• 한국과학교육학회지
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• 제25권7호
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• pp.736-745
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• 2005

교사는 자신이 담당하고 있는 교과의 전문가일 뿐 아니라 교육활동에 있어서 특별한 노하우를 갖고 있는 전문가이며, 교사의 가장 중요한 임무는 수업이다. 그러나 교사들의 전문적 수업지도성 확보를 위한 동기유발의 역할을 담당해야 할 교사평가가 그 역할을 못하고 있는 실정이다. 본 연구는 전문성 향상을 위한 과학 교사의 자기평가 도구를 개발하고 적용하는데 그 목적이 있다. 일반적인 교사 평가의 준거와 과학 교사가 갖추어야 할 자질과 역할에 대한 선행 연구와 문헌을 고찰하고, 중등 과학 교사의 업무와 과학 수업의 특징, 실험과 수행 평가가 강화된 현실을 반영하여 과학 교사 자기평가 도구의 평가 영역과 평가 요소를 결정하고 검사 문항을 개발하였다. 예비 검사를 실시하여 문항을 수정 보완하고, 과학교육 석사 학위를 소지하고, 교직 경력이 8년 이상인 현직 중등 과학교사 10명으로부터 검사 도구의 내용 타당도를 알아보았다. 개발된 평가 도구를 이용하여 중등 과학교사 220명을 대상으로 검사를 실시하고 SPSS 통계 패키지를 이용하여 신뢰도와 교사 집단별로 총점과 하위 영역별 점수에 통계적으로 유의미한 차이가 있는지 분석하여 보았다. 본 연구를 통하여 얻은 결과는 다음과 갇다. 첫째, 본 연구에서 개발한 과학 교사를 위한 자기평가 도구는 과학 교사가 갖추어야 할 자질인 여섯 가지 하위영역에서 과학 교사의 자질을 스스로 진단해 볼 수 있도록 제작되었다. 평가 도구는 교과 지식, 교수 전략, 교수 기술, 실험실 경영, 평가, 전문성의 6개 하위영역, 총 77개의 문항으로 구성되어 있다. 각 문항은 5점 Likert 척도의 형식으로 제작되어 점수가 높을수록 과학 교사의 자질이 높음을 의미한다. 자기평가 도구의 내용 타당도는 80.8%로서 평가목표에 문항의 내용이 적합한 것으로 나타났으며, 신뢰도 계수는 하위 영역별로 .54$\sim$.69의 범위에 있었고 전체 검사의 신뢰도는 .95로 양호하다. 하위영역과 전체 검사간의 상관계수는 .54$\sim$.79로 나타났다. 특히, 전문성 영역의 상관계수가 .79로서, 전문성이 교사의 자질과 밀접한 관계가 있음을 알 수 있었다. 둘째, 서울과 경기지역 중학교 과학 교사 220명을 대상으로 개발한 평가 도구를 적용해 본 결과, 성별로는 교과 지식 영역과 실험실 경영에서 남교사가 여교사보다 유의미하게 높은 점수를 얻었고(p<.05 ), 경력별로는 경력이 많은 교사집단이 모든 영역에서 통계적으로 유의미하게 더 높은 점수를 얻었다(p<.05). 전공별로는 통계적으로 유의미한 차이가 나타나지 않았다. 학위별로는 교과 지식 영역에서만 석사 이상의 교사 집단이 유의미하게 더 높은 점수를 나타냈다 (p<.05)다.

• 한국가정과교육학회지
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• 제17권3호
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• pp.53-70
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• 2005

