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NTIS 바로가기융합정보논문지 = Journal of Convergence for Information Technology, v.10 no.4, 2020년, pp.89 - 97
김혜나 (성결대학교 파이데이아학부)
The study aims to enhance the understanding of Korean learners concerning globalization and localization of educational contents. The study explores power distance in school, and examines its effects on instructor-student interaction, help-seeking, critical thinking, and convergence thinking. Four h...
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핵심어 | 질문 | 논문에서 추출한 답변 |
---|---|---|
한국의 권력거리(power distance index)는 어떠한가? | Hofstede의 문화차원 중 권력거리(power distance index)는 조직이나 기관 등의 사회에서 더 강력한 개인과 더 약한 개인 사이에 힘의 불균형[7], 또는 위계[8]를 수용하거나 기대하는 정도를 의미한다[9]. Hofstede에 따르면 한국은 53개국 중 27위(60점)로, 1위는 말레이시아(104점)이고 마지막인 53위는 오스트리아(11점)이었다[7]. 따라서 한국은 비교적 큰 권력거리의 문화를 갖고 있다고 할 수 있다. | |
권력거리가 큰 사회의 특징은? | 특히 학교 내 권력거리는 수업 중 의사소통과 밀접한 관계에 있다[11]. 일반적으로 권력거리가 큰 사회에서는 교사의 나이가 많을수록 교사가 존경이나 두려움의 대상이 되거나 그렇게 되는 것을 기대하는 양상이 클 수 있고, 교육과정이나 교육내용을 교사가 주도적으로 결정하여 학생들의 의견이 반영될 가능성이 적다. 반면 권력거리가 적은 사회에서는 서로가 서로를 동등한 존재로 대할 것을 기대하기 때문에 교육과정이나 교육내용이 학생 중심으로 결정되고 따라서 학생-주도적 학습을 하는 경향이 있으며, 수업 중 자유로운 토론과 비판이 이루어지는 양상을 보인다[12]. | |
문화의 정의는 무엇인가? | Hofstede는 문화를 한 그룹의 구성원들을 다른 그룹의 구성원들과 구별할 수 있게 하는 집단적으로 프로그래밍된 마인드로, 체계와 가치를 포함한다고 정의하였다[4]. 또한 문화차이를 개인주의/집단주의, 남성성/ 여성성, 권력거리, 불확실성에 대한 회피의 4가지 차원으로 개념화하였다. |
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