연원한 푸른 제복을 입는다

김지자 인구보건복지협회 2000 가정의벗 Vol.33 No.4

電波媒體의 平生敎育的 活用에 관한 小考

金智子 서울 敎育大學校 1981 論文集 Vol.14 No.-

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.

지식기반사회를 대비하는 여성평생교육과 대학의 역할

김지자,Kim, Ji-Ja 한국대학교육협의회 1999 大學敎育 Vol.101 No.-

학벌타파를 위한 평생교육의 강화

김지자 대한사립학교장회(구 대한사립중고등학교장회) 2002 私學 Vol.99 No.-

平生敎育 體制定立을 위한 學校敎育과 社會敎育의 連繫

金智子 서울敎育大學校 1983 論文集 Vol.16 No.-

In line with the enactment of the Nonformal Education Act(Sociail Education Act) in 1982, etsablshment of lifelong education system is becoming one of the urgent issues in education since the present education system which has been characterized as school-centered can hardly meet the growing educational needs in this rapidly changing society. In order to supplement the shortcomings of the school centered system, various nonformal educational activities have been developed in recent years, however, there have been little efforts to coordinate these two main streams of education of formal school education and nonformal adult education. Education is a continuous reform of one's life experiences, and therefore, it must be a life-long integrated process. The society must guarantee to its members a lifelong education and in order to do this, an establishment of lifelong education system which means building up of a learning society is imperative. In order to build up learning society, a reform or a revolution in the current educational systems may be inevitable. One way to minimize these revolutionary efforts to establish a lifelong educational system is to seek any possible linkages between the existing formal education and nonformal education programs. Therefore, the present study with the major purpose of investigating some possible ways to buildup linkages between these two sub-systems was carried. More specifically the present study tried to meet the following objectives: 1) to find out theoretical basis on the linkage between formal and nonformal (adult) education; 2) to describe Korean situations of the existing linkages between these two sub-systemes; and 3) to find some implications to the establishment of learning society through lifelong education. To meet the objectives of the present study, existing literature and relevant data were reviewed and analysed. For the study of conceptual and theoretical backgrounds, articles on lifelong education from philosophical, social, and psychological perspectives were reviewed selectively. To understand the backgrounds and current situations of the existing linkages between formal and nonformal education in Korea, the newly enacted Nonformal Education Act and some unpublished papers compiled by the researcher were analysed. To draw some conclusion and suggestions, materials as well as personal experiences from seminars on related topics in and out of the country by the researcher were also mobilized. The results of the study shows that the formal and nonformal education must be viewed as an integrated and continuous subsets of lifelong education in which they could complement each other to meet the educational needs of individuals as well as of the society as a whole, at various stages of growth and/or development. The current situation of linkages between formal and nonformal education in Korea were reviewed from: 1) program implementation's points; 2) administrative aspects; and 3) law and legal aspects. It was observed, however, that the linkages were more frequently found in practical situations although they are rather fragmented. Little coordinations were found in legal as well as administrative aspects. Some possible future linkages could be sought in the following aspects: 1) organizational setup for coordination of policy making and implementation for both formal and nonformal education; 2) legal and institutional support for these coordination; 3) improvement and development of curriculum for lifelong learning; 4) utilization of both formal and nonformal education facilities for both educational activities; 5) manpower training of lifelong education and utilization of these manpower for formal and nonformal education; and 6) financial supports for formal and nonformal education from national and local government as well as some private enterprises.

한국 초등학교 여교사의 자기주도학습 성향에 관한 연구

金智子,劉貴玉 서울교육대학교 초등교육연구소 1997 한국초등교육 Vol.9 No.2

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.

아동이 지각한 부모 양육태도와 아동의 자기주도 학습력과의 관계

김지자,김인아,안현미 서울교육대학교 2000 한국초등교육 Vol.12 No.1

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.

경험학습의 개념 및 이론과 발전방향

김지자,정지웅 한국평생교육학회 2001 평생교육학연구 Vol.7 No.1

경험학습은 평생교육을 위한 중요한 접근방법의 하나로 널리 인정을 받고 있다. 본 논문은 주로 듀이 이래로 계속 발전되어온 경험학습의 개념과 Koib 및 그 외의 여러 학자들의 모형을 중심으로 한 이론적인 배경, 그리고 전 세계의 전문적인 학술 활동 등을 살펴보고 한국의 평생교육발전에 주는 몇 가지 시사점을 발견하고자 하였다.

女性과 社會意識

金智子 명지대학교 교지편집위원회 1981 明大 Vol.12 No.-

국제이해교육의 활성화와 교원양성교육의 개혁 과제

김지자 한국국제이해교육학회 2005 국제이해교육연구 Vol.1 No.1

본 연구는 현 교육제도와 체제 속에서 국제이해교육을 보다 활성화 할 수 있도록 교원을 양성해 내기 위하여서는 어떠한 측면에서 교원양성 교육이 개혁되어야 할 것인지를 탐색하는데 주 목적을 두었다. 이러한 목적을 달성하기위하여 제기된 구체적인 연구의 문제는 첫째, 우리나라의 초․중등학교의 국제이해교육의 실제는 어떠한가?; 둘째, 초․중등학교에서의 국제이해교육을 위한 교원 양성은 어떻게 이루어지고 있나?; 셋째, 국제이해교육을 보다 활성화하기위하여 교원양성교육은 어떻게 개혁이 되어야 할 것인가? 등이었다. 본 연구는 유네스코 아시아․태평양 국제이해교육원에서 발간한 각종 보고서와 관련문헌, 그리고 이용 가능한 이차적인 자료를 수집 분석 하는 문헌연구법에 의해 이루어졌다. 주요 연구 결과로는 국제이해교육 교원 연수의 대상 집단의 확대와 이들의 양성 및 연수과정의 개혁, 그리고 국제이해교육의 내용과 자료들을 예비교사의 양성과정이나 현직교사의 다양한 연수과정에 접목시키는 방안의 강구 등 개혁의 과제를 제시하였으며, 이미 국제이해교육의 연수를 마친 교원들을 새로운 교사연수 과정에 활용할 수 있도록 교원연수의 연계 및 지원체제의 도입 등 각계의 교육관련 요원들의 연수 참여 기회의 확대 등을 촉구하였다.