韩国的语言政策与国家意识探析     

崔丽红 《云南师范大学学报(哲学社会科学版)》2012,44(3):41-46

语言政策是处理和解决国家语言问题的基础与核心,它不仅体现着国家对语言的根本认识和态度,也蕴含着国家意识、社会价值取向等诸多重要内容;国家意识是一个人或集体内心深处对自己所属的民族和国家的认同,而这种"认同(identity)"既可来自于自我的认知意识,也可来自支配性制度;语言政策与国家意识之间存在相互依存相互建构的紧密关系;本文以韩国"国语醇化"政策、汉字政策以及"韩国语世界化"政策为切入点,分析探讨韩国语言政策与国家意识之间的关系和作用。  相似文献   

Stress in Japanese learners engaged in online collaborative learning in English     

Insung Jung  Masayuki Kudo  Sook‐Kyoung Choi 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(6):1016-1029

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The influences of student engagement, institutional mission, and cooperative learning climate on the generic competency development of Korean undergraduate students     

Bo Keum Choi  Byung Shik Rhee 《Higher Education》2014,67(1):1-18

Using multilevel models, this study examined whether the strength of the association between student engagement and development of generic student competencies (GSCs) varies across Korean colleges. Data from the Korean Educational Development Institute’s 2007 national sample and from 5,445 students representing 60 four-year colleges and universities were utilized. The results indicate that a specific type of engagement is linked to a particular learning outcome, which means that not every engagement type has an equal impact thereon. The findings also suggest that in Korea, the impact on GSC of one of the student engagement types, that is, active learning, significantly varies by college mission and the peer climate of cooperative learning.  相似文献   

Cumulative childhood trauma and psychological maladjustment of sexually abused children in Korea: Mediating effects of emotion regulation     

Ji Young Choi  Kyung Ja Oh 《Child abuse & neglect》2014

The purpose of the present study was to identify the mediating effects of emotion regulation on the association between cumulative childhood trauma and behavior problems in sexually abused children in Korea, using structural equation modeling (SEM). Data were collected on 171 children (ages 6–13 years) referred to a public counseling center for sexual abuse in Seoul, Korea. Cumulative childhood traumas were defined on the basis of number of traumas (physical abuse, witnessing domestic violence, neglect, traumatic separation from parent, and sexual abuse) and the severity and duration of traumas. Children were evaluated by their parents on emotion regulation using the Emotion Regulation Checklist and internalizing and externalizing behavior problems using the Korean-Child Behavior Checklist. SEM analyses confirmed the complete mediation model, in which emotion dysregulation fully mediates the relationship between cumulative childhood traumas and internalizing/externalizing behavior problems. These findings indicate that emotion regulation is an important mechanism that can explain the negative effects of cumulative childhood traumas and that there is a need to focus on emotion regulation in sexually abused children exposed to cumulative trauma.  相似文献   

Korean-American student perceptions on literacy and identity: perspectives from an ethnographic case study     

Jeonghee Choi  Heriberto Godina  Yeon Sun Ro 《Asia Pacific Journal of Education》2014,34(3):259-272

This ethnographic case study examines perceptions of literacy and identity for a Korean-American student in a third-grade classroom. The researchers examine how teachers can misinterpret Asian identity in the classroom due to perceptions related to the Model Minority Myth and other stereotypical representations of Asian culture. By focusing solely on academic success, teachers miss opportunities to gain insight for nurturing other areas of student success and adjustment in the classroom environment. Implications for identity formation and authentic integration of language and literacy practices are discussed. Educators interested in culturally-relevant instruction for immigrant students should find this study informative.  相似文献   

Development and Implementation of Science and Technology Ethics Education Program for Prospective Science Teachers     

Hyang-yon Rhee  Kyunghee Choi 《Science & Education》2014,23(5):1101-1130

The purposes of this study were (1) to develop a science and technology (ST) ethics education program for prospective science teachers, (2) to examine the effect of the program on the perceptions of the participants, in terms of their ethics and education concerns, and (3) to evaluate the impact of the program design. The program utilized problem-based learning (PBL) which was performed as an iterative process during two cycles. A total of 23 and 29 prospective teachers in each cycle performed team activities. A PBL-based ST ethics education program for the science classroom setting was effective in enhancing participants’ perceptions of ethics and education in ST. These perceptions motivated prospective science teachers to develop and implement ST ethics education in their future classrooms. The change in the prospective teachers’ perceptions of ethical issues and the need for ethics education was greater when the topic was controversial.  相似文献   

