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      방과후 교육 활동에 대한 초등학생, 학부모, 교사의 인식에 관한 연구 = (A) Study on Perception of Students, Parents and Teachers about After-School Curriculum

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      https://www.riss.kr/link?id=T9933917

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      다국어 초록 (Multilingual Abstract)

      The purpose of this study is to analyze the opinions elementary students, their parents, and teachers have on extra-curriculum classes after school and to provide them with better supporting materials and proper directions in order to improve extra-curriculum classes after school based on the results they answered.
      Many people tend to consider the main purpose of extra-curriculum classes after school is to improve the elementary students' inborn potentials and capabilities, however, more frequently the elementary students and their parents consider the main purpose they are taking the classes is to improve and supplement only the students' scholastic achievement at school than elementary teachers.
      According to their aptitude the students select their classes, and they think their classes are suitable and helpful.
      In addition, the satisfactory degree the students, their parents, and the teachers have about the quality and the effectiveness of the classes is on the whole fair among three possible choices, that is, very satisfactory, fair, and unsatisfactory.
      In the question items asking about how to manage the classes, parents gave high marks on the inter-school cooperation programs, while the students and the teachers gave low grades on those programs. In other question items inquiring about how to allocate the students into proper levels, all the three groups, that is, the students, their parents, and the teachers, gave high marks on grouping like advanced, intermediate, or low level class according to students' levels of abilities, moreover teachers needed those allocated classes more strongly than students and parents did.
      As some drawbacks of extra-curriculum classes after school we have found out the facilities of schools are not enough and out-of-date, that parents are expecting too much for the classes, and that the instructors are not fully qualified enough. For the improvement of these drawbacks they think followings are required. First, systematic and specialized education have to be taught. Second, a variety of courses have to be open. Third, improvement of the educational facilities is required. Fourth, instructors' teaching capabilities as well as personalities are highly required.
      Accordingly, we conclude that in the elementary school extra-curriculum education activities must be activated as effective means to cut down parents' private education budget, as well as to develop students inborn potentials and their aptitude. In addition, for the fulfillment of students and their parents' demand to these extra-curriculum education, various and different kinds of courses have to be open, and individualized educational programs in which students are allocated depending upon their abilities also have to be adopted at full range, and finally well-qualified instructors from off-school should be chosen carefully.
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      The purpose of this study is to analyze the opinions elementary students, their parents, and teachers have on extra-curriculum classes after school and to provide them with better supporting materials and proper directions in order to improve extra-cu...

      The purpose of this study is to analyze the opinions elementary students, their parents, and teachers have on extra-curriculum classes after school and to provide them with better supporting materials and proper directions in order to improve extra-curriculum classes after school based on the results they answered.
      Many people tend to consider the main purpose of extra-curriculum classes after school is to improve the elementary students' inborn potentials and capabilities, however, more frequently the elementary students and their parents consider the main purpose they are taking the classes is to improve and supplement only the students' scholastic achievement at school than elementary teachers.
      According to their aptitude the students select their classes, and they think their classes are suitable and helpful.
      In addition, the satisfactory degree the students, their parents, and the teachers have about the quality and the effectiveness of the classes is on the whole fair among three possible choices, that is, very satisfactory, fair, and unsatisfactory.
      In the question items asking about how to manage the classes, parents gave high marks on the inter-school cooperation programs, while the students and the teachers gave low grades on those programs. In other question items inquiring about how to allocate the students into proper levels, all the three groups, that is, the students, their parents, and the teachers, gave high marks on grouping like advanced, intermediate, or low level class according to students' levels of abilities, moreover teachers needed those allocated classes more strongly than students and parents did.
      As some drawbacks of extra-curriculum classes after school we have found out the facilities of schools are not enough and out-of-date, that parents are expecting too much for the classes, and that the instructors are not fully qualified enough. For the improvement of these drawbacks they think followings are required. First, systematic and specialized education have to be taught. Second, a variety of courses have to be open. Third, improvement of the educational facilities is required. Fourth, instructors' teaching capabilities as well as personalities are highly required.
      Accordingly, we conclude that in the elementary school extra-curriculum education activities must be activated as effective means to cut down parents' private education budget, as well as to develop students inborn potentials and their aptitude. In addition, for the fulfillment of students and their parents' demand to these extra-curriculum education, various and different kinds of courses have to be open, and individualized educational programs in which students are allocated depending upon their abilities also have to be adopted at full range, and finally well-qualified instructors from off-school should be chosen carefully.

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      목차 (Table of Contents)

      • 목차 = ⅰ
      • Ⅰ. 서론 = 1
      • 1. 연구의 필요성 = 1
      • 2. 연구의 목적 = 2
      • 3. 연구 문제 = 2
      • 목차 = ⅰ
      • Ⅰ. 서론 = 1
      • 1. 연구의 필요성 = 1
      • 2. 연구의 목적 = 2
      • 3. 연구 문제 = 2
      • Ⅱ. 이론적 배경 = 3
      • 1. 방과후 교육 활동의 개념 = 3
      • 2. 방과후 교육 활동의 목적 = 5
      • 3. 방과후 교육 활동 프로그램 운영 현황 = 8
      • 4. 방과후 교육 활동과 사교육비 경감 = 11
      • Ⅲ. 연구의 방법 및 절차 = 15
      • 1. 연구의 대상 = 15
      • 2. 연구의 도구 = 16
      • 3. 조사의 실시 = 17
      • 4. 자료의 처리 = 18
      • Ⅳ. 연구의 결과 = 19
      • 1. 방과후 교육 활동에 대한 인식 = 19
      • 2. 방과후 교육 활동에 대한 만족도 = 32
      • 3. 방과후 교육 활동 프로그램 운영에 대한 인식 = 34
      • 4. 방과후 교육 활동의 문제점에 대한 인식 = 37
      • 5. 방과후 교육 활동의 개선에 대한 인식 = 40
      • Ⅴ. 논의 = 42
      • 1. 방과후 교육 활동에 대한 인식 = 42
      • 2. 방과후 교육 활동에 대한 만족도 = 44
      • 3. 방과후 교육 활동의 문제점과 개선 방안 = 44
      • Ⅵ. 요약 및 결론 = 46
      • 1. 요약 = 46
      • 2. 결론 = 50
      • 참고문헌 = 52
      • Abstract = 54
      • 부록 = 57
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