삽사리의 가계 분석에 사용할수 있는 DNA probe의 선정

이상로,이호섭,정운복,탁연빈,박희천,김종봉,하지홍 대구효성가톨릭대학교 자연과학연구소 1991 基礎科學硏究論集 Vol.1991 No.1

DNA지문법은 범죄감식, 친자감별, 가계분석, twin zygosity의 결정, 집단 유전학, 행동 생태학 등의 분야(jeffreys et al., 1985:Gill et al., 1985, 1987 : Lander, 1989:Neufeld and Colman, 1990)에서 널리 활용될 뿐만 아니라 멸종위기에 처한 동식물의 육종과 보존을 위해서도 없어서는 안되는 중요한 연구방법이 되었다.(Georges et al., 1988:Burke et al., 1989). 최근 미국에서는 멸종위기에 처한 퓨마와 매의 보존을 위해 이들 동물들에 대한 RFLP연구를 행했는데 현존집단내 혈통관계에 대한 중요한 정보를 얻을 수 있었다

敎育心理學에 있어서의 發達의 問題

李相魯 慶北大學校 1962 論文集 Vol.5 No.-

This report dealing with the developmental problem is part of the author's reaesrch suggesting how to handle educational psychology. Following recommendation are largely based on the an analysis of data collected from 17 books on educational psychology published between 1940 and 1958. 1. The ratio of developmental task in an educational psychology book should be 21∼25%, and topics of developmental task must be such subjects as meet the social and individual needs. In other words, they must be discussed and studied physiologically, psychologically, sociologically and educationally. 2. In other to understand such topics and attain their objects, the problem-solving research is more urgent than the study of "to be" which must be limited to essences needid for the understanding of children according to the principle of minimum essentials. 3. The progress of developmental task should put stress on the interpretation of the potentiality of modification under the given environmental conditions. 4. The scope of attaining the object of topic must contribute to the elucidation of data needed for the establishment of educational aim, organizations of curriculum, developmental guidance and counseling. 5. For the purpose of permanent learning, principles of development should be connected directly to the problem of learning.

韓國人事委員會에 對한 小考

李尙魯 建國大學校 1964 聯合學會誌 Vol.- No.3

日本의 敎員養成制度 改革

李相魯,姜信珠,安泰潤,奇宇恒 慶北大學校 師範大學 1985 敎育硏究誌 Vol.27 No.-

It is said that Korean teacher education is facing some critical Problems. We think that we can get some imformations from the reexaminations on the recent reforms in Japaness teacher education system. 1) As the basic orientation of teacher education, we need to distinguish open system and closed system; teacher education in all college level and teachers college level. Institutional improvements should be directed to democratization and specialization; abuses in massproductive teacher education are required to correct. 2) In principle, teacher education should be enforced solely in regular college level; through strengthening teaching method course, teaching subject courses, and student teaching practices, professionally of teacher education must be elivated. 3) As teacher education heavily depends upon teacher employment directly or indirectly, the plan of the teacher demand and supply is needed to be reasonable. And incentive systems for teachers are demanded. 4) In-service education should be qualified to enhance the autonomy of teaching profession. 5) The Co-research between colleges, educatibnal institutes, and schools is expected to strengthen and enlarge action research.

