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        유아의 기질, 어머니의 양육행동과 유아의 문제행동의 관계

        유영신 ( Young Shin Yoo ), 유연옥 ( Youn Oak Yu ) 열린부모교육학회 2015 열린부모교육연구 Vol.7 No.3

        본 연구에서는 유아의 기질, 어머니의 양육행동과 유아의 문제행동의 관계를 살펴보고자 하였다. 연구대상은 대구광역시에 소재 한 어린이집 8곳과 유치원 4곳의 만 5세 총 120명과 그들의 어머니이다. 유아의 기질, 어머니의 양육행동과 유아의 문제행동 검사를 활용하여 자료를 분석하고, Pearson의 적률상관분석과 단계적 중다회귀분석을 적용하여 분석하였다. 본 연구의 결과는 다음과 같다. 첫째, 유아의 기질 중 생리적 규칙성과 정서성이 유아의 문제행동과 유의미한 부적 상관관계가 나타났다. 반응성은 남아와 유아 전체에서만 유의미한 부적 상관관계가 나타났다. 둘째, 어머니의 양육행동 중 온정·격려와 한계설정은 유아의 문제행동과 유의미한 부적 상관관계가 나타났다. 과보호·허용, 거부·방임은 유아의 문제행동과 유의미한 정적 상관관계가 나타났다. 이중 어머니의 과보호·허용은 유아의 문제행동과 높은 상관관계가 나타났다. 거부·방임은 여아와 유아 전체에서만 유의미한 상관관계가 나타났다. 셋째, 남아와 여아의 문제행동에 가장 의미 있게 영향을 주는 요인은 어머니의 과보호·허용적인 양육행동이며, 추가적으로 여아의 경우에는 기질 중에서 생리적 규칙성, 정서성, 적응성이 영향을 주었다. 이러한 연구결과는 유아의 문제행동을 예방하는 데 있어 바람직한 자녀양육을 위해 기초 정보로 활용될 수 있을 것이다. The purpose of this study was to examine the relations among young children``s temperament, maternal parenting behavior, and young children``s behavior problems. The subjects of this study were 120 five-year-old children and their mothers from eight child centers and four kindergartens in D city. Data was collected utilizing tests of young children``s temperament, mother``s parenting behavior and K-CBCL. For data analysis, Pearson product-moment correlation analysis and stepwise multiple regression analysis were carried out. The results of this study were as follows. First, the physiological regularity and emotionality of young children``s temperament had significant negative correlations with young children``s behavior problems. The reactivity of young children``s temperament had significant negative correlations among boys and all young children``s behavior problems. Second, warm-hearted compassion/encouragement and restriction on certain activities of mothers`` parenting behavior had significant negative correlations with young children``s behavior problems. Third, the most significant factor among all young children``s behavior problems was overprotection/permission of mothers`` parenting behavior. Additionally for girls, the significant factors were physiological regularity, emotionality, and adaptability of young children``s temperament. The results of this study may be used to prevent young children``s problem behaviors for parents.

      • 韓國 영유아의 蛋白칼로리 營養失調에 關한 硏究

        姜英豪,金仁達 서울大學校 保健大學院 1968 公衆保健雜誌 Vol.5 No.2

        A study was conducted by the author in September 1968 towards the infants and young children in some underprivileged rural villages of Korea by employing such methods as clinical assessment, nutritional biometry, and biochemical tests, in an attempt to evaluate their nutritional status with possible reference to protein calorie malnutrition (PCM). The infants and young children examined totaled 232 of whom 111 were boys and 121 were girls. The results are as follows: Ⅰ. Clinical Assessment The prevalence rates of the signs suggestive of PCM turned out to be as below : 1) Cases with dyspigmented hair were observed with 4.5% of the 45 infants examined. and 18.8% of the 187 young children examined. Cases with thin and sparse hair were seen with 22.8% of the infants, 14.0% of the young children, and l5.2% of both the infants and young children. 2) Prevalence of the pale conjunctiva rated 28.6% of the infants. 32.3% of the young children, and 30.4% of both the infants and young children. 3) Keratomalacia cases were found in 0.5% of the young children only and they corresponded, in turn, to 0.4% of the whole examined. 4) Cases with angulostomatitis rated 14.0% of the young children only, who constituted 10.0% of the total examined. 5) Those with moon-face were observed only with 2.3% of the infants, rating 0.4% of the total. 6) Cases with flaky-paint dermatosis were observed with 2.3% of the infants, 0.5% of the young children, and 0.9% of both the infants and young children. 7) Those who were found to have such skin lesions as fissure of the ear lobe, tender sores, or moist groin rash rated 15.9% of the infants, 20.4% of the young children, and 19.6% of both the infants and children. 8) Rate of those with muscles wasted was 11.4% of the infants, 25.8% of the young children, and 23.0% of both the infants and young children. 9) Those with edema were observed only with 0.5% of the young children. rating 0.4% of the total. 10) Psychomotor changes (apathetic, miserable, inert, withdrawn, or anorexic) rated 7.0% of the young children only, and 5.7% of the whole examined. 11) Prevalence rate of diarrhea precipitating dehydration and such other conditioning infections as thrush was found to be 20.5% of the infants, 7.5% of the young children, and 10.0% of both the infants and young children. 12) The results of clinical assessment led the author to the following findings: (1) Those corresponding to 29.1% of the whole examined had one or two combined signs suggestive of PCM. (2) Those with three or more signs combined rated 1.3% of the total children examined. (3) No clinically obvious kwashiorkor was found, but each of the component signs which, in constant combination, characterize it (edema, muscle-wasting, and psychomotor changes) was separately observed mainly with the young children as presented in table 2. (4) Those who impressed the author with clinically obvious nutritional marasmus were 6.7% of the infants, 3.2% of the young children, and 3.9% of both the infants and young children. Ⅱ. Nutritional Biometry 1) The mean heights. weights, chest circumference, and head circumference obtained were as shown in table 3. 2) The mean triceps skin-fold thickness, upper mid-arm-circumference. and upper-mid-arm-muscle circumference were as presented in table 4. 3) Distribution of the heights by four levels of 10% intervals indicated underweights in the light of Korean general standard, as shown in table 10. 4) Distribution of the weights contrasted likewise with the Korean general standard were as shown in table 11. 5) The underweights demonstrated by cases of mild-moderate PCM computed at four levels of 10% intervals as against the Korean general standard, rated 42.2% of the infants, 42.8% of the young children, and 42.7% of both the infants and young children. by the criteria Dr. Jelliffe suggested ??. The severe PCM cases were comprised 31.1% of the infants, 7.5% of the young children. and 12.1% of both groups of them. In the light of the above rates, more than a half of the children examined were found to be affected with PCM ascribable to deficiency of both the protein and calorie. 6) The cases with "Chest circumference/Head circumference Ratio being below 1 after the first 6 months of life" suggestive of the wasting of pectoral muscles which is attributable to PCM corresponded to 57.1% of the infants, 25.1% of the young children, and 29.3% of both the infants and young children as shown in table 13. Ⅲ. Biochemical Tests 1) Hemoglobin levels were found to be anemic (level less than 10.8gm%) with 13.8% of the 80 children examined as presented in table 5. 2) Serum total protein and serum albumin levels were as shown in tables 6 and 7, respectively. The serum albumin levels turned out to be normal with 75.9%, and "low"(2.80gm%∼3.51gm%) with 24.1% of the examined. No deficiency level (less than 2.80gm%) was found among the 29 children. 3) Serum iron content and total serum iron-bindin capacity (TIBC) were as shown in table 8. The deficiency levels of serum iron content less than 50 microgram % comprised 33.3% of the 21 children examined. Those corresponding to 25% and 75% of the 16 children examined had values of TIBC within normal range (300 microgram %∼400 microgram %) and values below the normal range (less than 300 microgram %), respectively, and no case exceeded over the range of normality inspite of the low serum iron content, suggesting the possible ascription to chronic protein deficiency ??. 4) "Urinary Urea-nitrogen / Creatinie-nitrogen excretion Ratios" regarded as an approximte index of dietary adequacy related to muscle storage of protein were obtained as presented in table 9. The cases with the ratios "30 or less" (an indication of malnutrition related to dietary adequacy of protein) rated 58.8% of the 34 children examined.

