• 한국의류산업학회지
• /
• 제13권4호
• /
• pp.523-530
• /
• 2011

This study aims to make a comparison between variables influencing female college students' body shame and appearance change intention in individualist culture(Germany) and collectivist culture(Korea, China), that which variable among individual's physical character(BMI), psychological character(public self-image), and sociocultural pressure has the biggest influence in each culture. The findings of the research are as follows. 1. The German group of female college students had the highest BMI, and there were no difference between Korean and Chinese group. Public self-consciousness, sociocultural pressure, ideal appearance attitude, body shame, and appearance change intention were highest in Korea and lowest in Germany. 2. The variables that affected body shame were powerful in the order of sociocultural pressure, appearance internalization, BMI, and appearance awareness in the Korean group of female college students. In the Chinese group, the order was sociocultural pressure, appearance internalization, and public self-consciousness. On the contrary, in the German group the order was appearance internalization, appearance awareness, sociocultural pressure, and public self-consciousness. 3. The variables that affected appearance change intention were powerful in the order of sociocultural pressure, body shame, and appearance awareness in the Korean group of female college students. In the Chinese group, the order was sociocultural pressure, body shame, and appearance awareness, and in the German group, the order was appearance internalization, body shame, and BMI.

• 한국의류학회지
• /
• 제34권10호
• /
• pp.1731-1741
• /
• 2010

Personal appearance attitude about the ideal beauty is influenced by the context of the culture one belongs to. In a cultural sphere the higher public self-consciousness individuals have then the more sensitive one would be to the sociocultural pressure about thinness and thus the higher the expectations about the ideal appearance. Accordingly, in that culture one would have more body shame when they do not reach the ideal beauty standard. This study examines the difference between Korean and German culture, with a focus on the age group of university students who are especially sensitive to aesthetic consciousness. The results are as follows: There were differences of public self-consciousness, perceived sociocultural pressure, appearance internalization, appearance awareness and body shame between the two cultural spheres; in addition, Korean female university students were significantly higher in all the variables when compared to German female university students. The higher public self-consciousness and perceived sociocultural pressure then the higher the internalization of the ideal appearance; the ideal appearance awareness increased the body shame. In the case of the German female university student group, public self-consciousness influenced body shame directly; however, in case of the Korean female university student group public self-consciousness were not directly affective. Rather, perceived sociocultural pressures directly affected body shame and showed the difference between the cultural spheres. Finally, in regards to the direct effect about body shame, the German female university student group noted the influence of public self-consciousness as the most significant; however, the Korean female university student group noted the influence of sociocultural pressure as the most significant.

• 한국초등과학교육학회지:초등과학교육
• /
• 제21권2호
• /
• pp.171-186
• /
• 2002

본 논문에서는 독일의 초등학교 1학년 전과정과 2학년 1학기까지의 사물학습과목의 내용을 분석하고 그 수업현장을 직접 관찰 분석하여 우리나라 과학교육에 대한 시사점을 제시하였다. 그들의 과학교육관련수업(사물학습)은 통합교과적인 주제를 친근하고 가까운 소재를 통해 접근하였으며. 직접 경험을 중시하였고 점차로 심도있는 탐구까지 해 나갈 수 있도록 이끌어갔다. 독일의 사물학습 수업을 통해서 우리의 과학교육은 보다 친밀한 소재를 통한 통합적 접근이 강조되어야하며, 학생들에게 스스로 생각하고 활동할 수 있는 시간적, 정신적 석유의 기회를 주어야 할 것으로 판단되었다. 또한 교육과정적인 면에서도 보다 심도있는 학습을 통해 지식을 스스로 창출해내는 능력을 길러주도록 노력해야 할 것이다. 그리고 국가, 사회와 성인들 모두가 교육에 대한 비판적 관심이 아니라 책임 있는 관심을 가져야 할 것이다.

