• The Journal of the Korean dental association
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• v.22 no.11 s.186
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• pp.931-940
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• 1984

협회는 회원들의 유기적인 결속과 지속적인 보수교육을 평생교육으로 유도하여 신뢰받는 치과의사상을 구현하고자 지난 ‘83. 3. 17일 치과의사 보수교육지침서를 제정 하였읍니다. 이 지침서는 의료법으로 규정하고 있는 국내치과의사의 보수교육을 보다 간편하고 효과적으로 이수할 수 있도록 세부사항을 정하여 놓은 것으로서 보수교육의 미필로 법에 규정된 행정 처분을 받는 회원이 발생되지 않도록 하는 길잡이가 되고 우리 치과의사의 품위와 권익을 보호하는데 일익을 담당하게 될 것으로 믿읍니다. 본 지침서에 다소 문제점과 불편한 사항이 있드라도 감수하면서 문제점시정을 건의하고 개선하여 우리 모두가 바라는 합리적인 방향으로 발전해 갈수 있도록 협조를 하여 주시기 바랍니다.

• Journal of Korean Society of Archives and Records Management
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• v.21 no.4
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• pp.65-80
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• 2021

The role of an archivist should include not only traditional archives management but also new archives management based on an understanding of electronic records and information technology. In this study, to verify the adequacy and content validity of the components, knowledge categories, and knowledge contents of the guideline for a graduate program in archival studies, the Delphi survey was carried out. As a result of the Delphi survey, the components of the guideline consisted of "preface," "curriculum," "faculty," "structure of the learning process," "administrative resources," and "conclusions," and the educational content consisted of 8 knowledge categories and 44 knowledge contents. This study aims to present the minimum components to be followed in the graduate program of archival science through the development of the guideline model and present educational contents to educate archivists with theoretical and practical capabilities. The model can be used as basic data for a future guideline for a graduate program in archival studies.

• Journal of Korean Society of Archives and Records Management
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• v.20 no.1
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• pp.27-46
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• 2020

The need for changes in archival studies curriculum has been steadily raised because of the wide variation of the curriculum in each graduate school. In this study, the foreign archival studies guidelines and certification standards were compared and analyzed to derive key categories and elements for developing the Korean guidelines for a graduate program in archival studies. The five key categories and elements of the guideline include introduction, mission and goal, knowledge categories, administrative factors, and conclusion. On the other hand, the 10 knowledge categories to be learned by archivists include ① The Nature of Records and Archives, ② Selection, Appraisal, and Acquisition, ③ Arrangement and Description, ④ Preservation, ⑤ Reference and Access, ⑥ Outreach, Instruction, and Advocacy, ⑦ Management and Administration, ⑧ Social and Cultural Systems, ⑨ Legal and Financial Systems, and ⑩ Information Technology. In the future, knowledge categories need to be actively reflected by the opinions of the academic community and archivists to improve the graduate curriculum.

• Korean Journal of Comparative Education
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• v.27 no.1
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• pp.199-222
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• 2017

This study explores and compares how three guidebooks on intercultural education in Europe (Education Pack, Intercultural Learning, and Intercultural Education in Primary School) define their objectives, contents, methods, and evaluation in order to promote intercultural education to young people and adults. All these three guidebooks start with the underlying fact that difference is the reality of our societies and propose similar objectives. These guidebooks include furthering an understanding of the reality of an interdependent world, going beyond negative prejudice and stereotypes, and generating positive attitudes and habits of behaviors towards people from other societies and cultures. They also suggest similar contents for intercultural education, which all relate to the discovery of mutual relationships and the dismantling of barriers between people from other cultural backgrounds. However, with regard to methods, they show significant contrast: Education Pack and Intercultural Learning propose several stages that consist of imagining ourself from the outside, understanding the world we live in, being acquainted with other realities, seeing difference positively, and favouring positive attitudes, values and behavior, while Intercultural Education in the Primary School insists on positive learning, discussion and group work. Evaluation remains the least developed area in intercultural education; fortunately, the last guidebook treats this problem more seriously than the first two by dedicating a whole chapter to it. What is required of us now is determining how to adapt the principles and approaches of European intercultural education to Korean societies and schools.

• Journal of Korean Library and Information Science Society
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• v.33 no.4
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• pp.37-59
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• 2002

The purpose of this study is to identify useful factors for the curriculum development of the archival program in Korea by analyzing archival graduate programs of the Schools of Library and Information Science in English-speaking Canada. Name and history of the schools, degrees, credits, required and elective courses, practice, research, md faculty of archival prgrams, and the official guidelines of ACA and SAA are compared by analyzing web sites and literature review. It is found that Canadian LIS schools offer independent archival programs with a separate MAS degree or a specialization. University of British Columbia, the first LIS school that has a separate MAS degree program, provides a systematically developed curriculum. It also reveals that Canadian archival programs are based on their own principle·md SAA guidelines because ACA guidelines are out of date. Based upon the analysis of the archival programs in Canada, the current situations of the archival graduate programs in Korea are compared and several suggestions ale made f3r the direction of successful archival education in Korea in the end.

