• 대한간호학회지
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• 제41권1호
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• pp.101-109
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• 2011

Purpose: This study was done to comparatively analyze the general education curriculum of 4-yr and 3-yr nursing schools in Korea. Methods: Ten university 4-yr nursing schools were selected based on universities in Korean Accreditation Board of Nursing 2010 or "2009 Korea's Best Universities-Top 10" published by Joong-Ang Daily. Ten college 3-yr nursing schools were selected based on colleges in Korean Accreditation Board of Nursing 2010. Results: 1) Generally 4-yr nursing schools maintained the relationships between organizational philosophy/purposes and subjects in the general education curriculum. But 3-yr nursing schools did not. 2) In 4-yr nursing schools there was a relatively higher credits ratio of general education curriculum and selective courses than in 3-yr nursing schools. 3) In 4-yr nursing schools variety of courses was relatively higher than 3-yr nursing schools. 4) In 4-yr nursing schools, operating conditions were relatively better (number of tenure professors, ratio of professors to students, Identification of exclusive organization in charge of the general education curriculum) for the general education curriculum than 3-yr nursing schools. Conclusion: The results identify significant differences in the general education curriculum of 4-yr and 3-yr nursing schools in Korea, indicating that 3-yr nursing schools should make efforts to improve the good quality of general education curriculum.

• 한국환경복원기술학회지
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• 제10권3호
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• pp.88-99
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• 2007

This study is aimed to suggest a direction for the general environment education through analyzing current environment education curriculums and survey of educational needs for students in Korean universities. Since the result of this survey shows that most university students lack experience in environmental education in their secondary education, the basic educational programs as well as advanced educational programs should be included to develop a general environmental education curriculum for university students. So far, general environmental education for university students has not witnessed a clear and distinct object and direction. Since we live in a situation where environmental problems should be considered in every aspect of our society, the general environmental education curriculum for university students shall play a role to solve these problems. Additionally, we need to change the way of environment education from educating and raising the environment professionals to educating and raising people who comprehensively understand economy, society and environment under the sustainable development paradigm. Also the focus of environmental education should swift from natural science to over all perspectives. Recently, the need of interdisciplinary curriculum for the environment education field has been discussed in universities. However, it has not been integrated into the normal curriculum. In this regard, systemic improvement which enables general education curriculum to operate flexibly will be followed. The key to establish an interdisciplinary curriculum is a flexible educational curriculum system which can solve problems arising from departmental curriculums, and promptly respond to the demand of educational and social consumers. Additionally, the result of survey shows that students want diverse educational operations and teaching methods, equipping educational assistance system for these needs will be required.

• 수산해양교육연구
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• 제22권1호
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• pp.25-37
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• 2010

This study was attempted to analyze the change process of fisheries track's high school curriculum related with the 5th-7th revised national curriculum. To accomplish this goal, the nature and goals of fisheries track's high school were reviewed. First, it was found that the fisheries track's high school was classified into three groups; high school for special goal, characterization, and industry. And the goal of fisheries track's high school was designated to harmonize the general education and vocational education in high school goal. Second, the legal basis and system of national curriculum in fisheries track's high school were discussed. The legal basis of national curriculum in fisheries track's high school was prescribed to the 'Elementary and Secondary Education Act'. The system of national curriculum was composed the general guideline and subjects. Third, the change process of fisheries track's high school national curriculum was discussed. The system of decision, general guideline, and subjects in fisheries track's high school national curriculum were seemingly to be studied on the basis of the autonomy or diversity. In conclusion, the concrete content of fisheries track's high school national curriculum was not changed compared to the 5th-7th revised curriculum.

