춘천교육대학교 입학 전형방안 연구

심우엽 春川敎育大學校 1995 論文集 Vol.35 No.-

The purpose of the present study was to analyze the admission test of Chuncheon National University of Education (CNUE) using the data from 1994 and 1995 school year. Analyzed were data from admission tests score and GPA's. Statistical methods used were Pearson correlation coefficients, multiple regression analysis, and stepwise discriminant analysis. CNUE admission test was consisted of Achievement Report from High School (ARHS), Scholastic Aptitude Test for College Education (SATCE), Aptitude and Personality Test for Teachership (APTT, essay-type written test), and inerview. Results were as follows : 1. The validity of ARHS and SATCE in predicting GPA increased as compared with that in the past admission test. 2. ARHS was more powerful in predicting GPA than SATCE. 3. The validity of APTT and interview was not so successful in predicting GPA. Contents of both tests needed improve. 4. Overall interrater reliabilities of APTT and interview were acceptable. Some of them, however, were quite low. 5. The weight of ARHS and SATCE in admission test needed to be decided politically in relation to the rate of success in teacher employment test. 6. A variety of induction programs for the excellent applicants needed to develop.

초등학생의 스트레스와 행복감의 관계에서 자존감의 매개효과

심우엽 한국초등상담교육학회 2013 초등상담연구 Vol.12 No.2

최근 들어 많은 연구들이 청소년의 스트레스가 행복감에 부정적 영향을 미치고 있음을 보여 주고 있다. 본 연구는 스트레스가 행복감에 영향을 미치는가를 조사하고 스트레스가 행복감 에 영향을 미치는 과정에서 자존감의 매개효과가 있는가 그리고 자존감의 매개효과가 여학 생에게서 더 높은가를 검증하였다. 자존감의 매개효과가 있다면 불가피한 일상적 스트레스로 인하여 행복감이 낮은 현대의 청소년들에게 자존감 향상을 통하여 행복감을 증진시킬 수 있 을 것이기 때문이다. 원주시 소재 한 초등학교의 6학년 246명으로부터 수집한 자료를 구조방 정식과 Sobel test를 통하여 분석한 결과 본 연구의 경로모형은 적합한 것으로 판정되었으며, 스트레스는 행복감에 영향을 미치고, 그 과정에서 자존감은 부분매개효과가 있었다. 그리고 매개효과는 여학생이 더 높았다. 이러한 결과를 토대로 교육과 추후 연구에 대하여 논의를 하였다.

경쟁의 학습 동기론적 해석

심우엽 춘천교육대학교 초등교육연구소 2000 敎育硏究 Vol.17 No.-

自我槪念의 比較 硏究 : 春川敎大 82년도 新入生을 中心으로

심우엽 춘천교육대학 학생지도연구소 1983 學生生活硏究 Vol.8 No.-

The proposition that a person's self-concept influences his behavior has long been a part of educational theory which has emphasized the influence of subjective inner experiences as source of individual behavior. Professional psychologist as early as W. James emphasized that a person's beliefs about himself will influence his decisions and actions. The forefathers of social psychology, C.H. Cooley and G.H.Mead described the self as a social entiy formed by appraisal reflected from other persons. Following Cooley and Mead, symbolic interactionists hypothesized that a positive self-concept will lead to constructive, socially desirable behaviors and conversely that a distorted self-concept will lead to deviant, socially inadequate behaviors. In education, the recent upsurge of child-centered philosophy surrounding the open class room movement includes the beliefs that a child's feelings about himself are a key factor in his ability to achieve in school. Indeed, much of the recent, vast effort in compensatory education has been spent on attempts to humanize schools. Several studies reviewed in this paper have found positive correlations between self-concept and educational achievement. The causal direction, if any, of this relationship can not be ascertained from such cross-sectional studies. And a number of studies have shown effects from short-term manipulation of self-esteem. However, A.H. Maslow said that the low self-concept child typically preoccupies himself with the needs for love and belonging and esteem. This being the case, the child has no pressing need or energy to strive for the highest order-self-actualization-in the hierarchy of his motivation theory. And also, other humanistic psychologists reason that a person who has a poor view of himself is likely to perceive others in a negative way. One down-to-earth implication of these statements is that teacher personnel should become concerned about his and his children's self-concepts. Certainly, teacher training courses and in-service programs should sensitize teachers to the potent dynamics between self-concept and behavior. So, the self-concept of teachers college students is compared with those of two other groups to find out the self-concept level of prospective teachers in this study.

