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 : 하경자 (검색결과 8 건)
-
-
-
Education is the most basic institution that can enhance national competitiveness by accumulating human resources. Korean education has made a remarkable progress in quantitative terms due to Korean people's enthusiasm for education, but it is still staying backward in qualitative terms. It can be said that this is attributed to the lack of investment in improving the educational conditions predominating the quality of education due to the vulnerability of the base for educational finance. The vulnerability of the base for educational finance has caused the major problems such as the lowering of creativity and thinking power directly giving rise to such problems as the overcrowded class, the lack of educational facilities, the insufficiency of treatment for teachers. For this reason, Korean government has so far continued making a greater investment in education since the establishment of the Korean Government in 1945. Therefore, the case in point is the announcement made at the public hearing in Oct 15, 1998 by the 'Special Committee for Improvement of Local Educational Self-government System' under the umbrellas of Korean government that will make the educational board the representative enforcement body. And in Mar 4, 1993, the Planning and Budget Committee announced the policy that it would make the local council responsible for the principal decisionmaking by unifying educational self-government and local self-government and change the educational board, the deliberative body, into the implementing body. This is aimed at the policy of setting the budget for educational finance at more than 6% of GNP by making an accurate understanding of its smallness. If educational finance is defined as the whole act of raising, managing and using costs and expenses needed for education, local educational finance can be referred to as the educational finance of the local autonomous entity, the subject of its act. In 1999 when it was nine years since the implementation of local educational autonomy, the burden of educational finance borne by national government arrived at 95% and the degree of contribution to local educational finance by local exceeded 85% of it. For this reason, it is evaluated that local educational finance does not greatly get away from the past 30-year practices. On a worldwide basis, it is a general phenomenon that local government is responsible for provision of elementary and secondary education and for bearing most of financial resources. In case of the member states of OECD, federal government or national government on average bears less than 50% of elementary and secondary educational expenses, whereas in Korea national government has borne 75-80% of elementary and secondary educational expenses for the past 30 years. It can be said that the most important problem of local educational finance is that local educational finance is excessively dependent on the coffers of the State. It is the financial structure inconsistent with the age of local autonomy. In addition, the degree of contribution by the local autonomous entity to local educational finance is the extent of raising the question of 'Are we exercising local educational autonomy at all'. It does not mean that the degree of contribution by the local autonomous entity to local educational finance in Korea should become about 70% like that of other countries. So long as the essential problem is not resolved such as the reorganization of the tax system revolving around national taxes and the like, it is self-evident that it is difficult to resolve the problem of local educational finance. To resolve this global problem, it is necessary to form the organic linkage between general administration and educational administration in the operation of local educational autonomy. The current system cuts off the involvement of the local autonomous entity in education under the principle of the separation and independence of educational administration from general administration, whereas local educational administration is very inefficiently operated on account of the double deliberative structure between the local council and the educational board. This implies that the current system is operated in the method that does not satisfy either general administration or educational adminstration. In conclusion, the local educational autonomous system will have be improved in a direction that can achieve more efficiency in terms of the securing of financial resources and financial operation through he integration of general administration and educational adminstration in local educational autonomy.
-
-
-
-
게슈탈트 미술치료가 결손가정 아동의 문제행동과 자아존중감에 미치는 영향
하경자 대구사이버대학교 휴먼케어대학원 2015 국내석사
본 연구는 게슈탈트 미술치료가 결손가정 아동의 문제행동과 자아존중감에 미치는 영향을 알아보기 위한 것이다. 연구대상은 D시에 거주하고 있는 지역 아동센터에 다니는 결손가정 아동들이다. 센터교사의 의뢰를 받아 5명의 아동으로 구성하였고, 연구과정 중 아동3이 6회기진행 후, 이사를 하는 상황이 발생하여 연구결과에서는 4명의 결과만을 제시하였다. 본 프로그램은 주 2회, 60분씩, 16회기로 실시하였다. 게슈탈트 미술치료 프로그램의 효과를 검증하기 위해 문제행동척도, 자아존중감척도, KHTP 자아존중감 척도를 사전, 사후에 실시하여 대응표본 T-검증을 하였다. 또한, KFD와 KHTP의 사전, 사후 변화를 분석하였고, 회기별 내용을 참고하여 단계별 분석을 실시하였다. 연구결과 결손가정 아동의 문제행동 하위영역의 외현화 문제행동과 과잉행동에 유의미한 차이가 나타났다. 자아존중감에서는 유의미한 변화를 보이지 않았고, KHTP 자아존중감 하위 영역 중, W(전체), H(집), P(사람)지표에서 유의미한 변화가 나타났다. 이와 같은 결과를 통해, 게슈탈트 미술치료 프로그램이 결손가정 아동의 문제행동과 자아존중감 향상에 효과가 있었음을 알 수 있었다.
-
연관 검색어 추천
이 검색어로 많이 본 자료
활용도 높은 자료