• 치위생과학회지
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• 제6권1호
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• pp.41-45
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• 2006

본 연구에서는 미국과 캐나다의 치위생 교육기관의 전공전 교육과정을 분석하였다. 전공전 교육과정은 일반교육,생의학,치의학,치위생학의 네 가지의 영역으로 구성되어 있다. 전공전교육과정은 일반교육과 생의학 영역을 포함한다. 일반교육 영역은 구두 및 문서 커뮤니케이션, 사회학, 심리학 등의 교과목으로 구성되어 있다. 생의학 영역은 해부학, 생리학, 화학, 생화학, 면역학, 일반병리학, 영양학, 약리학을 포함한다. 전공전교육과정은 효과적인 의사소통과 지역사회 프로그램의 참여에 필요한 수행능력을 제공하며, 치위생 서비스와 관련된 의사결정을 돕는다.

• 공학교육연구
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• 제17권2호
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• pp.42-49
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• 2014

This study analyzed and compared the curriculum of 12 arbitrarily selected Colleges of Engineering for their professional general education. Since the Korean Accreditation of Engineering Education has existed for the last 10 years a growing need for improvements was identified and thus this study shall provide a basis for future curriculum developments of the professional general education. For this purpose the educational objectives, the syllabus, the self-assessment reports and catalogues of the 12 Colleges were reviewed and the relevance between the educational objectives of each engineering school and the learning outcomes in the professional general education were analyzed. Furthermore, by analyzing the area of subject that each College of Engineering's mechanical engineering program's professional general education focuses on, the current trend can be examined. Finally, the credit requirements and their allocation and the distribution of the professional general education over the semesters were analyzed. The results of this study were as followed; these capabilities such as creativity, professionalism, globalization, ethics, humanism, design ability, management ability, responsibility and communication are suggested as educational objectives of 12 engineering schools. But courses related to globalization, ethics & responsibility and communication skills were much more often taught. Not only do the allocated credits for the courses of professional general education differ from university to university but the distribution over the semesters vary as well.

• 대한가정학회지
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• 제45권4호
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• pp.1-16
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• 2007

The purpose of this study was to explore the identity of home economics(HE) education by assessing perceptions of HE teacher, students, and general adults regarding the images and characteristics of HE education. Respondents in this study were 234 HE teachers, 505 students, and 264 general adults. Questionnaires were collected through both online and offline. The image and the characteristics of HE education were the factors of the identity that were also the byproducts of HE education operation of the past and present, and had the characteristics in changing in accordance with the change of time. The current image of HE education was shown to positive recognition as the curriculum helpful to the actual living and future living for the HE teacher, students, and the general adults. For the HE teacher, it had strong emotionally warm image similar to the image of 'home', and it was connected to the curriculum image to be acknowledged as good problem solving teachers in terms of competence and conservative image. However, on the images of the HE curriculum and HE teacher, the HE teachers had the most positive recognition, and on the image of the HE curriculum, the students had the most negative recognition while the image of the HE teacher, the general adults had the most negative recognition. The general adults among the three groups recognized the HE curriculum as the most technical oriented curriculum while the students recognized as interesting curriculum, curriculum contributing on society. In the meantime, for the characteristic of the HE education, the HE teachers recognized that it had weak female curriculum characteristics and strong living functional curriculum characteristics, and the practical curriculum characteristics would be important in the future. Accordingly, the identity of the HE education formulated might be considered as the practical curriculum that was helpful to problem solving in actual living of the family and family members with the connection to the concept of 'home'. However, depending on the definition on implication of practice and issue of actual living, the characteristics and appearance of the HE education had been changed and might interpret as changing according to the above.for the fertility policy and the methods for the estimation of the child cost were suggested based on the results.