人間의 記憶과 學習

沈愚燁 춘천교육대학 학생지도연구소 1984 學生生活硏究 Vol.9 No.-

This study reviewed the theoretical principles of attention and memory and found out their implications to school learning. Beginning with the problem of attention, this article proceeds through a discussion of the limitations of associationism and multi-process models of memory and concludes with level of information processing and its educational implicarions. The principles of dual­memory provides us with some questions even though there are some sources of evidence of dual-memory. One major problem concerns the role of rehearsal to the memory process. Another problem is that the dual-memory has little to say about why encoding an item's meaning deeply and elaborately should increase its recall. Recent critics of dual-memory theory have begun to develop an alternative approach, called depth of level of processing. The general idea of this approach is that an item entering the memory system is analyzed in stage and the deeper the level of processing, the stronger the trace and the better the memory. From the above principles of memory, we can conclude as follows: 1) Learning material should be studied through meaningful way rather than rote memory and the students should be provided with the construction process. 2) For the better attention, the student's internal needs, expectances and momentary interests as well as physical properties of learning materials or educational methods should be concerned. 3) For the better memory, students should attend to,organize and rehearse learning materials in deep level.

Atkinson의 結果成就動機模型에 관한 理論的 考察

沈愚燁 춘천교육대학 학생지도연구소 1981 學生生活硏究 Vol.6 No.-

This study is conducted to find out the problems of resultant achievement motivation (RAM) theory of Atkinson. In general, nAch is more emphrasized than other human motivations in relation to school achievement. But there are a number of unmeasured questions and weakness related to the administrative procedure, the rules of TAT scoring and the RAM assessing. So, the present study investigated some of the unexamined and unanswered questions-the procedural alld scorin:: shortcomings of TAT, the weakness of RAM measuring, the question of the match between the sex of the respondent and the cues in the TAT picture, and the alrernative objective measurement instrument of nAch. The major questions pointed out in the present investigation are as follows: 1. The reported internal consistency and reliability for the TAT measure of n J (1, are quite low. If so, the reliability of the measure of RAM with two instruments, TAT and TAQ must be low. 2. Generally Atkinson and other workers in the achievment area employ the TAQ to define the strength of Mfr. But it is questionable that test anxiety 10 also a tendency to inhibit achievement-oriented activities irrespective of the other psychological variables. 3. There is a shortcoming in classifyirg the trength of RAM on the basis of TAT and TAQ score deviations from the means of the population under investigation. One who has the more difference between the scores of TAT and TAQ is classified as intermediate in RAM or one in whom Mr=Mfr, for example, eventhough one who has the less as high or one in whom Mr> Mfr. The above is the gist of this study. To these questions, the best answer is to construct the alternative assessment instruments to replace the TAT measure of nAch and scrutinize the theoretical conception of nAch.

