• 한국응급구조학회지
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• 제12권2호
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• pp.5-26
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• 2008

Purpose : This study was performed to develop the curriculum of Emergency Medical technology of College. Method : The authors analyzed curricular of EMT in 12 college in Korea. We conducted the distribution, credit, mean, frequency of liberal arts, majors, teaching profession subject by Kim and Lee(2007). We compared curriculum of knowledge and clinical training courses. Results : The numbers of whole subjects were 59.3 and the number of mean and the credits were 130.8 degree of mean. The numbers of liberal arts were 9.5 number of mean and the credits were 15.5 degree of mean. The numbers of major were 47.5 number of mean and the credits were 111.4 degree of mean. The numbers of teaching profession subject were 1.9 number of mean and the credits were 4 degree of mean. Finally, frequency of curriculum of knowledge and clinical training courses were 57.1% and 42%, respectively. Conclusion : This results will represent curriculum development and will standardize curriculum for EMT collage. in addition, it will make EMT curriculum standardized.

• 한국정보시스템학회지:정보시스템연구
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• 제30권3호
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• pp.177-199
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• 2021

Purpose This study explores the development direction of the artificial intelligence curriculum as a universal education that enhances the ability of college students to flexibly use artificial intelligence these days, where artificial intelligence education is spreading, and the educational components based on this are subdivided according to the characteristics of each major. Design/methodology/approach In order to develop the educational purpose of the subject and the detailed educational curriculum suitable for the subject of education, we first analyzed domestic and foreign prior research related to artificial intelligence liberal arts education. As the main components derived by experts, the basic concept of artificial intelligence converges to literacy to read and write for everyday problem solving, as well as problem-solving ability to manipulate real data and software. Findings The results showed that In the artificial intelligence literacy module, trends and prospects of artificial intelligence and necessary competencies were checked, and cases applied to major fields were examined. In the AI utilization and application part, basic data analysis items and content composition were composed through creative thinking, logical thinking, and intelligence. In order to design the curriculum, a software development language suitable for each major area was first selected, and AI education content areas, elements, and packages were defined and designed for each major area to meet the objectives of the subject.

• 디지털융복합연구
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• 제19권10호
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• pp.87-94
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• 2021

본 연구는 A대학 핵심역량을 기반으로 개편한 교양교육과정을 역량 향상도로 분석하여 평가 및 환류의 기초자료로 활용하기 위함이다. 2020년도 2학기에 개설된 교과목을 수강한 학생을 대상으로 A대학에서 개발한 교양교육과정 역량 진단도구를 사용하여 역량별 대표 교과목을 수강한 학생에게 2회에 걸쳐 설문조사를 하였으며, 분석은 기술통계, t-검정을 실시하였다. 연구 결과, 소통역량(t=-9.839, p<.01), 학습역량(t=-4.707, p<.01), 사고역량(t=-9.992, p<.01), 협력역량(t=-2.061, p<.01)은 유의미하게 향상된 것으로 나타났으며, 나눔역량(t=-.550)은 향상되었으나, 유의미하지 않은 것으로 나타났다. 이러한 결과는 역량별 교과목 운영을 점검하고 판단할 수 있는 근거를 마련하는데 의의가 있다.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제23권4호
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• pp.999-1014
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• 2009

본 논문에서는 대학의 교양수학 과목의 개설 현황과 대학생들의 교양수학에 대한 인식에 대하여 알아보고, 교양수학에 대한 긍정적인 인식의 변화를 위한 방안에 대하여 연구하였다. 대학생들의 교양수학에 대한 현재의 인식과 교양수학에 대한 긍정적인 인식의 변화를 위하여 실생활과 관련된 수학적 내용을 위주로 하여 구성한 '수학과 문화'라는 교양수학과목을 수강하는 학생들을 대상으로 수강전과 후의 수학과목에 대한 인식의 변화를 조사?분석하였다. 그 결과 수학과목에 대한 인식이 긍정적으로 변화했음을 알 수 있었다.

• 한국콘텐츠학회논문지
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• 제20권2호
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• pp.658-666
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• 2020

본 논문에서는 국내 대학에서 학업을 수행하고 있는 외국인 유학생이 한국 대학 생활에 적응하면서 학업을 이수해 나가는 데 어려움이 있다고 보았다. 그 이유는 대부분의 유학생들이 전공 학업에 필요한 한국어 실력이나 기초 학문 등 교양 지식이 미흡한 상태로 입학하기 때문이다. 이러한 문제점을 확인하고, 외국인 유학생에게 가장 시급한 기초학문 즉, 교양 지식의 중요성과 필요성을 강조하였다. 나아가 보다 체계적인 외국인 유학생 교양교육과정과 교육 방법이 구체적으로 제시되어 현장에서 적용되어야 함을 주장하였다. 이에 연구자는 외국인 유학생을 위한 전용 교과목인 문화 수업에 지식 기반 한국어 교육 방법을 적용시켜 운영한 수업의 사례를 보이고, 그 효과를 증명하였다. 이러한 시도가 외국인 유학생에게 보다 나은 교수·학습 방안을 마련해 주었다는 점에서 의의가 있다고 본다.

