교육과정과 수업의 관계에 관한 연구

신해우,김신곤 東亞大學校 學生生活硏究所 1999 學生硏究 Vol.27 No.-

This study aims to research a relation between curriculum and instruction on the basis of the various theories which have been studied so far. The main stream of studies on a curriculum and instruction shows that these two have been considered on the binary viewpoint, and that these two have been studied individually. A rapid social change, however, has an effect on some educational aspects. Foregoing division into two fields, a curriculum and instruction, becomes insignificant under the existing conditions that the interaction between a teacher and the students in the classroom creates a new knowledge. That is to say, in the past, the contents of study were transferred to learners through instruction on the basis of a curriculum made beforehand from a binary viewpoint of a curriculum and instruction, and this is restricted to meet the changing conditions effectively. Therefore, it can be more effective to consider these two altogether than to do them separately. It is not that to systematize singly a curriculum and instruction simply means to try to eliminate their division considering them identical. These two, as the sub-elements in the whole educational system, have a close relation with each other and interact dynamically in order to draw out the instructional results, the last step of the system. This means that a curriculum and instruction interact simultaneously to learners in order to change learners for the final purpose of education. In addition, the curricular composition is just instruction according to unification of a curriculum and instruction. Thus learners can act creatively for knowledge when the curricular composition is achieved in the process of instruction. This means the active instruction for learners, who can learn a new import.

대학 교양교육과정의 한·일 간 비교 : 동아대학교와 쯔쿠바 대학을 중심으로

신해우 동아대학교 교육대학원 1998 동아교육논총 Vol.24 No.-

본 연구는 대학 교육과정에서의 교양교육의 중요성 인식과 그 효과성을 제고하고, 대학 교양교육과정의 바람직한 방향정립을 위한 시사점을 얻기 위하여 한일 양국의 대학 교양교육과정의 구성을 비교, 분석하는 것을 목적으로 한다. 연구의 대상으로는 한국의 동아대학교와 일본의 쯔쿠바대학이 선정되었다. 연구를 통해 얻어진 결과를 전체적으로 종합해 보면, 양국에서 선정된 두 대학 즉, 동아대학교와 쯔쿠바 대학에 있어서 교양교육과정에 해당하는 교과목의 유형과 명칭 그리고 교육과정의 구성에 있어서는 다소의 차이가 있으나, 양 대학 공히 전체 교육과정에서 교양교육과정이 차지하는 비율이 높게 나타나고 있어 교양교육의 중요성을 잘 인식하고 있다고 판단되며, 이러한 교양교육에 대한 관심의 증가는 매우 고무적인 현상이라 할 수 있다. 오늘의 사회상황으로 볼 때 대학에서의 교양교육의 내실화는 그 어느 때 보다도 절실한 실정이라 할 수 있으며, 따라서 교양교육과정을 계획할 때에는 현재의 교양교육과정이 미래지향적인 교육과정인가 하는 문제의식을 지속적으로 불러 일으키면서 그에 적절한 제도적 장치의 마련 및 탄력적 시행으로 전공영역과 교양영역의 상호 보완과 균형을 이루는 운영의 묘를 살려야 할 것이다. This study aims to compare and analyze the curricula in the university general education of the two countries, Korea and Japan, in order to recognize the importance of curriculum in the university general education and to enhance its efficacy and to take a step toward its desirable orientation. Dong-A University in Korea and Tsukuba University in Japan are chosen as the subject of this study. Synthesizing wholly the results obtained from this study, the two universities, Dong-A University and Tsukuba University, represent a little difference in the type of cultural studies, their names and the construction in the curriculum for the general culture course, but the curricula for the general culture course in the two universities show a higher ratio compared to other courses, which means that both universities admit the significance of general education. It can be said that an increasing concern for general education is very much encouraging. The recent social conditions are characterized by an increase of knowledge and a rapid social change, and the academic field shows its advanced and professionalized change. In this respect, it can be felt keenly that general education which can provide us with a wide experience of man and his surroundings must be made substantial right now. Therefore, the proper measures must be taken to meet some questions what the commendable curriculum for future-oriented general education is, what curriculum can meet a social change timely, and what curriculum can deal positively with problems from a coming uncertain future society. In addition, it is necessary that a curriculum for general education must have a firm systematic installment so that the learners may develop their cultural talents and acquire their professional knowledge. And the management of curriculum should be carried out flexibly and elastically so that mutual supplement and balance between a major field of general studies can be harmoniously achieved in the whole curriculum.