본 연구는 중학교 1학년 가정교과를 이수한 2학년 남녀 학생을 대상으로 중학교 가정교과와 식생활 단원에 대한 전반적인 인식과 식생활 단원에 대한 필요도, 난이도, 실생활에서의 활용 정도를 조사$\cdot$분석하여 식생활 단원의 효율적인 교수 학습 방안을 마련하고 새로운 교육과정을 편성하기 위한 기초 자료로 제공하는데 목적이 있다. 본 연구에서 얻어진 결과를 요약하면 다음과 같다. 가정교과 학습내용의 인식은 '조리, 세탁, 육아 등 가정생활에 필요한 기능을 배운다' $(38.9\%)$가 가장 높게 나타났고, 다음은 '건전한 생활 이념과 올바른 인간 형성에 관한 것을 배운다'$(27.5\%)$로 나타났다. 식생활 단원에 대한 학습내용의 인식은 '식생활 향상을 위한 식품 영양의 지식과 원리를 배운다'$(38.8\%)$가 가장 높게 나타났고, 다음은 '가정생활에 필요한 실질적인 기능을 배운다'$(30.7\%)$로 나타났다. 식생활 단원에 대한 필요도는 청소년의 식사(3.95), 청소년의 영양(3.89), 조리의 원리와 음식 만들기(3.88)순으로 대체로 높은 편이며 식생활 단원 전체와 모든 영역에서 여학생이 높게 나타났다. 식생활 단원에 대한 난이도는 청소년의 영양(2.78), 청소년의 식사(2.70). 조리의 원리와 음식 만들기(2.59) 순으로 중간 정도의 수준이었다. 여학생이 식생활 단원 전체를 더 어렵게 인식하고 있었으며, 또한 청소년의 영양과 청소년의 식사를, 남학생은 조리의 원리와 음식 만들기를 더 어렵게 인식하는 것으로 나타났다. 식생활 단원에 대한 실생활의 활용도는 청소년의 식사(3.28), 조리의 원리와 음식 만들기(3.15), 청소년의 영양(3.07) 순으로 필요도보다 약간 낮은 수준이었다. 남학생이 식생활 단원 전체의 활용도가 높게 나타났으며, 또한 청소년의 영양과 청소년의 식사를, 여학생은 조리의 원리와 음식 만들기가 높게 나타났다. 식생활 단원의 필요도 및 난이도와 활용도의 상관관계는 식생활 단원의 학습내용에 대하여 학생들의 필요도가 높을수록 식생활 단원의 모든 영역의 실생활활용도가 높게 나타났고 어렵게 인식할수록 식생활 단원의 모든 영역의 실생활 활용도가 낮게 나타났다.

• 지능정보연구
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• 제26권4호
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• pp.27-65
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• 2020

많은 정보통신기술 기업들은 자체적으로 개발한 인공지능 기술을 오픈소스로 공개하였다. 예를 들어, 구글의 TensorFlow, 페이스북의 PyTorch, 마이크로소프트의 CNTK 등 여러 기업들은 자신들의 인공지능 기술들을 공개하고 있다. 이처럼 대중에게 딥러닝 오픈소스 소프트웨어를 공개함으로써 개발자 커뮤니티와의 관계와 인공지능 생태계를 강화하고, 사용자들의 실험, 적용, 개선을 얻을 수 있다. 이에 따라 머신러닝 분야는 급속히 성장하고 있고, 개발자들 또한 여러가지 학습 알고리즘을 재생산하여 각 영역에 활용하고 있다. 하지만 오픈소스 소프트웨어에 대한 다양한 분석들이 이루어진 데 반해, 실제 산업현장에서 딥러닝 오픈소스 소프트웨어를 개발하거나 활용하는데 유용한 연구 결과는 미흡한 실정이다. 따라서 본 연구에서는 딥러닝 프레임워크 사례연구를 통해 해당 프레임워크의 도입 전략을 도출하고자 한다. 기술-조직-환경 프레임워크를 기반으로 기존의 오픈 소스 소프트웨어 도입과 관련된 연구들을 리뷰하고, 이를 바탕으로 두 기업의 성공 사례와 한 기업의 실패 사례를 포함한 총 3 가지 기업의 도입 사례 분석을 통해 딥러닝 프레임워크 도입을 위한 중요한 5가지 성공 요인을 도출하였다: 팀 내 개발자의 지식과 전문성, 하드웨어(GPU) 환경, 데이터 전사 협력 체계, 딥러닝 프레임워크 플랫폼, 딥러닝 프레임워크 도구 서비스. 그리고 도출한 성공 요인을 실현하기 위한 딥러닝 프레임워크의 단계적 도입 전략을 제안하였다: 프로젝트 문제 정의, 딥러닝 방법론이 적합한 기법인지 확인, 딥러닝 프레임워크가 적합한 도구인지 확인, 기업의 딥러닝 프레임워크 사용, 기업의 딥러닝 프레임워크 확산. 본 연구를 통해 각 산업과 사업의 니즈에 따라, 딥러닝 프레임워크를 개발하거나 활용하고자 하는 기업에게 전략적인 시사점을 제공할 수 있을 것이라 기대된다.

