated each other the theoretical model of identity developed by Moon, Seung-ick was adopted in this paper, which suggested four levels of identity and those are as following; 1. identity on the level of a unit consciousness 2. identity on the level of self-consciousness 3. identity on the level of self-will 4. identity on the level ofself-activity Also this paper presents a reference in assessing the conditions of maintainance of identity and those are as following 1. on the level of a unit consciousness a, whether the group consciousness of minority group has won the nation consciousness 2. on the level of self-consciousness a, what are content of our nation's self-definition(norms, ideal, image) b, whether the contents of nation's self-definition is accord with those possessed by her mombers 3. on the level of self-will a, what are the interior neede of our nation b, what are the determined aim's contents of our nation c, whether the aim's contents of our nation are determined in accordance with her interior need d, The interior needs of our nation is accord with the will of it's members 4. On the level of self-activity a, Whether the private of group activity is accord with the aim's contents of our nation b, Whether the people trusts that their nation is able to accomplish her aims. Ⅰ. 問題의 陳述 Ⅱ. 旣民族主體性 槪念의 考察 1. 相對的 主體性 槪念 2. 絶對的 主體性 槪念 Ⅲ. 主體性 槪念 準據模型 1. 主體性 槪念定議의 問題点 2. 自體 存在次元 3. 主體性의 定議 4. 絶對的 主분性 槪念의 分析 5. 主體性 評價 Ⅳ 要約 및 結論

      • 濟州道 將來 敎員需要 판단

        吳暻鍾 濟州敎育大學校 1977 論文集 Vol.7 No.-

        The main purpose of this study is to project increasing demand for teachers of primary, middle and high school to 1977-1986 in Jeju. In order to project increasing demand for teachers, in this paper the four variables, which influence the number of demand for teachers, are established. Those are (1) The future numbers of students of primary, middle and high school in 1977- to 1986. (2) The expected total numbers of classes by school year and grade. (3) The expected total numbers of natural increasing classes by school year (4) The expected numbers of retired teachers by school year. In this paper, it is defined that increasing demand for teachers will be influenced by number of natural increasing classes and retired teachers : also that number of natural increasing classes will be decided by number of students per one class and grand total number of students by school year. In this studey, the different result of projections were suggested according to seven alternatives that come from the three premise concerning number of students per one class and the different method concerning projection of future total number of students. Those are as follows, <Primary school> ========================================================================== Premise I Premise II Premise III -------------------------------------------------------------------------- number of students ☆ 70 person 65 person 60 person per one class (Present Level) (Legal Quota) -------------------------------------------------------------------------- method of student · Low Pr- Medium Low Medium Low Medium projedtion ojection projection 〃 〃 〃 〃 -------------------------------------------------------------------------- alternatives ① ② ③ ④ ⑤ ⑥ ⑦ -------------------------------------------------------------------------- ☆ When the number of Ist grade classes (in school year 77') will be adopted in the future. As a result of this study, the expected total number of increasing demand for teachers of primary, middle and high school are shown as following : Expected Demand for Teachers by School Year (Primary school) ========================================================================== School Year→ Classification↓ 77 78 79 80 81 82 83 84 85 86 -------------------------------------------------------------------------- alternatives A 1,490 1,527 1,548 1,580 1,584 1,607 1,607 1,607 1,607 1,607 ① B · 57 41 53 25 44 21 21 21 21 -------------------------------------------------------------------------- alternatives A 1,490 1,532 1,558 1,595 1,607 1,642 1,656 1,665 1,676 1,692 ② B · 62 47 58 33 57 36 31 33 38 ------------------------------------------------------------------------- alternatives A 1,490 1,539 1,574 1,622 1,647 1,694 1,724 1,747 1,770 1,792 ③ B · 69 56 69 47 69 53 46 46 46 -------------------------------------------------------------------------- alternatives A 1,490 1,611 1,634 1,676 1,688 1,724 1,739 1,755 1,771 1,784 ④ B · 142 45 64 34 59 38 39 39 37 -------------------------------------------------------------------------- alternatives A 1,490 1,684 1,659 1,717 1,742 1,791 1,821 1,844 1,863 1,883 ⑤ B · 150 63 81 48 73 54 47 44 45 -------------------------------------------------------------------------- alternatives A 1,490 1,661 1,678 1,754 1,779 1,822 1,829 1,838 1,852 1,866 ⑥ B · 193 59 79 48 67 31 33 39 39 -------------------------------------------------------------------------- alternatives A 1,490 1,670 1,7186 1,793 1,835 1,895 1,920 1,937 1,957 1,968 ⑦ B · 202 70 98 66 85 50 42 46 37 -------------------------------------------------------------------------- ※ A : Total Number of Teacher B : Number of Demand for Teachers Expected Demand For Teachers By School Year (Middle & High School) ========================================================================== School Year→ Classification↓ 77 78 79 80 81 82 83 84 85 86 -------------------------------------------------------------------------- Middle School A 724 751 751 751 760 769 778 787 799 820 B · 71 44 44 54 54 55 55 59 69 -------------------------------------------------------------------------- High Grand A 590 649 700 728 745 761 777 803 815 827 School Total B · 88 83 60 51 50 51 62 49 50 -------------------------------------------------------------------------- Humanitic A 266 289 308 322 329 336 343 355 360 365 Course B · 39 37 32 26 26 27 32 26 26 ------------------------------------------------------------------------- Vocational A 324 360 392 406 416 425 434 448 455 462 Course B · 49 46 28 25 24 24 30 23 24 ------------------------------------------------------------------------- ※ A : Total Namber of Teachers B : Number of Demand For Teachers

      • 敎育行政에 있어서 狀況適應理論의 人間에 대한 假定의 分析

        吳暻鍾 濟州敎育大學校 1986 論文集 Vol.16 No.-

        One of the primary factors that influences the nature of any organization, its character, the ways in which functions if the set of assumptions about human nature and how they behave that is held by the administrators of the organization. This paper was uindertaken in an effoer ① to become aware of different sets of assumptions that the administrator might have regarding people in organizations and how they behave, ② to identify and analyze the effects of assumption about human nature on Contingency theory. The four sets of assumptions aout human being are presented in this paper;① rational-economic man ② social man ③ self-actualizing ④ Complex man. The human, as a rational-economic creature, is motivated by economic incentives and seeks to maximize economic gain. When the rational-economic human fails to achieve managerial objectives. remedies include re-examining the reward plans to insure that rational-economic workders can clearly see their payoff, re-analyzing job structure so that work is efficient, and re-examining the Control structure so that those who loaf can be spotted and then punished or those who overachieve can be identified and rewarded. The opposite and of the continum is the complex human. The Complex assumption about human nature is congruent with administration-Contingency theory. By this assumption, individuals are seen as Complex and highly variable in their motive structure. While motives may be arranged in some type of hierachy, the hierachy may change over time as a result of learning, and may shift with situation. Successful managerial stgrategy requires the administrator to learn to value differences, be flexible, and inquire diagnostically about which motives are in play in this particular situation. The assumptions and relationships to job factors are summarized as foollwing: Management's assumptions about people ??

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