Developing Character and Values for Global Citizens: Analysis of pre-service science teachers’ moral reasoning on socioscientific issues     

Hyunju Lee  Hyunsook Chang  Kyunghee Choi  Sung-Won Kim  Dana L. Zeidler 《International Journal of Science Education》2013,35(6):925-953

Character and values are the essential driving forces that serve as general guides or points of reference for individuals to support decision-making and to act responsibly about global socioscientific issues (SSIs). Based on this assumption, we investigated to what extent pre-service science teachers (PSTs) of South Korea possess character and values as global citizens; these values include ecological worldview, socioscientific accountability, and social and moral compassion. Eighteen PSTs participated in the SSI programs focusing on developing character and values through dialogical and reflective processes. SSIs were centered on the use of nuclear power generation, climate change, and embryonic stem cell research. The results indicated that PSTs showed three key elements of character and values, but failed to apply consistent moral principles on the issues and demonstrated limited global perspectives. While they tended to approach the issues with emotion and sympathy, they nonetheless failed to perceive themselves as major moral agents who are able to actively resolve large-scale societal issues. This study also suggests that the SSI programs can facilitate socioscientific reasoning to include abilities such as recognition of the complexity of SSIs, examine issues from multiple perspectives, and exhibit skepticism about information.  相似文献   

Factors influencing the higher education of international students from Confucian East Asia     

Serene H.-J. Choi  Timo A. Nieminen 《高等教育研究与发展》2013,32(2):161-173

Higher education, especially that leading to a degree from a high-prestige university, is strongly related to social status and employment opportunities in East Asian countries. This is a consequence of both traditional Confucian attitudes to education and the social and economic changes accompanying industrialisation. Since the number of places available at high-prestige universities is limited, competition is intense. Successful entry to such a university is not only an important achievement for the future career of the student, but also a victory for the family. In contrast, failure to do so is often seen as shameful for the family, sometimes resulting in psychological problems or suicide. This background affects the international education of East Asian students, who often have a high level of family support, with correspondingly high expectations of their success. Motives for international study vary, from avoidance of the hyper-competitive domestic system, pursuit of an overseas degree as an ‘easy option’ of moderate prestige, to an expectation of more up-to-date teaching and content. Understanding this background can be a first step for Australian or other Western educators to better meet the needs of East Asian international students and to attract students from East Asia in the long term.  相似文献   

Effects of transition from elementary school to junior high school on early adolescents' self-esteem and perceived competence     

Theron B. Proctor  Hee-Sook Choi 《Psychology in the schools》1994,31(4):319-327

Early adolescents' self-esteem and perceived competence in the cognitive, social, and physical domains were examined across the transition from elementary school to junior high school. Self-esteem and perceived social and physical competence were either stable or increased for most children. Cognitive competence was unchanged. It was concluded that, in general, early adolescents' perceptions of self-esteem and competence are not adversely affected by the transition.  相似文献   

Reliable automatic word spacing using a space insertion and correction model based on neural networks in Korean     

Sihyung Kim  Gihyeon Choi  Harksoo Kim 《Information processing & management》2019,56(3):1046-1052

Automatic word spacing in Korean remains a significant task in natural language processing owing to the extremely complex word spacing rules involved. Most previous models remove all spaces in input sentences and insert new spaces in the modified input sentences. If input sentences include only a small number of spacing errors, the previous models often return sentences with even more spacing errors than the input sentences because they remove the correct spaces that were typed intentionally by the users. To reduce this problem, we propose an automatic word spacing model based on a neural network that effectively uses word spacing information from input sentences. The proposed model comprises a space insertion layer and a spacing-error correction layer. Using an approach similar to previous models, the space insertion layer inserts word spaces into input sentences from which all spaces have been removed. The spacing error correction layer post-corrects the spacing errors of the space insertion model using word spacing typed by users. Because the two layers are tightly connected in the proposed model, the backpropagation flows are not blocked. As a result, the space insertion and error correction are performed simultaneously. In experiments, the proposed model outperformed all compared models on all measures on the same test data. In addition, it exhibited reliable performance (word-unit F1-measures of 94.17%～97.87%) regardless of how many word spacing errors were present in the input sentences.  相似文献