• 기독교교육논총
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• 제66권
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• pp.75-112
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• 2021

본 연구의 목적은 신학대학교에서 성품 교육을 위한 구체적인 코스 모델의 개발을 통하여 학습자들이 장차 신앙 공동체 및 나아가 전체 사회 공동체에 기여할 수 있는 역량을 갖추도록 돕기 위함이다. 고도의 기술 혁명과 더불어 국내외적으로 진행되는 시대적 변화의 도전 앞에서, 기독교 고등 종교 교육기관으로서의 신학대학교는 개별 학습자의 교과에 대한 전문성과 더불어 지정의 차원 나아가 영적 성숙을 포괄하는 전인적인 성품 역량을 육성할 필요가 있다. 신학대학교 학습자의 성품 역량은 학습자 개인의 자아실현뿐 아니라 신앙 공동체는 물론 사회 공동체의 복지와 연결되어 있다. 이를 위해 본 연구는 1장에서 오늘의 새로운 시대적 변화에 대응하여 신학대학교에서의 성품 교육의 필요성에 대해 문제를 제기하고, 2장에서 선행 연구의 고찰을 통해 고도의 기술 혁명 시대에 고등 교육 기관에서 성품 교육 커리큘럼의 중요성과 필요성에 대한 인식을 고찰하였다. 3장에서는 신학대학교에서 초점을 두어야 할 성품 교육의 요소들과 코스의 방향 설정에 대해 살펴보았다. 4장에서는 성품 교육을 위한 코스 설계(디자인)의 전 과정-기획의 필요성 수립 및 방향 결정, 코스의 개념 진술, 교육 목표 및 학습 목표의 설정과 진술, 학습경험(내용) 조직, 교수-학습 활동, 학습성과 평가 및 코스의 개선에 이르는 과정-을 '기독교 사회교육론' 학과를 예시로 들어 순차적으로 서술하였다. 코스 디자인 과정표를 통하여 코스 개발의 전 과정을 시각화하고, 개념지도, 내용 개요 및 단원의 조직 과정, 스코프-씨퀀스 챠트의 실천적 예시를 제공하였다. 5장에서는 위의 모든 과정을 총괄하여 학생들에게 제공되는 수업계획서 즉 실라버스의 주요 구성 요소를 통합적이고 축약적인 방식으로 예시하였다. 본 연구는 신학대학교의 전체 아카데믹 프로그램의 커리큘럼 평가와 설계가 아니라 개별 코스 개발에 대한 연구로써 학생들의 성품 교육을 위한 구체적인 수업 기획과정의 모델을 연구한 것이다. 본서의 시도가 기독교 고등 종교 교육기관에서 학습자의 성품 역량을 지향하는 코스 개발에 있어 하나의 방법론으로서 참고가 될 수 있기를 기대한다.

• 영어어문교육
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• 제13권3호
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• pp.57-75
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• 2007

This small-scale research project attempts to describe and explore the Korean students' perspectives on oral classroom interaction in a second language classroom in a graduate course in America. Based on the interpretist paradigm, this study employed the qualitative research methodology, triangulating the following methods: class observation, interviews, and document analysis. The findings are that the Korean participants perceived the importance of oral classroom interaction in an American classroom, and that there were shared several factors which influence their participation such as socio-cultural differences, course content, English skills, course requirement, and classroom activity types. Based upon the findings, pedagogical implications are provided for the teachers to help Korean students achieve academic success in American universities.

• International journal of advanced smart convergence
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• 제7권2호
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• pp.73-85
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• 2018

The purpose of this study is to develop a short-term ICT training course that helps teachers from non-computing disciplines in developing countries acquire flipped-learning content creation skills. A field application is performed by applying the developed ICT training course to secondary school teachers of non-ICT subject specialisms in Laos. In the field study, participating teachers' teaching efficacy on ICT and satisfaction toward the training course are measured. The result of t-test on ICT teaching efficacy showed statistically significant increases in teachers' self-efficacy related to ICT use, both personal efficacy and outcome expectancy. The satisfaction survey performed after training showed that trainees were highly satisfied with the training course. The results of this field study could be used to propose a short-term teacher education model that could be applicable to teachers in other developing countries.

