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NTIS 바로가기Korean journal of child studies = 아동학회지, v.37 no.5, 2016년, pp.129 - 144
고은경 (동아대학교 휴먼라이프리서치센터) , 전효정 (동아대학교 아동학과)
Objective: This study's purpose was to develop a teaching competency scale for character education for early childhood teachers and to examine its reliability. Methods: The study procedure was as follows: First, scale items were generated by reviewing the literature as a deductive approach and focus...
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핵심어 | 질문 | 논문에서 추출한 답변 |
---|---|---|
유아교사에게 인성교육을 지도할 수 있는 능력과 교사의 실천을 지원하는 기관의 풍토가 필요한 이유는? | 학생의 인간으로서 행복할 권리를 회복하고 자살 및 일탈과 같은 사회적 문제를 예방하기 위한 인성교육이 영유아들이 생활하는 기관에서부터 실제적으로 시행되기 위해서는 교수 행위의 주요 주체인 유아교사에게 인성교육을 지도할 수 있는 능력과 교사의 실천을 지원하는 기관의 풍토가 마련되어야 할 것이다. 그러기 위해서는 영유아를 위한 인성교육의 개념적 특성과 기관에서 영유아교사에 의해 수행되는 인성교육의 실행적 특성을 차례로 살펴볼 필요가 있다. | |
인성을 바라보는 전통적인 시각은? | 먼저, 인성에 대한 관점들을 살펴보면, 인성(character)을 바라보는 전통적인 시각은 인성을 인간의 바람직한 도덕적 품성으로 보는 관점이었다. 고대 그리스 철학자인 아리스토텔레스(Aristotele, trans. | |
긍정심리학에서 인간의 강점 특질이 될 수 있는 요소는? | 대표적으로 Peterson과 Seligman (2004)은 철학 및 심리학적 문헌들을 고찰하여 인간의 강점 특질이 될 수 있는 요소들을 VIA 분류체계로 구성하였다. 여기에는 ‘지혜와 지식’, ‘용기’, ‘인간애’, ‘정의’, ‘절제’, ‘초월성’, ‘영성’에 해당하는 전체 24개의 강점들로 구성되어 있는데, 이러한 심리적 강점들이 개인의 안녕을 이끈다고 본다. |
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