• 마케팅과학연구
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• 제20권2호
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• pp.173-178
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• 2010

这是一家私人, 第三代家族拥有的公司, Boom Technologies 公司(BTI). 对电力设施提供产品和服务的供应商, 通信和承包商的市场,不断进步的出口. 尽管在2008年出口销售只占总收入的5%, BTI已形成了一个完整的出口部门. 他们的出口部门的执行董事揭示了一家私营公司的试验和错误以及他们对成功的海外市场的疑问. 自成立以来, BTI始终相信它最大的资产是它的雇员. 当出口销售因为缺乏战略和方向而挣扎时, BTI为其出口部门雇了一位董事总经理. 在BTI总裁和总经理的领导下, 他们很好的利用了这个部门的技能和知识. 为向海外扩展他们的市场份额, 增加出口销售他们进行了机构调整. 结果就是, 出口销售增加了4倍, 国家的地区经理增加了, 同时成功养成了分销渠道网络. 有时, 由于公司的结构, 收入形成很难决定. 因此, 在1996年, 出口部门重组为有限责任公司. 这使得公司改进收入和费用. 最初, 80%的BTI出口销售来自两个国家;因此,最初在海外出售的方法并没有达到预期目标. 然而, 所做的修改, 使得现在公司 经营, 销售超过80个国家. 总经理指出主要有三个出口扩张挑战 1. 产品和船运—BTI主要障碍是产品装配. 最初, 大多数的产品被聚集在美国, 这增加了运输包装费用. 有这么多的部分指定订购, 很多次定的东西到的时候有些零部件都丢失了. 失踪的零件价值上万美元. 装运这些失踪的部分也花费成千上万的美元, 外加一个延迟交货时间六到八周, 所有的费用都由BTI出. 2. 产品适应—在BTI80个出口国家中, 每个国家的安全, 产品标准都不同. 重量, 特殊证, 产品的规格要求, 测量系统的稳定性, 卡车都会因国别而不同. 作为一种准入障碍,以致很难使产品适应. 技术和安全标准的障碍, 作为一种保护国内产业的方法, 可以阻碍成功的进入外国市场 3. 市场的挑战—分销的重要性给BTI带来了很多挑战,因为他们试图根据他们的分销系统来确定每个国家如何操作. 有些国家已经从一个小的竞争对手, 只生产一种具有竞争力的产品而极具竞争力. 而BTI制造超过100种的产品. 营销资料是另一个BTI所关心的, 因为他们试图对经销商推动销售成本. 从翻译和文化差异的角度, 合适的市场营销资料可能会花费很多. 此外, 美国的纸张大小不同于别的一些国家, 当试图复制相同的布局和设计时, 就会出现许多问题. 分销已经成为BTI所面临的挑战之一, 公司宣称他们的分销网络是他们的竞争优势之一, 因为他们的分销商的位置和名字都是保密的. 另外, BTI每年有两次奉献: 培训分销商一年, 另一个是分销商会议. 产品, 航运, 产品适应性, 营销这些挑战,这些海外市场错综复杂需要时间和耐心. 另一个竞争优势是BTI的摇篮到坟墓的策略, 他们遵循产品销售到它的最终安息地, 无论卡车是出租或购买新的或用过的. 他们对该公司购买或租赁之前的产品都提供服务和设备维护计划和一份详细的费用分析. 扩大海外总是会面临挑战. 如总经理说, "如果你没有耐心(出口业务), 你最好做别的事." 知道如何快速适应提供必要的技能, 适应每个国家的不同需求, 以及独特的挑战, 使他们能够保持竞争力.

