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박종흡 東亞大學校 學生生活硏究所 1999 學生硏究 Vol.27 No.-
The purpose of the study is to analyze the culture-formation of college freshman. More specifically, I seek to search how to change their college life during the freshman-year. The general question which guides my research is : What are freshman's concerns and how is their college life after one year. In order to address the research questions concerning freshmen's culture, an Ethnographic study was conducted at the two universities(Changwon National University and Dong-A University). Data were collected through interviews of 33 freshmen. The interviews were accomplished through two period(one period was from Sept. 18th to Oct. 30th in the 1997, and an other period was from May 20th to June 20th in the 1998). The data analysis included searching for the changed elements of college freshmen during one year period. The study found that in two universities, freshmen's culture formation can be categorized into three types : "studying", "making friends", "planning time schedule". Also, in examining the changed elements of freshmen life, the study obtained much differences according to major and sex. The study will provide college administrators and faculty the change-process of their college life and their main concerns. The information will be useful in understanding freshmen's trouble and in improving freshmen's college life.
박종흡 한국특수아동학회 2007 특수아동교육연구 Vol.9 No.3
This research aims to describe and analyze components and process of knowledge management at Kindergarten. Specific details of this research problems are as follows: First, what are the components of knowledge management at kindergarten. Second, how is the status of knowledge management at kindergarten and what factors have effects on the process of acquiring, sharing, storing knowledge at kindergarten? Third, what is the essential component knowledge management? The study conducted survey and research to determine the components and process of knowledge management at kindergarten, targeted at teachers. The finding said that regarding the process of knowledge management, kindergarten endeavored to manage knowledge. Teachers evaluated highly their level of sharing knowledge in the process of sharing knowledge, used the method of meeting other people and dialogue mainly and utilized digital data frequently. Indicated as hampering factors in sharing knowledge were lack of the culture of sharing at kindergarten and lack of the time and effort of the teachers. In the process of storing knowledge, teachers stored knowledge to reuse it, mainly in the form of files in the computer. The finding indicated that teachers technically depended on information media for knowledge management at kindergarten. The process of acquiring knowledge as shown in the study of cases assumed the characteristics of individualism, dependence on information technology-based media and inofficial patterns, unification and superficial learning. The process of sharing knowledge was characterized by giving and taking help, formalism, top-to-down instruction and giving up on practical knowledge. Knowledge sharing revolved around the relationship of reliability and competition and was used as a means of unification bases on formalism. 본 연구는 유치원 교육현장에서 지식경영 도입과 정착을 위해 지식경영의 프로세스에 대해 교사들이 어떻게 인식하고 있는가를 규명해 보는 데 목적이 있다. 그 결과 유치원 교육활동에서 가장 중요하고 필요한 지식으로 교사들은 교육과정 및 교수-학습관련 지식, 학습자에 대한 이해 지식을 높게 인식하였고 교실 수업개선, 개인적 성장 및 욕구 충족, 유치원 교육성과 향상을 위해 필요한 지식을 인터넷이나 관련 전문서적을 통해 획득하고 문서 및 디지털 형태로 자료를 저장하여 활용하고 있는 것으로 나타났다. 또한 유치원 조직을 성공적인 지식경영 모델로 전환시키기 위해 가장 중요한 구성요소로 유치원 교사들은 공유된 조직문화, 학습조직으로의 전환, 평가와 보상시스템 구축, 정보기술 확대, 유치원장 리더십 순으로 인식하였다. 지식경영의 생명을 공유된 조직문화이다. 원내 다양한 지식을 적극적으로 활용하고 위해서는 지식공유전략팀을 구축할 필요성이 있다. 더불어 지역교육청 차원에서도 지식공유 전략 및 혁신 팀을 일반 기업체처럼 구축할 필요성이 있다.