      • 美國靑年文化에 관한 硏究

        공석영 同德女子大學校 1991 同大論叢 Vol.21 No.1

        Ⅰ. Introduction In terms of social political point of view, the 20st century is called "Me" Generation. What is more important, in relation to Young people, the "Me" Generation focuses on the person, especially on the self. Every nation faces the problem of incorporating its youth and young adults into society. Indeed, the continuity and vitality of a nation depends upon how well young people are integrated into the primary social, political, and economic institutions. Throughout history, surges in the youth population have been associated with societal stress, to the point of sometimes damaging the relations between age groups. The problem of integrating youth into society takes on an increasing sense of urgency in view of the rapidly growing numbers of young people around the world today. The problem of absorbing youth into society is already apparent on a global scale. The status of youth and their opportunities to become productive adults have been recognized as key international problems of the 1990s. As the United Nations' Advisory Committee for the international year of the Youth(1985) concluded in its report to the General Assembly : "The principal issue will continue to center on the problems encountered in integrating youth into the overall life of a society". The student activity program is an integral part of the educational offering of all schools. The school recognizes the importance of the student of informal educational opportunities and it encourages participation in special interest groups ; students share in the planning and operation of the activity program. The student government strives to stimulate closer fellowship among students, to promote student activities, to encourage participation in school affairs, to help adjust(solve) student problems, to stimulate academic achievements, and to provide a closer relationship between students and administration. The purpose of this study is to provide the student with an opportunity for educaional, cultural, and social growth through a diversified a activity program. Ⅱ. Outlines of the Study A. Proposal : To study youth culture : 1. to analyse the aspects of youth culture. 2. to find out the problems and characteristics of the group activity. 3. to grasping the present aspects of the youth culture. B. Statement of the problem : Youth Culture prevails among differing ethnic group at the University of Massachusetts. C. The contents of this study : There are 5 categories & 9 group activities. a. 5 categories ; 1. Language culture, 2. Spiritual culture, 3. Behavioral culture, 4. Environmental culture, and 5. Sexual culture. b. 9 Extracurricular activities ; 1. How to participate 2. Motive to join 3. Nature of participation 4. Utility program 5. Decision making process 6. Problem of group activity 7. Expenses involved in gruop activities 8. Extent of group activities 9. Personal contribution. D. Data collection : Tools 1. theoretical study, materials, literature, articles, dissertation, etc. 2. Surveys(questionnaire ; youth culture, extracurricular activities.) 3. Delphi technique : interview with specialists E. Definition of term : Youth Culture. "Youth," according to Keniston(1970) is a transition period which differs from adolescence in several ways. In youth, there is a conflict beween trying to maintain an autonomus sense of self and being socially involved. This differs from the cove adolescent conflict, which involves a struggle for self-definition. In addition, Keniston claims that adolescents may be characterized as trying to develop toward an "endpoint," that is, an identity on self-definition. Youth, however, already have such a sense of self and continually value development and change. They dislike "being in a rut," or 'getting nowhere' with their lives, and value the ability "to keep moving" in life. So to summarize, the adolescent-because of the impact of all the changes converging on him or her-may be described as in a state of crises, a state of search for self-definition. To define youth as those between the ages of 15 and 25 may no longer be valid. Youth, therefore, is defined exclusively as middle-and upper-class young people pursuing their education. Other experts define youth as all those who are within a particular age category. Many contributors and many participants in UNESCO regional youth conferences agree that the definition of youth applies to all the 'young' and define being 'young' as extending to age 30 or 35, depending on their natinal experiences. As we enter the 1990s, our definition and understanding of youth have certainly become broader and more flexible than those first put foward in the 1960s. Young people in the city or the countryside, those in school and those with little or no access to education, young women with their specific social functions. In colleges, some dormitories are coed(boys and girls live on the same floor but not in the same room). needs and rights, young members of ethnic and linguistic minorities, young people bearing the burden of physical/mental, and emotional hardships : The Terms of Youth Culture : A general term referring to the clothing, life styles, leisure-time activities, jargon and other characteristics associates with adolescence.(1) All those attitudes, behaviors, and material objects which characterize, and set apart, persons in their teens and early twenties.(2) They are still oriented toward fullfilling their Parents' desire, but they look very much to their perrs for approval as well. Consequently, our society has within its midst a set of small teenage societies, which focus teenage interests and attitudes on things far removed from adult responsibilities, and which develop standards that lead away from those goals established by the large society.(3) Ⅲ. Research Results & Conclusions Youth culture is a universal phenomenon. Ties phenomenon of 'adolescence' was named at the turn of the century by G.Stanly Hall(1904). It signalled the emergence of a period of life beyond childhood but before adoption of adult responsibilitie. Those children who did not go directly into the labor force, but continued into high school occupied this emerging stage of life. As this fraction of the child population who stayed on in school continued to grow, the period of adolescence began to encompass the whole age gruop of 13 or 14 to 17. When this happedned in the 1930s and 1940s, a distinctive pattern of life began to emerge, around the high school. Some sociologist(Gordon, 1957 ; Coleman, 1961) described this pattern of life in the 1950s as a pattern in which high school athletics, cars, clothing, and dating played an important part and began to write of an "adolescent society : or an "adolescent culture". Since then, there have been ongoing disputes about whether there existed an adolescent culture, or whether teen-agers were not more adult-oriented than appeared from description of the adolescent culture. But during the 1960s and 1970s, a new phenomenon developed, one that was named by Kenneth Keniston(1970) : the phenomenon of youth. Keniston pointed out, as Hall had done for adolescents seventy years earlier, that there was emerging a new period of life, after adolescence but before assumption of adult responsibilities. He called this period "youth", and the term youth has come to be more and more widely used for a segment of the population, some of whom are adolescent, some of whom are beyond adolescence, but not yet of full independent adult status. The term "adolescent" and the period of adolescence, but not yet of full independent adult status. The term "adolescent" and the period of adolescence has been in part absorbed by this more inclusive category of "youth". As college attendance grew in the 1960s, this segment came to include a larger and larger fraction of the post-high school age group, along with the high school age group. With this expansion in the 1960s came a set of distinctive patterns of activity associated with youth, but a more diverse array than those of the adolescent society in the high school, these patterns include style of dress, ranging from high involvement with new fashions to studied rejection of accepted norms of appropriate dress. They include new forms of music, and sometimes associated with it, drug use. They include small intense subgroups, with content ranging from religious and mystical belief to political activity. These and other attributes can be said to describe a "youth culture", not because they constitute a homogenious culture, nor because they characterize all youth, but because when taken together, they are activities initiated by youth and pursued more by youth than by adults. It is still the case that many young persons are little involved in the "youth culture", and are fully occupied in preparation for adult responsibilities. But the youth culture in all its varieties nevertheless exists, and it is important to examine it in some detail. This examination will not attempt to describe youth culture in all its facets. That would entail a study of the rock music culture, the hippy culture, the athletic crowd in high schools, the motorcycle cult, the surers, the new left, the drug culture, the Jesus cult, Hare Krishna, mysticism, the college campus culture, and others, some international, others highly localized. Indeed, a description of the present varietieds of youth culture would be quickly incorrect because the culture changes rapidly. One problem facing complex industrial societies is how different forms of cultural plurality can coexist. A plurality of culture does not mean that various cultural groups have equal access to political power or to imposing their cultural patterns on society. The interest of subcultures in the United States, can be traced to the fact that, historically, the United States was faced with the problem of an immigrant labor force. Disparate groups from different ethnic orjins, speaking differernt languages, with different cultural backgrounds were not conducive to the development of a common class-consciousness. Analysis of Youth culture and subcultures