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The main objectives of the present study were: 1) to review the concept of life-long educaton in modern perspectives; 2) to identify functions of electronic media especially of Television; and 3) to figure out some possible ways to mobilize these media in life-long education. In order to meet the objectives stated above, some selected literatures were reviewed and some empirical data collected in 1980 by the reseascher in cooperation with the Korea Broadcasting Corporation were utilized. Life-long education is a integrated process to build up an educative society so as to enable every member of its society to pursue life-long integrated learning, to develop one's human potential in full capacity, and to attain better quality of life. Educational functions of electronic media identified are: 1) to establish a climate in which change and/or development can take place; 2) to disseminate knowledge and information and to multiply resources of knowledge; 3) to motivate and raise aspirations to learn; 4) to teach new skills and tecniques; 5) to help build nationness and national identity; 6) to provide open forum to form general consensus; 7) to develop ability of self-exression and creative thinking; and 8) to teach anybody(from infant to elderly), any subjects, at any time and place. Three possible ways to mobilize electronic media for life-long education were: 1) producing educational/informational programs for enlightenment pupposes: 2) offering Radio and/or Television correspondence courses; and 3) creating Radio and/or Television forums to facilitate the participation of larger audience in the process of development. Some obstacles to full mobilization of electronic media in the life-long education process are: 1) shortage of budget and financial supports; 2) lack of trained manpower in the field of educational media production; 3) lack of long-ronge and integrated paln; 4) lack of awareness and understanding of the function of electronic media in educational process; 5) lack of survey and research findings that can be used as the basis of planning; and 6) lack of coordination body among various agencies and diverse personnel. Formulation of coordination committee both at decision-making level and working level is strongly recommended to promote optimal usage of electronic media for life-long education.
This study intends to investigate the relationship between childrens perception of parents parenting style and their self-directed learning readiness among a sample of Korean grade school children. It is considered important while identifying family variables as related to their self-directed learning readiness(Long and the Cheongs1998). Althoug this study failed to identify family and attitude (toward parent and others) variables, another similar study on Korean junior high school boys could find out their related variables such as their birth order, their attitude toward parents and friends/school life (Cheong & Long,1999). This study would somehow explain why the former study could not identify any related family vairiables. The objectives of this study are three-fold: 1) to identify whether or not there is any difference in their self-directed learning readiness according to their grades in the primary school; 2) to clarify the gender difference in their SDL readiness; and 3) to investigate the relationship between their perception of parents attitude toward parenting and their readiness for self-directed leaning. The Korean version scale measuring their readiness for self-directed learning is developed on the basis of Guglieminos SDLRS(58 items) and the Schaefers parenting style model (30 items) is adopted for this study after slight modification fit to Korean culture. A total of 483 grade school pupils (grade 4 6) are sampled through cluster/area and systematic sampling method from four primary schools in Seoul located in differently stratified areas. The questionnaires are filled up and collected in assistance of sampled school/class teachers. The data are quantitatively analyzed by SPSS-WIN (9.0 version), adapting t-test, ANOVA, multiple-regression and other statistical methods. The results of this study is summarized as follows: 1. The age and grade difference are not significantly related to the level of self-directed learning readiness of Korean children. But the average SDLRS scores of grade 4, 5, and 6 are 204.6, 202. 8 and 195.4, respectively, revealing that as getting upper grades, their self-directed learning readiness tends to be weaker. If this proves true, it gives some warning that the primary schools in Seoul make the pupils to be more other-directed. 2. Like other studies, the gender does not cause any significant difference in self-directed learning readiness, even though the girls SDLRS (203.8) is slightly higher than the boys (198.5). 3. Among many variables, it is found that the childrens perception of their parents parenting style is very important factor determining and explanining their self-directed learning readiness. In all three styles of parenting (love/hostility, autonomy/control & achievement/non-achievement), childrens perception of their parents parenting appeared to be closely related to their SDL readiness scores. Particularly, the childrens perception of their parents parenting style as encouraging achievement and their mothers care with love are two most crucial variables determining their childrens self-directed learning readiness.
