• Trans-
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• 제12권
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• pp.141-171
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• 2022

This study was conducted to understand media and cultivate personality by using media as data for personality education. To achieve this purpose, the Personality Education Promotion Act and the Korea Educational Development Institute's personality virtues were selected as educational elements, and a personality education program using media was developed in combination with the middle school curriculum. For this study, first, in order to extract personality virtues, 13 personality virtues were finally selected as educational elements by comparing and synthesizing the personality virtues of the Personality Education Promotion Act and the Korea Education Development Institute. The final personality virtues selected are self-esteem, courage, sincerity, self-regulation, wisdom, consideration, communication, courtesy, social responsibility, cooperation, citizenship, justice, and respect for human rights. Second, in order to select media and set the direction of development of personality education programs, the process of collecting media data was confirmed, and the direction and goal of the program were set by analyzing the middle school curriculum. Third, in order to propose a method of applying a personality education program using media, the personality grafting unit was selected by referring to the commentary on all subjects of the 2015 revised curriculum.

• Proceedings of the KHMA Conference
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• 한국가정관리학회 2012년도 제52차 추계학술대회
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• pp.385-385
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• 2012

• The Safety technology
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• 113호
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• pp.80-81
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• 2007

• The Korean Publising Journal, Monthly
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• 통권342호
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• pp.19-21
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• 2004

• Korean Journal of Child Studies
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• 제24권4호
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• pp.55-69
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• 2003

This study analyzed the contents of reading textbooks of Chinese-Korean $1^{st}$, $4^{th}$, and $7^{th}$ graders in Yanji, China with reference to ecological systems and values. Results showed that the literature genre of Korean textbooks in China was predominantly novels/stories(38.5%) rather than essays(13.7%), poems/verses/rhymes(16.2%) or others(31.6%). Characters were classified into 9 categories and analyzed by Bronfenbrenner's ecological paradigm. It was found that Chinese-Korean textbooks included more characters belonging to exo- or macro-systems including school, community, and government while Korean textbooks emphasized the self or the family, both belonging to the micro-system. Values in Chinese-Korean textbooks emphasized community and government. Korean textbooks emphasized individual life. Differences were more pronounced in textbooks of the upper grades.

• Journal of Korean Electronics
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• 제25권7호
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• pp.10-13
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• 2005

국내외에서 환경규제가 엄격해지면서 환경이 기업경영의 덕목으로 자리 잡고 있다. 국내전자업체들의 경제적 성과중시의 환경경영과 사회적 책임을 강조하는 지속 가능경영(Sustainability Management)를 점검해본다.

• Journal of The Korean Association of Information Education
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• 제14권4호
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• pp.589-603
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• 2010

Game addiction is the one of side effects from current knowledge-based society, So it is very important to find students with game addiction and treat them as early as possible. In this paper, first of all, a measure scale is developed for diagnosing game addiction. The scale is made based on the literature reviews. Also, a game model is developed based on virtues education. The proposed model has the following characteristics. First, it can induce active participation of students. Second, it helps students find and decide a moral standard related to online game addiction for themselves. Third, students can learn a moral standard naturally through narratives related to various real-life situations. The followings are concluded after applying the proposed game to elementary school students with game addiction. First, game addiction is relieved for those students, specially for "high risk" and "potential" groups. Second, the proposed game can improve respect to others and individual responsibility.

• Journal of the Korea Convergence Society
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• 제12권12호
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• pp.161-167
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• 2021

The purpose of this study is to provide a solution through a methodological approach so that character education can be naturally acquired in team-based learning activities. In the spring semester of 2021, a total of 69 college students in two groups were studied, and as a result of the study, the total score of character education virtues in the post-test was greatly improved in the experimental group (p<.001). The correlation between sub-items of team-based learning and pre and post-test results for character sub-items, self-regulation, consideration, communication, self-esteem, and responsibility, were statistically significant. This study shows character education through team-based learning had positive results. However, future research through a wider range of subjects is needed, and various teaching methods are being applied to propose verification of the effectiveness of character education.

• Journal of the Korea Academia-Industrial cooperation Society
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• 제16권12호
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• pp.8915-8926
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• 2015

The purpose of this study was to find out difference by early childhood teachers' personality and individual factor. Also we wanted to find out the status, need and awareness of character education for early childhood education. Our targets are 194 early childhood teachers who are working in D city in Chungcheongnam-do. We analyzed out data with by SPSS 21.0 program. The results show that First, there was significantly difference in teachers' personality by career and age. Second, while early childhood teachers sympathize importance and need of personality education, absence of methods for practice is obstacle. Third, A high level personality group notices that respect for early children' life, humanity and virtue of relationship is importance virtue. Fourth, Therefore they consider respecting people as aim of personality education and recognize that they need to teach right values through whole area as education contents. Fifth, A low level personality group notices that performance of their duty and manners of early children is needed virtue. They consider manners education as aim and content of personality education also recognize guiding with connecting home teaching is desirable. So, teachers need, above all, chance for reflective thinking by themselves for early childhood character Education.

• Journal of the Korea Convergence Society
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• 제9권9호
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• pp.229-243
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• 2018

The purpose of this study is to develop a personality education program that can enhance the virtues of elementary school students, self-esteem, Consideration communication, self-control, honesty courage by using coaching methodologically, To improve the personality virtue. The subjects of this study were 31 students from 4th grade of U elementary school in S Gu, Seoul. The experimental group was divided into 16 sessions, weekly from March 5, 2018 to June 30, 2018, 1 hour (40 minutes). The program consisted of items such as self-esteem, Consideration communication, self-control, honesty courage among the personality virtues of KEDI personality test, Each activity used a tough coaching model developed by combining the GROW model with the Empowering model and considering the developmental level of elementary school students. As a result, all four virtues of personality were significantly improved, model with the Empowering model and considering the developmental level of elementary school students. We compared pre and post test result with paired t-test. As a results, the experimental group showed improvement in all four virtues of personality at 0.05 significance level, whereas the control group did not. This suggests that the program can be usefully used as a tool to improve four virtues of personality of elementary school students. For further research, we expect that the program would be integrated with state-of-art technology such as online program or CBI(Computer-Based Instruction).