• The Journal of the Korea Contents Association
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• v.21 no.12
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• pp.119-131
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• 2021

The purpose of this study is to improve the curriculum of major subjects by constructing and applying design thinking centered 'early childhood language education' for prospective kindergarten teachers, and to cultivate their teaching ability in the classroom. As a result of the study, it is as follows. First, in the improvement of 'early childhood language education' subjects centered on design thinking, the "plan" stage recognizes the problem of interest in language education and the execution of language areas. In the "action" step, they created a interesting stationery for plays that can be actively expressed for young children who are hard to write. In the "re-action after reflection" steps, they have developed creative writing based on the diverse experience of the who have been working on a kindergarten field practice, Second, The meaning of the implementation for the major classes based on the design thinking is listening to young children than given practice, and self-reflection and growth through sympathy and cooperation. The implications of this study are needed to change the various major classes and the experience of problem solving is that it is also helpful for the autonomy and expertise of prospective kindergarten teachers.

• Journal of the Korea Society of Computer and Information
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• v.14 no.11
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• pp.81-90
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• 2009

It is inevitable for college students to be confused when they first face university education, which requires them to be self-reliant and responsible, after finishing their course of education, which is passive under control of period and environment, in primary, middle, and high schools. Introduction to college courses, which require students to be subjective and responsible, to be taken after chronically and environmentally controlled primary and secondary education, are but confusing. In this stage, college education should provide ground for educational system so that students can escape from repetitively enforced way of studying of fixed curriculums and study creatively and subjectively while befitting each individual's aptitude. For instance, in programming classes in engineering school, students scholastic achievements are closely interrelated with the professor's educational principles. A change in method of education, from one previously focused on theoretical contents to one centered on practices and experiments, can reap good results. Also, as the need arose for introduction of practice-focused evaluation system, from recognition-centered professor evaluating system to enablement of actively developing creative and self-reliant way of learning, we applied the Rublic System. It is a feedback system that all or most students become the evaluators, of which the indicators of evaluation such as category, standard, and score are public. We have looked into whether or not there has been an improvement in GPAs of students, and if there exists an improvement then what efforts should be made to solidify the system.

• 대한공업교육학회지
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• v.36 no.1
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• pp.75-94
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• 2011

The purpose of this study is to suggest the basic data in order to examine and perform the plan for activating the team teaching between industry-educational adjunct teachers and vocational teachers in technical high school. The research results are as follows. First, It is found that both teacher groups acknowledge the necessity of the team teaching, but vocational teachers are less likely to recognize the necessity than industry-educational adjunct teachers. Second, In the preparation of team teaching, both two groups of the teachers believe that the preliminary interchange and training between them are to be highly supportive for the activities expected to help teachers. Therefore, it is necessary to have opportunity of communication and narrow the difference of opinions between them by promoting the deep interest about applicable field and sharing the mutual idea between the teachers in the preparation of team teaching. Third, And the two groups recognize that the cooperation and joint establishment of design of team teaching and the individual process or joint progress of class activity are desirable for the proper design of team teaching. Therefore, it is necessary to establish the class environment for the interaction between teachers and students through not only the reciprocal activities between teachers but the interest class by systematically preparing the class design and role division clearly. Fourth, In the practice of team teaching, the two groups believe that the teaching activities can be usually divided and progressed, but it is desirable to work together in the related contents. The vocational teachers recognize that it is necessary to actively interact with students by connecting with the case of industry field. On the other side, industry-educational adjunct teachers think that the learning contents should be selected and organized according to the interests of students by associating with the case of industry field. Fifth, And two groups of teachers recognize that it is desirable to evaluate the grade by reflecting on the assessment by vocational teachers(50%), industry-educational adjunct teachers(50%).