• Journal of Korean Home Economics Education Association
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• v.5 no.1
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• pp.87-95
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• 1993

본 연구는 교육부에서 의도하는 국민학교 실과 과목의 식품영양 단원의 지침서 내용과 현장에서의 교사 수업 실태를 교육관련 전문지인 새교육, 새교실, 새수업등에 게재된 현장교사들의 지도안 내용과 인천시내 공립국민학교 교사 510명과 학생 1,754명을 대상으로 설문조사를 통한 내용을 분석하였는데 그 결과는 다음과 같다. 1. 교사용 지침서에 제시된 교과목표 및 단원 내용과 현장 교사들의 지도안 내용은 완전일치 하였다. 2. 교육부가 제시한 수업시수가 알맞다는 응답이 4학년 88.7%, 5학년 87.4%, 6학년은 87.8%였으나 약 10%정도의 교사는 식품 영양단원에 더 시간이 필요하다고 응답하였고. 현재의 시간을 줄여야 한다는 응답도 4학년 0.8% 5학년 2.6% 6학년 2.4%나 되었다 또한 28-38%의 교사가 실과시간을 다른시간으로 활용한 적이 있다고 응답하였으며 3번이상 다른시간으로 쓴 경우도 4학년 6.5%, 5,6학년은 11%나 되었다. 3. 교육부가 제시한 교수방법보다 다양한 교수방법이 현장에서 실시되고 있었으나 가장 많이 사용되는 교수방법은 4, 5, 6,학년 모두 설명, 발표 판서, 교과서 읽기 등이었고 실험 조사, 역할 놀이, 토의, 시범 등은 드물게, 필름이나 슬라이드, 카세트 등은 거의 사용하지 않는 것으로 나타났다. 4. 사용된 학습자료로는 교과서, 교사용 지침서, 학습 과제장 등이 주된것이었으며 그 이외의 자료는 극히 활용도가 미약하였다. 5. 실험 실습을 위한 실습은 전혀 갖추고 있지 못한 실정이었으며, 조리 실습은 학생들이 재료와 도구등을 준비(4학년 96.5%, 5학년 96.1% 6학년 95.7%)하여 실시하고 있는 것으로 나타났다.

• Proceedings of the Korean Institute of Navigation and Port Research Conference
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• 2013.06a
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• pp.304-306
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• 2013

선박의 대형화, 고속화로 인한 해난 사고 증가에 대응하기 위해 전자해도 도입이 되었다. 전자해도는 속성정보와 공간정보로 구성되는 안전을 위한 GIS 데이터다. 전자해도 객체는 200여 가지로 각 객체별 다양한 속성으로 구성된다. 국제수로기구는 전자해도 객체에 포함되는 속성값 입력을 표준적으로 수행하기 위해 전자해도 객체 입력 지침(Use of Object Catalogue)를 정의 하였다. 전자해도 제작을 위해서 전자해도 객체지침서 교육이 필요하며, 교육 시에는 UOC가 사용되었다. 한편, UOC의 교육 효율성을 높이기 위해서 많은 요구사항이 제안 되었다. 본 연구에서는 UOC의 교육 효율성을 높이기 위해 지원 도구를 설계 및 개발 하였다.

• Journal of Korean Society of Archives and Records Management
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• v.3 no.2
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• pp.34-51
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• 2003

The purposes of this study are to categorize the archival body of knowledge based on the analysis of two guidelines and websites of 10 archival graduate programs in the United States, and to make suggestions for the development of archival education in Korea. Basic knowledge, core knowledge, complementary knowledge, practical knowledge, and research knowledge are found as components of the archival body of knowledge. The basic knowledge is the ability to understand general circumstances related to records and archives. The core one is to master the required competence as archivists. The complementary one is to understand other disciplinary backgrounds and their various research methods. The practical one is to be obtained from field experiences and the research one is to make a scholastic contribution through a deep research process. Curriculum development for preservation, electronic records management, use of computer technologies, archival services and advocacy, more interdisciplinary courses and internship programs are suggested as important factors for the future archival education. And cooperative research and appointment of more faculty members are also suggested. Finally, the development of guideline for Korean archival graduate programs are strongly suggested.

• The Korean Publising Journal, Monthly
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• s.224
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• pp.7-7
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• 1997

90년대 초반부터 독서생활의 실천을 강조하며 어린이 독서지침서나 이론서들이 나오기 시작했다. 그러나 논술에 짜맞춘 수업용 지도서들은 교육보다 상혼에 기대 있고, 어린이 독서교육의 진지한 고민보다는 오히려 즐거운 책읽기를 방해하는 경우도 있다.

• The Journal of the Korean dental association
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• v.24 no.6 s.205
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• pp.519-521
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• 1986