• 영재교육연구
• /
• 제18권3호
• /
• pp.543-568
• /
• 2008

본 연구는 영재교육 대상자에게 부과되어 있는 의무교육 제도의 이론과 관련 판례의 분석을 통해 향후 영재교육에서 다루어야 할 과제를 제시하고, 법과 제도의 정비를 위한 토대를 마련하는데 목적을 두고 있다. 연구의 목적을 달성하기 위해 우선 의무교육이 권리 사상으로 발전해 왔으며 이를 보장하기 위한 법적 근거와 체제가 어떻게 구성되어 있는지의 교육권에 대해 고찰하였다. 다음으로 영재교육과 관련된 의무교육과 이의 법적 근거를 고찰하여 법적인 사항을 논의하였다 마지막으로 영재와 의무교육에 대한 논의를 행하였다. 여기서는 의무교육의 관점을 소개하고 이들 관점에 대해 영재교육에서 추구하여야 할 대상을 논의하였다. 그리고 의무교육에 대한 영재교육 관련 법률의 검토를 행하여 법적인 정비과정과 더불어 현실적 제약이 무엇인가에 대한 논의를 수행하였다. 마지막으로 관련 판례의 경향성을 논의하였으며, 이들의 논거가 어떠한 것인가를 비판적으로 검토하였다. 논의 결과, 영재교육에서 연령주의를 채택하는 의무교육 제도는 실질적으로 영재의 교육을 받을 권리를 제약하는 주요 요인이 되었다. 그리고 판례는 주로 행정법적 조리에 의한 접근을 행함으로써 교육적 논리 정립에 따른 성과가 더 많이 구축되어야 함을 논의하였다.

• 수산해양교육연구
• /
• 제26권1호
• /
• pp.179-202
• /
• 2014

This study was carried out to reduce the number of marine accidents on versatile small ships and to minimize the casualties. The study looked into the compulsory education systems regarding embarkation on small ships such as the Korean Marine Officers Act, conducted a survey targeting on the education receivers to suggest problems, and drew a conclusion. Conclusions are as follows. First, it is needed to give education opportunities in the system by increasing the recipients of the Ships Officers Act, and to simplify the compulsory education by separating similar courses from the education regulated by the Korean Marine Officers Act, and by establishing integrated courses suitable to each size and facility of ships. Second, in cases where the compulsory education courses of different purpose of ships by other legislations are similar, it is necessary to expand the scope of the inter-education so that corresponding year's education is exempted. Third, by classifying the education ares, the education courses should be based on case studies and the audiovisual or field education that correlates relevant expertise should be managed within a reasonable time frame. Fourth, it is needed to enhance the education effect by converting the regular education courses to practical courses by different ships for safe navigation, and is also needed to review the system so that special courses for safe navigation can be carried out in each region on a regular basis by expanding both human and financial support of special institutions.

• 비교교육연구
• /
• 제26권4호
• /
• pp.153-172
• /
• 2016

본 연구는 통일대비 유아교육제도의 방향성 정립을 위해 남 북한 유아교육제도를 비교 분석하고, 이를 바탕으로 다양한 영역에서의 통합을 위한 교육적 대안을 제시하고자 한다. 남 북한 유아교육제도의 비교는 유아교육의 의무교육 및 공교육, 유아교육기관 운영, 유아교육에 대한 행정 및 공적지원체계측면에서 이루어졌다. 연구결과 남 북한 유아교육제도는 서로 다른 양 체제의 사회적인 성격과 이념의 차이로 인해 유사점보다는 여러 영역에서 많은 차이점을 드러냈다. 남 북한 유아교육제도를 비교한 연구결과에 비추어 다음과 같은 시사점을 도출하였다. 첫째, 남 북한 유아교육제도의 동질성 회복을 위한 노력의 일환으로 만 3-5세 유아교육에서의 유아교육-보육 간 통합을 위한 노력의 필요성이다. 둘째, '유아공교육화'와 함께 만 3-5세 유아교육을 기본 학제 속에 포함시키기 위한 논의의 필요성이다. 또한 통일대비 남 북한 상호교류를 통한 협력을 강화하여 이질성을 극복하고, 남 북한 유아교육제도의 장점을 살린 새로운 제도를 구성하고자 노력하는 것이 필요하다 할 것이다.