This study was an secondary analysis of the available data gathered in 1996 with the support of the Korea Foundation to develop a Self-Directed Learning Readiness Scale for Primary School Teachers Major purposes of this study were 1) to measure the Self-Directed Learning Readiness Score of the female primary school teachers in Korea, 2) to examine their traits of self-directedness in learning in terms of six different factors, and 3) to compare these traits by various backgrounds of the female teachers. The instrument applied to this study to measure the teacher's self-directedness was SDLRS-K-96(Korean version of Guglielmino's Se1f-Directed Learning Readiness Scale for Adults) originally translated and polished by Ji Woong Cheong and Chija Kim Cheong with the permission of Dr Lucy Guglielmino who had developed the instrument in the United States Statistical Tools used for the data analyses were ANOVA, LSD(Least Significant Difference), and Factor analyses etc. The mean score of the SDLRS of the female primary school teachers was 214.39 with 22.04 standard deviation This was little bit lower than that of the male primary school teachers (M=215.38) and that of the female extension workers measured in 1991 (M=215.24) however, these were not statistically significant differences. The female teachers showed some tendency that they are relatively strong in the "awareness of the responsibility in learning' and in "love of learning, but weak in the "openness to a challenge, and "inquisitive natures. Female teachers' SDL scores showed positive relationships with their educational backgrounds the degree of participation in autotomous training programs, and the difference of their assignment of teaching as homeroom teachers However, it showed negative relations with their length of teaching experiences.
본 연구는 초등 예비 교사들을 위한 교육실습의 질을 높이기 위한 방안을 찾기 위하여 미국과 일본의 교사양성대학에서 실시하고 있는 교육실습의 두드러진 특성들을 고찰하고 한국의 초등하교 양성과정에 있어서 교육실습 제도 및 그 시행과정에 대한 시사점들을 발견하는데 그 목적을 두고 실시되었다. 따라서 본 연구에서는 한국 ·미국·일본 세 나라의 초등교사 양성기관의 교육실습제도를 집중적으로 비교 검토하고 특히 1)교육실습의 의의와 목적 , 2)교육실습의 구조와 실시 방법 및 내용, 그리고 3)교육실습의 사전 사후지도 및 평가방법 등에 초점을 두고 비교 분석하였다. 본 연구의 목적을 달성하기 위하여 현지방문, 관찰, 면접 및 문헌의 수집 분석이란 여러 가지 방법이 활용되었다. 연구의 결과 우리 나라의 초등 예비교사를 위한 교육실습은 이를 분산적으로 실시하고 있음에 미국과 일본과 큰 차이를 보이지는 않고 있으나 그 전반적인 구조와 기간에 있어서는 많은 차이를 보이고 있다. 특히 각 단계별 실습이 상호연계를 가지며 실습의 효과를 높이기 위하여서는 실습의 사전 사후 지도방법의 개선과 단계별 실습의 연계성을 높이기 위한 노력이 있어야 하며 특히 교육대학의 교육 실습지도에 있어 새로운 정책적 변화가 강력히 촉구되었다. The purpose of this study was to find some suggestion to improve the student teaching program for the prospective teachers at the elementary teacher training universities through a comparative study of three countries. Korea, Japan and Unites States of America, focused on their students’ field experiences and student teaching programs. For this study various methods were adopted. Fields visits, observations, and interviews were made by the researchers, and available data and literature were gathered and analyzed. Basic underlying philosophies of student teaching were found to have some similarities. However, the structure, length and the program implementing strategies of the three countries with the regard to their student teaching programs for the elementary prospective teachers were found many differences. More strategic review on the part of the teacher training universities in Korea is strongly suggested in order to improve the efficiency and continuancy of the step wised field experienced for the prospective teachers.