17 research outputs found
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Όλ¬Έ(μμ¬) --μμΈλνκ΅ λνμ :μ€λ¦¬κ΅μ‘κ³Ό,2008. 8.Maste
λνλ‘ λ³Έ κ΅ν 곡κ°κ΅¬μ‘°μ λ³ν(Changes in national spatial structure (1960~1997))
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ΈνΈ : μ΄ λ³΄κ³ μλ κ΅ν κ°λ°μ°κ΅¬μμ μ체μ°κ΅¬λ¬Όλ‘μ μ λΆμ μ μ±
μ΄λ 견ν΄μλ μκ΄μμμ λ°νλλ λ°μ
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Curriculum Implementation Problem for Deaf School by Cultural Aspect of Evaluation
7μ°¨ νΉμνκ΅ κ΅μ‘κ³Όμ μμλ μ²κ°μ₯μ νκ΅μ κ²½μ°, μΌλ°νκ΅μ κ΅λ―Όκ³΅ν΅κΈ°λ³Έκ΅μ‘κ³Όμ μ νκ΅μμ€ κ΅μ‘κ³Όμ μΌλ‘ μ¬κ΅¬μ±νμ¬ μ΄μνκ³ μλ€. κ·Έλ¬λ μ²κ°μ₯μ νκ΅μμλ μΌλ°νκ΅ κ΅μ‘κ³Όμ μ μ΄μ©νλ ν¨κ³Όλ₯Ό μ»μ§ λͺ»νκ³ κ²½νμ κ΅μ‘κ³Όμ μ λΆμ€νκ² μ΄μλ κ°λ₯μ±μ΄ λ§λ€. λ³Έ μ°κ΅¬λ μ²κ°μ₯μ νκ΅ νκ°μ λ¬Ένμ νΉμ±μ λν λ©΄λ΄κ³Ό κ΄μ°°μ ν΅νμ¬ 7μ°¨ νΉμνκ΅ κ΅μ‘κ³Όμ μ μ΄μνλ μ²κ°μ₯μ νΉμνκ΅μ νμ€μ μ΄ν΄νλ κ²μ΄λ€. λ³Έ μ°κ΅¬μμλ 3λͺ
μ μ²κ°μ₯μ νκ΅ νΉμκ΅μ¬λ€μ λμμΌλ‘ μ΄ 8μ°¨λ‘μ λ°©λ¬Έμ ν΅νμ¬ μ»μ λ΄μ©μ κΈ°μ΄λ‘ μ§μ μ°κ΅¬λ‘ μνλμλ€. 7μ°¨ νΉμνκ΅ κ΅μ‘κ³Όμ μ μ΄μνλ κ΅μ¬λ€μ λ
νΉν νκ°λ¬Ένλ₯Ό μ§λκ³ μλ€λ μ μ λ°κ²¬νμλ€. μ²κ°μ₯μ νΉμνκ΅μμμ νκ°λ κ·Έ νΉμ±μ λ€μν νμμ μ΄λ €μ΄ κ΅κ³Όμλ‘ λ€μν μμ€μ νμμ λμμΌλ‘ νλ νκ°μ΄λ©° κ΅μ¬μ λμμ μ΄κ³ μ² μ ν λ
Έλ ₯μ΄ νμν νκ°λΌλ μ¬μ€μ΄λ€. λ³Έ μ°κ΅¬μ μ 보μλ‘ μ°Έμ¬ν μ²κ°μ₯μ νκ΅μ κ΅μ¬λ€μ νκ°λ₯Ό μν΄ μΌλ°νκ΅μ κ΅κ³Όμλ‘ νμμ κ°λ³μꡬμ λ§μΆμ΄ λ¨μλ΄μ© μ¬κ΅¬μ±νκ±°λ μΌλΆ λ¨μμ μ ννμ¬ κ΅μνκ±°λ λλ μ 체 κ΅κ³Όμμ λ΄μ©μ λ체νμ¬ λ€λ₯Έ λ΄μ©μΌλ‘ μ§λνκ³ κ·Έ λ΄μ©μΌλ‘ νκ°νκ³ μμλ€. μ€Β·κ³ λ±λΆ μ²κ°μ₯μ νκ΅μ κ΅μ¬κ° μΌλ°νκ΅μ κ΅κ³Όμλ₯Ό μ΄μ©νμ¬ νκ°νλ μ λ΅λ€μ κ΅μ¬μ μ
μ₯μμ νμμ μμ€κ³Ό νμλ₯Ό κ³ λ €ν μμμ μΈ μμ μ΄ νμνλ€λ μ μμ μ₯μ μλμ μμ ν΅ν© μν©μμμ κ΅μμ ν©νμ κ³Όμ κ³Ό λ§€μ° μ μ¬ν λ©΄μ κ°μ§κ³ μμλ€. μ΄ μ°κ΅¬λ κ΅μ‘κ³Όμ μ΄μμ λνμ¬ μ²κ°μ₯μ νμμ λ€μν μμ€μ κ³ λ €ν μ§μκ³Ό μ²κ°μ₯μ μ νΉμ±μ κ³ λ €ν κ΅μ‘κ³Όμ μ¬κ΅¬μ‘°νμ λͺ¨λΈμ΄ νμν κ·Όκ±°λ₯Ό μ μνμλ€.
This study aims to find cultural traits of evaluation system in boarding deaf school that manages adjusted 7th Revised Curriculum for the Special Schools, and understand the origin of the cultural traits. Recently deaf school has managed to reorganize the curriculum of hearing school curriculum. However, teachers who had a responsibility of the adjustment has trouble in curriculum management. This research tried to explain the hidden problems of reconstruction by evaluation related problem and to show teacher developed strategies to overcome the unstructured curriculum issue. We found that teacher use three strategies is that deaf school teachers like 1) to select proper contents within a certain chapter which is considered most proper for their students' level, 2) to select chapters in the general school curriculum which is considered to proper for their students' interest, or 3) to find alternative contents. We found cultural aspect of evaluation system in deaf school was products of deaf school teachers' efforts and which is from difficult curriculum for the deaf children. This study implicates the needs of multi-level tests and an appropriate model of curriculum for deaf school
κ΄μκ°λ°κ³νμ립μ§μΉ¨ μ°κ΅¬(A study on guideline for metropolitan area development planning)
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ΈνΈ : λ³Έ μΆνλ¬Όμ μμν λ³Έμ°κ΅¬μμ μ체 μ°κ΅¬λ¬Όλ‘μ μ λΆμ μ μ±
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μ 1μ°¨ κ΅ν μ’ ν©κ°λ°κ³νμ νκ°λΆμ
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ΈνΈ : λ³Έ μΆνλ¬Όμ μμν λ³Έμ°κ΅¬μμ μ체μ°κ΅¬λ¬Όλ‘μ μ λΆμ μ μ±
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