• 보건교육건강증진학회지
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• 제18권3호
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• pp.133-162
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• 2001

Unexpected accidents in school has been gradually increased every year, and student's mistaken was the first reason of the accident. To preventing the students from Unexpected accidents in school, safety education is more important than having strong facilities to have much more strong protecting forces for the accidents. Therefore, systematic education of safety is needed most of all, and especially, strengthening safety education in school is needed. Hereby, this study is aimed at investigating and analysing the actual condition and demand of safety education. It also conducted a survey with the target of 1,255 students in the second grade of high school in Seoul from April 20 to May 19, and the result of this study is as follows. 1. In the general features of the subject of the survey, boy students and girl students occupied 50.8％ and 49.2％ each, and boys' high school (34.3％), girls' high school(32.2％) and co-ed(33.5％) participated in balance. In the location, north from Han river occupied 54.6％, south were 45.2％. 2. According to the status of experiencing an accident, boys were more experienced then girls(p〈0.05). From the section, home accident(56.8％) occupied most followed by school accident, traffic accident, sports accident and poisoning. The accident happening most often in detailed category is sports accident such as basket ball, foot ball and dodge ball. The actual condition of the subject's using a school health facility shows that boys students use it more often than girl students(p〈0.01) 3. In attitude toward safety, the subject showed lower interest in safety issues than other social issues. But attitude in seriality of safety problems were high. Also, they responded ‘individual citizen’(63.1％) as the one who should make efforts for safety. Regarding knowledge of preventing safety accidents in attitude toward individual safety, 42.2％ answered ‘they know a little’ and 32.6％ of respondents say ‘they do not know’. To a question of the degree of the subject's following safety rules, 36.4％ were answered ‘keeping’ and the group using a school health facility shows more ‘keeping’ the others(p〈0.05). 4. To a question of asking if they have experienced safety education, 51.2％ answered ‘yes’. Teachers who mainly take care of safety education are answered as training teacher(48.7％). As for education time, training class(51.3％) is said to have safety education most followed by health-related event and PE(Physical Education). Frequency of education shows once or twice a session (62.8％) most often, but in case of co-ed school, 5-7times a session or more(20.1％) are being practiced. Looking at education time, 1-2 hour(s)(22.1％) or for a short time(22.1％) during class are being practiced. As an education method, instruction(43.8％) and video education(32.5％) are being practiced, and when it comes to education evaluation method, ‘not practiced’(70.0％) answered. To the question if they are satisfied with school safety education, they answered more ‘no(43.1％)’ than ‘yes(6.7％)’, and the reason is that safety education class is just for formality's sake, and the fact they already know is being repeated. The contents of safety education is composed of school safety, home safety, and first aid. 5. It is turned out that 56.5％ of the total boy students and 61.1％ of the total girl students recognize the necessity of safety education. To the question if safety education is needed in an elementary and middle education course, 46.4％ of the subject answer answered' it's necessary'. The most reason for their answers are ‘safety education is directly related to life’. 6. Regarding the requested time of safety education is ‘one hour a week’ by 55.9％. For safety education, safety education teachers(38.7％) are answered to be the most proper. As a request for safety education, video education is answered to be the most appropriate(30.6％), followed by practical skills, lecture and discussion(p〈0.05). Demand of educational evaluation, practical skills, interview and observation are answered to be needed. To the question if they want to participate in the way of demanded safety education, 41.9％ of respondents answer ‘have a mind to participate in’ (41.9％). To benefits followed by completing safety education, 72.0％ of respondents answer ‘agree’, and 24.7％ ‘do not agree’, which means lout 4 disagrees with completing safety education. 7. Looking at demand of safety education according to the features of the subject, ‘our position for the person who has handicapped’ was answer to the most.

• 대한공업교육학회지
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• 제45권1호
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• pp.63-83
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• 2020

