온-오프라인 혼합 학습환경에서 중등과학교사의 학습환경 특이적인 PCK 요소 및 하위요소

김지수,최애란 대한화학회 2022 대한화학회지 Vol.66 No.6

The purpose of this study was to investigate secondary science teachers’ PCK components and subcomponents that are specific to online and offline learning environment. Data collection consisted of survey, class observation, and individual interviews of twelve science teachers. This study used a theoretical framework of PCK for deductive data analysis and articu- lated codes and themes through the following inductive analysis. Data analysis revealed that each of PCK components showed different specificity to the online and offline learning environment. And subcomponents of each PCK component were different according to the specificity of the online and offline learning environment. Teaching orientation toward science had a specific ori- entation for the online learning environment, i.e., ‘learning science concept’ and ‘lecture centered instruction.’ Knowledge of the sci- ence curriculum had online-offline mixed learning environment specific knowledge, i.e., ‘reorganization of curriculum’ and online learning environment specific knowledge, i.e., ‘development of learning goal’ and ‘science curricular materials.’ Knowledge of sci- ence teaching strategies had online learning environment specific knowledge, i.e., ‘topic-specific strategy’, ‘subject-specific strategy’, and ‘interaction strategy’ and COVID-19 offline learning environment specific knowledge, i.e., ‘topic-specific strategy’ and ‘interaction strategy’. Knowledge of student science understanding had online learning environment specific knowledge, i.e., ‘student preconcep- tion’, ‘student learning difficulty’, ‘student motivation and interest’, and ‘student diversity’ and COVID-19 offline learning environment specific knowledge, i.e., student learning difficulty’. Knowledge of science assessment had online-offline mixed learning environ- ment specific knowledge and online learning environment specific knowledge, i.e., assessment contents and assessment methods for each. 본 연구는 온-오프라인 혼합 학습환경에서 중등과학교사의 학습환경 특이적인 PCK 요소 및 하위요소 탐색을 목적으로 하였다 . 중등과학교사 12명을 대상으로 설문 , 개별 면담 , 수업 관찰 자료를 수집하여 PCK 이론적 틀을 기반으로 연역적으로 분석하고 다시 귀납적 분석을 통해 그 범주를 정교화하였다 . 온-오프라인 혼합 학습환경에서 본 연구 교사들의 PCK는요소별로 학습환경 특이성이 다르고 학습환경 특이성에 따라 PCK 요소별 하위요소가 다른 것으로 나타났다 . 온라인 학습환경 특이적인 과학 교수 지향으로 ‘과학 개념 학습 ’ 목표 지향과 ‘강의식 수업 ’의 과학 교수 -학습 지향이 있었다 . 온-오프라인혼합 학습환경 특이적인 교육과정에 관한 지식에는 ‘교육과정 재구성 ’이 있었으며 , 온라인 학습환경 특이적인 교육과정에관한 지식에는 ‘학습 목표 선정’, ‘교육과정 자료’가 있었다. 온라인 학습환경 특이적인 과학 교수전략에 관한 지식에는‘과학 주제 특이적 전략 ’, ‘과학 교과 특이적 전략 ’, ‘상호작용 전략 ’이 있었다 . 코로나 19 이후 오프라인 학습환경 특이적인과학 교수전략에 관한 지식에는 ‘과학 주제 특이적 전략 ’, ‘상호작용 전략 ’이 있었다 . 온라인 학습환경 특이적인 학생의 과학학습에 관한 지식에는 ‘학습을 위한 선지식’, ‘학습 어려움’, ‘학습 동기 및 흥미’, ‘학습 다양성’이 있었으며, 코로나 19 이후오프라인 학습환경 특이적인 학생의 과학 학습에 관한 지식에는 ‘학습 어려움 ’만 있었다 . 과학 학습 평가에 관한 지식은 온-오프라인 혼합 학습환경 특이적인 지식과 온라인 학습환경 특이적인 지식이 있었으며 , 각각 ‘평가 내용 ’과 ‘평가 방법 ’이 있었다 .