• 한국과학교육학회지
• /
• 제29권8호
• /
• pp.951-962
• /
• 2009

지구계 교육 연구와 문헌을 고찰하며 지구계 교육의 소재로서 순환에 초점을 맞추어 선행 연구들을 정리하였다. 개정 교육과정의 10학년 과학 교과에 포함된 지구계 단원과 연관하여 지구계의 의미와 지구계 과학의 기초 개념에 대해 설명하였다. 지구계 교육의 기원에 대해 미국을 중심으로 하여 적용 과정을 살펴보고, 교육 목표와 개념 및 이해 내용을 소개하였다. 우리나라 교육과정에 반영된 지구계 교육 내용을 검토하고, 지구과학I 교과서에서 순환에 대한 내용을 비교분석 하였다. 지구계 교육이 국민공통기본 교육 내용으로 굳건하게 정착되기 위해서 교육자들의 지구계에 대한 이해와 지구계 교육의 필요성에 대한 인식이 요구된다고 제안한다.

• 아동학회지
• /
• 제30권6호
• /
• pp.61-74
• /
• 2009

The purpose of this study was to examine the realities of physical health conditions of children aged from 0 to 11 for the last decade. On the basis of the analyzed results, the pragmatic and policy issues are as follows : First, in the perspective of child development, studies of physical health are needed for the benefit of integrative development of children. Second, appropriate health education programs suitable for ages of children need to be developed and made compulsory for them. Third, the prohibition of adopting the ranking evaluation in physical education is to be required at the policy level. Forth, for sustainment of the health-related activities for children, the space or facilities specifically prepared for families to exercise and rest are needed. Lastly, new regulations and management systems are needed in order to resolve the safety problems with food for children.

• 한국지구과학회:학술대회논문집
• /
• 한국지구과학회 2003년도 추계학술발표회 및 정기총회
• /
• pp.3-10
• /
• 2003

Curriculum reform has been a significant emphasis for most of countries all over the world for the past few years. It was the first time for Taiwan to develop a new Science and Life Technology curriculum Standards (SaLTS) for grades 1 through 9 compulsory educations. The SaLTS features integrated science content with the aim at motivating students to learn science and encouraging students to apply science to their everyday life, which is practically well aligned with the philosophical essence and foundations of Earth Systems Education (ESE). This paper calls attention to the importance of the inclusion of ESE into the forthcoming science curricula of Taiwan and worldwide and provides some exemplary ESE-inspired curriculum and instructional modules that have been successfully implemented in the secondary schools of Taiwan. Hopefully, this paper can shed some lights on the future development of the ESE-based science curricula, instructional modules, and teacher preparation programs.

• 한국시스템다이내믹스연구
• /
• 제5권2호
• /
• pp.149-174
• /
• 2004

Since the economic crisis in 1997, the Korean government has implemented a number of reforms in order to eliminate inefficiencies in both private and public sectors. One of the reforms made in the public sector was to lower the retirement age of teachers from the original age of 65 to that age 62. The ultimate aim of this compulsory policy was to improve the quality level of education by hiring many young teachers instead of senior teachers. It was made based on the calculation that by lowering the retirement age by three years, the government can hire three young teachers with the saved wages. However, this policy has brought an unexpected result; the imbalance between the supply and demand for teachers has become a much more serious problem in Korea's elementary education system The purpose of this study is largely twofold; First of all, it aims to identify the scope of imbalances occurred in the supply-demand system of elementary school teachers in a region of the nation, and also to find out why such imbalance occurred. Secondly, the purpose of this study is to experiment with feasible policy alternatives and their effects on the system and to suggest some resolutions on the imbalance.

• 보건행정학회지
• /
• 제29권4호
• /
• pp.394-398
• /
• 2019

Education on the physician continues with undergraduate medical education, graduate medical education, and continuous medical education. The countries such as the United States, Japan, the United Kingdom, German, and others are required to undergo training in the clinical field for 2 years after completing the national medical examination, and to become doctors after passing the clinical practice license test. Korea can obtain a medical license and become a clinical doctor at the same time if it passes written and practical tests after completing 6 years of undergraduate medical education or 4 years of graduate school. About 90% of medical school graduates replace clinical practice with 4-5 years of training to acquire professional qualifications, but this is an option for individual doctors rather than an extension of the licensing system under law. The medical professional qualification system is implemented by the Ministry of Health and Welfare on the regulation. In fact, under the supervision of the government, the Korean Hospital Association, the Korean Medical Association, and the Korean Academy of Medical Sciences progress most procedures. After training and becoming a specialist, the only thing that is given to a specialist is the right to mark him or her as a specialist in marking a medical institution and advertising. The government's guidelines for professional training are too restrictive, such as the recruitment method of residents, annual training courses of residents, dispatch rule of the residents, and the quota of residents of training hospitals. Although professional training systems are operated in the United States, the United Kingdom, France, and Germany, most of them are organized and operated by public professional organizations and widely recognize the autonomy of academic institutions and hospitals. Korea should also introduce a compulsory education system after graduating from medical education and organize and initiate by autonomic public professional organization that meets global standards.