can be summarised by dividing them into generational and structural explanations. Youth for Eisenstadt(1956) is a 'transitory phase between the world of childhood and adult world'. Youth and adolescence were central areas of study in the 1930s in America as illustrated by the American Socio-logical Association's conference in 1934 at Yale. The anthropologist Ralph Linton(1942) also touched on the idea that young people had their own distinctive culture patterns. Youth culture develops inverse values to the adult world of productive work and conformity to routine and responsibility. Youth develops its own values concerning consumption, hedonistic leisure activities and irresponsibility. The characteristics Parson describes suggest high school teenage culture, concern with glamour, looking attractive, having fun, all located in the educational system. It is a world peopled with conforming figures, athletics, football jocks, prom queens and cheer leaders. At the time, through the media, this aspect of American youth culture was influential not only in the United States, but in Britain, Canada and Europe. For Parsons(1964), youth culture is related to the bridge between the dependency of childhood and the independence of adulthood. It is a sort of adolescent 'rite de passage', and essentially a middle-class and working-class youth exists only on the periphery. Popular music was a central feature of youth culture, in particular the consumption of discs aimed as specific age groups. With this expansion in the 1960s came a set of distinctive patterns, of activity associated with youth, but a more diverse arrary than those of the adolescent society in high school. To study Youth Culture, the questionnaire were given to 200 students by random sampling and 150 answers which is a 75% respones, It was have been analized. 1. The language culture : The usage of slang is on average more than 10 per day for a person. ex) Yeah=Yes, Hi=Hellow, That's cool=Great, looking neat or good.. Wicked=Very good, Bucks=Dollars, Dude=guy, Chic=Girl, .... To observe the language usage is a very important task in the educational situation. 2. The spiritual culture : The major concern of young people in America are mainly academic problems(school work, school assignment), uncertain future(get a job, want to be...), and human relationships(family, boy/girl friends,..) 3. The behavioral culture : Behavioral Culture ------------------------------------------------------------------------------------------- Contents\Divisions Yes(%) No(%) Total(%) ------------------------------------------------------------------------------------------- Smoking 14(9.3) 136(90.7) 150(100.0) ------------------------------------------------------------------------------------------- Alchol 116(77.3) 34(22.7) 150(100.0) ------------------------------------------------------------------------------------------- Drugs 15(10.0) 135(90.0) 150(100.0) ------------------------------------------------------------------------------------------- Dance 138(92.0) 12(8.0) 150(100.0) ------------------------------------------------------------------------------------------- Vehicles 135(90.0) 15(10.0) 150(100.0) ------------------------------------------------------------------------------------------- Gamble 36(24.0) 114(76.0) 150(100.0) ------------------------------------------------------------------------------------------- Video Game 56(37.3) 94(62.7) 150(100.0) ------------------------------------------------------------------------------------------- Clothes, Jeans 92(61.3) 58(38.7) 150(100.0) ------------------------------------------------------------------------------------------- 〃 Ripped Wear 26(17.3) 124(82.7) 150(100.0) ------------------------------------------------------------------------------------------- 〃 School Mark 48(32.0) 102(68.0) 150(100.0) ------------------------------------------------------------------------------------------- Hair Style:free response ------------------------------------------------------------------------------------------- M. average ; 60.0. crew cut/flap top ; 12.5 pony tail ; 8.3 wraped/curly/punk 5.0%, etc.. F. average ; 43.8. long hair ; 43.6 flip/curly/punk ; 5.0% etc... 4. The environmental culture : Environmental culture is investigated to check the level of academic atmosphere. The library, which is the core of knowledge, is the main focus of the investigation. The tower library is 28th floors, and seats 3,000 at the sametime. There are guidance and counseling center, mental health center, family housing office, dormitory, health service center, career center, 5. The sexual culture : The result of study about boy/girl friends relatinships is following. Boy/Girl friends ------------------------------------------------------------------------------------------- Contents\Divisions M(%) F(%) (%) ------------------------------------------------------------------------------------------- Yes 38(52.8%) 54(69.2%) 92(61.3%) ------------------------------------------------------------------------------------------- No 34(47.2%) 24(30.8%) 58(38.7%) ------------------------------------------------------------------------------------------- Objectives(%) 72(100.0) 78(100.0) 150(100.0) ------------------------------------------------------------------------------------------- I found that there are 92 students out of 150 students have boy/girl friends. There are tendences such the as following. see each other 3-5 times/week (31.%), everdcay meeting(20.6%), 1~2 times/week (17.4%), living together or marriage(9.8%), In the United States, individual have great freedom and opportunity to meet others. They often go on dates in their early teens without a chaperone, share expenseeon dates, and even live together without being married. Teenagers meet members of the opposite sex at school, parties, and other B. The extracurricular activities To study group dynamics, I selected 20 out 260 groups by random sampling. the questionnaires were given to 200 students, and 87 answers which is a 43.5% response, have been analized. 1. How to participate : The results of research on the question How did you participate in extracurricular activities? are the following : In the case of first-joiners, they are mostly influenced by friends, seniors, introducing of others(63.2%), and then responding to advertisement, special invitation or information(23.0%) 2. Motive to join : There are tendencies such as the following ; to cultivate wider social awareness(48.3%), to build human relationships(28.7%), to establish a broader perspective of life(12.6%), to learn hobbies and interest(6.9%), to obtain religious life(3.4%). 3. Favorite program : There are tendencies such as the following ; social/political/economic issues(74.7%), seminars, workshop(11.5%), drama/plays/dance, etc(11.5%), social services(2.2%). 4. Purpose of group activity : There are tendencies such as the following ; to obtain an opportunity for basic culture and knowledge(55.2%), to improve communication(26.4%), to improve expression skills(11.5%), to know more about myself(5.7%). 5. Decision making process : There are tendencies such as the following ; by concensus(48.3%), by executive(29.9%), by the president or group leader(17.2%). 6. Main problem of group activity : There are tendencies such as the following ; lack of facilities and funds(41.4%), contradiction of goals(23.0%), differences among members(17.2%), lack of leadership(11.5%). 7. Expenses involved in group activities : There are tendencies such as the following ; (per month) $0-5(51.7%), $6-10(18.4%), $20-(5.7%), $11-20(1.1%). 8. Extend of group activities : There are tendencies such as the following ; #1(41.4%), #2-3(40.2%), #4-5(12.6%), #-(3.4%). The kind of a society adults offer youth is associated with young people's chance to develop their full human potential, to become responsible adults, and to participate in the future development of the nation in which they live. To a large extent, social integration is determined by the structure of society itself, a key aspect of which is a nation's level of development. National development has been defined as "improvement in the basic aspects of life", in which case all these different indicators of development become improvement. According to a United nations report(1981), the areas of national development most crucial to young people's well-being aroused the world are economic development, employment, urbanization, health care, literacy, education, and the cance to participate in politics. In summary, the characteristics of American youth culture, which distinguish it from adult culture, have been presented, namely, norms, sentiments, appearance, dress, language, and customs, all patterned with rigorous conformity. The broadest contours of this youth culture have been revealed also by the widespread conflict between youth and adult socializing instructions. This withdrawal lays the basis for the appearance of the conspiracy of silence which excludes adults from supervision and control of youth activities. Although all these factors are clues(pointing to the existence of a relatively distinctive social world of) youth, the social structure of youth culture must be presented and analyzed before the factual existence of a youth culture can be demonstrated. This social structure seems to consist of a series of informal socializing institutions, initiated and perpectuated by youth, which form a dominant part of the process of socialization of American youth. Due to the fact that the behavior pattern of young people has periodic and temporary characteristic trend. The continuous observation and in-depth research face many problems. Assuming that there is a unigue culture of young people according to their environment, this research could be a contribution to general research of this youth culture. Based on the fact that 1990 is a transitional point of the decade, this study would be a very meaningful task. The study of youth culture would be very important for the future of a country. Therefore, more study on this topic must be done in the future. Youth Culture is a passing fad, here today, gone tomorrow.