스마트 러닝 환경에 관한 탐색적 연구

우진,한학수,이선희 한국인터넷방송통신학회 2016 한국인터넷방송통신학회 논문지 Vol.16 No.1

유비쿼터스 네트워크 환경으로의 변화는 인터넷 기반의 학습 환경들을 스마트 러닝 환경으로 변화시켜 가고 있다. 특히, 스마트 러닝 환경은 기존의 교수자 중심 학습 환경에서 학습자 중심 환경으로 변화하는 학습 환경의 패러다임에 있으며, 최근에는 학습자에게 필요한 스마트 러닝 환경에 대한 요구가 많아지고 있다. 본 연구에서는 유비쿼터스 네트워크 환경들을 분석을 통하여 학습자 중심에서 스마트 러닝을 위한 학습 환경을 물리적 측면과 비물리적인 측면에서 분석하였다. 또한 스마트 러닝의 환경적 특성에서 효율적으로 적용할 수 있는 학습방법을 제시하였다. The changes to Ubiquitous Network Environment leads existing learning environment to Smart Learning Environment. Expecially, Smart Learning Environment is in changing paradigm existing teacher centered environment and learner centered environment, recently the demand of Smart Learning Environment for learners are growing up. This study analyzed Learning Environments for Smart Learning Environment focused on the learners through analyzing Ubiquitous Network Environment that is concentrated on the physical aspects and the non-physical aspects. Also, we suggested learning several ways that can be effectively applied based on the environmental characteristics of Smart Learning.

ICT를 활용한 가정과 Web 기반 문제해결 학습환경의 개발

박미정,채정현 대한가정학회 2002 Family and Environment Research Vol.40 No.7

The objective of this study was to develop a Web based learning environment for Home Economics Education(HEE) using ICT (Information & Communication Technology). For the study, the following procedures were performed: 1) the review of literature, 2) development of learning environment and questionnaires based on Web for HEE using ICT. The Web based learning environment was investigated and designed, and evaluated by the users. The problems indicated through the evaluation were revised and complemented. In addition, 13 sets of learning questionnaires, which were verified using the same procedure as above, were developed to provide problem solving ability through the Web based learning environment. Learning environment based on the Web entitled "Together with the classroom of HEE" has a main menu, which is composed of rooms for HEE, students, teachers, various topics, recommendation sites, chatting, and e-mail. A room for HEE, in which learning activity mainly occurs by following the sequences of learning procedures, includes other sub-rooms for the guidance of learning, discussion, directories for reference, question and answer, submission of homework, evaluation, and an encyclopedia. Therefore, this study implicates: 1) achievement of learning environment using the ICT mainly made by students who solve problems closely related to daily life, 2) development of practical learning questionnaires fitted in the present state, 3) preparation for 7th curriculum. Finally, from this study, I suggested that further studies are needed to develop models for learning, interaction between students and teachers, and the learning materials under the Web based learning environment.