• 문화기술의 융합
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• 제9권6호
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• pp.443-451
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• 2023

사운드아트(Sound Art 또는 Sonic Art)는 20세기 중반부터 주로 유럽과 미대륙을 중심으로 실천되어 온 현대예술의 한 지류로 우리나라에서는 일반적으로 다원예술 분야로 간주하거나 현대음악이나 미디어아트의 하위장르(subgenre)로 인식되는 경향이 있다. 2000년대 이후 지금까지 북미와 유럽의 일부 유수 대학에서 전공으로 개설되어 이 분야를 전문적으로 연구하거나 실천적인 작가로 활동을 하는 인재들을 사회로 배출하고 있기는 하지만 아직은 비주류적 예술 분야로 간주되는 것이 실상이고, 국내의 대학에서는 아직 사운드아트를 주전공으로 개설한 학교를 찾아 보기는 어려운 것이 현실이다. 본 논문에서는 창의적 융복합 교양교과로서 실제로 국내 4년제 종합대학에서 운영하는 <현대사회의 사운드아트>라는 교양교과목 수업모형과 교수법의 소개와 함께 고등교육의 교양학습으로서 사운드아트 활용의 가능성을 논의한다.

• 대한지리학회지
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• 제42권1호
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• pp.82-95
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• 2007

전국 교육대학교 학생들의 최소한 과반수는 학부 4년 동안 지리 강좌를 전혀 이수하지 못한 채 학교 현장에 투입되며, 그 수준에서 사회교과서의 1/3을 차지하고 있는 지리 영역을 담당한다. 이 연구는 교육대학교 사회과 심화과정 지리 영역의 현상을 기술하고 그 문제점과 개선 방향을 도출하는 것에 목적을 두었다. 여기에 접근하기 위해 취한 관점은 심화과정의 편제를 교양과정 및 전공과정과의 관계의 측면에서 검토해야 한다는 것이고, 다른 한편으로는 국가 수준의 초등사회과 교육과정을 준거로 삼아야 한다는 것이다. 연구 결과, 전공과정과 심화과정의 사회과교육(공통) 강좌의 중복성, 교양과정과 심화과정 강좌의 비연동성, 심화과정 구성에 있어 특정 영역에 대한 편중성 등이 지리 영역의 취약성과 직결되어 있었다. 연구자는 국가 수준에서 규정한 초등사회과 교육과정, 교과내용학과 교과교육학의 조화, 그리고 지리, 역사, 일반사회 영역간의 형평성을 준거로 삼아 초등 지리 영역의 취약성을 만회할 수 있는 여섯 가지 개선 방향을 제언하였다.

• 한국응급구조학회지
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• 제13권2호
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• pp.17-59
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• 2009