      • Influences of the Mothers' Execution of Respect for Child Rights on the Personality Characteristics and Happiness of Young Children

        ( Kim Young-me ), ( Hong Soon-ohk ), ( Kim Hyoung-jai ) 한국유아교육학회 2017 정기학술대회 논문집 Vol.2017 No.1

        The purpose of this study was to analyze the relationship between the mothers' execution of respect for child rights and the personality characteristics and happiness of young children, and to investigate influences of the mothers' execution of respect for child rights on the personality characteristics or happiness of young children. Subjects of study were the 405 young children aged 4 and 5 years to selected from 10 daycare centers located in Busan. In order to measure the mothers' execution of respect for child rights, it was used Moon(2016)'s inspection scale to revised by Jang and Lee(2011). And in order to measure the personality characteristics and happiness of young children, it was used Choi(2005)'s and Lee(2009)'s inspection scale to rated by the teachers. In order to analyze the relationship between the mothers' execution of respect for child rights and the personality characteristics and happiness of young children, the data were analyzed by Pearson correlation analysis. Also, In order to investigate influences of the mothers' execution of respect for child rights on the personality characteristics or happiness of young children, the data were analyzed by regression analysis. The results of this study are as follows: first, there was a significant positive correlation between the mothers' execution of respect for child rights and the personality characteristics of young children. In addition, it was found that the mothers' execution of respect for child rights positively affects the personality characteristics of young children. Second, there was a significant positive correlation between the mothers' execution of respect for child rights and happiness of young children. In addition, it was found that the mothers' execution of respect for child rights positively affects happiness of young children. Therefore, the conclusion of this study suggests that the mothers' execution of respect for child rights is a major variable that has positive effects on the personality characteristics and happiness of young children.

