• 대학교육
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• s.54
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• pp.64-70
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• 1991

• Journal of the Korean Geographical Society
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• v.42 no.1 s.118
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• pp.82-95
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• 2007

This study aims to describe the status quo of the social studies curriculum of universities of education in Korea, to extract the questions at issue, and to suggest new directions for improvement. To approach these purposes, the author grasps the viewpoints that the intensifying course of the department of social studies is investigated with relation not only to the national curriculum on elementary social studies but also to both specialization course and liberal arts course. Intensifying course have been organized to strengthen the teaching-teaming abilities on the subject matter contents since the beginning. But the present day, intensifying course meets several problems waiting solution: problems in reference to overlap with specialization course, to disconnection with liberal arts course, and to the internal disequilibrium. So, the author proposes six solutions for the problems.

• Communications of Mathematical Education
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• v.18 no.2 s.19
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• pp.125-132
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• 2004

대학 교양수학 과정에서 수학적 명제를 증명하는 과정은 중요하다. 선행 연구들은 주관식 증명문제의 시험이 어려워 증명문제를 피하고 더 나아가 포기하게 만든다고 한다. 여기서는 대학 교양수학 과정에서 필요하고 중요한 기본 개념이나 정리를 선정하여 선택형 또는 참, 거짓 평가문항으로 개발하고 학생들에게 시험을 보게 하여 결과를 분석하고 이를 통해 증명문제의 두려움을 조금이라도 줄여주고 기본개념의 확실한 이해를 위해 도움을 제공하려고 한다.

• Journal of Engineering Education Research
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• v.1 no.1
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• pp.5-20
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• 1998

In this paper, the traditional curriculum model for engineering education, called simple hierarchical model, is critically reviewed and the problems of this curriculum model are discussed. Then a new curriculum model for engineering education is proposed to overcome the problems of simple hierarchical model and to provide an innovative education for engineering students. This new curriculum model for engineering education, called $\Pi$-structure, consists of the General Attainments Program, the Fundamental Major Program, and the Advanced Major Program, with the three components stacked in $\Pi$ shape where the first two programs are put in parallel and the third program are put on their top. The necessity, feasibility and various benefits of the $\Pi$-structured education system are widely discussed in the paper.

• Journal of the Korea Convergence Society
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• v.10 no.12
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• pp.421-427
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• 2019

In this study, we examined the satisfaction level of J university's compulsory liberal arts subject with quantitative research. The results quantitative research are as follows. First, men are more interested in creative thinking, college life guidance and career path design than girls. Second, the level of satisfaction with the required liberal arts subject by grade was found to be without a statistical significant difference. Third, the satisfaction level of each line of learning was shown in the order of natural engineering, health and welfare, physical fitness, and humanities. The satisfaction level of the lines of learning was found to vary. Fourth, The satisfaction level of each campus was found to vary. The results of this study could be used as basic data to improve the college liberal arts curriculum, especially the compulsory liberal arts curriculum. The results of this study could be used as basic data to improve the college liberal arts curriculum, especially the compulsory liberal arts curriculum.

• Proceedings of The KACE
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• 2018.08a
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• pp.45-48
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• 2018

본 연구는 H대학에서 비전공자 대상 교양필수 SW 교육과정을 프로그래밍 중심으로 개편한 2015년 이후 3개년도와 이전 3개 년도의 수업만족도에서 차이가 나는가에 대해 비교분석하여 개편 후 비전공자 대상 SW교육과정의 효과성을 파악하고자 한다. H대학은 2015년 교양 SW교육과정을 프로그래밍 중심으로 개편하였다. 개편 전후 수업 만족도의 변화가 있었는가? 라는 연구문제를 기반으로 분석한 결과, 개편 후 3년간 수업만족도는 개편 전 3년보다 높게 나타났으며, 1학기보다는 2학기 교과목들의 수업만족도 편차가 더 크게 나타났다. 1학기 만족도는 유의수준 10%에서 차이가 있는 것으로 나타났으며, 2학기 만족도는 유의수준 5%에서 차이가 있는 것으로 나타났다. 이것은 개편 후 다양한 프로그래밍 언어 중 선택할 수 있도록 교과과정을 제공한 것이 원인인 것으로 파악된다.

• Journal of The Korean Association of Information Education
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• v.24 no.2
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• pp.147-155
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• 2020

The analysis targeted the curriculum of general, subject education, and apecial activities that are required for SW education of 11 universities of education where SWEET project is applied. The results showed that the average credits related to SW education in elementary school teacher training institutions were 2.2 for general, 2.3 for subject education, and 0.6 for special activities. As a result of analyzing the changes in the curriculum by year, it can be interpreted as an effect of the SWEET project because the proportion of credits and hours in subject education increased and because the proportions of general and special activities decreased. However, on average, the credit related to SW education was 5.1, whereas the credits related to mathematics and science were 6.5 and 7.8, respectively, which indicated a need for revising and improving the curriculum for SW education.

• 대학교육
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• s.42
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• pp.124-126
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• 1989

• 대학교육
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• s.14
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• pp.12-16
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• 1985

• 대학교육
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• s.4
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• pp.51-55
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• 1983