• 비교교육연구
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• 제26권3호
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• pp.189-210
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• 2016

현대 사회의 급격한 변화는 대학교육에서 뿐만 아니라 교양교육에 있어서도 새로운 방향을 모색하도록 만들고 있다. 이 글은 오늘날 대학의 화두가 되고 있는 교양교육과 관련하여 변화의 방향이나 정당성 등을 검토하는 데 목적이 있다. 이를 위해 교양교육의 변화를 선도하고 있는 일련의 '하버드 교양교육 보고서'를 교양교육의 목적과 내용을 중심으로 비교 검토한다. '하버드 교양교육 보고서'들은 교양교육의 이상으로서의 자유교육 아이디어를 단순하게 적용하기 보다는 현대의 시대적 사회적 맥락에서 재해석 내지 재검토 하고 있다. 이 점은 오늘날 교양교육이 직면한 위기, 즉 교양교육과 전공교육 혹은 직업교육과의 관계를 재정립하거나 사회 변화상의 반영 방안 마련 등과 관련된 시사점을 제시한다.

• 비교교육연구
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• 제24권3호
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• pp.25-45
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• 2014

최근 고교체제가 다양화되었지만, 일반계 고등학교(이하 일반고)가 상대적으로 위기를 맞이하고 있다는 논란이 많다. 본 연구는 일반고의 교육역량 강화를 위한 경상북도 일반고 발전의 시사점을 제시하는데 목적이 있다. 본 연구에서는 일반고 발전을 위한 공감대 형성, 일반고의 교육적 책무성 강화, 실질적인 교육과정 자율화 보장, 학생 맞춤형 교육과정의 다양화 추구, 교육과정과 진로교육의 통합화, 교사 확보 및 배치의 탄력적 운영 등의 전제가 필요하며, 진로직업교육 측면에서 학생들의 진로, 적성, 흥미에 부합하는 교육과정을 편성하고 심층적인 진로직업지도를 위한 단위 학교 및 지역사회의 노력을 구체적으로 명시하는 것이 필요하며, 단위 학교에서 학생들의 진로직업교육에 대한 과목 선택권이 보장되고 있는지는 심각하게 고민할 필요가 있다. 일반고 교육과정의 정상화는 곧 자연스러운 진로교육의 내실화의 방향이 되도록 해야 한다.

• 컴퓨터교육학회논문지
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• 제19권5호
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• pp.27-40
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• 2016

교육의 변화나 교육과정의 변화는 시대적 필요와 지식의 변화로 인한 필요에 근거한다. 본 연구는 두 가지 필요 모두를 내재한 고등학교 정보과 교육과정의 변천 분석을 통해 교육과정 총론 구성에 대한 시사점을 제공하기 위한 목적이 있다. 연구 진행에 따라 교육과정 총론의 분석을 통해 2007, 2009 개정 시기, 2015 개정 교육과정의 구성, 정보과 교육과정의 위상 변화, 그리고 정보 과목의 크기를 분석하였다. 교육과정 총론 분석을 통해 다음과 같은 측면에서 개선이 요구되었다. 첫째, 이수단위에 대한 명확성, 둘째, 진로선택과목의 타당한 구성, 셋째, 사용하는 용어에 대한 명확한 정의 등이 필요하다. 본 연구는 세계 각국에서 강조되는 SW교육의 관점을 고려하고, 교육과정 총론에서는 고등학교 정보과에 대해 어떤 편성과 운영을 제시하고 있는지를 분석했다는 점에 의의가 있다.

• 한국정보통신학회논문지
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• 제15권7호
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• pp.1621-1627
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• 2011

공학교육인증기준 KEC2005에서는 프로그램의 교육목표와 학습성과를 달성하도록 전공은 물론 수학, 기초과학, 전산학, 전문교양과 관련된 충분한 교과목이 제공되는 것을 요구한다. 따라서 학생들의 전공 교과목 이수 뿐 아니라 전문교양 교과과정에 대한 성취도 중요시 된다. 본 연구에서는 학생들이 갖추어야할 공학기본소양교육의 필요성을 검토하고, 현재 공학교육인증제를 실시하고 있는 여러 대학들의 인증 프로그램 교과과정 중 전문교양 교과과정 구성의 실태분석을 통한 전문교양 교과영역의 전형적인 모형을 도출하였다.