春川敎育大學 新入生 選拔基準의 妥當度 分析

심우엽 춘천교육대학교 학생생활연구소 1992 學生生活硏究 Vol.17 No.-

The purpose of the present study was to analyze the predicitve validity and policy of Chuncheon Teachers College(CTC) admission test using the data from 1988, 1990, and 1991 test. Analyed were data from three years' admission tests and GPA's, students' height distribution in high school (359 students sampled) and elementary school (731 students sampled), questionnaires about limit of applicant's height, and sex ratio in selecting successful applicants, which were administered to 250 elementary school teachers, 193 parents of elementary school children. 206 CTC students, and 242 6th graders. Statistical methods used were Pearson correlation coefficients, MANOVA with repeated measures, multiple regression analysis, Scheffe method for post hoc comparisons, and Chi-square test. CTC admission test was Consisted of Achievement Report from High School(ARHS). Scholastic Achievement test for College Admission(SATCA), Aptitude and Personality Test for Teachership(APTT, essay-type written test), and interview. Results were as follows : 1. ARHS and SATCA need to study why the validity was so low in predicing GPA. 2. Predictive validity of required five subjects(Korean, English, Math, Ethics, and Korean history)was higher than that of SATCA composed of the five plus four elective subjects. It needs to find the subject(s) efficient in predicting GPA. 3. Validity of APTT and interview was not so successful in predicting GPA, which may not be fit as a predicted variable from APTT. Contents of both tests should improve successfully. 4. Overall interrater reliabilities of APTT and interview were acceptable. Some of them. however, quite low, need to investigate the reasons. 5. The present limit of applicant's height may not be necessary, because most of the elementary school students like their teacher regardless of teacher's height and sex. Moreover, short teacher seems to have little problem in teaching. 6. Sex ratio in selection of successful applicants should be kept in order to develop well balanced personality of children and decrease overwork of male teachers in elecmentary schools.

교사의 부정적 언어가 학생에게 미치는 영향

심우엽 한국초등교육학회 1993 초등교육연구 Vol.7 No.1

교사의 부정적 언어는 학생의 언어습득과 정서적인 면 그리고 학급의 분위기 및 국어 순화에 작지 않은 영향을 미친다. 본 연구는 각급 학교에서 교사의 부정적 언어 사용실태와 이에 대한 학생의 느낌과 반응을 조사해 보았다. 결과를 보면 교사의 부정적 언어 사용빈도는 교사의 성별, 연령별, 근무지역별, 학교·급별로 다르다. 그러나 대체적으로 국·중·고교 중 국민학교에서 가장 적게 사용하고 있으며, 중학교에서 가장 많이 사용하고 있었다. 또한 교사보다는 학생들이 교사가 부정적 언어를 자주 사용한다고 답하였다. 일부 학생은 교사의 부정적 언어에 대해 극도의 부정적 정서를 나타내고 있다. 교사 스스로 언어순화 노력을 하고 있는 경우도 있으나, 연수 등에서 언어 프로그램을 개발하여 교사의 언어를 더욱 순화할 필요가 있다. The purpose of the present study was to investigate the influences of elementary, middle and high school teachers' negative languages(TNL) on students. TNL in this study included vulgarism, disregarding words, curses and insulting words, and threatening words teachers would use in the classroom. Students and teachers were sampled in three different areas, big city, medium city and rural area. Students were consisted of 626 6th graders (331 boys, 295 girls), 572 8th graders (286 boys and 286 girls) and 598 11th graders (296 boys and 302 girls). Teachers were comprised of 316 elementary school teachers(EST) (129 males. 181 females, 6 not responded), 297 middle school teachers(MST)(93 males 204 females), and 224 high school teachers(HST) (167 males 57 females). The questionnaires, asking frequencies of and emotional responses to TNL for the students and teachers, were developed by the researcher based on a previous study. Main results were as follows: 1. Teachers answered to use all kinds of NL in the classroom. However, they thought to use less NL (about 1/5-1/3) than their students recognized. 2. 6th graders' answered hearing less TNL(16-30%) than 8th and 11th graders(45-74%). 3. Roys rather than girls were the main subjects of TNL such as insulting words. disregarding words, and vulgarism. 4. The usage of TNL were different depending on teacher's age, area, and sex. In general, male and young teachers used more NL. 5. MST, generally, used more NL than EST and HST. 6. students had extremely negative feelings for the TNL, especially for the insulting and/or threatening words. 7. Teachers recognized negative influences of their NL on students and tried to use positive language, but still not enough. 8. Language program needs to develop for pre-service and in-service teacher training courses. 9. Teachers need to investigate and improve their everyday languages and communication style using several methods such as tape recording.