      • KCI등재

        한국 청소년문학과 출판전략

        고영진 ( Go Young-jin ) 충남대학교 인문과학연구소 2020 인문학연구 Vol.59 No.1

        이 논문은 한국 청소년문학을 출판시장이라는 전제 아래 다각도로 점검하는 과정을 통해 그 장르적 위치를 확인하고 새로운 가능성을 확보하기 위한 방법론을 찾는데 목적이 있다. 이를 위하여 본고는 주로 텍스트 자체가 가진 미학이나 문학성의 차원에서 다뤄졌던 기존 청소년문학의 논의들을 출판과 유통의 범위까지 확장하여 살폈다. 이를 통해 가장 먼저 확인할 수 있었던 것은 청소년 문학이 생산자와 소비자 그리고 다양한 시스템 사이의 이견으로 여전히 장르적 정체성이 명확하지 않다는 잠재적 문제를 가지고 있다는 것이었다. 2000년대에 들어 청소년문학이 대중들과 다층적인 접속을 위한 활로를 모색하는 것과는 별도로 여전히 강력한 입시제도의 영향력과 권장·추천도서 시스템이 동시에 작용하고 있다는 사실은 주목할 필요가 있다. 청소년문학이 문화산업의 왜곡된 힘에 저항하고, 창조적인 의식을 지닌 문화생산의 주체로서의 청소년들이 스스로 새로운 문화지층을 형성하는데 도움이 되기 위해서는 새로운 방법론이 필요하다. 이를 위해서는 첫째 ‘청소년'과 ‘청소년문학'에 관한 전제의 폭을 좀 더 유연하게 하는 것과, 둘째, 청소년문학을 유통하는 다양한 서사 플랫폼에 대한 폭넓은 수용과 적극적인 연구, 마지막으로 생산자와 소비자 그리고 공적시스템의 협업적 독서환경과 출판환경의 조성에 대한 지속적인 관심이 요구된다. 한국 청소년문학이 현재 출판시장에서 확보하고 있는 장르적 위치는 우리 현대문학이 겪고 있는 몇 가지 고질적인 문제에 관한 의미있는 시사점을 제시한다. 청소년문학이 우리 문학시장에서 예술성과 시장성을 지속적으로 유지하기 위해서는 미학적 가치에 대한 연구와 지원과 더불어 소비자와 생산자 그리고 연구자, 유통담당자들의 좀 더 전문적이고 현실 밀착적인 차원의 논의가 지속적으로 이루어져야 한다. This article aims at confirming the position of its genre and finding the methodology to ensure a fresh possibility through the process of inspecting Korean young adult literature from various angles on the premise of the publication market. For this purpose the article expanded and examined the existent discussion of young adult literature that had been mainly handled at the level of aesthetics of the text itself or literary value into the range of publication and distribution. The first thing confirmed through this was that young adult literature has a potential problem, which is the lack of identity of its genre, because of the different views among producers, consumers and various systems. Apart from the fact that young adult literature has been seeking solutions to the multiple access to the public in the new millennium, it has to be notified that still strong influence of college admission system and recommended and suggested reading system are functioning at the same time. A new methodology is needed so that young adult literature resists the retorted power of cultural industry and enables the young adults as the subject of cultural production with creative awareness to build a new ground layer of culture for themselves. The following are required for this: first, more flexibility in the range of the premise of ‘young adult' and ‘young adult literature'; second, broad acceptance and active research on various narration platforms distributing young adult literature; last, consistent interest in fostering cooperative reading environment and publishing environment among producers, consumers and the public system. The position of its genre that young adult literature obtains in the current publication market suggests a significant implication of some endemic problems Korean modern literature is struggling with. In order that young adult literature maintains consistent artistry and marketability, more professional and down-to-earth discussions among consumers, producers and researchers, distributors should be made continuously in addition to the research and support on the aesthetic value.

      • KCI등재후보

        표준보육과정과 2007년 개정유치원교육과정에 반영된 유아문학교육의 의미 분석

        임영심 ( Young Sim Lim ) 한국어린이문학교육학회 2009 어린이문학교육연구 Vol.10 No.2

        본 연구는 국가수준 유아교육과정의 성격, 목표, 내용에 유아문학교육이 어떻게 반영되어 있는지를 분석해봄으로써 유아문학교육에 대한 교육적 시사점을 얻고자 하였다. 분석대상은 국가수준의 유아교육과정인 표준보육과정(2005, 여성부)과 2007년 개정유치원교육과정(2008, 교육과학기술부) 및 유치원교육과정해설III(2008)로 하였으며, 분석의 범위는 표준보육과정의 의사소통영역, 예술경험영역과 2007년 개정유치원교육과정의 언어생활영역과 표현생활영역의 성격, 목표, 내용으로 하였다. 분석의 결과, 첫째, 현재 표준보육과정의 의사소통영역, 유치원교육과정의 언어생활의 성격, 목표, 내용에 반영되어 있는 유아문학교육은 유아언어교육의 목적을 달성하기 위한 수단으로서의 기능은 충분할지 모르지만 유아문학교육의 본질적 목표를 달성하기엔 미흡하며 문학 예술적 기능을 소홀히 다루게 될 우려가 있는 것으로 나타났다. 둘째, 유아교육과정의 성격, 목표, 내용에 반영된 유아문학교육은 아동중심교육철학을 실천하기 위한 좋은 자원이 될 수 있음을 내포하고 있었으며, 표준보육과정의 의사소통영역과 유치원교육과정의 언어생활을 지원하는 좋은 자원이 될 수 있음을 강조하고 있었다. 셋째, 1969년 1차 유치원교육과정의 탄생 이후 최초로 유아교육과정내용에 ‘문학'의 용어가 사용된 것으로 나타났다. 이는 유아교육과정 내에서 유아문학교육의 중요성을 강조하고 유아문학의 의미해석을 시도하는 단초를 마련하였다는 점에서 고무적이라 할 수 있을 것이다. 그러나 유아교사가 유아문학교육의 본질적 목표와 내용을 통합 운영할 수 있도록 돕기 위해 유아교육과정은 의사소통영역 및 언어생활과 예술경험영역 및 표현생활이 유기적이고도 통합적으로 연결되도록 재정립하여 유아들의 문학교육활동이 문학예술활동이면서 동시에 언어 예술활동으로 발현될 수 있도록 도와야 할 것이다. Young children`s literature could present a direction for a reconstruction of aesthetic appreciational experiences on a basis of literate imagination rather than a simple delivery of their meaning. The purpose of this study is to get some educational suggestions by analyzing how young children`s literature education is reflected on the characteristics, goals and contents of Standard Educare Curriculum, Kindergarten Curriculum as a national level curriculum. The objects of analysis are Standard Educare Curriculum(2005, Ministry of Gender Equality), An Introduction of Kindergarten Curriculum revised in 2007 (2008, Ministry of Education, Science and Technology) and The Commentary of Kindergarten Curriculum III (2008). The category of analysis is including a field of communication and art experience of Standard Educare Curriculum, as much as the characteristics, goals and contents of a field of linguistic life and expressional life of Kindergarten Curriculum. The Results of analysis are as follows: First, a field of communication of Standard Educare Curriculum and young children`s literature education reflected on the characteristics, goals and contents of linguistic life might be a sufficient function of reaching a goal of young children`s linguistic education. But they are insufficient for achieving a essential goal of young children`s literature education and literal artistic function is thought to be worried over neglecting its value. Second, young children`s literature education may be an excellent resources to practice a child-focusing education philosophy and is emphasizing to support a field of communication of Standard Educare Curriculum and a linguistic life of Kindergarten Curriculum. Third, the term of "Literature" is used first on young children`s curriculum after the born of first Young Children`s Curriculum in 1969. It is seems to be encouraging to make an implication of analyzing a meaning of young children`s literature education in young children`s education. Young children`s education should be clearly established for connecting a field of communication with that of art experience systematically and coordinately. It will be so useful for teachers to coordinate an essential goals and contents of young children`s literature education. The activities of young children`s literature education should be manifested and enjoyed as both literal artistic and linguistic artistic activities.