• 공학교육연구
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• 제23권6호
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• pp.40-50
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• 2020

This paper proposes learning modules as a kind of integrated instruction model for soft skills program outcomes to enable CEA. Learning modules consist of course learning objectives(outcomes) described in detail, learning content(elements), learning activities(teaching learning methods), evaluation methods, evaluation rubrics so that they can be evaluated based on the performance criteria of the program learning outcomes. The unit of time for the learning module is 50 minutes. If this learning module is applied, it is expected that the soft skill program outcomes can be evaluated in the technical course. As a result of the expert feasibility study, the positive answers were much higher than the negative answers in most of the questions about the composition of the learning module or the method of managing the class.

• 한국도서관정보학회지
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• 제13권
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• pp.167-201
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• 1986

The purpose of this study is to provide the information for the developing rational curriculum that is necessary in the socio-cultural situation by comparativing and analyzing the library and information science education of India and Pakistan. The conclusions of the study can be summarized as follows: 1) It is desirable that Master's degree course and M. Phil. program in India, Post-graduate diploma course and Master's degree course in Pakistan should be integrated as Master's degree course. 2) It is desirable that the duration of Master's degree course should be extended. 3) The variously expressed papers that represented the same subject or content should be unified. 4) In Bachelor's level, India establishes the various papers of library and information science, but Pakistan offers largely the core papers. 5) It is desirable that papers of historical research, progressive reference service, and information science should established, and introductory papers should be united in introduction to library and information science. 6) In Master's degree course, Indian curriculum is more up-to-date and pertinent than Pakistan's. 7) Each university should establish the papers of types of libraries standing for characteristic of his university, and harmonize library science and information science. 8) The reason that curricula of two countries are different from each other is due to lack of inter-university cooperation and standard of curriculum, therefore it is required a continuing research and effort to su n.0, pplement and reorganize the curriculum.

• 컴퓨터교육학회논문지
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• 제19권2호
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• pp.1-10
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• 2016

본 연구는 프로그래밍 교육을 효과적으로 실시하기 위한 실제적 능력을 향상시키기 위하여 프로그래밍 교육 프로그램을 설계하고 적용하여 예비교사의 프로그래밍 교수내용지식의 변화를 확인한 연구이다. 제작된 교육 프로그램에서는 블록 기반 모바일 프로그래밍 언어인 앱 인벤터를 사용하였고, 문제 기반 학습 방법과 프로젝트 기반 학습 방법을 활용하였다. 개발된 교육프로그램을 예비정보교사에게 교육하고 프로그래밍 교수내용지식을 확인하기 위한 평가문항으로 자기평가를 실시하였다. 그 결과 문제 기반 학습 방법으로 프로그래밍을 학습한 후 프로그래밍 교수내용지식 점수와 교수법영역 지식의 점수가 유의하게 향상되었고, 프로젝트 기반 학습 방법을 적용한 후 내용지식영역, 교수법영역, 교육과정영역의 점수가 유의하게 향상되었다.

• 한국어교육
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• 제29권3호
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• pp.117-144
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• 2018

The purpose of this study is to explore the linguistic elements that can promote academic literacy in terms of content-based instructions for KSL learners. In order to study the characteristics of learning languages for subjects, focus was given to the framework of systematic functional linguistics that has been extensively used in ELL teaching and learning research in the United States and Australia. History, which is taught in all classes and classified as a required course, was the subject of analysis. From the history curriculum, the elementary school level texts "Social Studies 5-2" and "Social Studies 6-1" were chosen for the analysis. Based on the results, we can come to the following conclusions. First, history textbooks are divided into narrative and analytical explanatory sub-genres based on their content, and there are differences in the factors that need to be focused on to find the main information. Second, the vocabulary of history textbooks should focus on the use of verbs which comprehend material processes. Particularly, learners should pay attention to the differences in meaning between low-frequency expressions. We hope that the results of this study will have a positive effect on history subject learning for learners in the "Adaptive Korean Course" and will help establish direction in terms of building curriculum contents for KSL learners.

