• Journal of Korea Society of Industrial Information Systems
• /
• v.1 no.1
• /
• pp.128-152
• /
• 1996

본 연구는 4년제 대학의 경영정보학과에서 개설해야 할 전공과목에 있어서 교수와 현업의 실무자간에 어떠한 인식의 차이가 있는가에 대하여 연구하였다. 특히 경영정보학과에서 개설해야 하는 전공과목의 우선순위, 전공구분(전공필수와 전공선택), 그리고 개설학년에 있어서 교수와 실무자간의 어느 정도의 인식 차이가 있는가에 대하여 실증적으로조사하였다. 이러한 연구의 목적을 달성하기 위하여 본 연구에서는 첫째로 경영정보학분야의 교과과정에 관한 기존의 연구에 대하여 간략하게 살펴보았다. 둘째, 연구 방법으로서 조사대상, 자료의 수집방법, 연구가설, 그리고 자료의 분석방법에 관하여 언급하였다. 셋째, 연구결과로서 표본의 특성, 주요 전공과목의 학년 및 전공별 분류, 그리고 가설검정의 결과에 대하여 구체적으로 논하였다. 특히 연구가설은 (1)전공과목의 우선순위에 관한가설, (2) 전공과목의 구분(전공필수, 전공선택)에 관한 가설, 그리고 (3) 전공과목의 개설학년에 관한 가설로 세분하여 구체적으로 검정하였다. 끝으로 , 본 연구의 결과를 요약하였고 향후 연구방향에 대하여 언급하였다.

• Proceedings of the Korean Society for Information Management Conference
• /
• 2001.08a
• /
• pp.249-252
• /
• 2001

본 연구는 미국 ALA (American Library Association)가 인정한 문헌정보학 석사과정 (Master of Library Services) 교육과정에서 연구방법론의 현황과 특성을 분석하고, 문헌정보학 프로그램이 개설된 기관 내 다른 대학원 프로그램에서의 연구방법론의 위상을 문헌정보학과와 비교하였다. 연구결과 문헌정보학의 경우, 연구방법론에서 다루어지는 내용들이 매우 다양하고 일관성이 없었으며, 다수의 문헌정보학 프로그램들 내에서 연구방법론이 필수과목이 아니었으며, 상위20위에 드는 학교 중 절반만이 연구방법론을 필수과목으로 요구하였다. 그러나, 문헌정보학 프로그램이 개설된 기관 내의 자연과학 프로그램, 대부분의 사회과학 프로그램, 경영학 석사과정 (MBA), 사회복지학 석사과정들이 연구방법론을 핵심과목으로 요구하였으며, 이들 분야들은 자신의 분야의 특수성을 반영하는 연구방법론 과목을 개설하였다. 또한 이들 분야의 프로그램들을 승인하는 국가적인 기관들이 연구방법론의 필수과목 개설을 명시하였다. 털 연구는 문헌정보학의 학문적 경쟁력을 강화하고, 연구의 질을 향상시키기 위해서는, 문헌정보학 학문의 특수성을 반영할 수 있는 연구방법론의 개발과 연구방법론의 핵심과목 지정이 중요함을 제시한다.

• Journal of the Korean BIBLIA Society for library and Information Science
• /
• v.18 no.1
• /
• pp.23-44
• /
• 2007

The purpose of this study was to analyze the contents of "Reading Education" course in LIS in terms of objects, teaching methods and problems. 19 similar courses to "Reading Education" provided by LIS in the US and 32 similar courses to "Reading Education" provided by LIS in Korea were investigated and analyzed. Most courses provided by the US graduate schools emphasized specific teaching techniques. However. most courses provided by Korean departments stressed general objects and goals. The suggested syllabus of 'Reading Education' course, composed of 13 weeks, was constructed focusing on 3 parts, various reading materials, teaching methods and bibliotherapy.

