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동독 교육발전사와 사회주의 교육제도:울브리히트 체제하 10년제 일반종합기술학교제도를 중심으로
황선혜 평화문제연구소 2004 統一問題硏究 Vol.42 No.2
This paper describes the history of the East German educational system and its school structure under the Ulbricht regime (1949-1971). The educational policy and system in East Germany were influenced by the international political environment and closely related to political and economic purposes of GDR. While the participation of West Germany in NATO strengthened the principle of socialism, the anti-Stalin movement revised the existing educational basic line. Due to the failure of the People's Revolt in Hungary 1956, social tension was getting acute and political pressure was increasing. Consequently it brought to the end all trials of liberal educational reform movements. With the success of Ulbricht regrasping political power, it was proclaimed as the most important goal of this socialist state to accomplish real Socialism and raise social productivity. These points were reflected in both of the educational laws of 1959 and 1965, which defined educational concept and role as a political elite (Kader) fostering system and industrial reserve with the introduction of 10 years polytechnical school according to the soviets educational model. This school system focused on ideology education based on the Marxism-Leninism and vational training programs. All students in 9-10 classes had to get 2 years of vational training courses (berufliche Grundausbilung), even the students who intended to go to university. The 10 years general polytechnical school was the typical educational system in GDR. This study will be helpful to understand the educational system of North-Korea, because it has also adopted 10 years school system until now. Through the consideration on the experiences of West and East Germany in the educational unification, we could better understand the differences of the educational systems between North and South Koreas, and grope for alternatives applicable to unification education in Korea.
동독 교육발전사와 사회주의 교육제도: 울브리히트 체제하 10년제 일반종합기술학교제도를 중심으로
황선혜 평화문제연구소 2004 統一問題硏究 Vol.16 No.2
This paper describes the history of the East German educational system and its school structure under the Ulbricht regime (1949-1971). The educational policy and system in East Germany were influenced by the international political environment and closely related to political and economic purposes of GDR. While the participation of West Germany in NATO strengthened the principle of socialism, the anti-Stalin movement revised the existing educational basic line. Due to the failure of the People``s Revolt in Hungary 1956, social tension was getting acute and political pressure was increasing. Consequently it brought to the end all trials of liberal educational reform movements. With the success of Ulbricht regrasping political power, it was proclaimed as the most important goal of this socialist state to accomplish real Socialism and raise social productivity. These points were reflected in both of the educational laws of 1959 and 1965, which defined educational concept and role as a political elite (Kader) fostering system and industrial reserve with the introduction of 10 years polytechnical school according to the soviets educational model. This school system focused on ideology education based on the Marxism-Leninism and vational training programs. All students in 9-10 classes had to get 2 years of vational training courses (berufliche Grundausbilung), even the students who intended to go to university. The 10 years generalpolytechnical school was the typical educational system in GDR. This study will be helpful to understand the educational system of North-Korea, because it has also adopted 10 years school system until now. Through the consideration on the experiences of West and East Germany in the educational unification, we could better understand the differences of the educational systems between North and South Koreas, and grope for alternatives applicable to unification education in Korea.
통합학급 비장애유아 부모의 장애인식과 자녀의 장애수용도 관계 및 배경 변인 분석
황선혜,조윤경 한국발달장애학회 2014 발달장애연구 Vol.18 No.3
본 연구는 부모의 장애에 대한 인식이 자녀인 유아에게 영향을 미칠 것이라는 가정 하에, 통합학급에 재원 중인 비장애유아 부모의 장애인식에 따른 자녀의 장애수용도의 관계와 이에 영향을 미치는 배경변인을 분석하였다. 서울시 국공립 어린이집 통합학급 에 재원 중인 만 3-5세 비장애유아 부모 181명이 설문 응답에 참여하였다. 설문에 참 여한 비장애유아 부모의 자녀 181명은 자신이 속한 통합학급에 배치되어 있는 두 명 혹은 세 명의 장애유아를 대상으로 장애수용도 조사에 응답하였으며 총 장애수용도 케이스는 496회이었다. 2013년 5월에서 9월까지 수집된 자료는 통계적으로 상관관계분 석, 일원배치 분산분석 등을 통해 처리되었다. 본 연구의 결과는 다음과 같다. 첫째, 비장애유아 부모의 장애 인식은 긍정적인 부분이 높게 나타났고, 비장애 유아들의 수 용도도 상대적으로 높았다. 비장애유아 부모의 장애인식과 그 자녀의 장애수용도 사이 에 유의한 상관관계가 나타나지 않았다. 이는 통합학급 배치 그 자체가 장애 인식과 수용도를 높이는 도구로 작용하고 있음을 시사하고 있다. 둘째, 비장애유아 부모의 배 경변인 중 스스로 체크한 ‘자가 장애인식’과 ‘장애감정’, ‘장애생각’은 유의한 상관관계 를 나타냈다. 스스로 장애인식이 높다고 한 경우 장애감정과 사고에서 긍정적임을 나 타냈다. 셋째, 비장애유아의 성별과 연령은 장애수용도에 유의한 영향을 미치지 않았 으나, 장애유아의 진단명과 문제행동에서는 유의한 상관을 보였다. 즉, 장애유아의 특 성이 비장애유아의 수용도에 영향을 미친다는 점에서 장애유아의 장애 특성에 대한 이해와 적절한 지원이 동시적으로 제공되어야 함을 보여준다.