      • KCI등재

        다문화가정 유아교육경험 여부에 따른 영재와 영재교육에 관한 교사의 인식 차이

        성영화(Young Hwa Sung), 이신동(Sin Dong Lee) 한국영재교육학회 2015 영재와 영재교육 Vol.14 No.4

        '스콜라' 이용 시 소속기관이 구독 중이 아닌 경우, 오후 4시부터 익일 오전 7시까지 원문보기가 가능합니다.

        본 연구는 다문화가정 유아영재 및 영재교육에 대한 교사의 일반적인 인식 및 다문화가정 유아 교육 경험 여부에 따른 차이를 비교하는데 목적을 두었다. 이를 위해 서울에 위치한 어린이집에서 근무하는 교사 270명을 대상으로 설문조사를 실시한 후 수집된 자료는 카이검증을 하였다. 연구결과 첫째, 교사들은 다문화가정 유아영재는 일반영재로, 잠재된 능력과 성취가 불일치한 영재로 보았다. 특히, 다문화가정 유아들이 지닌 영재특성은 특정 분야에서의 탁월한 재능을 뽑았고, 부정적 특성으로는 사회적 불안 및 소외감과 언어발달 지연이 있었으며 이는 교사의 다문화가정 유아 교육경험유무에 따라 차이를 보였다. 둘째, 교사들은 다문화가정 유아영재를 판별할 때 창의성 및 사고력 검사를 실시해야 하며, 만 3세 이후가 되면 판별할 수 있다고 보았다. 셋째, 교사들은 다문화가정 유아영재교육이 필요하며, 이에 대해 다문화가정 유아를 교육해본 교사가 그렇지않은 교사에 비해 높게 인식하였다. 또한 교사들은 다문화가정 유아영재교육의 목적은 잠재력 계발 및 소외영재로 발굴 가능성 증진에 있고, 사회성 및 정서 발달에 대한 교육내용을 바탕으로 놀이를 통해 교육을 실시해야 하며 다차원적으로 평가해야 한다고 보 았다. 이 중에서 교육 내용 및 교육 방법에 대해서는 교사 집단 간 차이를 보였다. 넷째, 다문화가정 유아영재교육은 학기 중 평일을 이용하여 개인수준에 따라 횟수를 정해서실시하고, 1~5명으로 구성된 집단으로 영재교육담당 공교육기관에서 영재교사에 의해실시되어야 한다고 교사들은 인식하였으며, 집단 간 차이를 보이지 않았다. 교사의 인식을 바탕으로, 다문화가정 유아영재교육을 위한 방향에 대해 제안하였다 The purpose of this study was to recognize of teachers' general perceptions about gifted education for young children from multicultural families and to compare the differences by teachers' education experience of young children from multicultural families. For this study, participants were 270 teachers working in daycare centers located in Seoul, and collected data were analyzed by using chi-square test. Results of this study were as follows. First, teachers perceived gifted young children from multicultural families as generally gifted, and mismatched between achievement and potential ability. In particular, teachers perceived outstanding talent in a particular field as a characteristic of gifted young children from multicultural families. As a negative characteristic, teacher responded social unrest and alienation, delays in language development and it showed differences between groups. Second, teachers responded that creativity and thinking skills tests must be carried out to determine gifted young children from multicultural families and the gifted young children can be classified after three years old. Third, teachers perceived the need of gifted education for young children from multicultural families. Especially, teachers with educational experiences of young children from multicultural families highly responded on the need of the gifted education. Also, teachers responded that purpose of education for gifted young children from multicultural families were to increase potential development and excavation possibility of disadvantaged and gifted young children. Moreover, the contents of gifted education should focus on social and emotion development, and it should be implemented as play-based, and the measurements should be a multidimensional. Among them, educational contents and methods showed differences between groups. Forth, teachers responded that gifted education for young children from multicultural families need to be conducted during weekdays of the education year depending on the individual level as a group of 1-5 young children and the education needs to be implemented in public gifted education institutions by gifted teacher. And it's perception showed no difference between groups. Based on the recognition of teachers, suggestions were provided about the direction for gifted young children from multicultural families.