• Journal of the Korean Society for Library and Information Science
• /
• v.46 no.1
• /
• pp.29-53
• /
• 2012

This study analyzed the changes in Library and Information Science (LIS) courses by investigating the LIS curriculum of Korea in the past 20 years (1991-2011). Results showed that the total number of courses increased as a whole. As the Korean educational system moved forward to the faculty system (Hakbuje), the number of basic courses increased while the number of core courses decreased. But the opposite phenomenon appeared as universities returned to the department system (Hakgwaje). Also, we investigated the domain-specific distribution of each department by separating the courses of 34 Korean LIS Departments into these seven domains: General Library and Information Science; Information Organization; Library and Information Center Management; Information Services; Information Science; Bibliography; and Archival Science. The results showed that the number of courses reduced in most domains over the past 20 years, except for the Library Service and Information Science areas. This study also explored the following phenomena: disappeared courses, changed course's names, courses that integrated into a single course, courses that separated into various other courses, and newly emerging courses with the developing age.

• The Journal of Korean society of community based occupational therapy
• /
• v.7 no.3
• /
• pp.23-34
• /
• 2017

Objective : The purpose of this study was to investigate establishment status of the mandatory courses designated by Ministry of Health & Welfare for qualification of sensory developmental rehabilitation specialist(SDRS), within curriculum of baccalaureate occupational therapy(BOT) programs in Korea Methods : This is a narrative study to investigate and analyze certain courses established in curriculums of all 4-years occupational therapy(OT) programs, which is 32 schools. Results : 1) The shared mandatory subject, 'Understanding Children with Disabilities(UDC)', has been established at 9 schools. For the branch mandatory subjects, 'Neuroscience(NS) or Neuroanatomy' has been established at all 32 schools, 'Sensory Processing Dysfunctions and Intervention(SPDI)' or 'Sensory Integration' has been established at 31 schools, and each of 'Assessment & Evaluation for Children(AEC)' and 'Practicum of Sensory Rehabilitation(PSR)' has been established 7 schools for same. 2) For the mandatory courses, all 32 schools were offering designated- and alternative courses of NS, SPDI, AEC, but there was no change in the number of schools offering the practicum course since there was no case of alterative for it. 3) In terms of general provision score, there were 4 schools for score 7, 4 schools for score 6, 2 schools for score 5, 1 schools for score 4, 2 schools for score 3, and 19 schools for score 2. Conclusion : Establishment of the mandatory courses required to the qualification of SDRS among the BOT programs in nation were investigated. Including alternative courses, all the branch mandatory courses except practicum course are established in all the 32 schools. However, the shared mandatory subject, UDC and the practicum subject were established in only few schools. In the provision level evaluation of BOT programs for the SDRS qualification, it is shown that many schools has been started the provision already but still many schools' curriculum did not reflect the willingness and accuracy well. For the schools planning successful accreditation in near future, it is recommended that they prioritize the establishment of the shared mandatory course and the practicum course since these two subjects are recognized as critical factors for that. In addition, it is also needed of comparative inspections for course title and syllabi based on the guideline provided by Ministry of Health & Welfare.

• Journal of the Korea Academia-Industrial cooperation Society
• /
• v.22 no.3
• /
• pp.148-159
• /
• 2021

This study focused on searching for optimal locations for general high schools by considering the minimum move distance and the maximum student capacity upon starting a common curriculum based on a high school credit system by taking Seoul as an illustration. The main results were as follows. First, the results from P-median showed that the students' average move distance was below 625m when more than 30% of general high schools offer the common curriculum courses. In addition, the results from MCLP indicated that it was possible to hold all the students. Second, although all the universities located in Seoul open the common curriculum courses, it would not be available to hold all students. On the other hand, when more than 20% of the universities open the courses, MCLP indicated that it was possible to hold the same capacity. In addition, the Office of Education should support moving to the universities offering courses for students affiliated with high schools located in the southeastern area of Seoul and in poor transportation areas. It is expected that by suggesting a problem solving framework regarding space with a spatial optimization method, the study results can be used as a basic data for selecting schools offering common curriculum courses.