대학의 교양교육에 관한 조사연구

이상로,이윤수 경북대학교 학생생활연구소 1969 學生指導硏究 Vol.2 No.1

대학사회에서의 교양교육의 중요성과 그 질적 확충의 필요성이 더욱 더 요망되고 있음에 비추어 본 연구는 현재 우리 대학에서 시행되고 있는 교양과정이 교양교육의 일반적인 목표달성에 유효한 정도와 그 필요성의 인식정도를 밝힘으로써 효율적인 교양과정개선에 필요한 기초자료를 얻고저 하였다. 본 대학의 교수,학생, 졸업생 및 재학생의 학부형 2,086명을 무선표집하여 질문지법에 의거 교양과정의 목적달성도,학점비율,개선내용,교과구성,교과내용,교수방법 및 평가방법에 대한 그들의 의견을 조사하였다.수집된 자료는 각 문항에 반응한 인원빈도를 비교집단별 전체 인원에 대한 백분율로 환산하여 그 상대적인 강도를 비교검토하였다. 그 결과 현재 시행중인 우리대학의 교양과정의 목적달성도는 상당히 저조함을 보이고 따라서 교양과정의 교과구성, 내용, 교수방법 및 평가방법등에 있어 개선의 여지가 많음을 지적하고 나아가 현행 교양과정개선의 필요성이 깊이 암시되고 있다. The significance of general education in college has been fully understood and the department of general education was established at Kyungpook National University in 1955. Great efforts have been continually exerted towards the improvement of the general education curriculum in light of the ever-changing demands of the times and social conditions. This research provides basic data which is necessary for identifying the areas in need of curriculum reform and for deciding the direction of this reform. To this end,a questionnaire was given to 2,086 persons,including professors of this university,graduates,and stuednts and their parents.The responses on the achievement of general education,its system of credits,organization and content,teaching methods and evaluating methods reveal following suggestions; 1) The general education now being offered in K.N.U. is not satisfactory for the accomplishment of the goals expected. Therefore,course reform and supplementation are indispensable. 2) The credit demands of the general subjects are moderate on the whole. How ever,they consider the amount burdensome and most students suggest the necessities of reduction. 3) The course itself is ill-balanced,loose,unorganized and out of date. The broad-field curricular must be organized to better cultivate the informed civic character which is necessary today. 4) Most of the complaints against professors center on their inattention to study-ing Teaching materials and to recommending reference books.Instead of lectures,the free atmosphere of interaction between professors and students through discussion,debate,and experiments is more desirable. 5) As for evaluating methods, an all-round evaluation including student's attitude during classes,attendance,and home asignments,rather than only the mark of written tests,is needed.Furthermore,each subject should be evaluated by more than one professor in the interests of greater fairness. Testing methods using multiple choice and essay-type test question are most highly recommended.

初·中·高等學校 特別活動 課程構成에 關한 硏究 : 韓國的 實態와 그 與件에 비추어 On the Recent Condition of Korea

李相魯,李慶燮 慶北大學校 師範大學 1971 敎育硏究誌 Vol.13 No.-

We made a nation-wide survey of the existing extra-curricular activities in 428 elementary schools, 201 junior high schools, 236 senior high schools and 11 educational boards. We found that their activities are far from satisfactory, especially in setting their goals and practices. Accordingly, 7 general goals of extra-curricular activities were identified by content analysis and dimension classification from the result of studying 16 references. Moreover, we set up the respective goals of home room, student government, student assemblies, club activities. We developed the sequence of goals according to school level as follows: ◁표 삽입▷(표-형식: 원본을 참조하세요) With these established goals and the result of survey we organized courses of home room, student assemblies and club activities according to school year and school level. The conclusion and suggestion we obtained from the result of this survey are as follows. (1) The goals of extra-curricular activities should be set up by more scientific and rational methods. (2) The established goals should be concrete and suitable to the level of school and school year. (3) More faithful practices of extra-curricular activities are necessary to accomplish the goals successfully. (4) Unit and its course of study should be planned for extra-curricular activities, just as the subject. (5) Existing extra-curricular ativities in Korea are unsystematic in practices and far from their goals.

