유아기 통일교육의 방향 탐색

최양미 안양대학교 인문과학연구소 2001 人文科學硏究 Vol.9 No.-

The aim of this study is to investigate desirable directions of the education on the unification of Korea in early childhood. This study proposed the twofold directions of the education on the unification for young children as follows: firstly, 'to understand and accept the sameness and the difference' between North and South Korea as a step to prepare Korean unification. secondly, 'pease-oriented education' to be ready for living in a unified society. Young children are able to understand and accept in what aspects the others are same with or differ from themselves. This fact suggests the base of that the unification education should begin from the early chilhood. Further, the unification education have to be based on the perspective of peace education because we are looking for peaceful unification. It is essential, by the peace-oriented and peace-engaged education from early childhood, to lead them to acquire the culture of reconciliation, cooperation and coexistence in their daily life. Practical application of the peace-oriented unification education should be implemented not in a particular area of curriculum, like the area of 'social relationships', but in each of the five curriculum areas and children's daily routine life, united with every themes and activities.

특별활동 편성ㆍ운영 사례

최양미 국립특수교육원 2004 자격연수 Vol.- No.4

아동중심교육사상의 의미에 대한 검토

최양미 대신대학교 1994 논문집 Vol.14 No.-

The term 'Child-Centered' is one of the most obscure in the whole field of educational discussion. The term 'Child-Centered' is a term of protest: a protest against formal & verbal education and against to a notion of education that involves moulding or deliberately forming any aspects of the child personality. The notion of 'Child-Centered' has three criteria to constitute a minimum definition. These are as follows : (1)the child should be regarded as an end in himself. (2)the child should be treated as a child and not as a miniature adult. (3)individual differences between children should be taken account. There are four ideas which frequently occur in connection with the idea of child-centeredness. These are needs and the needs-curriculum, children's interests, education according to nature, learning by discovery. This study examines implications of these four ideas. In conclusion, needs, interests, readiness and learning by discovery seem capable of more than one interpretation. Therefore the term 'Child-Centered' itself too obscure to be of much practical benefit. But nevertheless, child-centered education has a value on the point that it drawn our attention to the importance of the child himself as an ed, especially considering the reality f school education as test-preparation in our society. So the close examination about the concept is required for the strict application s a useful concept not as a mere slogan.

죤 듀이의 도덕교육론에 대한 일고찰

최양미 이화여자대학교 대학원 1989 梨花女子大學校 大學院 論文集 Vol.2 No.-

특별활동의 편성과 운영

최양미 국립특수교육원 2005 직무연수 Vol.- No.13

천국의 듀이즘 해석과 적요에 관한 연구

최양미 안양대학교 1997 논문집 Vol.17 No.-

The educational philosophy of Chun Won (Oh, Chun-suk) can be summarized as democratic education and education for national restoration. The most of the former studies suggest that Chun Won's thoughts have changed from democracy to nationalism, but this study concludes that these ideas are based on Dewey's philosophy of democratic education and reflective thinking. In adopting Dewey's ideas. Chun Won advocates the new image of mankind and democratic education at first, but later on places emphasis upon concrete methods for realizing the democratic education in Korea at that time. It is the product of deliberation and reflection about Korean's conditions. But his point of view does not change from democracy to nationalism as the conclusion of researches. He interprets Dewey's ideas in the historical context of Korea. That is, Chun Won is still in the framework of Dewey's philosophy, and adopts Dewey's ideas practically.

近代敎育에 대한 인식에서 나타나는 葛藤 : FROM THE YEAR 1876 TO 1904 개항 - 1904년

최양미 대신대학교 人文科學硏究所 1994 人文科學硏究 Vol.2 No.1

ABSTRACTThe purpose of this study is to investigate the developing process of the tradi-tional educational ideas and to identify the characteristics of the education in the en1ightening period in Korea.The method of this study invo1ves the analyzing of materials such as Old Korean Kwanbo, newspapers which were published in the enlightening period in Korea, school histories, textbooks, and other related booksIn order to achieve the goal, what conflict is brought about between the traditional educational characteristics and the modern ones in the process of acceptingthe modern education from 1876 to 1904 is analyzed.The main results and findings of this study can be summarized as follows : In the enlightening period in Korea, both the educational ideas and the reality per-formed in educational institutions has brought in opening for educationa1 opportunities and changing in the course of study, especially emphasizing on the pragmatism. On the other hand, they have given a little concern to the citizenship like the idea of freedom, the principle of equality, personal rights and obligations the important characteristics for the modern spirit in the educational aims. The purpose of this study is to investigate the developing process of the traditional educational ideas and to identify the characteristics of the education in the enlightening period in Korea. The method of this study involves the analyzing of materials such as Old Korean Kwanbo, newspapers which were published in the enlightening period in Korea, school histories, textbooks, and other related to oks. In order to achieve the goal, what conflict is brought about between the traditional educational characteristics and the modem ones in the process of acceptingthe modern education from 1876 to 1904 is analyzed. The main results and findings of this study can be summarized as fol1ows : In the enlightening period in Korea, both the educational ideas and the reality performed in educational institutions has brought in opening for educational opportunities and changing in the course of study, especially emphasizing on the pragmatism. On the other hand, they have given a little concern to the citizenship like the idea of freedom, the principle of equality, personal rights and obligationsthe important characteristics for the modern spirit in the educational aims.

