유아교사의 사고양식과 교수양식 및 직무스트레스의 관계

구광현 한국유아교육학회 2005 유아교육연구 Vol.25 No.2

Donne의 詩에 나타난 女性에 대한 Satire

구광현 忠南大學校 文科大學 英語英文學科 1982 Pegasus Vol.- No.4

외국어 학습과 동기 : 연구의 동향 및 쟁점 A Review of the Issues

구광현,곽선연 안양대학교 1997 논문집 Vol.17 No.-

This paper addressed the issue of motivation in foreign language learning in five main categories. First of all, the importance of motivation in language learning was stressed with a vivid example which could overcome unfavorable circumstances in other aspects of language learning. Secondly, a layman's or 'naive' view of the problem was introduced, and general psychological viewpoints on motivation were reviewed. Thirdly, earlier and contemporary views of specific motivation for language study were reviewed. Particularly, the work of Robert Gardner was analysed in detail. Fourthly, Gardner's work was critically evaluated and the major issues in the study of motivation were discussed. Finally, several attempts to relate the findings on individual differences in motivation to a wider educational framework were discussed with regards to further studies.

Dynamic Assessment and Instruction(DAI): A new approach to learning potential

구광현 대신대학 1991 논문집 Vol.11 No.-

In recent years, there has been a gradual shift toward "dynamic"methods of intellectual assessment as a preferred means for understanding cognitive strengths and learning difficulties. The dynamic approach to learning potential contrasts with the traditional "static" approach which provides information only on a child's present level of achievement rather than on the capacity for improvement. The purposes of this paper were to introduce L.S.Vygotsky's concept of the Zone of Proximal Development(ZPD)and to review the work of major theorists in the field of Dynamic Assessment and Instruction(DAI). Characteristics of the "static" approach and the "dynamic" approach were compared and Vygotsky's concept of the ZPD and its implications for dynamic assessment and instruction were discussed. In addition, the work of major western theorists of dynamic assessment-Budoff, Feuerstein, and Brown-was critically reviewed. Finally, as more significant instruction device, the Similarity Thanking Instrument(STI) were discussed along with a review of the findings from related research. The use fulness of the STI as an assessment-diagnostic instrument to check on children's progress and prescribe particular curricular exercises were discussed.

감성지능 연구의 전개과정과 교육적 쟁점

구광현 안양대학교 人文科學硏究所 1998 人文科學硏究 Vol.5 No.2

AbstractThe term "emotional intelligence" was first used in 1990 by psychologists Peter- Salovey and John Mayer. It was used to describe the emotional qualities that appear to be important to success. It was Daniel Goleman's 1995 best-seller. Emotional Intelligence, that propelled this concept into public awareness, placing it on the cover of Time magazine and making it a topic of convert sation from classrooms to boardroom . The excitemlent over the concept of emotional intelligence begins with its implications for educating children. but extends to its importance in the workplace and in viretually all human relationships and endeavors. This paper reviewed the trends and the issues of research on emotional intelligence in several categories . First of all. the backgrounds which propelled research on emotional intelligence were analysed. That is, the limiit of IQ concept and IQ testing. the recent development in brain research. and the needs of complex changes in social - patterns that have occurred in the last several decades were discussed. Secondly, the definitions, components. and the nature of emotional ntelligence were reviewed to clarify the concept of EQ. Also, some tests which developed to measure emotional intelligenced were briefly ntroduced . Finally. implications of the related research for educational practices were critically evaluated and the major issues to be solved in the field of research were discussed with regards to further studies.

Vygotsky의 언어적 사고 발달이론에 대한 소고 : 아동의 문자해독 및 글쓰기 지도를 위한 시사점

구광현 대신대학 1993 논문집 Vol.13 No.-

Lev S. Vygotsky offers some of the most useful directing constructs for the examination of language and its relationship to cognition. His analysis links individual patterns of language development to the socio-historical contexts in which language is shaped and used. In this paper, several Vygotskian constructs on the development of verbal thinking wer presented and some of their implications were discussed in regard to literacy socialization and the development of writing. Other issues, including difficulties between basic and advanced literacy, different genres of writing, and instructional practices, were also briefly mentioned. In the context of rapidly growing Vygotsky scholarship, this brief introduction will provide a "scaffolding" to aid those readers confronted by such profusion of thought about literacy socialization.

유아교육 프로그램의 "발달적 적합성" 논쟁에 관한 일 고찰

구광현 안양대학교 人文科學硏究所 1996 人文科學硏究 Vol.4 No.1

Abstract In this paper, the definitions and implications of the developmental appropriateness of programs in early childhood education were considered. In addition, developmentally inappropriate programs were discussed, contrasting them with those defined by the position statements on developmentally appropriate practice, and some results of children who have been exposed to developmentally inappropriate curriculum and teaching methods were examined. Finally, the implications of the philosophy of DAP was discussed. The following is a summary of the contents of this paper. Within recent years NAEYC and other professional educational organizations have published statements defining developmentally appropriate practice as actions based on developmental knowledge of both age-level ability and individual interest and need. Developmentally appropriate practice specifies the provision of child-centered, child-initiated, teacher-supported play learning environments. In NAEYC's publications specifics are defined as appropriate and inappropriate for each age group from birth through age eight, and guidelines given for curriculum and assessment. A number of misunderstandings have arisen among practitioners about the implications of DAP. The most important component may be the respect of children and their characteristics. This respect leads adults to continually question whether their practices match what they know about child development. A through grounding in developmental knowledge is essential Parents and teachers need to be aware of social pressures that produce developmentally inappropriate practices, and recognize these inappropriate practices that are prevalent in early childhood education today. Results of developmentally inappropriate practices include putting children at risk for development of both self-esteem and self-discipline, and putting children under unnecessary stress, with no academic gains to justify these negatives. However, it would be misleading to suggest that there is complete consensus within the early childhood professional community about the statements of developmentally appropriate practice. Critics suggest that the consensus about child development more apparent than real and ignores important alternatives on learning and development. It is important that the conversations about the position statements continue, in order to ensure the inclusion of all arguments and perspectives.

