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황선혜 한국영어학회 2009 영어학 Vol.9 No.1
The purpose of the study is twofold: to compare and contrast English use between Korean ESL speakers studying abroad (SA context) and EFL speakers in intensive-program at home (AH context); and to examine the learner's role assignment as an interlocutor in a communicative partnership. This study examined the participants in two types of English learning situations, SA and AH, in terms of English use patterns in different communicative settings. Based on the data collected mainly through an LCP (Language Contact Profile) questionnaire and participation- observation, the study found that 1) SA students have not found as many communicative situations as they had expected, 2) SA students have more receptive patterns of English use than productive ones, 3) SA students found their position 'reduced' as a communication partner. The study suggests that language learning in an SA context is primarily learner-directed in that learners themselves have to secure opportunities for authentic communication.
독일 소련군정기(1945ー1949)의 교육정책과 소련점령지역의 독일인 선전(宣傳)조직에 대한 고찰
황선혜 한국교육개발원 2004 한국교육 Vol.31 No.2
In this Study, the author analyses the education policy of the Soviet Military Administration in Germany (SMAG) and the east Germans' response to such policy in the Soviet Zone of Occupation in Germany. Right after the Second World War, the SMAG's most important task was to reconstruct material destruction in Germany. Consequently, SMAG did not pay attention to the education policy. Additionally, the Soviets did not want to alter the traditional German education policies which were governed by the Land governments. The SMAG also did not want to replace the German education policymakers who had participated in the education reform movement in the Weimar Republic. Thus, during the early stage of its occupation, the SMAG maintained the traditional German education policies which focused on the denazification and democrization under the principle of “antifasisticーdemocratic school reform”. However, from 1948, the SMAG's education policy began to focus on the sovietization and centralization. Due to the introduction of the Marshall Plan and the currency reform, Europe was facing the new policy environment, the Cold War. There was a growing tension caused by the ideological antagonism between East and West. The SMAG began to use schools as a political tool in order to implement its policy of the sovietization and centralization in the Soviet Zone. For example, the Soviet officials tried to uniformly regulate educational activities in their Zone from Berlin. Numerous educational institutions under the Influence of Moscow were established in this Zone. Also, the German Communists and Socialists worked together with the Soviets and supported the implementation of the SMAG's educational policy. The Germans in the Soviet Zone were reeducated to be a new type of communistic humans through this ideological and political education system by the SMAG. 소련군정청은 전쟁 직후 교육정책에는 크게 중요성을 두지 않았다. 전쟁으로 인한 피해복구가 우선 과제였기 때문이다. 또한 교육분야는 자국인(독일인)의 손에 의해 복구되도록 반파시스트 운동에 적극적으로 참여한 인물을 중심으로 교육행정가와 교육전문가를 선발하여 맡겼다. 그러나 미소 양극체제로 이데올로기 갈등이 심화되던 1948년을 기해 소련군정청의 교육정책은 소비에트화를 목적으로 변화되었고, 학교를 정치선전 도구로 활용하기 시작했다. 이 과정에서 많은 교육 선전기구가 설치되었고 학교는 본격적으로 분단교육을 실시했다. 소련점령지역 독일인들은 이데올로기교육과 체제지향 또는 체제유지교육을 통해 소비에트화 과정에 편입되어 새로운 공산주의형 인간으로 재교육되었다.
초등 고학년 아동 대상 감사일기 쓰기 활동 적용과 회복탄력성 변화
황선혜,김혜원,조혜영 한국청소년시설환경학회 2023 청소년시설환경 Vol.21 No.3
This study was conducted to explore the resilience change of upper grade elementary school students who participated in the thanks journal writing activities in the beginning of school year. Resilience was known as the very important psychological factor to overcome environmental threats and stress and difficulties accompanied in the developmental process. This study selected two 5th grade classes in the S city, composed of 47 students dividing one class as an experimental group(23 students) and the other as a control group(24 students) and assigned a control group to write thanks journal on a daily basis for 4 weeks. For the thanks journal writing, three free topics could be selected without any limits and students were also asked to write personal reflections on their thanks journal writing activity. In order to analyze the effects of thanks journal writing, resilience measurement test was assigned to both groups before and after the activity and mean score changes of resilience were compared between two groups with independent sample t-tests. In addition to comparison of resilience mean score changes of both groups, this study conducted content analysis of students’ thanks journals and personal reflections in order to find out the changes of students’ attitude and thoughts. Major results were as follows. First, the experimental group showed significant increases in resilience scores overall and its sub factors including self regulation, positivity, and interpersonal competence as well. Second, content analysis of thanks journal showed that students wrote the thanks contents composed of school and out-of school life. In terms of school life, study, daily life and relationships were revealed and in terms of out-of school life, survival, daily life and relations were included. Third, the analysis of the students’ reflections revealed self-reflection on their own emotions, efforts for self changes, transition to positive perspective, getting awareness on importance of everyday life and building better relationships. Based on such findings, this study suggested that thanks journal writing activity contribute to improving resilience and helping students’ school adjustment in the new school period, and further could be applied to more school settings.