결혼 연령에 관한 조사 연구

이상로,이명자 경북대학교 학생생활연구소 1970 學生指導硏究 Vol.3 No.1

결혼 연령은 시대,민속과 경제상태,문화적 여건과 거주지역 및 산업구조와 사회의 변천등에 따라 많은 차이가 있다. 오늘날 우리나라에 있어서도 경제개발 계획의 성공으로 인한 고용능력의 증대와 취업의 용이 및 입시제도와 사회제도의 변천에 따라 젊은이들의 결혼 적령이 그전에 비해 상당히 다른 양상을 보이고 있다.따라서 본 연구는 남녀 학생들이 가장 적당하다고 생각하는 자신의 이상적인 결혼연령과 그들의 부모가 바라는 결혼적령의 차이를 살펴 보고,아울러 상이한 진로방향의 설정에 따른 학생과 부모들이 바라는 결혼 적령의 차이를 밝혀 보기 위하여 시도되었다. 1969년도 고교 졸업생, 대학신입생 및 고교 3학년 재학생과 학부형을 성별 및 지역별로 전국에서 무선유층 표집한 2,876명을 대상으로 질문지법에 의거하여 학생본인과 그들의 부모가 자녀들에게 바라는 결혼 적령을 조사 하였다.수집된 자료는 본인-부모, 남자-여자, 진학-취업-가사종사, 4년제대학-2년제대학 및 도시-지방 별로 희망 결혼연령의 평균,표준편차, 백분위 및 누가 백분위를 산출한 다음 각 비교집단별 결혼 연령 차이의 유의성을 밝히기 위하여 요비(CR)를 산정, 차이 검정을 하였다. 그 결과 본인들이 원하는 결혼 연령은 남자가 27.5세, 여자가 24.5세로 그차이는 3세이고 부모들이 원하는 자녀들의 결혼 연령은 남자가 26.4세,여자가 23.4세로 남녀 다 같이 본인보다 학부형측이 1세 빠르며,진학한 남녀 학생들은 가사나 취업에 종사하는 학생보다 그들의 희망 결혼 연령이 1세 정도 높고,가사에 종사하는 학생과 취업에 종사하는 학생 간에는 차이가 없다. 그리고 4년제 대학생과 2년제 대학생 사이에도 결혼 적령의 차이는 없으며,본인과 부모가 바라는 결혼 연령에 있어 남자는 도시가 지방보다 1세 정도 높으나,여자는 그러한 지역적 차이를 보이지 않고 있다. Appropriate marriageable age of the youth changes more or less from generation to generation with the changes of the phases of times and the demands of each society and nation. Such being the case of any nation, this study was undertaken to ascertain the ideal marriageable age of Korean youth and to find any differences between that of person himself and that of one's parents realistically and ideally. The subjects were 2,976 marriageable youths and their parents of both sexes selected randomly by the strata of age, sex, area and school. They were administered a questionnaire of free-response type to be mentioned one's own or one's children's ideal marriage age. And these were calculated into the strata of school(high school students, graduates of high school, and college freshmen), age or generation (person himself and parents), sex (male and female) and area (rural and urban), and they were transfered into percentile rank. And any differences among them were statistically analyzed and tested in terms of CR. The main finddings of the present study were revealed as following results: First, in the cases of person himself the ideal marriageable age of male is 27.5 years and the ideal marriageable age of female is 24.5 years. But in the cases of parents the ideal marriageable age of male is 26.4 years and that of female is 23.4 years. Thus these facts suggest in general that parents want their children to be get married 1 year earlier than the ideal marriageable age of children in both sexes. Meanwhile difference between the ideal marriageable age of male and that of female is at least 3 years. Secoad, the ideal marriageable age of high school students, college freshmen and students preparing entrance examination of higher education is later 1 year than that of persons engaging in business or household affairs. But there is no difference between that of person engaging in business and that of person engaging in household affairs. Third, there is no difference between the ideal marriageable age of junior college students and that of college or university stdents. Lastly, in the cases of the ideal marriageable age of male that of urban is 1 year later than that of country people. But we cann't find any differences between them in the cases of the ideal marriageable age of female.

가이던스 카운슬러의 역할에 관한 관계인들의 개념차이

이상로,변창진 경북대학교 학생생활연구소 1969 學生指導硏究 Vol.2 No.1

가이던스 카운슬러의 역활에 관한 학생, 부형, 교사, 교장, 카운슬러 및 장학사들의 기대 내지 요구의 차이가 가이던스 프로그램의 계획과 운영에 많은 영향을 가져오게 되는데 특히 우리나라에서는 카운슬러의 역활에 관한 그와같은 관계인들간의 개념차이가 가이던스 활동의 발전을 저해하는 중요한 원인으로 생각되기에 Stevic이 만든 질문지를 이용하여 그가 분류한 개인 학생에 대한 봉사, 학생집단에 대한 봉사, 교직원간의 유대활동, 교육계획을 위한 참여, 지역사회와의 유대활동, 전문직으로서의 의무의 여섯가지 영역에 대하여 그들이 생각하고 있는 중요성의 우선 순위와 그 비중을 조사 하였다. 조사대상은 전국에서 무선표집한 학생, 일반교사, 양과과장, 교장, 카운슬러와 장학사를 포함하는 1,066명으로 하였으며 아직도 우리나라에서는 가이던스에 대한 부형 및 지역사회 인사들의 이해는 불모상태 임으로 제외했다. 그들이 여섯영역에 대하여 반응한 빈도의 다소 순위를 먼저 밝히고 그 다음에는 각 영역간의 반응빈도의 평균차이를 보기 위하여 t-test를 적용시켰다. 조사결과는 카운슬러의 여섯가지 역할영역에 대하여 그들이 생각하고 있는 중요성의 순위는 대체로 일치하고 있었으나 중요성의 무게 및 비중에는 상호간에 많은 차이가 있었다. The general and specific needs or expectancies of students, teachers, counselors,parents,supervisors and the others concerned to the role of the guidance counselor appear to be related to their perceptions of the counselor's role or his personal attributes and these role perceptions and counselor's role idenitification exert crucisl influences on the planning and administration of the guidance programs. With these findings preceded in mind, this study was designed to identify any differences and their relative magnitudes of the concepts of the guidance counselor's role as perceived by student,counselors,teachers,and supervisors. The subjects were 347 high school student,515 teachers,82 counelors and 12 supervisors,selected randomly. But parents and community resource persons were excluded on the ground that they have little understanding of the present state of counselor's activities. All subjects were administered a type of Counselor Actitivities Instrument, used by Stevic(1963),representative of guidance counselor activities grouped into six sub-areas of (1)providing services to individual students,(2)providing services to groups of students, (3) establishing and maintaining staff relationships, (4) promoting the general school curriculum, (5) establishing and maintaining community relationships, and (6)accepting professional responsibilities.Any differences in their perceptions of counselor's role were statistically tested in terms of t-test and rank orders of significance for counselor activities were also derived. The main findings of the present study suggest that the rank and significance of differences in counselor's role coincides in a whole, regardless of the strata of the subjects. But statistically significant differences were found in the magnitudes of their perceptions on significance for the concepts of the role of guidance counselor Accordingly more realistic and understandable accordances of these differences of counselor's role expectancy are needed for the effective planning and administration of the guidance programs.