2030 미래 교수학습 환경 설계를 위한 방향 탐색

이재진 ( Jaejin Lee ),박선화 ( Sunhwa Park ) 한국교육공학회 2019 교육공학연구 Vol.35 No.S

본 연구는 한국 사회의 변화 추세에 따라 미래 교수학습 환경 설계를 위한 요구와 변화방향을 탐색하는 것을 주요 연구 목적으로 하였다. 이를 위해 미래 교수학습 방향 관련선행 연구와 해외 사례를 분석하였으며, 델파이 조사와 함께 미래 교수학습 전문가 및 관계자 심층면담, 해외 사례 조사를 통해 미래 교육을 위한 주요 교수학습 방법과 교수학습환경의 측면에서 변화의 양상을 분석하였다. 델파이 조사와 전문가 심층면담에는 각 분야의 전문가 67명이 참여하였으며, 총 연구기간은 2017년 5월부터 9월까지 5개월에 걸쳐 실시되었다. 미래 교수학습 환경 설계를 위한 요구와 방향에 대한 결과로는 학교 공간의 혁신적 구성, 테크놀로지 기반 교수학습 환경, 지역사회와의 연계 및 소통을 통한 학습 경험의 확대, 성장과 발달·친환경 건축과 생태환경의 중요성 강조가 미래 교수학습 환경의 측면에서 중요한 변화의 방향으로 제시되었다. 미래 교수학습 환경 설계 설정을 위한 해외 사례 탐색 결과에서는 창의·융합적 사고력과 협업적 문제해결력 등 21세기 역량 함양교육의 강조, 학생 중심의 자기주도적 학습을 위한 학교 운영, 학생 각자의 흥미와 진도에 따른 개별 맞춤형 학습을 위한 교육과정 운영, 공연장·메이커스페이스·자유공간 등 다양한 활동 공간의 조성이 주요 변화 방향으로 설정되었으며, 학교 교육 환경으로서의 첨단 교수학습 테크놀로지 강조, 지역사회와의 물적·인적 교류를 통해 긴밀한 연계와 평생교육기관으로서의 학교 역할도 중요한 변화 방향과 요인들이 설정되었다. This study explored the needs and directions to design the teaching and learning environment for the future 2030. Along with the changing trend of Korean society, the study set a main aim to suggest directions of teaching and learning in schools in year 2030. Making this aim to be accomplished, the study reviewed literature related with the directions for the future teaching and learning and suggested the changing aspects of main teaching and learning methods and environment after analyzing foreign cases as well as the in-depth interview and the delphi survey with experts and responsible parties of future teaching and learning in Korea. The participants of the in-depth interview and delphi survey are 67 experts and the interview and survey were conducted during 5 months from May 2017 to September 2017. The in-depth interview and delphi survey suggested the following as important directions for the change in the aspect of the future teaching and learning environment: innovative construct of spaces in school, technology-based teaching and learning environment, connections with local societies and extension of learning experience through communication with them, and emphasis on the importance of growth and development, environment-friendly architecture, and ecological environment. Furthermore, based on foreign cases to set the directions of future teaching and learning, followings were suggested as main changing aspects: emphasis on 21st century core competences such as creative-convergent thinking competence and collaborative problem solving competence, school management for student based and student initiative learning, curriculum administration for individualized learning based on each student’s interest and learning pace, and diversification of school spaces such as a performance hall, a maker space, and a free space. In addition, emphasis on high-technology in teaching and learning as school educational environment, physical and human interaction with the local community, and the roles of school as life-long educational institution were also set as important changing directions.

미디어교육을 위한 웹기반 학습환경 프로토타입 개발

권성호,신영수 한국교육정보미디어학회 2003 교육정보미디어연구 Vol.9 No.3

본 연구는 웹에서 미디어교육을 실시하기 위하여 미디어교육을 위한 웹기반 학습환경의 프로토타입을 개발하는 것이다. 웹 기반 미디어교육의 설계를 위하여 구성주의 인식론을 바탕으로 문제 해결 과정을 중시하는 탐구기반학습을 교수-학습의 원리로 하여 미디어교육을 위한 웹기반 학습환경의 프로토타입을 개발하였다. 문헌연구를 통하여 개발의 이론적 근거를 살피고, 설계 원리와 전략, 구성요소를 도출하여 프로토타입을 개발하였다. 개발한 프로토타입은 미디어 제작과 분석이 탐구를 기반으로 유기적으로 연결되어 미디어 개념을 이해하도록 하였다. 제작에 대한 직접적 경험과 성찰, 전문가 모델링을 이용한 성찰로 지속적인 사고를 하는 탐구순환과, 협력활동과 개별지식구성이 이어지면서 지식 구축을 할 수 있도록 하였다. 또한 웹에서의 다양한 자원들을 이용하면서 활동을 위한 비지시적 안내를 통해 학습자들이 주체적으로 미디어를 사용하고 다양한 시각을 접하면서 비판적이고 창의적인 사고를 할 수 있도록 하였다. 이 프로토타입은 앞으로 웹기반 미디어교육 프로그램의 개발과 활용에 기반이 될 것으로 기대된다. The purpose of this study is to develop a prototype of Web-Based Learning Environment(WBLE) for media education. The necessity of media education is increasing in the knowledge-information society where learners' abilities to use media is strongly demanded. Media education is to develop media literacy, which means that learners can evaluate information obtained from media in a critical mind and communicate and express their ideas in creative ways. In the media environment changing with the development of information technologies, media education must be designed in consideration of the internet space so that learners can actively participate in learning. Changes in media environment and people's expectation for educational effects result in high demands for Web-based media education. Considering its characteristics, media education needs to be approached from the position of constructivism. Seeing from the position, it is necessary to design learning environment that provides learners with learning materials and tools so that they can study by themselves what they want to learn. The Web has potential by nature for realizing learning environment fit for constructivism. Accordingly, this study attempted to develop a prototype of WBLE for media education, taking inquiry-based learning on the basis of constructive epistemology as the learning principle in designing WBLE for media education. The design principles of WBLE on the basis of inquiry-based learning promote learning activities, which are inquiries and reflections on direct experiences, and support collaborative learning and individual knowledge construction. Finally, learners are guided in resource utilization and learning activities, and given directions of learning. This study developed WBLE prototype for media education that determines and reflects design strategies in consistency with the design principles of WBLE according to the characteristics of media education and inquiry-based learning. The developed prototype of learning environment includes 'media room' containing elements related to learning activities, 'collaborative room' for collaborative learning, and 'my room' related to individual knowledge construction. Learners' asynchronous communication, learning materials and results, and resources and links in 'resource room' , which are managed in DB, provide diverse types of information to learners, and suggest the direction of learning through underlying guidance in 'information' and learning activities. In the developed learning environment, learners set topics for inquiry, collaborative to produce media expressing the topics, and manage learning process and schedule by themselves. They continue to reflect through expert modeling while acquiring information about how to produce media from 'media producing process' in 'media room' and analyzing existing media products in 'media inquiry' , and on the other hand, they engage in cyclic inquiry through practicing producing and exchanging influence and develop media literacy. This study proposed WBLE for media education, but it must be improved and complemented through continuous research in the future. First, there should be a plan to induce and motivate learners' active participation. Second, the operation, management and assessment of learning must be taken into account in the developed learning environment. Third, experimental research must be carried out by refining the prototype into an actual system