      • KCI등재

        김수영과 월트 휘트먼 비교연구

        오영진 ( Oh Young-jin ) 국제어문학회 ( 구 국제어문학연구회 ) 2013 국제어문 Vol.58 No.-

        본 연구는 지금까지 가설로만 제기되었던 김수영 문학과 월트 휘트먼 문학의 관계를 밝혀내는 것을 목표로 한다. 몇 가지 신빙성 있는 단서들에도 불구하고 아직까지 이 주제에 대해 구체적인 접근시도가 없었던 이유는 양 시인의 작품 세계가 선명히 다르기 때문이다. 휘트먼은 풍요로운 미국의 자연풍경을 찬미하고, 시민들을 향해 사랑과 자유를 노래한 외향적인 시인인 반면, 김수영은 설움과 고독을 주된 정조로 주로 자신의 일상을 정직하게 반성하는 시를 주로 쓴 것으로 판단된다. 하지만 김수영이 초기부터 일관되게 주장하며 실천해온 `자유`나 `육체성`에 대한 강조, 보편세계를 지향하는 `사랑`이라는 주제의식에서는 휘트먼의 영향이 분명히 감지된다. 증언에 의하면 김수영은 그가 읽은 독서목록의 작가들을 최대한 자신의 방식으로 소화하려고 노력한 작가이다. 때문에 김수영은 휘트먼적 주제를 자신의 시대와 상황에 맞게 변용하여 소화했다고 볼 수가 있다. 본고는 김수영 문학에 휘트먼 문학을 겹쳐 읽어봄으로써 김수영 문학에 휘트먼이 끼친 영향과 그 변용양상을 살펴본다. 이를 위해 본고는 통상 휘트먼 문학의 특징이라고 정리된 몇 가지 주제를 통해 김수영 문학을 읽어본다. 첫째, 1인칭 화자강조-성인페르소나의 설정문제와 육체성의 강조문제를 통해 김수영 문학에 끼쳤을 월트 휘트먼의 영향력을 추리해보았다. 물론 각각의 쟁점들은 `너무 헐렁한 양복`이어서 누구나 맞춰 입을 수 있다는 단점을 보였다고 본다. 하지만 1인칭 화자강조-성인페르소나와 육체성의 강조문제는 월트 휘트먼 고유의 개성으로 이 두 요소가 김수영 문학에 동시에 나타나고 있다는 것이 주목할 만하다. 둘째, 분명한 차이점과 유사점을 발견하는 작업을 시도하였다. 주로 자연찬미나 이웃에 대한 사랑을 능동적으로 표현하는 월트 휘트먼에 비해 김수영은 고독이나 설움 같은 현대적인 주제에 열중한 면이 있었다. 반면, `사랑`이라는 주제가 수평적인 이미 저리로 펼쳐지는 양상에서는 양자 간 유사성이 드러났다고 할 수 있다. 카탈로그 식 열거는 월트 휘트먼 고유의 양식이라 할 수 있는데, 이는 단순히 리듬이나 수사적 효과를 위해 도입된 것이 아닌 `사랑`이라는 내용이 형식적으로 구현된 것으로 평가된다. 김수영의 경우도 「사랑의 변주곡」이나 「풀의 영상」, 「거대한 뿌리」 등의 비교적 후기의 걸작들이 이와 비슷한 수법과 주제의식을 보여주고 있다. 본 연구는 양자 간 관계를 실증적으로 추적하지 못했다. 그러나 위와 같은 결론을 통해 김수영이 월트 휘트먼적이라고 평가하는 데에는 모자람이 없다고 주장한다. This paper aims to find out the relationship between Kim Su-young and Walt Whitman on literature, which has been strongly hypothesized. Despite of some reliable clues, there have been no specific attempts to make this clear because their works seem to be different distinctly each other. As Whitman was an extroverted poet who glorified rich scenery of nature in America and sang love and freedom, Kim Su-young wrote poems which reflected everyday honestly, filled with sorrow and solitude. Kim Su-young, however, had constantly empathized and practiced `freedom` and `corporeity` from earlier works and an inquiry into the universality of `love`, which exactly showed an influence of Whitman to him. Some evidences show that Kim Su-young sought to absorb the authors he read. And Whitman was also possibly absorbed into Kim Su-young`s works, modified with the times and conditions in his unique way. This paper plans to examine influence of Whitman and modified aspect to Kim Su-young`s works as read works of Kim Su-young and Walt Whitman together. For that, this paper reads Kim Su-young through Whitman`s thought. Firstly, I payed attention to emphasis on establishment of the first person narrative-that is a saint persona and on corporeity. Each point seems like "loose clothing" so it looks like every answers possible though, it is worth underlying both first person narrative(a saint persona) and corporeity which were the unique aspect of Whitman present in Kim Su-young`s work at the same time. Secondly, I attempt to reveal apparent similarity and distinction. Comparing with Walt Whitman`s work which mainly expressed admiration to the nature and love-thy-neighbour actively, Kim Su-young`s works focused on the modern problems like solitude and sorrow. However, the way of expressing `love`, which is the main theme and is presented horizontal imagery, is apparently similar to each other. Catalog technic is a unique style of Whitman, and it is not simply for a rhythm or rhetorical effect but for an embodiment of `love`. In case of Kim Su-young`s late works, `Sarang-eh Byen-ju-gok`(Love Variation), `Pul-eh Young-sang` (Image of Grass), `Geo-dae-han Puri`(Great root), also show an identical technic and theme. This paper has limitations to look deeper the influential relationship between Kim Su-young and Walt Whitman empirically. But the influential relationship from Whitman to Kim Su-young would come up in the conclusion.

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        독립국가연합 고려인 청소년의 현황과 분석

        임영상(Yim, Young Sang) 한국외국어대학교 역사문화연구소 2008 역사문화연구 Vol.29 No.-

        '스콜라' 이용 시 소속기관이 구독 중이 아닌 경우, 오후 4시부터 익일 오전 7시까지 원문보기가 가능합니다.