Purpose : This study is to provide the basic data for developing the curriculum standardization of emergency medical technology by analyzing the three-year and four-year period curriculum and high-advanced major course to bring up highly qualified paramedics. Method : This study was analyzed, divided in 3 sections, majors, teaching profession subjects and liberal arts of 18 three-year curriculum universities and 7 four-year curriculum universities. Majors were analyzed, departmentalized in the national examination for license, the clinical and on-the-job training(OJT) and other major-related subjects. It is descriptive study, analyzed by dividing high-advanced major course into majors and liberal arts. Result : 1) The average number of subjects established in three-year-course college were 58.1. The completion credit was 130.1 in average. Also, the average number of established subjects at four-year-course were 61.1. The average completion credit was 141. 2) Three-year-course college professors give lecture in theory for 95.4 hours on average, which account for 59.9% of overall lecture, and 63.8 hours for practical training that takes 40.1% of the hours lectures are given. Meanwhile, four-year-course give lecture in theory for 111 hours on average, taking a part of 59.5%, and 76.5 hours for practical training, 40.5%. 3) In regard to liberal arts, at three-year-course college, the average credit was 16 but the proportion that liberal arts charge among the completion credit was 11.6. Meanwhile, at four-year-course universities, the average credit was 28.4 and the percentage that the liberal arts took part in the completion credit was 20.1. 4) Looking over national examination subjects among majors at three-year-course college, basic medicine's average credit was 17.2, introduction to advanced emergency care's average credit was 15.5, Special advanced emergency care's average credit was 28, emergency patient management's average credit was 9.2 and emergency medicine statute's average credit was 3.6. Meanwhile, in case of four-year-course universities, basic medicine's average credit was 14.3, introduction to advanced emergency care's average credit was 12.7, special advanced emergency care's average credit was 31, emergency patient management's average credit was 8.3 and emergency medicine statute's average credit was 2.9. 5) Among national examination subjects, in case of three-year-course, the range of basic medicine credits was 6 to 23, the average credit showed 17.2. The range of introduction to advanced emergency care credits was 9 to 21, the average credit showed 15.5. The range of special advanced emergency care credits was 19 to 36, the average credit showed 28. The range of emergency patient management credits was 5 to 12, the average credit was 9.2. The range of legal medicine credits was 3 to 6, the average was 3.6 credit. In case of four-year-course the range of basic medicine was 12 to 17, the average of the credit was 14.3. The range of introduction to advanced emergency care was 9 to 19, and the average of the credit was 12.7. The range of special advanced emergency care was 18 to 41, and the average of the credit was 31. The range of emergency patient management was 7 to 12, and the average of the credit was 8.3. The range of legal medicine was 3 to 4, and the average of the credit was 2.9. So except special advanced emergency care, all the other subjects had higher score in three-year-course than four-year-course. 6) About the other major-related subjects, the completion credit was 23 on average at three-year-course and 13.5 at four-year-course. 7) The clinical and on-the-job training(OJT), In the case of three-year-course, the average completion credit was 13.5 and 13.5 at four-year-course. 8) The teaching profession subject, In the case of three-year-course, the average credit was 3 and the percentage that the teaching profession subject took part in the completion credit was 2.3% on average. Four-year-course established the subject only at one university. 9) In high-advanced major process, the entire established subjects on average were 12.8 and the average completion credit was 36.3. In liberal arts, the average established subjects were 6.5 and the completion credit was 19.5. The number of majors were 9.5 on average and the credit was 26.5 Conclusion : According to the aforemention results, the curriculum for emergency medical technology needs to be developed and standardized.

• 한국치위생학회지
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• 제15권2호
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• pp.343-352
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• 2015

Objectives: The purpose of this study was to compare the liberal arts curricula of domestic 3 year and 4 year dental hygiene departments and to obtain the basic data for the development of a standardized dental hygiene curriculum. Methods: The liberal arts curricula of fifteen 3 year and 4 year dental hygiene departments in Korea and other countries were analyzed. A survey was conducted on 801 selected dental hygiene majors from December 8 to 12, 2014. A self-reported questionnaire was completed by 750 dental hygiene students and 150 dental hygiene professors. The questionnaire consisted of 5 questions of general characteristics and 13 questions including curricula change, usability of curricula, awareness of the suitability of dental hygiene curricula, and validity of curricula. Cronbach'a alpha was 0.71 in this study. Results: The grade point average in the liberal arts courses in Korean 4 year dental hygiene departments were 29, which was higher than that in 3 year dental hygiene departments of 13.2. There were large disparities among the colleges in the credits of these courses. The most common liberal arts courses in 4 year dental hygiene departments were foreign languages, man, society and communication, and natural science. In 3 year dental hygiene departments, English and foreign languages were the most common courses, followed by computer, man and society, philosophy and ethics. Foreign languages were considered to be the liberal arts course that should be most strengthened according to the job environment change of dental hygienist in globalizing society, followed by social psychology and pedagogy. Conclusions: Liberal arts courses were offered in the 4 year dental hygiene departments than in the 3 year dental hygiene departments in Korea, but there were a great deal of differences between colleges. The preparation of standardized guidelines on liberal arts courses are necessary. Liberal arts courses should support the performance skill and knowledge of the dental hygienists.

• 한국실천공학교육학회논문지
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• 제2권2호
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• pp.68-73
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• 2010

21세기 지식기반 사회의 엔지니어들에게는 전공분야의 전문성뿐만 아니라 창의적 사고, 읽기/쓰기 능력, 의사소통 능력, 사회 경영 경제에 대한 이해 능력, 윤리의식과 같은 인문사회학적인 전문교양 지식이 요구되고 있다. 전문교양 지식은 꾸준히 그 분야에 관심을 갖고 관련된 글을 읽으며 자신의 생각을 정리하여 표현해 보는 것이 무엇보다 중요하지만, 한정된 정규교육과정 내에서 보다 높은 수준의 학습 성과 달성이 어려운 것이 현실이다. 이 연구에서는 공과대학 학생들의 전문교양 지식 함양을 위한 스마트폰 앱을 개발하고 수업에 적용함으로써 언제 어디서나 교수자가 구조화한 지식을 학습자와 실시간 상호작용하고 학습자 스스로 지식을 재구성할 수 있는 환경을 제공하여 일상생활 속에서 전문교양 지식의 수준을 향상시킬 수 있는 방안을 제안하였다.