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 : 유경애 ( Kyung Yea Yuh ) (검색결과 3 건)
- 무료
- 기관 내 무료
- 유료
-
-
이영훈 ( Young Hun Lee ),유경애 ( Kyung Yea Yuh ),김덕순 ( Duk Soon Kim ) 영유아교육학회 2008 영유아교육연구 Vol.11 No.-
본 연구는 부모의 칭찬 화행 유형을 분류하고, 유아의 특성에 따라 이러한 부모의 칭찬 화행 유형의 효과가 달라질 수 있는지를 유아의 생활적응을 중심으로 검토하고자 수행되었다. 이를 위해 3개 유치원의 총 157명의 유아와 부모의 자료가 최종 분석되었다. 연구의 결과 첫째, 부모의 칭찬 화행의 유형은 크게 기술적 칭찬, 건설적 칭찬, 파괴적 칭찬, 나-전달적 칭찬으로 나눌 수 있음을 확인하였다. 둘째, 유아의 특성(성별, 연령별)에 따라 부모의 칭찬 화행 유형의 효과가 달리 나타났다. 즉, 남아들은 부모의 건설적 칭찬과 파괴적 칭찬이 유아의 생활적응을 설명해 주는 변인이었으나, 여아들은 부모의 칭찬화행 유형 어떠한 것도 유아의 생활적응을 설명하는 변인이 못되었다. 그리고 유아의 연령이 적은 경우(3,4세)는 부모의 파괴적 칭찬이 유아의 생활적응을 더 잘 설명하였으며, 연령이 많은 경우(5세)는 부모의 건설적 칭찬이 유아의 생활적응을 더 잘 설명하는 것으로 나타났다. 이러한 결과는 부모의 칭찬 화행의 유형을 양적으로 측정할 수 있으며, 유아의 특성에 따라 부모가 칭찬을 달리해야만 그 효과가 극대화 될 수 있음을 보여주는 것이다. 이들 결과를 토대로 유아의 특성에 따라 부모가 칭찬 화행을 어떻게 달리해야 효과적일지 등에 대해 논의하였다. This study aimed to classify parents` praise speech type and to find out how individual type of praise speech affects differently their children`s life adaptation. One-hundred fifty seven children and parents were sampled from 3 different kindergartens. The final results are follows: 1) Four types of praise speech were found. 2) There were different effects according to children`s sex and age. In boys, their life adaptation was significantly explained by parents` constructive and destructive praise. Girls` life adaptation failed to be explained by any praise types. On the other hand, the level of life adaptation of younger children(3 to 4 year olds) was significantly explained by destructive praise of their parents. Constructive praise was more effective for five-year old children. Several implications were further discussed.
-
柳慶愛 광주보건대학 1982 論文集 Vol.7 No.-
The factors that have an effect on the linguistic development of children, on the whole, are devided into inner factors-sex, intelligence-and external environmental factors-the social status of a family, the parents' attitude of bringing up children. This study deals with how the environmental factors have an effect on the linguistic development of children. Because the linguistic development that promotes the intellectual development of children is accomplished through the human relations to others in the social relations belong to children, it is closely connected with the social, economic status of a family that is the primary stage of linguistic learning. According to the social, economic status of a family, there is a difference in the attitude to children and the habit of home life, in accordance with such a difference, there is a difference in the linguistic development. According to each social, economic status, there is a value which regulates the behavior pattern of a member and it has an effect on the process of socialization of each member. In accordance with such a process of domestic socialization, the language of children develops to language pattern that in congenical to the status. Based on Bernstein's classification, the middle classes choose and compounds the language pattern exquisitely that the speaker can communicate his recognizant and definite intention to others precisely. But the lower classes language pattern is unadaptable, confined and unexquiste because of limitation of composition structure. The factors of family circumstances that have an effect on the linguistic development of children are the number of family, the parents' attitude of bringing up children and the gap between the two in qualitire level of language. The higer the classes is the parents-attitude of bringing up children is more perm-issiue and the language pattern is more promising. But the attitude ' of the lower classes is controlled and the language pattern has a tendency to restrict. Such a difference in language pattern comes into question about scholastic achievement because of impediment of communication with a teacher after children entered school particularly in the lower classes. Moreover in the respect that language promote the intellectual development in the latter period of linguistic development it keeps children from shaping logical thought. Therefore, to change' the confined language pattern of the lower classes' children into more developed pattern, first of all, it makes a demand for the amendment of the attitude of bringing up children on parents (noninterfering and controlled attitude-permissive and open hearted attitade). Secondly, to promote the academic achievement, various course of study must be carried into effect, making allowance for cultura and social, economical background of children, and a teacher must get rid of psychological sense of alienation owing to it. A teacher stimulates children to promote the ability of communication and be able to express spontaneously through individual contact with children in general experience of a lesson, and children must be in demnified for deficient circumstance of language. In America, TEEM(The Tucsen Model of Language Teaching) and PLDK program were enforced to develop the language of the lower classes as the school curriculum. Owing to such a program, the language level of children of the lower classes was progressed exceedingly. Consequently it is greatly required to develop the language teaching and the school curriculum appropriate to our reality and improve the language cirumstances of the home which is specially important circumstances.
연관 검색어 추천
이 검색어로 많이 본 자료
활용도 높은 자료
