심리검사의 탐구논리에 대한 토론

박천환 한국교육평가학회 1987 교육평가연구 Vol.2 No.2

敎科學習과 마음

朴天煥,朴採亨 부산교육대학교 교육대학원 1999 논문집 Vol.1 No.-

Subject-matters consist of reality and it's externalization. To learn the subject-matters is not to acquire it's externalization, but to reach the reality. But reaching the reality is impossible for ordinary people. Only students who learn the subject-matters have understanding to be far off as much as to be near the reality. So the students are uneasy to learn the subject-matters. Although students have the negative emotion in learning the sugject-matters, they cannot be free from the subject-matters. Since subject-matters have attraction to full the mind of student, students cannot but live with this negative emotion during his life. Conclusively, subject-matter is a system which students live by with negative emotion and that make them consider his life as good.

敎職適性의 評價에 關한 硏究

박천환 부산교육대학교 초등교육연구소 1992 초등교육연구 Vol.2 No.-

The purpose of this study was exploration of primary school teacher aptitudes and developmet of assessment method of these aptitudes. The questions can be specified as follows: 1) What are primary school teacher aptitudes? 2) What is the method to assess teacher aptitudes? Through a review of literature, four factors as teacher aptitudes were identified; academic aptitude, verbal skill, thiking ability, and attitude and value on teacher. To assess these factors as entrance examination, some lmitations: problem of measurement and relationship to other tests - were suggested. Academic aptitudes assessment included basic skills of art, music, and sports. Verbal ability, thinking ability and attitude abd value on teacher could be assessed by interview or paper test confronted the problem situations. The validity and reliability of these assessment must be ensured.

敎育理論으로서의 朱熹의 哲學

박천환 부산교육대학교 교육대학원 2002 논문집 Vol.4 No.-

The purpose of this study is to explicate the idea education implied in philosophy of Chu-Hsi. The philosophy of Chu-hsi is based on the idea of world and mind. The idea is summarized twofold structure states that the upper layer contains everything in the lower layer without distinctions. The transaction between world and mind is possible through the mediation of the upper layer. Thus the mind of man comes to possess the form which constitutes the upper layer of world or mind while the metaphysical mind constituting the upper layer of mind becomes manifested in the things of world. The explanation about transaction between world and mind is systemized 'Keeping Good Attitude' and 'Investigation of Principle' as the method of learning by Chu-Hsi. Chu-Hsi's method of learning based on the twofold structure of the world or the mind is accepted as educational theory in itself. Principle or tao inherent in subject matter is the other name of metaphysical mind of student, learning the subject matter means that metaphysical mind of student is manifested into fashion of cognition or language, and student possess the metaphysical entity(principle, tao, metaphysical mind) through the process of manifestation. Fellowing Chu-Tsi's idea, this process of learning is demanded critical attitude of student. In other words, good attitude of student for subject matter and teacher becomes to the force for success of his learning.

NEIS에 의거한 학부모와의 양방적인 의사소통을 위한 생활통신표 기술 양식 개발 연구

박천환,박정애,민인수,김주현 부산대학교 초등교육연구소 2005 초등교육연구 Vol.20 No.-

學校 學習의 成就要因 分析硏究

朴天煥 釜山敎育大學 1990 부산교육대학 논문집 Vol.26 No.1

This study was to build the theoretical framework to identify the determinants of school achievement. Today, there are many critics that schools fail for student ??o achieve school curriculum and to realize the social equality. Inspite of these ??ritics, the better school and the better education is our consuming intrest. So ?? this study the determinants of school achievement will be investigated. To investgate the determinants of school achievement I classify the determinants ?? student variables, background variables and school variables and review the ??revious research. At result, general intelligence, academic aptitude, self-concept and study activity of the student variables were identified significant variables. Of the background variables, socioeconomic status(SES), the level of parents' aspiration, pressure or achievement and the effect community were significant. School variables - teacher's characteristics, quality of instruction, and educational conditions have not any significant effect. But, School climate was significant variables. To fail to identify the effect of school variables results from research disign. Interaction between school variables and student's characteristics(Averch et al, 1974) or interaction between instruction design and school conditions had been ??eglected in the research design. This critic was very important in research for ??eterminants of school achievement. Especially, in Korean schools, the variety of students is very large. So the degree of interaction would be very high. Therefore this research design should be concidered these points.