물 환경 프로젝트 학습이 초등학생의 환경 인식 및 태도에 미치는 영향

이상원,김민철 한국실과교육학회 2019 한국실과교육학회지 Vol.32 No.1

The purpose of this study was to investigate the effectiveness of the water environment project on the environmental awareness and attitudes of the 3rd graders in elementary school in Gyeonggi province. for this purpose, a project learning program on water environment was developed and applied to the learning site through a review of previous researches related to this study. A reconstructed questionnaire through Nam and Son(10276), Kim(2001), Yang(2016)`s test tool was used to survey the effects of applying a project learning program based on water environment. The I-STATistics program was used to analyze the results. The major results of this study are as follows. First, the project learning program based on water environment using local community resources could be designed, considering relevance of contents in the 3rd graders' each subject and environmental education. Second, the program had a positive effect on elementary school student` environmental awareness and attitudes. The advantage was that project learning program based on water environment on the environment is more affective by actively participating in the project learning process, which students select and refine on their own learning subjects rather than learning materials designated by the teachers. In conclusion, the project learning program on water environment has a positive on elementary school student` environmental awareness and attitudes. Therefore, it is necessary to follow up environmental project learning where students will be the subject of learning and have voluntary will in various environmental education fields such as water environment. 본 연구는 물 환경을 주제로 한 프로젝트 학습이 초등학생 3학년들의 환경 인식 및 태도에 대한 교육적 의미와 효과를 분석하고자 하였다. 이를 위하여 본 연구와 관련된 선행연구 고찰을 통하여 물 환경을 주제로 한 프로젝트 학습 프로그램을 개발하여 학습 현장에 적용하였다. 본 연구에서 개발된 프로그램의 효과를 검증하기 위하여 사용된 검사지는 남상덕, 손연아(2016)의 환경교육 만족도 및 환경의식과 태도 변화 조사 설문지를 바탕으로 김혜순(2001), 양정하(2016)의 설문지를 참고하여 학습자의 수준과 지역사회의 실정을 고려하여 재구성하였으며, 연구과정에서 얻어진 정량적 자료는 i-STATistics 통계 프로그램을 이용하여 분석하였다. 그리고 정량적 결과를 보완하기 위하여 학생들의 학습지와 면담 및 관찰을 통해 정성적 분석이 이루어졌다. 본 연구를 통하여 물 환경을 주제로 한 프로젝트 학습은 초등학생의 환경 인식 및 태도 함양에 긍정적인 영향을 미친다는 결과를 얻었다. 이는 환경을 소제로 한 프로젝트 학습이 환경교육의 소재가 교사가 지정하여 학습하는 것 보다 학생들이 스스로 학습주제를 선정하고 학습계획을 구체화하는 프로젝트 학습의 과정에서 흥미를 느끼고 학습의 주체가 되어 적극적으로 학습에 임한다는 점에서 교육의 효과가 있다고 할 수 있다. 따라서 물 환경 등 다양한 환경교육 영역에서 학생들이 학습의 주체가 되고 자발적인 의지를 가질 수 있는 환경 프로젝트 학습의 후속연구가 필요한 것으로 사료된다.