유아교사의 행복감이 창의성과 교수 효능감에 미치는 영향

구광현,김성숙 한국영유아교원교육학회 2013 유아교육학논집 Vol.17 No.2

The purpose of this study was to analyze the effects of happiness on creativity and their teaching efficacy of early childhood teachers. 218 early childhood teachers participated in this study and their responses to scales were analyzed. The results were as follows First, early childhood teachers' happiness had a positive relationship with their creativity; as well, in the regression analysis, early childhood teachers' creativity was positively affected by their happiness. Second, early childhood teachers' happiness had a positive relationship with their teaching efficacy; as well, in the regression analysis, early childhood teachers' teaching efficacy was positively affected by their happiness. 본 연구는 유아교사의 행복감이 창의성과 교수 효능감에 미치는 영향이 어떠한지를 밝히는데 그 목적이 있다. 이를 위해, 유아교사 218명을 대상으로 행복감, 창의성, 교수 효능감을 측정하기 위한 설문조사를 실시하였다. 그 결과, 첫째, 유아교사의 행복감과 창의성은 정적으로 유의한 상관관계가 있는 것으로 나타났다. 또한 행복감이 창의성에 미치는 영향력이 어떠한지 알아보기 위해 회귀분석을 실시한 결과, 유아교사의 행복감이 창의성에 유의미한 영향력을 지니는 것으로 확인되었다. 둘째, 유아교사의 행복감과 교수 효능감 역시 정적으로 유의한 상관관계가 있으며, 회귀분석 결과, 유아교사의 행복감이 교수 효능감을 유의미하게 설명하는 것으로 나타났다. 즉 유아교사의 행복감이 교수 효능감에 유의미한 영향력을 지니는 것으로 확인되었다. 이러한 연구 결과를 통해 향후 유아를 교육하게 될 유아교사의 창의성과 교수 효능감 증진을 위해서는 행복감 추구가 수반되어야 한다는 당위성을 확인할 수 있다.

인지발달과 학습에 관한 이론적 접근 : 측정 및 교수방법에 대한 시사점 Implications for Educational Assessment and Instruction

구광현 대신대학 1992 논문집 Vol.12 No.-

This paper reviewed four major theories of cognitive development and learning : be havioral-learning, Piagetian, Vygotskian, and social learning theory Basic assumptions about children's learning and cognitive development and main concepts in each theory were outlined. In addition, methods for assessing children's cognitive development-learning process were explored, and their implications for educational research and practice were discussed. In short, all the theories disscused in this paper make very different assumption about children and, consequently, have very different ways of assessing cognitive ability. These are summarised as follows: Behavioral learning theory portrays the child as a relatively passive learner. Learning is viewed as a step-wise process wherein children build concepts by adding discrete bits of knowledge. Researchers using this theory assess the extent to which children have mastered such discrete bits of information. The strengths of this theory lie in its ability to explain relatively simple behavior. Therefore, this theory can be used to explain and to change children's simple, overt behaviors. In Piagetian theory, children are seen as the learners constructuring knowledge through their interactions with materials. The role of the social environment is minimized in the theory. Children's concept development is viewed as a stage-wise process wherein children have qualitatively different concept at different stages. In assessment, Piagetian researchers are mainly interested in the ways children at different ages perceive their world. Piagetian theory is useful in trying to explain the ways in which children from mental representations of their physical world. Investigators interested in children's acquisition of abstract thought might use this Piagetian model. The Vygotskian theory, like Piaget's, is developmental to the extent that the model conceives of children at varying levels of competence. However, unlike Pingetian model, this model stresses the role of social interaction, with an adult as an essential motivator of children's cognitive development. Unlike behavioral learning theory, children are not thought to learn through reinforcement. Cognitive development is viewed as a social-cognitive process wherein children learn to apply social strategies to cognitive tasks. This model is particulary useful to understand children's use of language to regulate their behavior and to develope instructional strategies for children. Social learning theory is concerned with children's observational learning. This model put prime emphasis on observation and imitation. Although it is a behavioral theory, it minimizes the role of reinforcement in skill acquisition; reinforcement aids in skill maintenance. In this model, children's learning is assessed in terms of the appropriateness of behavior in different contexts. This model can be used to investigate children's knowing "what to do when and where, and when not to do so".

구성주의적 접근과 유아교육

구광현 안양대학교 인문과학연구소 2000 人文科學硏究 Vol.8 No.-

Beginning in the 1960s to the present, child development research and teaching-learning theory were influenced by the work of J. Piaget and L. Vygotsky. Both theorists emphasize the value of paly in intellectual development and provide strong arguments for children's own activity with objects and in interaction with peers as the basis for early childhood education. Constructivism is mainly based on Piaget and Vygotsky's theories of development and learning. Constructivist viewpoint rests on the assumption that children mentally construct knowledge through reflection on their experiences. This view of children's development contrasts with the behaviorist view of the child as a passive receptor of knowledge. In this paper, the origin and the history of constructivism were briefly summarized and two types of constructivism(i.e., cognitive constructivism vs. socio-cultural constructivism) were compared and discussed. In addition, major principles for teaching-learning which derived from constructivism were summarized and the characteristics of some well-known educational application to early childhood education were reviewed. Finally, some differences between modes of application within constructivism and ideas to reconcile the differences were presented.