• 수산해양교육연구
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• 제20권1호
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• pp.68-77
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• 2008

The purpose of this study is to examine the organization of the standard liberal arts curriculum in accordance with the academic credit bank system (ACBS). With the growth of the system, the standard curriculum of the ACBS turned out to have many problems which have to be solved for securing and maintaining the quality of the system. In an attempt to improve the standard liberal arts curriculum of the ACBS, the study analyzed the problems of standard liberal arts curriculum of the ACBS according to three criteria: the organization of subjects in the six liberal arts curriculum areas, the completion of liberal arts and the exchange subjects between majors and the liberal arts. Based on the results of the analysis, the study suggests ways to improve standard liberal arts curriculum. In the future, research needs to be conducted to explore ways to implement the proposed standard liberal arts curriculum of the ACBS in real contexts.

• 문화기술의 융합
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• 제8권1호
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• pp.285-290
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• 2022

4차 산업혁명의 21세기는 산업화 시대에서 요구하던 것과는 다른 '역량'을 새로운 교육적 개념으로 요구하고 있다. 대학에서는 사회의 이러한 변화와 요구에 따라 교양 및 전공 교육에서 기존의 방식을 탈피하여 핵심역량 기반교육과 이를 통한 교육의 혁신을 요구받고 있다. 이러한 시점에서 대학들은 다양한 재정지원사업을 위해 교양교육을 전면적으로 개편하여 제시하고 있다. 본 연구는 대학 교양교육 혁신을 위한 교양 교육과정 개편에 대해 C 대학의 사례를 제시하였다. 연구 결과에 따르면 각 대학들은 대학의 설립이념에 따라 다양한 핵심역량을 제시하고 교양교육 측면에서 핵심역량 강화를 유도할 수 있는 방법으로 교양교육과정을 개편하고 있다. C 대학의 핵심역량 기반 교양 교육과정을 위해 부족한 핵심역량 과목을 개발하여 제안하였고, 교양교육 특성화를 위해 다양한 마이크로디그리를 제안하였으며, 학생들의 기초학습능력 향상을 위한 메타학습 관련 교양 교과목을 제시하였다.

• 수산해양교육연구
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• 제27권4호
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• pp.1172-1183
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• 2015

The purpose of this research is to analyze the recognition of the curriculum experts on 2015 integrated liberal arts and natural sciences curriculum revision. Research method is a delphi survey and the subjects are curriculum experts. The research results are as follows. Firstly, experts suggested common education for all students and students' opportunities to choose subjects. Secondly, the direction of curriculum revision was different by school level. The elementary school needs to foster convergence thinking. The middle school needs to educate common basic literacy education and the high school needs both the common education and the free choice of subjects by students. Thirdly, the separation of the liberal arts and natural sciences was caused by the separate thinking of custom, tradition and study and the separate exam application on liberal arts and natural science of college scholastic ability test. The solution about separation problem of liberal arts and natural sciences have been proposed to improve mathematics education and teachers' convergence education competency. Lastly, for the establishment of an 2015, integrated curriculum the reduction of the CSAT test area and the introduction of qualifying examination for English were required.

• 대한가정학회지
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• 제33권3호
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• pp.1-16
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• 1995

The purposes of this study were to : (1) examine current curricula related to home economics in university liberal education curriculum, (2) identify the educational needs on fields and contents related to home economics in college-level liberal education curriculum perceived by university students and professors, (3) provide the findings to make recommendations for development of liberal subjects related to home economics in university liberal education curriculum. This study was conducted by means of the review of literatures and the questionnaire survey. the instruments for the survey was developed by the researcher, the one was for students and the other was for professors. They included items of needs about 6 fields related to home economics and 8 contents each, and there were items of reasons for needs about each fields. The samples for the analysis were 284 university students in Seoul, and 176 university professors of all over the country. The research findings were as follows : 1. There were differences between current curricula and students' needs related to home economics in university liberal education curriculum. 2. There were much more subjects related to home economics in woman's university than in co-ed. university. 3. Students needed such fields as follows : (1) maintenance of individual and family relation, (2) human development, (3) home management and consumer education 4. The reason why students needed the subjects was that they could be helpful to solve the problems of everyday life. 5. The reason why professors needed the subjects was that they could be useful to prepare for the future of every student.

• 컴퓨터교육학회논문지
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• 제23권4호
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• pp.13-22
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• 2020

본 연구는 일본 교양 정보교육과정 표준을 분석하여, 한국 대학의 교양 정보교육에 대한 시사점을 제공하기 위한 목적이 있다. 목적 달성을 위해 J07-GE, J17-GE와 관련된 다양한 보고서들을 중심으로 두 표준의 변화를 비교하였다. 개정판인 J17-GE가 반영하는 정보학에 대한 지식의 범위와 정도를 살펴보기 위하여 CS에 관한 교육과정 표준들의 관계를 통해 분석하였다. 분석 결과, 컴퓨팅 사고력 관점과 일본 정보학 정의에 기반한 J07-GE, J17-GE를 통해 정보의 원리와 지식은 보편적인 교양으로서 전체 대학생의 역량을 길러줄 수 있음을 확인하였다. 따라서 교육과정을 개발할 때는 지식체계 뿐 아니라 시수, 방법 등에 대한 논의가 함께 고려되어야 할 것이다. 본 연구는 대학 교양 정보교육의 내실화 및 교양 정보교육과정 표준 개발을 위한 방향성을 제시하였다는 점에 의의가 있다.