본 연구는 NCS 학습모듈을 효과적으로 실무과목 수업에 활용할 수 있도록 계획을 수립하는데 필요한 기초 자료의 제공을 목적으로 하며, 이를 위해 건설 교과 실무과목 수업에 활용되는 NCS(National Competency Standards) 학습모듈, 진로 및 현장실습, 실습환경 등에 대해 충청권(대전광역시 포함) 소재 공립 특성화고등학교 교사 및 학생의 만족도 조사를 실시하였다. 연구문제로는 첫째, NCS 학습모듈을 활용한 실무과목 수업에 대한 교사와 학생의 만족도는 어떠한가, 둘째, NCS 학습모듈을 활용한 실무과목 수업 후 교사의 진로 및 현장실습 지도 측면, 학생의 진로결정 및 현장실습에 대한 만족도는 어느 정도인가, 셋째, 개발된 NCS 학습모듈 및 이를 활용한 실무과목 수업에 대한 만족도에 대해 NCS 관련 교사의 연수횟수(유무) 또는 학생의 현장실습 유무가 영향이 있는가로 설정하여 구명하였다. 연구의 결과는 다음과 같다. 교사와 학생의 만족도를 비교한 결과, 학생은 전반적으로 모든 항목에서 만족하는 편을 보인 반면, 교사는 '내용수준', '흥미', '필요지식', '기술습득(기술수행수준)', '실무능력향상(기술수행수준)', '실험실습장규모', '실험실습장기자재' 항목 등에서 불만족하는 편을 보였다. 개발된 NCS 학습모듈 및 이를 활용한 실무과목 수업에 대한 만족도에 대해 NCS 관련 교사의 연수횟수(유무) 또는 학생의 현장실습 유무가 영향이 있는 것으로 나타났다. 한편, 개발된 NCS 학습모듈이 실무과목 수업에 충분히 활용되기 위해서는 개념정리 및 직무기술 이해에 관한 중간 매개 역할을 해줄 수 있는 교사의 수업자료의 개발 및 구축이 요구되며, NCS 학습모듈의 개발인력 구성에서 교육훈련전문가의 수를 늘려 교육현장의 요구를 적극적으로 반영할 필요가 있다.

• 대한지역사회영양학회지
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• 제25권3호
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• pp.189-203
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• 2020

Objectives: This study was performed to identify the current barriers of obesity management for children using Community Child Care Centers and their caregivers (parents and teachers working in the Centers). Further, this study explored the possibility of utilizing a mobile phone application for tailored obesity prevention and management programs to overcome the current difficulties associated with children's obesity management. Methods: The qualitative data were collected through in-depth interviews with 20 obese and overweight children or children who wanted to participate in this study using Community Child Care Centers, 12 teachers working at the Centers, and a focus group interview with five parents of children using the Centers. Data were analyzed with a thematic approach categorizing themes and sub-themes based on the transcripts. Results: The current barriers of obesity management of obese and overweight children using Community Child Care Centers were lack of self-directed motivation regarding obesity management (chronic obesity-induced lifestyles and reduced self-confidence due to stigma) and lack of support from households and Community Child Care Centers (latchkey child, inconsistency in dietary guidance between the Center and household, repetitive pressure to eat, and absence of regular nutrition education). Mobile phone applications may have potential to overcome the current barriers by providing handy and interesting obesity management based on visual media (real-time tracking of lifestyles using behavior records and social support using gamification), environmental support (supplementation of parental care and network-based education between the Community Child Care Center and household), and individualized intervention (encouragement of tailored and gradual changes in eating habits and tailored goal setting). It is predicted that the real-time mobile phone program will provide information for improving nutritional knowledge and behavioral skills as well as lead to sustainable children's coping strategies regarding obesity management. In addition, it is expected that environmental factors may be improved by network-based education between the Community Child Care Centers and households using the characteristics of mobile phones, which are free from space and time constraints. Conclusions: The tailored education program for children using Community Child Care Centers based on mobile phones may prevent and reduce childhood obesity by overcoming the current barriers of obesity management for children, providing environmental and individualized support to promote healthy lifestyles and quality of life in the future.

• 대한치과기공학회지
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• 제30권1호
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• pp.121-130
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• 2008

The purpose of this research project is to assess students' stress during clinical rotations and to suggest strategies for enhancing professional skills as well as the quality of clinical rotations among the students of dental technology. The participants included 200 sophomores and juniors from dental laboratory college located in Daegu and Jeju. Data was collected December 7, 2007, and March 7, 2008, by survey samplings. A total of 185 completed surveys were obtained and analyzed for this study. Findings from the study are summarized below. When age and stress were compared, it was found that younger students had higher levels of stress related to their environment, role, and activities. Regarding grade level and stress, students in lower levels were slightly (p<.01) more likely to have stress (Sophomore =2.91, junior =2.49). When the stress level was compared with students' satisfaction with their major, the less students were satisfied, the higher their level of stress was. The study found a slight (p<.05) difference between groups [satisfaction group (M=2.44), group in between satisfaction and dissatisfaction (M=2.58), and dissatisfaction (M=2.82)) in the relationship between satisfaction with the major and overall stress. Again, it appears that stress levels increase as satisfaction with the chosen major decreases. Third, the intensity of stress was affected by the environment in which students practiced, classmate relationships, roles, goals and values, and activities, and areas of performance. It showed that the groups unsatisfied and in-between with the quality of practice have more intensified stress than the group with satisfaction. The study showed a slight (p<.01) difference amongst groups [(satisfaction group (M=2.17), group in between satisfaction and dissatisfaction (M=2.68), and dissatisfaction (M=2.96)) in the relationship between satisfaction with the quality of the clinical rotation and overall stress. It appeared that higher levels of stress were seen with lower satisfaction with the major. Overall, students' level of stress was correlated with age and grade level, level of satisfaction in the major and the quality of the clinical rotation. Furthermore, schools need to focus on improving the environment where students practice, classmate relationships, roles, goals and values, and activities, and areas of performance. Dental laboratory colleges should concentrate on the basic case with the quality of clinical rotation and the chosen major. More skillful teaching and properly assigned clinical rotations and classes, along with a strong practical knowledge base applicable to clinical rotations will be needed in order to address these sources of dissatisfaction.