學年水準에 따른 學業成績의 從的인 相關에 관한 硏究

申海雨,金丙埰,金智順 東亞大學校 學生生活指導硏究所 1984 學生硏究 Vol.13 No.-

學校環境과 自我槪念의 關係

申海雨,崔人 東亞大學校 學生指導硏究所 1978 學生硏究 Vol.9 No.-

學力評價에서의 成功經驗과 失敗經驗이 學習動機에 미치는 影響

申海雨,金小範 東亞大學校 學生指導硏究所 1974 學生硏究 Vol.5 No.-

本 硏究의 目的은 敎師가 學生에게 미칠수 있는 相互活動의 樣式中 評價的相互活動에서 學生들이 成功感과 失敗感을 가질 때 學習動機가 어떻게 變化하는 가를 밝히는데 있다. 本 硏究의 假說은 學力平價結果에서 繼續的인 成功經驗을 하면 學習動機는 높아지고, 失敗經驗을 繼續하면 學習動機가 낮아진다는 基本前提로부터 誘導되었으며, 이 硏究가 糾明하려는 具體的인 問題는 다음과 같이 規定되었다. 첫째 : 學力平價 結果에서 繼續的인 成功經驗을 한 集團이나 失敗經驗을 한 集團은 實驗前後의 學習動機變化에 差가 있을 것인가? 둘째 : 學習平價 結果에서 繼續的인 成功經驗을 한 集團이나 失敗經驗을 한 集團은 統制集團보다 學習動機의 變化에 差가 있을것인가? 세째 : 學力平價 結果에서 繼續的인 成功經驗이나 失敗經驗을 하면 學業成績 上.中.下位 集團에 關係없이 學習動機의 變化에 差가 있을것인가? 이와 같은 問題를 밝히기 爲하여 釜山市內에 있는 D 工業高等學校 1學年中, 學習動機, 學業成績, 知能 等에서 差에 意義가 없는 同質的인 集團 3個班에서 150名(各班 50名)을 標集하여, A班은 成功經驗集團, B班은 失敗經驗集團, C班은 統制集團으로 構成하였으며, 成功經驗集團과 失敗經驗集團을 學業成績 및 學習動機 點數에 따라 上.中.下位 集團으로 各各 分類하였다. 이 硏究에서 使用된 道具는 學習動機檢査(金基錫製作 學習習慣檢査中 動機要因 26問項)와 硏究者 自作의 學力檢査였다. 그리고 硏究者로부터 調練을 받은 一般社會 擔當敎師 1名과 硏究者가 위의 道具로서 實驗에 臨하였다. 본 硏究의 假說과 그 結果를 要約하면 다음과 같다. 假說Ⅰ : 學力平價에서 繼續的인 成功經驗을 한 集團이나 失敗經驗을 한 集團은 實驗前後의 學習動機 變化에 意義있는 差가 있을 것이다. 成功經驗集團이나 失敗經驗集團의 實驗前後 學習動機 變化의 差를 CR檢證 및 二分變量分析한 結果 有意水準 .1%dp에서 肯定되었다. 假說Ⅱ : 學力平價에서 繼續的인 成功經驗을 한 集團이나 失敗經功을 한 集團은 統制集團보다 實驗前後의 學習動機 變化에 意義있는 差가 있을 것이다. 成功經驗集團과 統制集團, 失敗經驗集團과 統制集團의 實驗前後 學習動機 差의 變化差를 CR檢證 및 共變量分析한 結果 .1%의 有意水準에서 肯定되었다. 假說Ⅲ 學力平價에서 成功經驗을 繼續한 集團은 學業成績 上.中.下位集團에 關係없이 學習動機가 높아질 것이다. 成功經驗을 한 集團에서 學業成績 上.中.下位集團의 實驗前後 學習動機 變化의 差를 t檢證한 結果, 上中集團은 有意水準 5%에서 下集團은 1%의 有意水準에서 肯定되었다. 假說Ⅳ 學力平價에서 失敗經驗을 繼續한 集團은 學業成績 上.中.下位 集團에 關係없이 學習動機가 낮아질 것이다. 失敗經驗을 繼續한 集團에서 學業成績 上.中.下位 集團은 5%의 有意水準에서 下集團은 1%의 有意水準에서 肯定되었다. 假說Ⅴ 學力平價에서 成功經驗을 繼續하면 學習動機 上.中.下位 集團에 關係없이 學習動機는 높아질 것이다. 成驗經驗을 한 集團에서 學習動機 上.中.下位 集團의 實驗前後 學習動機變化의 差를 t檢證한 結果, 上集團은 5%의 有意水準에서 中下位集團은 .1%의 높은 有意水準에서 肯定되었다. 假說Ⅵ 學力平價에서 失敗經驗을 繼續하면 學習動機 上.中.下位 集團에 關係없이 學習動機는 낮아질 것이다. 失敗經驗을 한 集團에서 學習動機 上.中.下位 集團의 實驗前後 學習動機 變化의 差를 t檢證한 結果, 上集團은 1%의 有意水準에서 中下位集團은 .1%의 높은 有意水準에서 肯定되었다. 이 硏究를 通하여 다음과 같은 結論이 導出되었다. 첫째 : 成績經驗을 繼續하면 學習動機가 높아지고 失敗經驗을 繼續하면 學習動機가 낮아진다. 둘째 : 成功經驗集團은 統制集團보다 學習動機가 높아지고 失敗經驗集團은 統制集團보다 學習動機가 낮아진다. 셋째 : 學力平價에서 成功經驗을 繼續하면 學業成績 上.中.下位 集團에 關係없이 學習動機는 높아지고, 失敗經驗을 繼續하면 學業成績 上.中.下位 集團에 關係없이 學習動機는, 낮아진다. 넷째 : 學力平價에서 成功經驗을 繼續하면 學習動機 上.中.下位 集團에 關係없이 學習動機는 높아지고, 失敗經驗을 繼續하면 學業動機 上.中.下位 集團에 關係없이 學習動機는 낮아진다. 以上과 같은 結論으로 本 硏究가 試圖했듯 學力平價에서 繼續的인 成功經驗이나 失敗經驗이 學習動機에 미치는 影響이 밝혀짐에 따라 다음과 같은 示唆을 준다. 1. 敎師一學生 相互作用中 評價的 相互活動이 學習者에게 成功感을 주어 學習動機가 誘發될 수 있도록 多樣하게 試圖되어야 하겠다. 2. 學業成績이나 學習動機가 낮은 集團일수록 成功感을 줄수있도록 學力平價에 있어서의 意圖的인 接近이 試圖되어야 하겠다. 3. 敎師一學生 相互作用中 評價的 相互活動이 學習動機에 미치는 影響에 關한 보다 洗練되고 多樣한 硏究들이 이루어 져야 하겠다. Problems : The purpose of this study is to investigat how the learning motive would change when students feel either success or failure in school achievement. The major questions guided this study were as follows; (1) Is there any significant difference between the group of the continual success and that of the continual failure in the learning motive pre and post the experiment? (2) Is there any difference among the groups of continual success, failure and controlled group in learning motive? (3) Is there any difference in learning motive at the high, middle and low groups of academic achievement, if the success or the failure in school achievemnt is going on? (4) Is there