• 한국멀티미디어학회논문지
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• 제23권6호
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• pp.792-801
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• 2020

Today, the media environment has changed dramatically with the development of Internet transmission technology, computer performance, and various media production technologies. In particular, video content is widely used every day through mobile device or computer connected to the Internet. In addition, the ability to produce video content today is more important than ever, as the use of video content is also increasing in the area of information delivery and communication over the Internet. In this study, it was developed a liberal education curriculum in universities for the production of video content. The developed curriculum was composed of a combination of an online curriculum for theory and an offline curriculum for practicum. In the online curriculum, a 54 DOOR contents were developed to allow students to learn the theoretical knowledge and basic making techniques related to the production of video content. In an offline 15-week practicum curriculum, it covered the practical training contents of video content production that should be acquired every week. This developed liberal education curriculum aims to give non-major students in universities the opportunity to learn the technology of producing video content and to foster the ability to communicate in the media environment by using the video content produced.

• 디지털융복합연구
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• 제17권12호
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• pp.545-554
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• 2019

이 연구에서는 J대학의 2개 캠퍼스 11개 학부의 재학생 422명을 대상으로 교양교육의 핵심목표, 교양교육과정에서 달성해야 한다고 생각하는 핵심역량, 개설을 희망하는 교양교과목의 주제 분야, 개설 희망 교과목, 교양교육 개편 시 시급한 과제 등을 성, 학년, 계열 및 캠퍼스별로 알아보았는데, 그 결과는 다음과 같다. 첫째, 교양교육의 핵심 목표로 남학생은 인성과 리더십을 갖춘 인재를, 여학생은 핵심역량의 달성을 지목하는 비율이 가장 높았다. 둘째, 교양교육과정에서 달성해야 할 핵심역량은 의사소통 및 대인관계, 인성, 자기진로개발 및 취창업 역량을 중요하게 생각하는 것으로 나타났다. 셋째, 예체능 분야의 교과목 개설을 희망하는 비율이 높았다. 넷째, 개설을 희망하는 교양과목은 여성학 혹은 페미니즘, 스포츠 관련 과목, 철학, 심리학 등의 순으로 나타났다. 이 연구의 결과는 J대학 교양교육과정 개정을 위한 기초자료로 활용할 수 있을 것이다.

• 의학교육논단
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• 제19권3호
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• pp.149-151
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• 2017

The educational goal of premedical education is to provide the desired college-level training in liberal arts as well as sciences, and to equip students with a basis for future medical studies. The purpose of this study was to introduce a premedical curriculum at Chonnam National University Medical School and to provide baseline data for developing an improved premedical curriculum. The reformed premedical curriculum has been followed since 2017. Formal premedical curriculum consists of basic education and character education through liberal arts study and major courses related to medical education. In addition to the formal premedical curriculum, students are supported through various programs that help develop interpersonal and intrapersonal competences.

• 한국응급구조학회지
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• 제18권2호
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• pp.73-94
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• 2014

Purpose: This study aims to provide suggestions for improving the liberal arts curriculum for the 3-year emergency medical technology course by conducting a comparative research on the liberal arts curricula across 10 colleges. Methods: Various aspects of liberal arts subjects, such as basic directions set out by the curriculum, credit scores, and distribution, were studied. Results: Of the 10 colleges, 9 did not stated purpose of liberal arts education. All 10 offered courses including foreign language, computer, and self-management, however each subjects did not have reflections of course visions. Findings revealed the credit score ratio of liberal arts subjects to be relatively lower than the major subjects. Students had limited opportunity to choose liberal arts subjects, with only a small proportion of the course available for elective subjects. Most liberal arts subjects were completed in the first year. Subjects' experience was not expanded and deepened gradually. Subject choices often overlapped, with limited variety of available subjects. Conclusion: For competent emergency medical technicians, the 3-year emergency medical technology course should improve the quality of its liberal arts offerings. The study of liberal arts provides the opportunity to develop broad perspectives and mature attitudes.

• 의학교육논단
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• 제19권3호
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• pp.115-120
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• 2017

Despite the importance of how the premedical education curriculum is organized, the basic direction of the curriculum has not been evaluated at a fundamental level. In order to explore the basic directions of the premedical education curriculum, this study examined medical education as a university education, the historical basis of premedical education, and the direction of the premedical education curriculum. Historically, as medical education was incorporated into the university education system, premedical education developed based on basic science and liberal arts education. Accordingly, the direction of the premedical education curriculum began to split into two approaches: one believing in a basic science-based education intended to serve as the foundation of medical training, and the other believing in a liberal arts-based education intended to cultivate the qualities of a doctor. In recent years, however, the binary division in the direction of premedical education has ceased to exist, and the paradigm has now shifted to an agreement that premedical education must cultivate the basic scientific competence required for learning medical knowledge as well as the social qualities that a doctor should have, which are cultivated through the liberal arts. Furthermore, it has been asserted that the direction of premedical education should move toward the qualities that will be required in the future. With the fourth industrial revolution underway, the role of doctors is now being re-examined. This means that today's medical education must change in a future-oriented way, and the direction of the premedical education curriculum must be on the same page.