大學敎育計劃과 經營의 效果的 方案 : 慶北大學校 敎養敎育을 中心으로 Problems and Suggestions

李相魯,陳渭敎,金慶麟 慶北大學校 師範大學 1982 敎育硏究誌 Vol.24 No.-

This study examined major objectives, the scope and content of curricular, instructional and evaluational procedures for general education, and some issues related with guidance services for college freshmen. Three hundred students and one hundred and thirty-seven professors in K.N.U. were sampled and their responses to current issues on general education were analyzed by means of interviews, questionnaire, and need assessment techniques. Syllabuses, courses of studies, and college bulletins of major universities in Korea were also reviewed. The major findings and suggestions of the present study were as follows: (1) It is necessary to maintain the division of general education which plans and administers curricular activities and academic affairs for college freshmen. But it seems advisable for each college to take primary responsibility for student guidance and student affairs for the college to which the freshmen belong. The division of general education should have cooperative and functional relationships with each college. (2) The organization of staff in the division of general education consists of a dean, an associate dean, a sectional chief of academic affairs, and eight assistants to the sectional chief (one per college or academic field). (3) The major objectives of general education identified are citizenship education emphasizing acquisition of general and profound knowledge and personality development, professional education of prerequisite learning for advanced and major study, and nationality education concerned with value clarification and development of morality and sociability. (4) In order to realize effectively the above objectives, college students should be required to take more than 42 credit hours in the area of general education curricular: 20-24 credit hours for prerequisite courses (national ethics, Korean history, philosophy, Korean, English, second foreign language, physical education, and military training); 12 credit hours for major-related optional courses; 6-10 credit hours for optional courses. (5) A provisional model of teaching for general education should include a systematic arrangement of the specification of instructional objectives, diagnosis of the entry behavior and remedial teaching, active participation on the part of students in instructional procedures, and the formative and summative evaluation. (6) Size or structure of classroom and class size for general education should be flexible and adjustable to the nature and instructional obectives of each subject-matter. Educational media and references for general education should be developed and provided, and special plan for system development and educational environment should be also considered for the enhancement of general education.

韓國敎育의 當面課題에 對한 一硏究

李相魯,李潤樹 慶北大學校 1966 論文集 Vol.10 No.-

Purpose and method The paper is an attempt to point out that what are the current problems of Korean education, what is the difference among opinions of different social strata and the degree of their importance, and what are common with other countries and the particular in our country. With the results of the reference consultations and pre-test, we made the questionaire with 40 items, which we administered to 6,776 persons (including educational administrators, teachers, students and parents). We statistically approached to the study with their responses. Conclusion To conclude the findings, first, among many Korean educational tasks that citizens of all strata feel, following 10 problems are considered most urgent and important by them. 1. Establishment of educational autonomy system 2. Reformation of educational tax levy system and increased financial provision to education 3. Consistent and long-term educational plannings 4. Strengthening of compulsory education 5. Balancing of rural and urban schools 6. Betterment of enterance examination system 7. Establishment of more buildings and classrooms of schools 8. Decreasing of school and classroom populations 9. Humanity and moral education 10. Betterment of teachers' social status Second, to see the educational tasks and problems of today that both teachers and students think most urgent, they are: 1. More appropriate and just system for personal affairs including promotion and transfering of teachers 2. Better school health service facilities 3. Enlargement of textbooks and materials for science and practical arts education 4. Efficient education based on individual's aptitude and interest 5. Emphasis of technical and practical arts education 6. Career orientation Third, even though we can find some differences among the people of each strata for emphasis on problems, it seems that they are originated from the degree of their understanding for each of the educational content areas and self-centric attitude on the problems. Fourth, among the Korean educational problems some are common with other countries and some are specific in our country. Such specific problems might be originated from the unique circumstances in our country. Fifth, among problems what are common with other countries are those of citizenship education, educational finance, status of teachers, practical arts and vocational education, and the specific problems in our country are about efficient educational policy and poverclearing education