U-Learning Scheme

김혜진(Kim, Hye-Jin) 한국산학기술학회 2011 한국산학기술학회논문지 Vol.12 No.12

본 연구는 언제 어디서나 교육이 가능하도록 하는 유비쿼터스 컴퓨팅 기술의 개념에 기반하여 유비쿼터스 학습 환경의 모형을 제안한다. 유비쿼터스 학습 환경은 환경 친화적 학습 스킴이며, 지리학적으로 떨어져있는 환경에 서 디지털 매체를 사용하여 학생의 학습을 지원하는 것이다. U-Learning 모형은 웹 기반의 E-Learning 시스템이며, 학 습자들이 유비쿼터스 학습 환경및 시스템과의 상호작용을 통해 지식과 기술을 습득하도록 하는 것이다. 교육은 학생 중심이지만, 학생은 학습 프로세스를 인지하지 못할 수도 있다. 소스 데이터는 내재된 객체로 존재하게 되지만, 학생 들은 학습하기 위해 아무것도 할 필요가 없으며, 학생들이 움직이거나 학습 환경에 접할 때 장비 및 임베디드 컴퓨터 들은 통신을 통해 학습 자료를 제공하게 된다. This paper presents a model of ubiquitous learning environment system based on the concepts of ubiquitous computing technology that enables learning to take place anywhere at anytime. This ubiquitous learning environment is described as an environment-friendly learning scheme that supports students’ learning using digital media in geographically distributed environments. The u-learning model is a web-based e-learning system that could enable learners to acquire knowledge and skills through interaction between them and the ubiquitous learning environment. Education is happening all around the student but the student may not even be conscious of the learning process. Source data is present in the embedded objects and students do not have to do anything in order to learn. The communication between devices and the embedded computers in the environment allows learners to learn in an environment of their interest while they are moving, hence, attaching them to their learning environment.

U-Learning: An Interactive Social Learning Model

Caytiles, Ronnie D.,Kim, Hye-jin The Institute of Internet 2013 International Journal of Internet, Broadcasting an Vol.5 No.1

This paper presents the concepts of ubiquitous computing technology to construct a ubiquitous learning environment that enables learning to take place anywhere at any time. This ubiquitous learning environment is described as an environment that supports students' learning using digital media in geographically distributed environments. The u-learning model is a web-based e-learning system that could enable learners to acquire knowledge and skills through interaction between them and the ubiquitous learning environment. Students are allowed to be in an environment of their interest. The communication between devices and the embedded computers in the environment allows learner to learn while they are moving, hence, attaching them to their learning environment.