• 정보처리학회논문지:컴퓨터 및 통신 시스템
• /
• 제7권4호
• /
• pp.91-98
• /
• 2018

컴퓨팅 기술의 중요성이 강조됨에 따라 우리나라에서는 초중등 학교급에서 SW교육을 의무적으로 가르치도록 교육과정을 개정하였다. 성공적인 SW교육을 위해서는 교육환경과 교육자료를 구비하여야 할 뿐만 아니라 SW교육을 담당할 교사의 역량을 갖추도록 하는 것 또한 매우 중요하다. 하지만 교사의 SW교육역량과 관련하여 현재의 상태를 구체적으로 진단하고자 한 연구는 미비하여 원활한 SW교육을 위한 교사연수와 지원계획을 구체적으로 수립하기에는 부족점이 많다. 본 연구는 현직교사의 SW교육역량 수준을 확인하기 위한 목적으로 컴퓨터 상식, 최신 IT기술, 알고리즘 설계, 프로그래밍 능력을 측정하는 검사도구를 제작하여 적용하였다. 연구결과 컴퓨터 상식과 최신 IT기술에 대한 이해는 매우 높은 것으로 나타난 반면, 알고리즘 설계와 프로그래밍 능력은 낮은 것으로 분석되어 SW교육 교원연수와 교원양성과정에 대한 시사점을 도출하였다.

• 한국문헌정보학회지
• /
• 제12권
• /
• pp.269-327
• /
• 1985

This study was undertaken to meet more fully the demands for improved training of library personnel, occasioned by the rapidly changing roles and functions of libraries as they try to adapt to the vast social, economic and technological changes currently in progress in the Korean society. The specific purpose of this research is to develop a standard curriculum at the batchelor's level that will properly equip the professional personnel in Korean libraries for the changes confronting them. This study started with the premise that to establish a sound base for curriculum development, it was necessary first to determine what concepts, knowledge, and techniques are required for professional library personnel to perform it at an optimal level of efficiency. Explicitly, it was felt that for the development of useful curricula and courses at the batchelor's level, a prime source of knowledge should be functional behaviours that are necessary in the job situation. To determine specifically what these terminal performance behaviours should be so that learning experience provided could be rooted in reality, the decision was reached to use a systems approach to curriculum development, which is an attempt to break the mold of traditional concepts and to approach interaction from an open, innovative, and product-oriented perspective. This study was designed to: (1) identify what knowledge and techniques are required for professional library personnel to perform the job activities in which they are actually engaged, (2) to evaluate the educational needs of the knowledge and techniques that the professional librarian respondents indicate, and (3) to categorise the knowledge and techniques into teaching subjects to present the teaching subjects by their educational importance. The main data-gathering instrument for the study, a questionnaire containing 254 items, was sent to a randomly selected sample of library school graduates working in libraries and related institutions in Korea. Eighty-three librarians completed and returned the questionnaire. After analysing the returned questionnaire, the following conclusions have been reached: (A) To develop a rational curriculum rooted in the real situation of the Korean libraries, compulsory subjects should be properly chosen from those which were ranked highest in importance by the respondents. Characters and educational policies of, and other teaching subjects offered by, the individual educational institution to which a given library school belongs should also be taken into account in determining compulsory subjects. (B) It is traditionally assumed that education in librarianship should be more concerned with theoretical foundations on which any solution can be developed than with professional needs with particulars and techniques as they are used in existing library environments. However, the respondents gave the former a surprisingly lower rating. The traditional assumption must be reviewed. (C) It is universally accepted in developing library school curricula that compulsory subjects are concerned with the area of knowledge students generally need to learn and optional subjects are concerned with the area to be needed to only those who need it. Now that there is no such clear demarcation line provided in librarianship, it may be a realistic approach to designate subjects in the area rated high by the respondents as compulsory and to designate those in the area rated low as optional. (D) Optional subjects that were ranked considerably higher in importance by the respondents should be given more credits than others, and those ranked lower might be given less credits or offered infrequently or combined. (E) A standard list of compulsory and optional subjects with weekly teaching hours for a Korean library school is presented in the fourth chapter of this report.