• Proceedings of the Korean Society of Computer Information Conference
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• 2018.01a
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• pp.101-102
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• 2018

본 논문에서는 교과개정 개편으로 저학년부터 코딩교육의 의무화가 됨에 따라 현시점에서 코딩교육의 대표적인 교육사이트에 대한 현황 및 장단점을 살펴보고, 교육을 받은 S/W 인재들이 대학교에 진학하여 배우는 S/W 교육에 대해 살펴보고자 했다. 현재 미래 창조과학부에서 운영하는 S/W 중심대학에 관하여 적절한 운영 방향에 따라 각 대학교가 운영되고 있는지 조사해보고 이에 따른 개선 방향을 제시하고자 하고 대학교별로 K-ICT(Korea-Information&Communication Techonology) 전략에 부합하는 목표성을 가졌는지 그룹핑해서 나열하고 이에 따른 문제점을 분석하여 S/W 교육 추진 방향과 정책설계를 통한 미래 발전 방안을 K-ICT 중심의 목표와 S/W 중심학교가 NCS(National Competency Standards)에 부합하는 시스템 개발을 위한 연구의 필요성을 제시한다.

• Proceedings of the Korean Society for Information Management Conference
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• 2013.08a
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• pp.179-184
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• 2013

대학도서관 맞춤교육은 이용자의 자발적인 요청으로 사서가 이용자의 요구사항과 주제 분야, 전공 등을 고려하여 맞춤형으로 교육을 설계 제공하는 것이다. 맞춤교육은 이용자가 필요한 시점에 필요한 내용을 제공한다는 강점을 가진다. 본 연구에서는 맞춤교육의 국내 대학도서관 운영현황을 파악하고, 맞춤교육의 필요조건 및 장애요인을 파악하고자 하는 목적으로 대학도서관의 맞춤교육담당자를 심층 면접하였다. 연구결과, 맞춤교육의 필요조건으로 사서 인력의 자격 및 자질과 교육 환경적 측면이 중요한 것으로 밝혀졌다. 한편 앞에서 파악된 필요조건이 결여되거나 교과운영과정에서 발생하는 문제점들이 주요 장애요인으로 파악되었다.

• Journal of Korean Home Economics Education Association
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• v.34 no.4
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• pp.113-129
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• 2022

The purpose of this study is to propose implications by analyzing the textiles and clothing curriculum of vocational high schools. Literature and data were analyzed, surveys and FGI were conducted, and the following research results were derived. First, many schools chose 'Basic dress design' or 'Basic dress composition' as basic subjects. Through this, it was confirmed that technical training for practice is a priority for vocational schools, and that more discussion is needed regarding the lack of theoretical subjects. Second, similarly to the basic subjects, practical subjects offered are concentrated on 2 to 3 subjects. The teachers asserted that some subjects such as 'Knit apparel production' and the 'Leather and fur design production', which require a lot of equipment and advanced technology, cannot be offered without support from the government. Third, the NCS competency unit of the practical subjects is easy to proceed with the class or is closely concentrated on the type of manpower training presented by each department. Fourth, this study proposes that for technical education to expand students' choice, it is necessary to cultivate teachers competencies linked to the industry. The results of this study are expected to provide basic data on the organization of the next textiles and clothing professional curriculum and help understand vocational education at vocational high schools. In addition, it is believed that this study will contribute to developing and settling various subjects when the high school credit system is implemented by expanding students' choice of major-related subjects.

• Journal of Korean Library and Information Science Society
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• v.41 no.4
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• pp.73-98
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• 2010

This study discussed the roles of librarians in readers' advisory services and the education for readers' advisory services in LIS programs. For this, literatures were reviewed and readers' advisory courses provided by LIS programs of North America were investigated. And then the characteristics and contents of readers' advisory courses were analyzed. Based on the analysis, I suggested the education for readers' advisory services in LIS programs of Korea.

• Journal of Creative Information Culture
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• v.5 no.3
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• pp.225-236
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• 2019

Viewing and approaching problems based on computational thinking can be improved through informatics education, which is essential for students to live in a future society. The purpose of this study is to analyze the operation status of informatics subjects that have become general electives in the 2015 revised curriculum, and to contribute to enhancing the effect of future informatics subject. To achieve this goal, a questionnaire was conducted for 400 students who graduated from high school in 2015-2016, and five students and five informatics subjects teachers were interviewed. Operation period of Infomatics subject, contents, method and evaluation method were analyzed. As a result, the operation of informatics subjects varied greatly from the second semester of the first year to the second semester of the third year. The most common method was teaching type, but the percentage of self-study was high in the second semester of the third year. The contents of the study did not learn all the contents, and the use rate of textbooks was low in the class. This study confirmed that the informatics subject class did not proceed in the form of observing the curriculum similarly to other subjects excluded. It is also significant that for the first time, the operational status of informatics subjects was analyzed.

