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柳彰烈 충남대학교 공업교육연구소 1984 論文集 Vol.7 No.2
The purpose of this study was to identify the human-being's basic attitudes toward works, taking into account its possible affect to vacational choice. The study was carried out through review of literatures and discussion with related specialists. The main findings of the study are as follows; 1. It is generally believed that no distinction seems to have been made between work and life in the early history of the human-being. 2. The nature of man toward work can be assumed as basically bad. Work was regarded as curse by Greeks, God's wrath by Judeo-Christian . 3. The most important attitudinal change regarding work was the begining and spreading of the protostant ethic. It is common to credit the origin of work ethic to Martin Luther's interpretation of "Calling" in his translation of the Bible. John Calvin went a step further. He regarded work as not only religious duty, but caning out the will of God. 4. The attidudes toward work have been varied in america from protestant work ethic to character ethic, personality ethic and leisure ethic in accordance with industrial revolution, commercial development, new inventions and industrialization. 5. It is generally understood that korean traditional work ethics,"consciousness of calling" and "respect of diligence", were developed under the influence of confucianism in agrarian society because of rice production. 6. Nowaday, many korean came to look upon their works as something worthwhile in itself and something that could give them social, psychological satisfaction, as well as a mean to an end. 7. Human's basic needs for work can be transfered from material to quality of life in the future.
柳彰烈 충남대학교 공업교육대학 기술교육과 1983 技術誌 Vol.1 No.-
The purpose of the study was to develop a career education model in order to define the scope and depth of education oriented the world of work. The various concepts of career education can be characterized, on their degree of comprehensiveness, into five categories or levels : (1) initial job-entry skills, with little, if any, cognitive and affective domain (2) initial job-entry skills plus the development of cognitive and affective domain essential for successful employment in an occupational cluster. (3) initial job-entry skill, cognitive and affective domain plus consideration of life as a worker and as a citizen. (4) initial job-entry skill, cognitive and affective domain plus competencies needed for family living, participation in community activities and aesthetic appreciations. It is education for now in a future society. (5) whole individuals in relation to their physical, social and technological environments. Career developmental stages are divided into five stage : (1) Career awareness stage (elementary school) (2) career exploration stage (middle school) (3) career preparatory stage(1)(high school) (4) career preparatory stage(Ⅱ) (college or junior college) (5) maintenance and developmental stage (Adult). Five domains of career development behaviors are : (1) concept of self (2) comprehension of the world of work (3) decision-making (4) cooperative social activities (5) work attitudes and values. Career education model illustrates as follow: 1. Career education is achieved through the continous process developmental stages and career developmental behavior. 2. Career development stages are developed by the interaction of the five career development behaviors. 3. Career development stages are influenced by educational environment of all levels. 4. Career development should be focused on the career development behaviors in public school, and next steps in another educational programs.