        1. 고려인 청소년들은 전문직이나 고위관리직에서 일하기를 희망했다. 그러나 중앙아시아, 특히 경제상태가 좋지 않은 우즈베키스탄의 경우 전공과 무관하게 한국기업에서 일하고 한국 관련 일을 하고자 한국어 공부에 적극적이었다. 종교는 개신교의 비중이 높았는데, 이는 한국과 미국에서 파송된 한인선교사들의 활발한 선교활동의 결과라고 생각된다. 2. 고려인 청소년들은 한인 부모와 동거하는 비율이 높고 가족의 수입도 평균 이상으로 인식했다. 부모의 직업도 전문직과 고위직이 많았으나 자영업과 판매업도 상대적으로 높게 나타났다. 체제이행 및 중앙아시아 국가의 독립에 따라 많은 고려인 전문직 종사자들이 소규모 비즈니스로 직업을 바꾼 결과가 반영되었을 것이다. 3. 고려인 청소년 부모들은 한국사회에 호의적이며 자녀들의 한국어 교육에 열성이고 한민족끼리 결혼하기를 희망하고 한국음식을 즐겨 먹고 있으나 자녀들과 한국어로 대화하는 것은 극히 소수의 비율에 그쳤다. 소비에트 시민으로 살아온 부모세대들은 이미 한국어 구사능력을 상실했기 때문이다. 4. 고려인 청소년들에게 한국은 이미 역동적이며 친밀한 나라가 되었다. 한국인에 대한 평가도 높게 나왔다. 그들은 한국어를 유용한 언어로 생각하고 한국방문 및 연수에도 적극적이다. 한국영화와 드라마, 즉 한류(한국 대중문화) 열풍이 불고 있음도 확인되었다. 그러나 이들 청소년들의 한국 뉴스에 대한 관심도는 높지 않았다. 5. 고려인 청소년들은 부모님과 생활하며 한민족 고유의 명절과 전통인 설, 한식, 단오, 돌, 환갑 등을 아직까지는 잘 기념하고 있다. 또한 한국어 구사능력을 상실한 그들 부모세대와 달리 외국어로서 한국어를 적극적으로 배우고 있음이 한국어 듣기, 말하기, 읽고 쓰기 능력에 대한 설문에서 확인되었다. 6. 고려인 청소년들은 한민족의 일원으로서 자긍심을 느끼고 있고 한민족의 역사, 전통, 관습 등에 대해 알려고 노력하고 있다. 높아진 한국의 국제적 위상이 영향을 미친 것으로 파악된다. 그러나 고려인단체에 대한 관심과 참여도가 저조한 것은 일부 지역을 제외하고 고려인협회의 분열상과 자체 역량 부족이 반영된 것으로 추정된다. 7. 고려인 청소년들은 한국과의 관계형성 및 교류를 지속적으로 원하고 있으며, 한국 청소년들과의 인터넷사이트를 통한 교류에 적극적이다. 또한 그들은 한국정부의 유학 및 취업지원에 높은 관심을 보였으나 정보의 공유가 충분하지 못하다고 지적했다. 8. 러시아 이주와 관련한 고려인 청소년들은 자신들의 뿌리와 한민족의 최대 비극인 1937년 강제이주의 역사, 또한 그들의 선조들이 정착한 중앙아시아의 콜호즈 또한 잘 모르고 있는 것으로 나타났다. 9. 고려인 청소년들은 자신들의 미래와 관련, 학업을 통한 신분상승과 성공을 바라고 있는 것으로 나타났다. 그리고 자신들의 미래에 대해서는 많은 기대를 하고 있고 전반적으로 낙관적으로 바라보고 있는 것으로 나타났다. 1. Ethnic Korean young people in CIS hope to work in professions or high-ranking management positions. However, in Central Asia, especially the ethnic Korean young people of Uzbekistan are aggressive in studying the Korean language to work in Korean companies and to get a job related to Korea without any connection to their majors. Protestantism is given more weight on religion. It is the result of vigorous missionary works of Korean missionaries dispatched from Korea and the United States. 2. In the case of Ethnic Korean young people in CIS, the rate of living together with their parents is high and they recognize that family's income is above average. A lot of parents work in professions or high-ranking management positions, and the rate of running their own businesses and sales business is relatively high. This status reflects that many ethnic Korean workers in professions changed their jobs into small businesses according to the shift to an open economic system and the independence of Central Asia. 3. Ethnic Korean young people's parents have favorable opinion about Korean society, passion for children's education, hope for marriage among Koreans, and favor with Korean food. However, the rate of talking with their children in Korean is low because parents who have lived as the Soviet citizens have no proficiency in Korean any more. 4. To ethnic Korean young people, Korea is already considered as an active and familiar country, and Koreans are in high opinion. They think the Korean language is very useful. In this reason they are aggressive in visiting Korea and studying in Korea. The Korean Wave from Korean movies and dramas is confirmed, while they give a little attention to Korean news. 5. So far, living with their parents, ethnic Korean young people are celebrating Korean traditional holidays and anniversaries such as Seol(New Year's Day), Hansik(mow the grass and offer sacrificial food at the ancestral tombs), Dano(festival on May 5th), Chuseok(harvest festival), Dol(first birthday), and Hwangab(60th birthday). Unlike their parents who have no proficiency in Korean, they learn Korean eagerly as a foreign language. It is checked by the questionnaire asking about listening, speaking, reading, and writing proficiency in Korean language. 6. Ethnic Korean young people are proud of being members of the Korean race, and try to know about Korean history, traditions, and customs. It has resulted from the fast growing international presence of Korea. However, the poor interest and participation in ethnic Korean organizations are presumed because of the disruption of organizations and the lack of its ability except a few regions. 7. Ethnic Korean young people want continuous interchanges and relations with Korea, and they are aggressive in interacting with Korean young people via internet sites. Also, they show great concerns about the support of Korean government in studying and getting a job in Korea, indicating the lack of sharing information. 8. Ethnic Korean young people are not quite sure of their roots, the history of 1937 Diaspora which is the worst Korean tragedy, and kolkhoz in Central Asia where their ancestors settled. 9. Relating to their future, ethnic Korean young people want to succeed and enhance their social standing through studying. They generally expect a lot and take an optimistic view about their future.

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        유아 토론수업 모형 개발을 위한 기초 연구

        이선영(Sun-Young Lee), 김지영(Ji-Young Kim) 중앙대학교 한국교육문제연구소 2015 한국교육문제연구 Vol.33 No.4

        본 연구는 유아 토론수업 모형 개발을 위한 기초 연구로 유아 토론수업의 실태와 토론수업에 대한 영유아교사의 인식을 조사하였다. 총 32문항으로 구성된 설문지를 서울 및 경기도 지역 영유아교육기관 교사 212명을 대상으로 조사하였다. 자료 분석은 spss 17.0 프로그램을 이용하여 빈도분석과 카이검증을 실시하였다. 연구결과, 응답자의 96.2%가 토론수업이 필요하다고 인식하고 있으나, 85.8%가 토론과 관련된 연수 경험이 없고, 33.5%가 토론수업에 대해 모르고 있으며, 58.5%가 토론수업을 실시하지 않고 있었다. 또한, 토론수업을 실행하는 데 있어서 토론수업 방법, 주제, 평가방법 등에 대한 정보의 부족으로 어려움을 겪고 있음이 나타났다. 한편, 실제 토론수업을 실시하고 있는 경우 실시 시기, 실시 방법, 평가 방법, 지원 내용에 대해 실태와 이상적인 토론수업에 대한 인식 간에 약간의 차이가 있음이 나타났다. 따라서 연구결과를 토대로 유아 토론수업이 잘 실행될 수 있도록 다양한 지원과 토론수업모형 개발이 요구된다. This study surveyed young children's discussion status and young children teachers' perceptions for development on young children's discussion model. Questionnaires were composed of 32 questions which were distributed to teachers in Seoul and Gyeonggi-do areas of early childhood education institutions. A total of 212 questionnaires were analyzed by frequency analysis and χ2-test using SPSS Win 17.0 Program. The major findings of this study are as follows: First, 96.2% of the teachers perceived the importance of young children's discussion but 85.8% have had no experience about young children's discussion. Secondly, 33.5% of the teachers have not heard of young children's discussion and 58.5% of the teachers have not implemented young children's discussion. Third, the teachers felt that they were not able to perform young children's discussion due to their lack of adequate information in young children's discussion methods, themes and evaluation methods. Fourth, there is a little difference between young children's discussion status in practice time, practice method, evaluation method, supports and perception about young children's ideal discussion. They required a variety support and development for young children's discussion model.

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