• 비교교육연구
• /
• 제28권2호
• /
• pp.1-21
• /
• 2018

본 연구는 독일 영어중등교원이 수업시간 학생들의 수행에 대한 평가를 어떻게 인식하고 있는가에 대해서 탐구하는 것을 그 목적으로 한다. 이를 수행하기 위하여 독일 작센주 라이프치히 대학으로부터 연구 참여가 가능한 7학년 중등 영어교사의 리스트를 받고 그 중 인터뷰 일정이 안 맞거나 인터뷰 결과가 출판되는 것에 동의하지 않는 교사를 제외하고 참여 가능한 4명의 영어교사를 최종 선정하였다. 반구조화된 질문지를 바탕으로 심층면접을 실시한 결과 다음과 같은 논의를 도출하였다. 첫째, 독일 영어교사들이 수업시간 중 수행평가에 대해서 수행의 정도를 교사를 중심적으로 생각하기보다 학생들이 스스로 자신의 수행에 정도에 대해 느끼는 것을 중요하게 생각한다. 둘째, 독일 영어교사들은 수행 평가시 절대적인 평가의 기준을 제공하고 그에 맞추어 학습자를 평가하기보다는 수행을 개별적인 행위로 인식하여 개별적 성과를 기준으로 학생들을 평가하고 있었다. 이를 위해서 동료평가를 통해 평가결과에 대한 객관성을 확보하고 있었다. 그들은 학생을 평가에 중요한 대상이자 또 다른 평가자로서 믿고 있었으며 학생들의 개별적인 성장을 위한 조력자로 인식하고 있었다. 셋째, 교수자의 강력한 평가에 대한 권한을 바탕으로 1년에 3번 본인이 원하는 범위와 일자에 총괄평가를 할 수 있어 자신의 평가에 대한 책임과 학습자의 학습을 효과적으로 관리하는 평가시스템을 운영하고 있었다. 넷째, 독일 교사들은 평가를 통해 학습자의 동기를 부여하고 학습의 수월성보다는 학습결과가 고르게 이루어지도록 하는 것이 수업시간 내 학습자의 참여를 유발시키는 기재라고 보고하였다. 본 연구가 지닌 질적 연구방법의 한계로 인해 연구결과를 독일 전역으로 일반화하기는 어렵겠지만, 쉽게 접근하기 어려운 독일의 교실 속 수행평가에 대한 교사의 인식을 탐색함으로써 우리나라 중등교육의 수행평가에 주는 시사점을 도출할 수 있었다. 후속연구에서는 교사의 인식뿐만 아니라 학교 현장에 대한 관찰이나 학생의 시각에서 평가를 바라보는 인식 등을 통해 독일의 학교현장을 다양한 시각에서 이해하는 것이 필요할 것으로 보인다.

• Safety and Health at Work
• /
• 제13권4호
• /
• pp.429-439
• /
• 2022

Background: The risk observatory (RO) of the German Social Accident Insurance (DGUV) provides strategic support to the German Social Accident Insurance Institutions (GSAII) in proactive prevention. It does so by identifying future challenges and opportunities for occupational safety and health (OSH) resulting from new trends and developments that affect employees as well as children in elementary education, pupils, and students. Methods: The core of the RO is an online survey that relies on a pool of new trends and developments identified via internet and literature research. 865 prevention experts of the GSAII and the DGUV participated in the survey. They rated trends and developments regarding their sector-specific risks and opportunities for OSH in the 5 years to come. Results: Sector-specific and over-all results show that besides well-known OSH risks such as musculoskeletal stress and noise, developments relevant for OSH come to the fore that do not have their origin in work itself, but are strongly influenced by political, social, economic, environmental, or technical developments that accident insurance can only peripherally influence. Shortage of skilled staff was identified as a threat to OSH in almost all sectors. Conclusions: Prevention must find ways to address repercussions of such OSH risks. Cooperation and political awareness are therefore gaining in importance. Also, implementing a prevention culture in society and strengthening individuals' health and safety literacy, e.g., by target-group-specific communication and sensitization, as well as early safety and health education, help to counteract those OSH risks.

