한국 중고등학교 교사들의 학생평가 기준에 관한 연구 — 한국적 상황하에서의 모범 및 문제 학생상—

• 영문명: A STUDY ON THE KOREAN TEACHER’ S EVALU ATIO N CRITERIA ON THE IDEAL IMAGE OF HONOR AND PROBLEM STUDENTS
• 발행기관: 대한신경정신의학회
• 저자명: 민병근 이길홍 이규항 유태혁
• 간행물 정보: 『신경정신의학』제18권 제4호, 373~383쪽, 전체 11쪽
• 주제분류: 의약학 > 정신과학
• 파일형태: PDF
• 발행일자: 1979.11.30

영문 초록

This study was attempted to search the ideal image of honor and problem students perceive by their teachers, and to establish comprehensive measures for proper juvenile guidance. Summary of the results and suggestions are as follow s； 1. The honor and the problem student evaluation criteria which the teachers use under their own judgement are twenty items in 4 dimensions such as character, attitude, ability and behavior. Of these 20 criteria, character dimension is to be classified into fidelity, responsibility, flexibility, industry and persᄋnality-direction; Attitude dimension into morality, classroon attitude, relation of teacher and student, schoolmate relation and opposite sex relation; A bility dimension into intellectual, health, environmental adaptation, concenturation and work-performence； and Behavior dimension into pro-social and problem behavior, school attendance, service, co-operation and initiativeness. 2. Korean teachers putmore emphasis on orientalismic criteria such as fidelity, morality and responsibility, also hold fast to a traditional attitude in which students keeps subordinetic relation to their teacher. 3. The criteria used for evaluating honor students were different from those for problem students. For the former group, the dimensions of personality, attitudes, and evaluation of behavioral outcomes constituted major criteria of evaluation while for the latter group, the evaluative dimension of manifested behavior itself was the most impontant single factor. 4. Two complementary approaches were suggested by majority of teachers for effective guidance and reduction of problem behaviors. The first approach was to encourage guidance activities of teachers through which interpersonal problems of students with parents, teachers, and peer group might be lightened or decreased. The second approach which is focused upon socio-cultural environment surrounding students was to improve attitudinal and behavioral climate of family, school and society in general.

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