• Journal of the KSME
• /
• v.55 no.1
• /
• pp.45-47
• /
• 2015

기계공학 전공과목들은 대개 이론강의로 진행되므로, 실험이나 실습으로 보완되어 실용성을 증대시킬 필요가 있다. 기계진동학 과목을 예로 들어, 이론과목 진행 중 병행하는 실습수업과 후수과목으로 개설되는 실험과목 사례를 소개한다. 이 과목의 경험은 다른 분야 과목들에도 힌트를 제공하여, 학생들의 실용적 능력을 향상시키는 데에 도움이 되리라 기대한다.

• Journal of Korean Home Economics Education Association
• /
• v.32 no.4
• /
• pp.53-65
• /
• 2020

This study aimed to suggest measures expand career-related elective subjects in the high schools through a case of establishing and utilizing a learning space for hands-on home economics classroom activities. Upon the trend reviews of elective subjects in the high school and literature reviews on the educational outcomes from home economics classrooms, a case of career-related elective subject by establishment of learning space related to home economics was proposed in two high schools in Seoul. The results are as follows: First, the trend in 2020 showed that selecting a home economics course as a career-related subject depends on school situations. The results of the survey at schools show that the utilization rate of hands-on learning space for home economics was high with high preference among students, but schools implicitly guided students to select courses that are related to preparation for university entrance. Second, reductions of class hours and decreased likelihood to offer courses in home economics in general high schools would influence the recruitment of teachers, which may ultimately result in a threat to the subject. However, through career-related activities, students may develop positive perception of the subject of home economics and consequently select the subject. Therefore, it is necessary to open and promote multiple elective courses related to home economics for the survival of subject of home economics.

• The Journal of Korean Association of Computer Education
• /
• v.20 no.4
• /
• pp.37-46
• /
• 2017

Since 2018, the level of informatics education that is mandatory in junior high schools depends on the subject matter expertise of Informatics & Computer teachers. The purpose of this study is to analyze whether secondary teacher training institutes provide curriculum that guarantees the subjectivity of Informatics & Computer teachers. In order to achieve the goal, this study first compares curriculum courses for educating Informatics & Computer teachers of Korea secondary teacher training institutes with subjects based on the content system of J07-CS, the informatics education in Japan. Second, we compare the basic subjects offered by the Ministry of Education with the vocational subjects. Third, we analyzed the basic subjects of each university. As a result of the study, the number of informatics-related courses opened by Korean secondary teacher training institutions was insufficient compared to the number of subjects in J07-CS. Even though the standard of comparison was limited to basic subjects, the content elements were insufficient, and the ratio of the basic subjects of each university was low. In order to achieve the goal of informatics education from 2018, it is urgent to improve the curriculum of secondary education teachers.

• Journal of Korean Library and Information Science Society
• /
• v.42 no.4
• /
• pp.5-29
• /
• 2011

This study proposed to assess courses which are currently offered in the Department of Library and Information Science, and to explore directions for improvement. Based on field librarians' needs and opinions about the courses, we suggested separating the required, core, and elective courses. We proposed six courses including 'Internship', 'Introduction to Library and Information Science', 'Cataloging and Classification', 'Library Management', and 'Information Retrieval' as required courses, and 5 courses including 'Practice in Cataloging and Classification', 'Information Resource and Service', 'Collection Development', 'Digital Library System', 'Introduction to Bibliography' and 'Records Management and Archives' as core courses. Finally, the remaining courses were recommended as selective courses which each department could select depending on their circumstances and faculty. The important components for substantial LIS courses are as follows: timeliness of training topics, expertise of educational contents, professionalism and qualifications of faculty, specialized educational materials, and increasing the major correlation between courses and professors.