敎育方法의 原理로서의 兒童尊重

朴天煥 釜山敎育大學 1985 부산교육대학 논문집 Vol.21 No.1

There are two possible interpretations on 'Respect for Child' in educational context. The one is technological interpretation, which may be ordinary, and which is concerned on efficient method of education. According to this view, we must emphasize needs, interests, and development of children. But the implication of this view was not explicit and sometimes this view could not be fully justified. The other is ethical interpretation. Ethical meanings depend on situations-Casual Conversational Situational and Dialogue Situation. Casual are those verbal interactional situations in which the participants' main purposes are not for arriving at true, cerrect or reasonable beliefs by analysing, examining, scrutinizing or criticizing various views expressed by them. But dialogue situation I mean those verbal interactional situation where the participants are expected to engage in discussion or dialogue for the central purpose of arriving at true, correct or reasonable beliefs in both theoretical and practical realms. In casual conversation situations, the meaning of 'Respect for Child' is to recognize and accept him or her as a distinctive experiencing subject, who has certain desire and interest, beliefs and feelings, and acts in a certain way. In other words, it is to recognize him as rational, moral agent, at least potentially so. In this sense of respect for child applicable to cousal conversation situations, we are not primarily concerned with assessment or evaluation of truth or reasonableness of the belief of a particular particicpant holds or expresses. So, empathetic listening, for example, is an important and only quality. In dialogue situation the meaning of 'Respect for Child' is different from, or more than, what is meant by it in casual conversational situations. We are primarily interested in assessment of beliefs, feelings, emotions or acts themselves according to the relevant standards of assessment available. For example, one expresses his view or a certain feeling, it is not sufficient simply to listen or attend to it empathetically. One must listen or attend it critically so that one may assess whether speaker's view is true or reasonable, whether his reasoning is valid, whether his view is supported by adequate evidence, whether his anger is reasonable, whether his act can be justified, and so on. In teaching situations, participants, teacher and student are (to be) engaged in a search for what is true, reasonable, and right. For this reason, terching-learning situations involve assessment of beliefs, reasoning and feelings, which student or teacher happens to hold, according to the relevant criteria. Since the teacher's being engaged in such critical activity is a necessary condition for respect for child as learner, asking or not asking, whenever appropriate, such in tellectually providing questions as "What do you mean?, "How do you know?," "Is it true justifiable, correct, resonable…?" could be seen as a measure of respect for persons. When the clssroom interactions operate in this spirit between teacher and child, there is mutual respect for person, for both are acting on the hope of rational and moral community, that is, both are engaged in dialogue. The principle of 'Respect for Child' provides more definite, though still general, procedural principles in teaching situation. One does respect child by doing certain things rather than other for rational and moral reasons, not by echoing cliche or repeating slogans.

2002학년도 부산교육대학교 입학전형 방안

박천환,성병창 부산교육대학교 초등교육연구소 2000 초등교육연구 Vol.15 No.-

심층면접 및 교직 적·인성 평가 기준 및 실시 방법 연구 : 부산교육대학교 입시전형에 근거

박천환,성병창 부산교육대학교 초등교육연구소 2001 초등교육연구 Vol.16 No.-

교육과정의 개념에 관한 논의

박천환 부산교육대학교 교육대학원 2004 논문집 Vol.6 No.-

The purpose of this study is to explicate the historical modes of curriculum development. Historically speaking, there are two kind of perspectives in curriculum: practical perspective and theoretical perspective. The one is to focus to development of curriculum utilizing various scientific methodology, the other to understand the curriculum and school subjects. So, the study on curriculum has been advanced two directions by these perspectives: one is horizontal direction, another is vertical direction. F. Bottitt is pioneer of practical perspective to curriculum, and R. W. Tyler is famous for completion his perspective in aspect of method for curriculum development. Their pursuit is deserving of our praise in accomplishing the horizontal expansion of curriculum studies. But, there was other side for curriculum studies pursued by J. Bruner and R. S. Peters. Their practical perspective gives a basis for deepening understanding to the curriculum and school subjects. Curriculum studies have been a confliction by the two count approaches. The movement for curriculum reconceptualization seem to appear for solving the confliction. In today, curriculum studies have been advanced to middle ground between practical perspective and theoretical perspective for horizontal expansion and vertical deepening in curriculum.