유아교사 배려행동에 대한 교육요구도 분석

최양미 서원대학교 사범대학 부설 교육연구소 2022 교육발전 Vol.41 No.3

The purpose of this study is to analyze the importance and performance level of early childhood teachers' caring behavior and teachers' demands for caring behavior. To achieve the research purpose, a survey on caring behavior was conducted on 526 kindergarten teachers and childcare teachers working in early childhood education institutions in Seoul, Gyeonggi, Incheon areas. The results of the survey was analyzed using the t-test, Borich's formula, and The Locus for Focus model. As a result of the study, the level of recognition of importance was high in all five sub-domains of caring behavior, but the level of execution was low. And significant difference was shown between teachers’ perceptions about the importance and execution. In addition, as a result of examining the educational needs for caring behavior, teachers thought that the three items of caring behavior in the areas of understanding and support, reflection and improvement should be considered as the top priority. Based on these research results, implications for enhancing teachers' ability to perform caring behaviors are discussed and suggested. 본 연구의 목적은 유아교사의 배려행동에 대한 중요도 인식 및 실행 수준을 분석하여, 배려행동에 대한 교사들의 요구도를 파악하는 것이다. 연구목적을 달성하기 위하여 서울. 경기. 인천 등 수도권 지역의 유아교육기관에 재직하는 유치원교사와 보육교사 526명을 대상으로 배려행동에 대한 설문조사를 실시하였으며, 대응표본 t-검증과 Borich 공식, The Locus for Focus 모델을 활용하여 분석하였다. 연구결과, 배려행동의 5개 하위영역 모두에서 중요도에 대한 인식 정도는 높았으나 실행도는 그에 비해 낮은 수준으로 나타났으며, 중요도 인식과 실행 수준 간에 통계적으로 유의미한 차이가 나타났다. 또한 영역별 요구도와 우선순위를 살펴본 결과, 유아교사들이 최우선으로 고려해야 한다고 생각하는 배려행동은 이해 및 지원과 성찰 및 개선 영역에 속하는 내용이었다. 이러한 연구결과를 토대로 논의하고 교사의 배려행동 수행능력을 높일 수 있는 방향을 제안하였다.

유치원 교육과정, 진정한 교육이념과 아이상이 있는가?

최양미 한국생태유아교육학회 2010 한국생태유아교육학회 학술대회자료집 Vol.2010 No.-

보육교사의 교권 인식이 조직몰입에 미치는 영향

최양미,김보현,이홍재 미래유아교육학회 2019 미래유아교육학회지 Vol.26 No.4

본 연구는 보육교사의 교권에 관한 인식이 조직몰입 변인에 미치는 영향을 분석하는 것을 목적으로 한다. 이를 위해 경기도 내 어린이집에 재직 중인 보육교사들을 대상으로 설문조사를 실시하여 교권 인식 및 조직몰입 관련 자료를 수집하고 위계적 회귀분석을 실시하였다. 그 결과 보육교사의 교권에 관한 인식이 조직몰입에 미치는 영향은 조직몰입 하위 변인에 따라 차이를 보였는데, 보육교사의 신분 및 재산권에 관한 인식이 정서적, 지속적, 규범적 몰입을 결정하는 데 중요한 예측 변인으로 분석되었다. 또한 정서적, 지속적, 규범적 몰입에 대한 보육교사의 교권 인식 설명력에도 차이를 보였는데, 교권에 관한 인식은 규범적 몰입과 정서적 몰입에 비해 지속적 몰입을 더 효과적으로 설명하고 있는 것으로 나타났다. 이러한 결과들은 보육교사의 조직몰입도는 보육교사의 교권 인식 향상을 통해 높아질 수 있음을 의미하며 보육교사의 교권 감수성을 길러주는 것이 보육의 성과를 높이고 질적인 향상을 도모하는 방법임을 시사한다. The purpose of this study was to analyze the effect of child care teacher’s perception of rights on the organizational commitment. To this end, a survey was conducted on 364 early childhood teachers in a daycare center in Gyeonggi-do to collect data related to authority recognition and organizational commitment and to perform hierarchical regression analysis. As a result, the effect of early childhood teachers’ perception of rights on organizational commitment differed according to the organizational commitment sub-variable. Perceptions of early childhood teachers’ identity and property rights were analyzed as important predictors of determining emotional, continuous and normative commitment. In addition, there was a difference in the early childhood teachers’ perception of rights regarding emotional, continuous, and normative commitment. The perception of early childhood teachers’ rights was more effective in explaining continuous commitment than normative and emotional commitment. These results imply that the organizational commitment of early childhood teachers can be increased by improving the awareness of child care teachers, and that fostering the sensitivity of child care teachers is a way of improving the quality of child care.