• 한국자연치유학회지
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• 제10권2호
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• pp.114-119
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• 2021

배경: 여러 연구에서 숲에서는 음이온이 많이 존재하는 것으로 보고되었나, 제주 삼다수 숲지역의 연구가 없어서 수행하였다. 목적: 본 연구에서는 제주 삼다수 숲 지역의 대기질의 음이온 수를 측정하여 비교 분석하는 것이 목적이었다. 방법: 삼다수 숲 지역의 17개 지점을 정해서 대기질의 음이온 수를 음이온측정기로 측정하였다. 결과: 제주 삼다수 지역의 17개 지점에서 측정한 음이온 수의 평균치는 719.7 ions/cm³, 평균 온도는 25.2℃, 평균 습도는 80.9%, 평균고도는 503 m, 그리고 평균 풍속은 0.6 m/sec이었다. 대기질의 음이온 수의 함량을 순서로 보면, 제일 높은 곳은 폭포-입구-코스R- B코스-소나무숲-코스출구-출구습지 순으로 나타났다. 채집지점의 고도는 제일 높은 지점은 소나무숲-코스R-코스출구-폭포-B코스-출구습지-입구 순이었다. 고도의 차이는 통계적으로 유의성이 있었다. 해발고도와 음이온 함량간의 상관관계는 없는 것으로 나타나 대기질은 수시로 변동됨을 알 수가 있었다. 결론: 삼다수 숲에는 다량의 음이온이 대기질 중에 함유된 것을 확인하였다. 따라서 삼다수 숲길은 숲 체험의 장소로서 적합한 지역이라 생각된다. 아울러 음이온의 함량이 높은 제주지역 숲길 탐방은 인간의 건강관리에 유익한 조건을 갖추었다고 평가한다.

• 대한간호학회지
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• 제28권3호
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• pp.650-661
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• 1998

The purpose of this study was to provide fundamental data for determining contents of Fundamental Nursing Practice and developing desirable bedside nursing techniques for clinical nursing areas. Subjects for this study were 86 nurses who were employees of two university hospitals located in Seoul and a district area. Data were collected by questionnaires. Items of Fundamental Nursing Practice were classified into 72 items according to the result from content analysis of 9 textbooks of Fundamental Nursing. The results are as follows : 1) Items which above 80% of respondents practiced during the school inside practice or clinical nursing practice course were axillary temperature measurement, radial pulse measurement, respiratory rate measurement, application of oral hygiene, hand-washing technique, application of hot and cold bags, intramuscular injection technique, open bed-making, soap enema method, application of nelaton catheterization and oral and nasal suction methods. 2) Above 90% of respondents replied that all items except temperature measurement and bed-making were requisite contents for Fundamental Nursing Practice. Above 10% of respondents replied oral and rectal temperature measurement and bed-making were unnecessary content. 3) Above 90% of respondents replied that operating methods of all items except isolation technique, admission and discharge procedures, and retention enema in the Fundamental Nursing Practice course and clinical situation were consistent. The main reasons that respondents did not apply methods which they learned in the Fundamental Nursing Practice course to the clinical situation were 'insufficient time', 'colleagues were using different methods', 'insufficient supply of instuments' or 'inappropriate appliances'.

• 복식문화연구
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• 제26권2호
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• pp.203-216
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• 2018

This study explores sustainability education in textile and apparel (T&A) programs in U.S. higher education institutions. Specifically, the researchers study whether more courses with sustainability focus are offered in higher-ranked institutions and explore whether sustainability is taught more in specific T&A related subject fields. Content analysis was conducted for 3,200 courses found in online course catalogs or the course information sites of 69 institutions. Institutions were selected from the 2015 rankings of the top 50 fashion design and top 50 fashion merchandising schools in the US on www.fashion-schools.org. All cases were coded by two coders with a Cohen's Kappa score of 97.5%, indicating good interrater reliability. Coded data were analyzed through descriptive statistics, correlation analysis, and t-tests. The findings show that sustainability is being integrated into the curricula and across courses of T&A programs in the U.S. Over half of the institution surveyed offered at least one sustainability embedded course. Higher ranked institutions provided more sustainability-related courses than power-ranked institutions. A natural match between the subject field and specific sustainability theme was observed (e.g., cultural diversity in history/culture and social psychology/education; recycle/reuse in textile science; sustainability in fashion design; social responsibility and ethics in industry/consumer). The need to introduce sustainability in courses holistically is discussed, whereby sustainability within the industry supply chain is examined in a connected way.