any difference in learning motive at the high, middle and low groups of learning motive is going on? Methods The sample consisted of 150 boys of 1st grade in a technical high school of Pusan City. They were formed into the group A which was the success, group B, the failure and which was the controlled group. Data of learning motive were obtained from the learning motive test made by Kee-Seuk, Kim Scores of academic achievenent test made by the investigator himself. Result : The following hypothesis were tested, and the results were as follows; Hypothesis Ⅰ: There would be a significant difference of learning motive in the group of the success as well as that of the failure pre and post experiment. This hypothesis was accepted on .1% level of significance. The result indicates that in the group of success as well as that of the failure, there are the difference of learning motive pre and post experiment. Hypotesis Ⅱ : There would be more significant difference of learning motive in the group of the success as well as that of the failure than the controlled one. This hypothesis was accepted on .1% level of significance. The result indicates that there are more difference of learning motive in the group of success as well as failure than the controlled one. Hypotesis Ⅲ : The group of the continual success would become higher in its learning motive disregarding the groups of high. middle and low in the school achievement. This hypothesis was accepted on 5% level of significance in high, middle groups, and in low group, 1% level of significance. Hypothesis Ⅳ : The group of the failure would become lower in lts learning motive disregarding the groups of high, middle and low in the school achievement. This hypothesis was accepted on 5% level of signifcance in high, middle groups, and in low group, on 1% level of significance. hypothesis Ⅴ : With the continual succss, the learning motive would ascend disregrading the groups of high, middle and low in learning motive. This hypothesis was accepted on 5% level of significane in high group and in middle group, in low group, on l% level of sigificance. hypothesis Ⅵ : With the continual failure, the learning motive would descend disregarding the groups of high, middle and low in the learning motive. This hypothesis was accepted on 1% level of significance in high group and in middle, low groups, on 1% level of significance. Conclusions : On the basis of the findings, the following conclusions may be made. (1) In the result of the testing, in the coutinual success being done, the learning motive becomes higher, While if the continual failure, it becomes lower. (2) In the result of the testing in the group of the success, the tearing motive becomes higher more than in the controlled group, in the group of the failure it is lower than the controlled group, (3) With the continual success, the learning motive becomes higher disregarding the groups whose school achievement are middle and low, but with the continual failure, it is lowered. (4) with the continual success, the learning motive becomes higher disregarding the groups of high, middle and low in their learning motive, and with the continual failure, it becomes lower.