• 무역상무연구
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• 제37권
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• pp.329-360
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• 2008

In Korea, the major of international trade and business introduced in the 1960s to supply trade expert to trading companies, and the heyday of the trade major was in the 1980s. However the trade major fell into decay from the middle of 1990s. The purpose of trade education in university is to supply high qualified employees to societies and companies. The problem is that companies have difficuties for recruiting of trade expert, on the other hand university graduates have few job oppertunies. It has some discrepancies between education and field. The object of this paper is to propose a direction of modification of the trade and international business curriculum for global trade expert. We research international trade and business departments' curriculums of GTEP universities. GTEP stands for global trade expert incubating program started from 2006 which have charge of MOCIE and KITA. First, in the title of department, a lot of former researchers have taken up the position to return "Trade" or "International Trade". We think more important fact is not the title of department but the curriculum, so we insist on a harmony between the department title and curriculums. The focus of modification of curriculum is to educate global trade expert, so we need to know about global business environment and companies' needs also. Second, We propose the directions for modification of curriculum are "convergence" and "specialty". Trade major is a mixed study in nature and trade major try to treat lots of subjects such as trade, business adminstration, economics, international law, international commerce, logistics and marketing etc to catch up changing global business circumstanses and companies' needs. So convergence of adjacent field is very important in study and training. Specialty means selection and concentration strategy for global trade expert. It is difficult to learn every knowledge and skills for employer's needs in 4 years and 140 credits. A students who has studied basic subject in trade, management, economics can choose 1 or 2 specailty subject such as trade and e-commerce, global marketing, logistics and transportation, commerce and policy, servive trade, foreign language and cross culture etc. In concusion, the concept of convergence and specialty is not separation but harmony each other, so we propose to promote two concept together for modification of the trade and international business curriculum for training of global trade expert.

• 한국식품영양학회지
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• 제20권4호
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• pp.494-500
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• 2007

The purpose of this study was to examine the levels of satisfaction, and awareness, as well as evaluations of internship programs between major and non-major students in food and nutrition. The survey was conducted via questionnaire to 80 major and 113 non-major students in food and nutrition who had finished an internship. For the primary internship facilities, the proportions were 51.3% in foodservice for the major group and 57.4% in business & industry for the non-major group. For the internship period, the proportions were 71.2% for under 2 weeks in the major group, and 42.9% for $2{\sim}4$ weeks in the non-major group(p<0.001). The proportions of students who were provided orientation from a professor(p<0.001), and visiting guidance by a professor(p<0.001), were 40.5% and 35.4%, respectively, in the major group and 73.4% and 82.1 %, respectively, in the non-major group. The proportions answering that the internship was a necessity were 95.0% in the major group and 75.2% in the non-major group(p<0.001). The major group had significantly higher satisfaction scores for location of the internship facility, internship period, and connection between education and practice as compared to the non-major group. However, the satisfaction score for professor's guidance during the internship was significantly lower in the major group than the other group. The evaluation score for 'I did my best when doing my work' was significantly higher in the major group than the non-major group. The major group had significantly higher awareness scores for the internship's degree of assistance in improving skills, making use of knowledge, and adapting to the field, as compared to non-major group. In conclusion, students majoring in food and nutrition faithfully participated in their internship programs, with higher degrees of satisfaction and awareness, and higher evaluations. However, more effective internship program with intensified and developed guidance by professor are needed.