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최근들어 우리나라 지방자치단체의 공공서비스는 개발연대의 고도성장기를 통해 간과되어 왔던 복지나 보건 분야를 중심으로 급격히 증가하는 추세를 나타내고 있다. 하지만 신공공관리의 확산으로 대표되는 새로운 행정현실을 고려할 때 공공서비스의 자치단체 직영이라는 전통적 행정상이 앞으로도 계속 우위를 점할 것으로 기대하기는 어렵다. 이에 본 연구는 새 공공서비스를 제공할 예정인 경기도 의왕시의 청소년수련관과 노인종합복지관을 선택해 그 관리방식의 전략적 선택에 관한 논의를 전개하였다. 분석틀을 통해 제시한 공공성, 효율성, 완결성, 대응성, 전문성, 경쟁가능성, 발전가능성, 실현가능성 등의 분석기준을 만족시키기 위해 다양한 측면의 실증분석을 진행한 결과 청소년수련관은 공단위탁이, 노인종합복지관은 민간위탁이 적합하다는 결론을 도출하였다. Recently, the public service of local governments in Korea have rapidly increased at the aspect of welfare and health which had passed over during a high degree of growth period. But, considering the new realities of administration, is represented spread of Neo-Public Management, it is difficult to expect direct management under local government in public service. In this respect, this study developed discussion on strategic choice as an object of Youth Center and Welfare Center for Senior in Uiwang City that arrange to a public service. It is presented publicity, efficiency, perfection, correspondence, specialty, competence, possibilities, probability through an analytical framework and executed various positive analysis for the purpose of satisfing on analytical standard. Main results are as follows: 1. Public corporation is suitable to take charge of the business of Youth Center. 2. Non-profit Organization is suitable to take charge of the business of Welfare Center for Senior.
The goals of this study are 1) to find out how the about education in University to be placed, acted and evaluated, 2) to investigate why people in community attend at the adult education programs that university is providing for the community, 3) to find out how they get the information about the adult education programs university provides, at the program's planning, implementing, and 5) to find out the methods to solve the problems in study are as follows. 1) The program action is so much focused on day time more than evening or early morning, and the people with low income and short education background who need actually adult education can't attend the adult education that university provides for community people. 2) The university don't actually accept the learner's needs in the palnning, action and evaluation of university adult education process, and the programs are not rational, especially in time, place, duration and methodology of adult education. According to the above major findings, we can suggest some ideas to improve the adult education that university should be based on community people who attend the program, second university must provide special program to community people by university's capacity.
The purposes of this study are to understand the trends of current science education compared with thinking paradigm and to find the direction of reform in holistic view. It is divided into three parts. Firstly, significant trends of science education during the late 20th century were examined. Secondly, the current society was discussed, particularly focused on the thinking paradigm. Thirdly, the science education trends and thinking paradigms were compared. The results are 1) A major goal of contemporary science education is the scientific literacy, for which the constructivist and STS class are introduced, 2) Thinking paradigm is changing from analytics to systemics, and 3) Compared the current science education and system thinking paradigm, they seem consistent in respect of looking for the whole-part relationship.
The objective of this study is to find out what the theories related to the aged s voluntary activity are in Lifelong education. The methodology of this study are literature review and the detail goals to do the objective are as follows; First, to clear up meanings, characteristic, theory from reviewing the literature relating the aged s voluntary activity. Second, to suggest the ideas the aged participate continuously in voluntary activity to lifelong education. There are the following suggestions in this study. First, The major things the personal background, the organizational characteristic and the social norm are the more the aged maintain the voluntary activity. Second, it is necessary to establish the essential concept about the aged's voluntary activity in lifelong education.
본 연구의 목적은 내러티브 사고를 소개하고, 이의 과학교육적 함의를 논의하는 것이다. 따라서 전체적 관점에서 접근한 이론적 연구이며, 주로 문헌자료에 의존하였다. 현대 교육은 전반적으로 지식의 발견 측면을 중시하면서 패러다임 사고양식을 강화해왔다. 그러나 현대 과학은 직접적인 관찰보다는 대부분 이론적 추론에 의존하여 만들어진다. 이처럼 경험을 조직하여 과학적 실재를 구성하는 과학 만들기 활동은 내러티브 사고를 요구한다. 그러므로 과학교육에서도 이미 완성된 과학을 반복하기보다는, 살아있는 과학만들기 활동이 이루어져야 하므로 내러티브가 도입될필요가 있다. 이에 본 연구는 과학교육의 목적과 과학자 활동, 학생 활동 및 교수 활동 측면에서 내러티브 및 내러티브 사고의 가능성을 고찰하고, 그 과학교육적 함의를 논의하였다. In this paper, two modes of thought are assumed, which are known as the paradigmatic and the narrative mode of thought by Bruner(1985, 1986). The former leads to well-formed argument, but the latter to good story each providing distinctive ways of ordering experience, of constructing reality. Though the two are complementary, but not reducible to one another. However modern schooling has focused on the paradigmatic mode. It has come to its peak in science education. Recently some educators began to gaze at the narrative mode in other humanities, but not science. Narrative is commonly considered to be foreign to science. But many scientists are convinced that modern science depends on speculation much more than observation. The speculation is conducted by intrapersonal or interpersonal narrative, which was called "science-making" by Bruner(1996). The purpose of this paper is to introduce the narrative mode of thought compared to paradigmatic mode as the new concepts and to discuss its implications on the science education. Three implications will be suggested. The first holds that science class should improve student's narrative sensibility throughout the live science-making. The second holds that the narrative mode of thought should be used with the support of the paradigmatic mode in science classroom. Exactly narrative interpretations are adjuncts to scientific explanations. The third holds that the evaluation method should be developed for the narrative work in science education.