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Development of a curriculum model for kindergarten teachers\' qualification training,
학위논문(박사)-- 덕성여자대학교 대학원: 유아교육학과 2002. 2
http://www.riss.kr/link?id=T8140652 Ⅰ. 서론
Ⅱ. 본론
1. 교직원 연수의 유형
2, 유치원 직무연수
(1) 1급 정교사
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모델을 적용한 웹 기반 교수-학습 체제 개발” 연세대학교 교육 공학 석사논문.
[16] 따돌림 당하는 아이들을 위한 집단상담프로그 램-개원 1주년기념 심포지엄 자료집, 서울특별 시 청소년 종합상담실
[17] “왕따”현상에 대한 이해와 상담접
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Development, Boston : Houghton Mifflin, 478-501.
Hershenson, D. B.(1990). “A Theoretical Model for Rehabilitation Counselling”, Rehabilitation Counseling Bulletin, 33, 268-278.
Hershenson, D. B.(1990), “Work Adjustment, Disability, and the Three Rs of Vocational Rehabilitation : A Conceptual Model”,
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Curriculum Development.
DfEE 98, Green Paper:Teachers-meeting the challenge of change,http://www.dfee.gov.uk/ tdppm/index.htm
DfEE Circular 15/98 "New Framework Governing Bodies", http://www.dfes.gov.uk/ index.htm
DfEE (Department for Education and Employment, UK), 2000, "Model Performance Managem
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Models for analysis, The Journal Of Creative Behavior, 12(4), 265-373.
Gabbard, C.(1988), Early childhood physical education : the essential elements, Journal Of Physical Education, Recreation and Dance, 59(7), 65-69.
Gallahue, D. L.(1996), Developmental physical education for today's children, Ti
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curriculum of the forest kindergartens to that of elementary school. Third, the need concerning the necessity of pre-service early childhood teachers on the forest kindergarten education in curriculum was high. The Practical activity method on the forest kindergarten was high as the need concerning
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inquiry, expression and health life. Ⅰ. 서 론
Ⅱ. 연구방법
1. 분석대상
2. 분석기준
1) 언어교육 활동의 내용체계 분석기준
2) 언어교육 활동의 하위내용별 생활주제 분석기준
3) 언어교육 활동의 생활주제별 언어학적 범주
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'environment and living'. Third, the order of the frequent language instruction type is by syntax, semantics, phonology, pragmatics and morphemics. Fourth, as for integration with other life topics, social life was most widely integrated with activities, followed by inquiry, expression and health li
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development of professionalism as a teacher through feedback and evaluation; 3) improving self confidence over speech anxiety through a presenter's role; 4) successful experiences of problem solving through the group activity; 5) positive verbal feedback such as a praise and encouragement from colle
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development of professionalism as a teacher through feedback and evaluation; 3) improving self confidence over speech anxiety through a presenter's role; 4) successful experiences of problem solving through the group activity; 5) positive verbal feedback such as a praise and encouragement from colle
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