• Journal of the Korean School Mathematics Society
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• v.21 no.2
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• pp.141-160
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• 2018

In order to propose effective learning methods to teach basic mathematics course for students of business administration, we conducted the survey on recognition and attitude on mathematics subjects, and analyzed academic achievements of the business mathematics as a basic mathematics course in relation to the results of the survey. First, we investigated learning contents and problems difficult for students to understand in the course, and presented the instructional method and significance of them with examples. These learning contents and problems were collected from the students using the mathematics cafe. Furthermore, we analyzed types of the incorrect answers on the midterm and final examinations in the business mathematics. Although it is difficult to generalize the finding to all of the business administration students due to differences in academic level and educational environment, much work has been put in to present learning method of the business mathematics for students of business administration.

• KLA journal
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• v.53 no.3
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• pp.24-27
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• 2012

채 10년도 안되는 기간동안 학교도서관은 천국과 지옥을 오가고 있다. 2002년부터 교육인적자원부(현 교육과학기술부) 주도로 시작된 '학교도서관활성화사업'을 통해 낡은 학교도서관 시설은 현대식으로 바뀌었으며, 교원으로서 사서교사는 1998년부터 지속적으로 현장에 배치되었고, 2007년 "학교도서관진흥법"이 제정되면서 나름 학교도서관에 대한 구체적인 법적 관심을 받았다. 먼지 쌓이는 교실 한 칸도 되지 않던 창고같던 학교도서관은 늘어난 장서와 PC를 포함한 다양한 IT 기기, 편안하게 책을 읽을 수 있는 교구 등을 갖추면서 나름 도서관답게 바뀌기 시작했던 시기이다. 학교도서관 운영의 주체성과 자율성을 가질 수 있는, 많지는 않더라도 교사라는 지위로 사서교사가 전국의 초 중등학교에 지속적으로 배치되던 시기이기도 하다. 도서관 관련 법에서 늘 구석에 있던 학교도서관은 "학교도서관진흥법" 및 시행령이라는 단독법안으로 제정되어 법리 상 관심을 받던 시기였다. 여기에 더해 책 읽기에 대한 관심이 커지면서 학교도서관을 중심으로 다양한 책읽기 프로그램 등이 운영되고 나름 학교도서관이 활성화되는 것 같았다. 하지만 화려하게 바뀐 학교도서관은 자격이 있는 인적자원 배치와 지속적인 장서의 공급 등을 통해 유지되기보다는 운영시간 연장 등 시설 자체의 운영에 초점이 맞춰지는 시기로 바뀌었다. 98.6%에 이르는 학교도서관 설치 대비 46% 밖에 되지 않는 인적자원의 배치 현황, 그나마 학교도서관에 배치된 인적자원의 14.7%만이 정규직 사서교사, 사서(직원)이라는 현실은 안정적이고 지속적인 인적자원 배치에 대한 기대를 더 이상 할 수 없는 어려운 시기로 바뀌었음을 보여준다. 단독법안으로 학교도서관의 진흥과 활성화에 기여할 것으로 기대했던 "학교도서관진흥법"은 학교도서관 관련 시설, 인적자원, 운영에 대한 분명하고 명확하지 않은 법조항 때문에 관점에 따라 다양한 해석을 할 수 있어 오히려 학교도서관의 발전을 저해한다는 일부의 비판도 받았다.

• Journal of the Korean Society for Library and Information Science
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• v.46 no.3
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• pp.35-55
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• 2012

This study aims to serve as the basis for the librarian training curriculum model for the disability services. To achieve this, a theoretical study was carried out through literature and investigated and analyzed on the disability services of Public Libraries in Seoul and on the status of Library and Information Science curriculum for the disability services in Korea. The research results are summarized as follows: First, only one university and one graduate school in Korea offers a curriculum for training librarians for the disability services. Second, since 2010 a continuing education program for librarians in charge of the disability service has been offered every year by the National Library of Korea, Librarians who completed this course have been surveyed for their opinions and the results have been reflected in the following course. Third, currently among the disabled users in public library the users with mental retardation, emotional and behavioral disorders, and autism are more than the visually impaired users. Most of the disability service has been a lending for general materials. According to telephone interviews, librarians who actively carry out the disability service need to understand the disability and, more information about operations and planning of cultural program for the disabled users.

• Proceedings of The KACE
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• 2018.01a
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• pp.7-10
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• 2018

인공지능과 로봇을 중심으로 하는 4차 산업혁명은 더 이상 미래의 일이 아닌 현실로 받아들여지고 있다. 영국, 미국, 일본 등의 주요 선진국을 중심으로 4차 산업혁명을 선도할 수 있는 소프트웨어 전문가 양성에 국가적 사활을 걸고 교육과정을 개편하여 운영 중에 있고, 우리나라도 2018년, 올해부터 소프트웨어 교육 중심의 '정보'교과를 중학교에서 34시간 이상 필수로 이수하도록 하였다. 본 논문에서는 교구 중심의 사교육 기반으로 이루어지고 있는 국내의 유아대상 소프트웨어 교육을 진단하기 위해 국내외 유아 소프트웨어 교육의 현황을 분석하고, 향후의 접근 방향에 대해 제안하였다. 유아대상 소프트웨어 교육은 소프트웨어 교육 전문가 뿐만 아니라 유아교육 전문가, 교육학 및 교육공학 전문가 등 관련 전문가들의 종합적으로 논의하여 프로그램을 개발하여야만 인터넷, 스마트폰, 게임 과의존 등 부작용을 최소화할 수 있을 것이다.

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