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RISS 인기검색어
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- 저자 : 나승일(Na Seung II) (검색결과 3 건)
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나승일(Na Seung II),김주이(Kim Ju Yi) 한국실과교육학회 1998 한국실과교육학회지 Vol.11 No.1
The purpose of this study was to determine the current performance level and educational needs of teachers in competence needed for the Practical Arts Subject in elementary schools. The educational needs of teachers in practical arts were calculated by using the Borich’s Needs Assessment Model. For the purpose of this study all teachers who taught students from 3rd grade to 6th grade in Taegu were considered. A sample of 360 was selected randomly from the population. The data was collected by using the mailed questionnaire developed by researchers. There was a response rate of 93.6%. Based upon the findings of this study, the current performance level of teachers was at an average that was beyond the required competence level to teach students but they comparatively had high educational needs in some practical arts competence areas such as planting flowers and vegetables, raising animals, making technical products, etc. The calculated educational needs of teachers in competence would be used for prioritizing the training programing for teachers. Several recommendations were made for providing teachers with training as well as for building their skills in practical arts competence.
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나승일(Na Seung II),김주이(Kim Ju Yi),김현지(Kim Hyeun Ji) 한국실과교육학회 1999 한국실과교육학회지 Vol.12 No.2
The purpose of this study was to develop a model and the guideline for stating a summary of assessments in the Practical Arts Subject in elementray schools. This study was carried out through review of literature available related to performance assessment, case studies, and a survey research, which examined the current status of performance assessments and their summary way in the Practical Arts Subject in Taegu and Kyoungbuk areas. Based upon the results of the case and survey studies, authors developed a model and guidelines for stating a summary of assessments in the Practical Arts Subject, which could be easily applied to school. The model consisted of eight steps; clarifying the performance standards/achievement goals, planning evaluation, developing instruments for assessment, implementing the assessment, recording the results, summarizing all the assessments, stating a summary of assessments, and putting it into each Student Achievement Record and reporting it home. Based on the model, the guidelines were suggested in the paper. The feasibility of the model and guidelines for reporting a summary of assessments was assessed by a panel of experts to be sounded.
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중소기업에서의 학습지향성, 학습행동, 조직환경 및 학습성과의 인과관계
김강호,나승일 한국직업능력개발원 2008 직업능력개발연구 Vol.11 No.3
이 연구의 목적은 100PPM 인증 중소기업에서의 학습지향성, 학습행동, 조직환경 및 학습성과의 인과관계를 구명하는 데 있다. 연구목적의 달성을 위한 변인측정은 학습지향성, 학습행동, 조직환경, 학습성과 및 개인의 일반특성으로 구성된 질문지를 사용하였다. 연구참여에 동의한 143개 기업 중 종사자 5명 이상이 응답한 83개 기업의 자료가 분석에 활용되었다. 분석 결과, 중소기업의 조직 학습지향성은 조직구조와 환경불확실성에 의해 많은 영향을 받으며, 조직 학습지향성은 학습성과에 직접적인 영향을 미쳤다. 또한 조직수준 학습행동은 조직 학습지향성이 학습성과에 미치는 영향에 대해 부분매개 역할을 하였다. 조직 학습지향성은 집단 및 조직수준 학습행동에는 직접적인 영향을 미쳤으나, 개인수준 학습행동에는 개인 학습지향성을 매개로 한 간접적인 영향을 미쳤다. 마지막으로 개인수준 학습행동은 집단수준 학습행동을 매개로 조직수준 학습행동에 영향을 미쳤다. The purpose of this study was to identify the causal relationship among learning orientation, learning behaviors, organizational environment, and learning outcomes in 100PPM small and medium enterprise. A survey questionnaire was conducted to measure the variables of thlis study. The data from 83 firms out of 143 firms which agreed to research participation were analyzed for the research model. The results from this study was as follows. First, organizational learning orientation was influenced by organizational structure and environment uncertainty of SMEs. Second, organizational learning orientation has direct impact on overall learning outcomes in SMEs and organization-level learning behaviors had the mediation effect. Third, organizational learning orientation m SMEs has direct effect on group and organization-level learning behaviors and has indirect effect on individual-level learning behaviors with the mediation effect of individual learning orientation. Fourth, The group-level learning behaviors fully medicated the link between individual-level and organizational-level learning behaviors.
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