Vygotsky의 이론과 교육

심우엽 한국초등교육학회 2003 초등교육연구 Vol.16 No.1

Vygotsky의 이론과 그의 교육에 대한 사고는 끊임없이 개선해야 하는 교육적 사고와 방법에 대한 시사점과 한 가닥 해결책을 제시할 것이라는 점에서 교육학계의 관심을 끌고 있다. 어떤 점에서는 Piaget의 대안으로도 인식되기도 하는 Vygotsky의 이론과 그의 교육에 대한 사고는 비교적 단기간에 걸쳐 서구와 우리 나라에 소개되었으나 여러 가지 이유로 오해와 함께 생략된 부분이 많기 때문에 난해한 부분이 있다. 본 연구에서는 그의 이론을 이해하는데 도움이 되도록 생애와 학문적 배경을 살펴보고 그가 주장한 여러가지 개념과 교육관련 생각들을 정리하여 보았다. 그의 고등정신기능의 발달, 언어의 기능, 근접발달대, 협동학습, 자기주도적 학습, 놀이 등에 대한 독특한 해석은 초등교육에 많은 시사를 하고 있다. The work of Lev S. Vygotsky, which spanned the brief period from 1924 to 1934, has steadily grown in influence since the early 1980s. Unfortunately, however, misconceptions about his work have complicated the analyses of this contributions to educational psychology. Some scholars note that Vygotsky is credited with being 50 years ahead of his time for ideas that he himself credited to others. Vygotsky, like Piaget, analyzed particular aspects of human cognitive development. The key concepts are the nature of cultural influence on the individual development(relationship of different cultures to different forms of thinking), general law of genetic development(sociogenesis), social interaction during learning(collaborative learning and reciprocal teaching), role of speech on development including inner talk, self-regulated learning, and zone of proximal development as a teaching strategy, teachers' role as a guide of learning, and influence of play on cognitive development. Classroom strategies could be developed on the basis of Vygotskian concepts.

고등학생의 외모만족도와 행복감 관계에서 스트레스에 대한 적극적 대처의 매개효과

심우엽 한국교원대학교 교육연구원 2012 敎員敎育 Vol.28 No.2

The purpose of this study was to test mediation effect of active stress-coping behavior on happiness in the relationship between appearance satisfaction and happiness of high school students. 661 10th grade students(318 boys, 343 girls) were sampled from four high schools. The results were as follows: First, high students on appearance satisfaction were happier than the lows. Second, active stress-coping behavior had mediation effect on happiness in the relationship between appearance satisfaction and happiness. Third, there were no differences between boys and girls, and city and rural students in terms of the effect of appearance satisfaction on happiness, and mediation effect of active stress-coping behavior on happiness. Discussion and suggestions were as follows :First, students need to develop active stress-coping behavior. Second, it needs to study in succession if the effect of appearance satisfaction on happiness is different between big city and rural area students. 최근 청소년들 사이에서 외모에 대한 관심이 높아지고 있으며 외모에 만족하지 못할 경우 행복감이 낮아질 것임을 시사하는 연구가 많다. 본 연구는 이를 검증하고 나아가 외모만족도가 행복감에 영향을 미치는 과정에서 스트레스에 대한 적극적 대처의 매개효과가 있는지 밝히고자 하였다. 적극적 대처의 매개효과가 있다면 외모만족도가 낮은 학생들의 행복감 증진에 도움이 되는 방안을 마련할 수 있기 때문이다. 아울러 외모만족도가 행복감에 미치는 영향이 대도시, 중소도시, 읍면지역의 학생간 그리고 남녀간에 차이가 있는지도 검증하였다. 서울과 춘천시 및 강원도내 읍면소재 2개 고등학교 1학년 학생 총 661명을 대상으로 자료를 수집하였고, 구조방정식과 Sobel test를 통하여 스트레스에 대한 적극적 대처의 매개효과를 검증하였다. 자료분석 결과 본 연구의 경로모형은 적합한 것으로 판정되었으며, 외모만족도는 행복감에 영향을 미치고 있고, 그 과정에서 적극적 대처의 매개효과가 있었다. 외모만족도가 행복감에 미치는 영향은 지역간 및 남녀간에는 유의한 차이가 없으나, 스트레스에 대한 적극적 대처의 매개효과는 남학생이 높았다. 이러한 결과를 토대로 논의를 하였다.