靑年期의 職業的 成熟度에 관한 硏究

申海雨,金健善 東亞大學校 學生指導硏究所 1977 學生硏究 Vol.8 No.-

The major purpose of the present study was to investigate the level of vocational maturity or adolecence. The specific questions guided this study were as follows: 1) Are there any geographical differences in vocational maturity? 2) Are there any sex defferences in vocational maturity? 3) Are there any school grade differences in vocational maturity? 4) Are there any significant differences in term of parents level of schooling? A total of 676 student drawn from four different senior high schools in Busan and Keungnan, representing grade 3 throngh 12, were used as subjects. Data of VMQ were obtained from the questionaire developet by self made according to 5 demensions of vocational maturity presented by D. E. Super. On the basis of the results, the following Conclusions may be made : 1) From lack of vocational information and self understending, it is hard that vocational planning is built up. And it has a bad effect upon vocational preference. 2) Parents' intellectual, economic level and social status have an effect upon the student vocational development. 3) Vocational guidance should should start at primary school, so thaat Vocational ad justment and the satisfaction through self-realization in vocational life may be realized. 4) For Vocational guidance, it is necessary to build up a financial question, to research vocational guidance, to get human resources in school.

心理檢査에 의한 學年別 集團의 傾向

申海雨 東亞大學校 學生指導硏究所 1972 學生硏究 Vol.3 No.-

基礎學力定着을 爲한 敎科擔任制와 學習集團編成에 關한 硏究

申海雨,朴命柱 東亞大學校 學生指導硏究所 1976 學生硏究 Vol.7 No.-

本校 大學生의 性格特性 傾向에 관한 硏究

申海雨,金丙埰,金智順 東亞大學校 學生生活指導硏究所 1984 學生硏究 Vol.13 No.-

大學에 있어서의 自治活動

申海雨 東亞大學校 學生指導硏究所 1973 學生硏究 Vol.4 No.-