• 한국의류산업학회지
• /
• 제16권5호
• /
• pp.745-755
• /
• 2014

The purpose of this study was to observe school education system, higher education, and fashion education in Germany to find a good model for an desirable future education to lead a creative students in Korea, thereby reshaping curriculum. We also analysed the curriculum of the fashion design offered in Hochschule Pforzheim and Berlin University of Art. We used secondary data collection by literature reviews of articles and web sites on the internet. Results of this study are as follows: German school and education system oriented with differentiation even though there are variety of them. Students can select their education system, considering work field and their own life & humanities. Various fashion education institutions were found to have their own education concept to enhance creativity with different system. Our results of analysis of the fashion design program of Hochschule Pforzheim and Berlin University of Art show their creativity education in their curriculums with module basis. Two universities have a differentiate education direction for the same aim to do creative design study and research. We realized that students learn and get the knowledge and apply to the field with a long term internship, communication skill and presentation development courses. Project based modules enable students to be creative, and active human. Strong design basis, and humanities disciplines will support people to creative design works. These two universities offer a good model of program to build up self education drive, academic and practical ways of training, and project based, internship, etc.

• 한국수학교육학회지시리즈D:수학교육연구
• /
• 제10권3호
• /
• pp.229-238
• /
• 2006

During World War II there was a statistical analysis conducted by the Allied analysts to estimate the German war productions, including their tank productions. This article revisits the analysis of the tank productions as a classroom activity format. Various reformed ideas are proposed in order to enhance students' perspectives of the point estimation. Comprehensive simulation works and actual classroom discussions will be provided along with the theoretical investigations.

• 아동학회지
• /
• 제20권2호
• /
• pp.279-297
• /
• 1999

The process of political and economic transformation of Germany following reunification has been well documented, but the question of psychological reunification is addressed by the present study. In order to analyze how East German adolescents adapted to the changing socialization context following reunification, questionnaires on values orientation, self-efficacy, subjective well being, coping, attitude toward violence and toward reunified German society were administered to 149 high school students. Results indicated that subjects had high scores on value orientation in private life and used active coping strategies. They had high scores in self-efficacy and subjective well being. Their political attitudes were complex and diverse. There were group differences by gender and type of school attended.

• 한국환경교육학회지:환경교육
• /
• 제15권2호
• /
• pp.49-60
• /
• 2002

This is a comparative study on environmental education curricula in the forest sciences of korean and german universities. The purpose of this study is to identify the developmental process, structure and content of environmental education(EE) explained by the forest sciences curricula from the two countries and to offer a simultaneous comparison, focusing on the four social variables and seven criteria of comparability in environmental education curricula. For the purpose of this study, the cross-disciplinary approach of George Z. F Bereday was employed. Environmental education curricula of two countries was analysed in the social context through the four phases of comparative procedure; the description, interpretation, juxtaposition and comparison. EE has been taught in the forest sciences of Korea and Germany since the middle 1990s. In forest sciences of two countries, EE was developed in relation to social needs and considered as a form of forest policy. Both korean and german forest sciences curricula include EE for the students to understand the theories and practices of EE as the application of the forest science. In process of EE, the students of two countries develop EE programs. German curricula have more seminars and practices than korean curricula. And various experts participate in education programs. The forest sciences of Korea focus on Environmental Interpretation which raises the quality of visitors' experiences in forest recreation. Contacting with nature(lived experiences) is a important factor in Korean EE. On the other hand, the forest sciences of Germany focus on forest education as a form of public relations and also as a form of EE. In Germany, there are various approaches to forest education; philosophy, ethics, psychology, natural science, forest policy, forest history, education and so on. Forest education includes the multiple levels.

• 공학교육연구
• /
• 제15권4호
• /
• pp.3-7
• /
• 2012

In 1996, the Faculty of Engineering, Niigata University, Japan entered an era of open student-exchange with Otto-von-Guericke-University Magdeburg, Germany. Thus far, more than 50 of our students have devoted anywhere from three months, to an entire year of their courses, to collaborative efforts with fellow students, (-and some cases, the local citizenry) -in their native environment experiencing unfamiliar education systems and cultures.