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원예주제 중심의 통합 환경교육 프로그램이 초등학생의 환경태도와 학업성취도에 미치는 영향
곽혜란(Kwack, Hye Ran),한승원(Han, Seung Won),김성학(Kim, Seung Hak) 한국실과교육학회 2007 한국실과교육학회지 Vol.20 No.3
This research was conducted to validate the effect of integrative environmental program focused on horticulture. First of all, cognitive domain of the classes are very effective to increase knowledge of environment. Also, affective domain of classes are effective to alter the behavior of children s attitude to environment. Specially, environment education is related to grounding education in real life with practice. Second, total score of scholarlic achievement was higher in experimental class than control at Time 2. It means that the result of integrative educational program of horticulture through this research affect the interest of study itself very much. Differences of scholarlic achieve of national language and social study through Time 1 and Time 2 was statistically significant among other subjects. Specially in language part seems higher than writing and expressing at national language such as ‘Writing poems about flower or Writing beauties about near by nature . Scholaric achievement of social study was highest because of the relation of environment thant any other subjects and the concentration and interest of students in social study at experiment group was higher also. Third, the result of performance test is conducted to know the effect of classes of integrative environmental horticulture. Most of the classes are very effective to teach Practice environment preservation and live’ and also connected to teach career education about various kinds of environmental vocation.
맞벌이 가정 아동의 정서특성에 미치는 방과 후 원예활용의 효과
곽혜란 ( Hye Ran Kwack ),신조 ( Jo Shin ) 서울교육대학교 초등교육연구원 2006 한국초등교육 Vol.16 No.2
맞벌이 가정 아동의 정서특성에 미치는 방과 후 원예활용의 효과 Effect of Horticultural Activity as Extra-Curricula Activities after School on the Emotional Traits of Dual Income Family`s Childten
곽혜란(Kwack, Hye-ran),박혜정(Park, Hye-chung) 한국실과교육학회 2017 한국실과교육학회지 Vol.30 No.1
본 연구의 목적은 학생들에게 원예경험을 통한 감성지능교육의 접근 방법을 탐색하고자 하였다. 실과 및 학교원예교육과정을 분석하여 감성지능 교육과의 관계를 추론하였으며 교사들 에게 원예교육을 통한 감성지능교육 도입에 관한 인식을 설문하였다. 이를 기반으로 학교 원예교육을 통한 감성지능교육의 방안을 다음과 같이 제시하였다. 첫째, 실과 교과를 통하여 감성지능교육을 효과적으로 할 수 있다는 분석 결과를 토대로 감성지능을 높이기 위한 학교 원예 프로그램을 개발하여 지속적인 감성지능 교육의 필요성을 제시하였다. 둘째, 7차부터 2015 년 개정교육과정까지의 실과 내 원예교육목표가 감성지능교육을 달성할 수 있는 목표로 설정 되어 있다고 분석 되었으나 2009년 개정 교육과정 이후에는 오히려 농업영역 활용방법이나 기술 등에 집중되는 경향이 있어 감성지능 요소가 줄어들고 있는 경향을 나타내었다. 따라서 원예활동을 통하여 학생들이 감성 지능을 높일 수 있도록 감성지능교육 요소가 내재된 원예 교육목표 설정이 필요성을 제시하였다. 셋째, 설문 분석결과 교사들은 감성지능교육에 학교 원예교육이 적합하다고 생각하고 있음을 알 수 있었다. 원예교육은 감성지능교육에 적합하며, 학교 원예교육을 통하여 감성지능교육을 효과적으로 할 수 있을 것이라고 보았으며 학교 원예교육을 통한 감성지능교육의 효과적인 방법은 학생과 식물과의 상호작용의 기회를 높이는 것으로 학교에 교재원이나 학교 텃밭을 조성하여 많은 시간 자연 속에서 생활하며 자연을 접할 수 있는 환경 조성이 필요성을 제시하였다. The result of a study that it is personality rather than IQ that determines the success and happiness of human beings tells ; Personality is to be emphasized. It is Emotional intelligence that can explain men s personality. Thus, in this study, an Emotional intelligence education approach was sought through the horticultural experiences which lead students to nature. The contents of the paper are threefold; The process of horticultural education at the school is analyzed through literature materials, the relations between horticultural education and Emotional intelligence education is analyzed, and a survey is conducted with teachers who teaches students at each school about their recognition on the introduction of Emotional intelligence education through the horticultural education. Firstly, on the basis of the analysis result that the Emotional intelligence education is effectively performed through the course of practicum, the necessity of the continuous Emotional intelligence education through developing horticultural programs at the schools for advancing students s Emotional intelligence was suggested. Secondly, it was analyzed that the goal of the horticultural education from the Seventh Curriculum to the 2007 Amended Curriculum was set as the fulfillment of Emotional intelligence education. However, during the period of the 2009 Amended Curriculum, the factors concerning Emotional intelligence education were reduced due to the tendency of concentrating on practical techniques and methods of horticulture. Therefore, it is required that the goal of horticultural education containing factors of Emotional intelligence education should be reset in order to advance students Emotional intelligence higher through horticultural activities. Thirdly, the result of the survey shows that teachers consider the horticultural education at the schools suitable for the Emotional intelligence education. They think that the education is suitable for the Emotional intelligence education, and the education can be effectively conducted through it. The effective method for the Emotional intelligence education through the horticultural education is to make students have many opportunities to interact with plants as possible as they can. Therefore, such an environment that a school provides a garden for education or a small vegetable garden should be made, that students may contact with nature and live in nature for as many hours as they can.