http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
- 中文 을 입력하시려면 zhongwen을 입력하시고 space를누르시면됩니다.
- 北京 을 입력하시려면 beijing을 입력하시고 space를 누르시면 됩니다.
RISS 인기검색어
- 검색키워드
- 저자 : 임재택 (검색결과 127 건)
- 무료
- 기관 내 무료
- 유료
-
-
-
-
-
-
-
-
‘생태유아교육개론’강의를 통한 예비유아교사의 생태중심적인 사고와 태도에 관한 연구
임재택,이소영 한국생태유아교육학회 2011 생태유아교육연구 Vol.10 No.3
The purpose of this study was to examine the reasons for the feelings and experiences of pre-service early childhood teachers while they took an introductory course in early childhood education. The subjects in this study were 38 pre-service early childhood teachers who majored in early childhood education. The texts that they posted on the online cafe to the professor in charge of the course were analyzed every week. As a result, what they felt and experienced could be divided into two categories: a shift towerd eco-centered thinking and change to an eco-centered life attitude. As for the shift toward eco-centered thinking, the preservice early childhood teachers need to have an understanding of eco-early childhood education and take a monistic worldview, and they were able to build their values as pre-service eco-early childhood teachers and ecological prospective parents. In terms of the change to an eco-centered life attitude, the teachersy underwent dietary changes. They begante eating natural food, to drink a lot of mineral water and to fast in the morning. They underwent changes in clothing, they enjoyed wearing comfortable clothes and low-heeled shoes and the women didn't makeup. Concerning changes in housing, they became aware of the importance of connecting with the earth and leading a sedentary life and tried to put their knowledge into practice. There were also additional changes to their health they relied on natural medicine without taking medicines didn't need to take even when they were sick. This is because the teachers learned about the importance of immunity and natural healing powers. This study is meaningful because it attempted to prove the effects of the course related to eco-early childhood education and justify the importance of providing eco-centered education for per-service early childhood teachers.
-
-
임재택,주철안,김미진,송주은,유주연 한국생태유아교육학회 2012 생태유아교육연구 Vol.11 No.4
The purpose of this study was to examine the images of a forest by pre-service early childhood teachers and early childhood teachers in an effort to explore them from different angles. Specifically, it sought to investigate any possible differences between pre-service early childhood teachers and early childhood teachers in the image of a forest they created in order to provide some information on how to improve this image how to increase the spread of forest kindergartens and how to provide teacher education among forest kindergarten teachers to enhance their qualifications. The subjects in this study were 200 pre-service early childhood teachers and 200 early childhood teachers who were selected by random sampling. The findings of the study were as follows. There were four different kinds of images of a forest among the pre-service early childhood teachers and the early childhood teachers: a forest of healing, a forest of life, a forest of learning, and a forest of play. In other words, they had positive images of the forest, viewing it as something living and as a place where one could learn and enjoy playing. Out of the sub-factors of the conceptions of forest, words that were related to healing were most widely mentioned by the pre-service early childhood teachers, followed by life, learning and play. In contrast, the early childhood teachers made the most mention of words linked to healing, followed by play, learning and play. When the chi-square test was conducted to look for differences between the pre-service early childhood teachers and the early childhood teachers in the images of a forest, there were statistically significant differences between the two groups. 본 연구는 예비유아교사와 유아교사가 인식하는 숲에 대한 이미지 분석을 통해 다양한 숲 이미지를 탐색하고, 예비유아교사와 유아교사가 인식하는 숲 이미지에 차이가 있는지를 살펴봄으로써 숲에 대한 긍정적인 이미지를 높이고 숲유치원 활성화 및 숲교사의 질 향상을 위한 교사교육 방향 모색에 기초자료를 제공하는 데 목적이 있다. 연구대상은 예비유아교사 200명, 유아교사 200명을 임의표집하여 선정하였고, 연구결과는 다음과 같다. 예비유아교사와 유아교사가 인식하는 숲 이미지는 치유의 숲, 생명의 숲, 배움의 숲, 놀이의 숲의 4가지 유형으로 나타났다. 즉 숲은 살아 숨쉬고, 무언가를 배울 수 있고, 신나게 놀 수 있는 긍정적인 이미지로 그려졌다. 예비유아교사가 인식하는 숲의 이미지를 하위영역별로 살펴보면 치유의 숲, 생명의 숲, 배움의 숲, 놀이의 숲 영역에 해당하는 단어의 순으로 높게 나타났다. 이에 비해 유아교사가 인식하는 숲의 이미지는 치유의 숲, 놀이의 숲, 배움의 숲, 생명의 숲 영역에 해당하는 단어의 순으로 높게 나타났다. 예비유아교사와 유아교사의 숲에 대한 이미지 인식 차이를 알아보기 위해 카이검증을 실시한 결과 예비유아교사와 유아교사의 숲에 대한 이미지 인식은 통계적으로 유의미한 차이가 나타났다.
KCI연관 검색어 추천
이 검색어로 많이 본 자료
활용도 높은 자료