자연소재를 이용한 교수 학습이 초등학생의 환경 친화적 행동에 미치는 영향

최훈성,이성숙 한국실과교육학회 2011 한국실과교육학회지 Vol.24 No.4

This study was conducted to analyze the effects of teaching-learning program using natural materials for elementary school students on their environment-friendly behaviors. It aims to understand environment through making life supplies necessities using natural materials, have a desirable attitude to environment, practice environment-friendly behaviors and bring about change of behaviors into environment-friendly ones. It made life supplies available in daily life which can attract their interests by using natural materials like straw, string, cattail and reed, reared rabbit to make them think of environment and feel its importance. Invented class consisted of eight learning themes with total 16 lessons such as understanding the circulation of environment and water,knowing air pollution and waste recycling, making egg straw wrapper using straw, making fan using string, making candy basket with cattail, making pot stand using straw, making broom with reed, and rearing rabbit and experiencing the value of life. As a result of applying teaching-learning program using natural materials, it was found that students'environment-friendly behaviors were changed positively and attitude and behavior to environment were significantly increased. Analysis of the subjects' impression after classes by each theme indicated that they showed interest in and satisfaction with teaching-learning using natural materials. Consequently, teaching-learning using natural materials had a positive influence on deepening the understanding of environment and enhancing environment-friendly behaviors. In the light of current situation that balance of environment has been broken due to life supplies produced by factory in great quantities,teaching-learning using natural materials around us has high availability in practical subject class and will be also used as basic materials of environmental education in future. 이 연구는 초등학생을 대상으로 자연소재를 이용한 교수 학습 프로그램을 개발하고 이를 적용하여 환경 친화적 행동에 미치는 영향을 분석하기 위하여 실시하였다. 자연소재를 이용한 교수 학습 프로그램은 자연소재를 이용한 생활용품 만들기를 통해 환경에 대해 이해하고 바람직한 환경태도를 가지며 환경 행동을 찾아 실천해보는 것을 목표로 하였다. 이를 통해 환경 친화적 행동의 변화를 가져오는 것이 목적이었다. 짚, 줄, 부들, 갈대 등 자연소재를 이용하여 학생들에게 흥미를 줄 수 있고, 일상생활에서 사용할 수 있는 생활용품을 만들어 보도록 하였다. 또한 토끼를 기르며 환경을 생각하고 생명의 소중함을 느끼도록 하였다. 개발된 수업은 8개의 학습 주제로, 총 16차 시이었다. 환경과 물의 순환 이해하기, 공기오염과 쓰레기 재활용 이해하기, 짚을 이용하여 달걀꾸러미 만들기, 줄을 이용하여 부채 만들기, 부들을 이용하여 사탕바구니 만들기, 짚을 이용하여 냄비 받침대 만들기, 갈대를 이용하여 빗자루 만들기, 토끼 기르며 생명의 소중함 느끼기로 구성하였다. 자연소재를 이용한 교수 학습을 적용한 결과 환경 친화적 행동은 사전사후 각각 평 3.05점에서 3.70점으로 유의적으로 증가하였다(p<.05). 영역별로 보면 ‘환경 인식·지식’ 영역은 사전사후 각각 평균 0.50점에서 0.70점으로 유의적으로 증가하였다(p<.05). ‘환경 태도’ 영역은 사전사후 각각 평균 3.32점에서 3.71점으로 유의적인 변화가 없었다. ‘환경 행동’ 영역은 사전사후 각각 평균 2.80점에서 3.70점으로 유의적으로 증가하였다(p<.05).각 주제 수업 후 소감문을 분석한 결과 자연소재를 이용한 교수 학습에 대하여 지식, 기능, 태도 측면에서 긍정적인 효과를 나타내었다. 이상의 결과로 보아 자연소재를 이용한 교수 학습은 환경에 대한 이해를 깊게 하고 환경친화적 행동에 긍정적인 효과가 있음을 알 수 있었다. 주변의 다양한 자연소재를 이용한 교수 학습은 소재와 의의 면에서 볼 때 실과 수업에서 활용가치가 높으며, 향후 실과 환경교육의 기초 자료로 활용될 수 있을 것으로 기대된다.

A Study on the Development Direction for Innovative Transformation of the ROK Army Education and Training

Yongkwan Kang,Yooshin Im J-INSTITUTE 2022 International Journal of Military Affairs Vol.7 No.1

Purpose: This study was carried out to derive the implementation direction of education and training to foster individuals and units that will surely win when fighting the enemy by further leaping up the level of education and training for the army in an uncertain security environment and various threats. Method: This study was conducted through literature analysis on education and training of the ROK and US military, and through interviews and discussions with education technology experts, human resource development experts, army headquarters, education command practitioners, commanders, and staff of field units, and school unit instructors. Results: For the army's education and training to take off, we need to expand the scope of education and training, and establish a philosophy and foundation for education and training based on the developed educational theory (learning science). Moreover, we need to implement four directions: developing educational human resources, establishing a scientific learning system, creating a learning-based environment, and optimizing unit and individual learning. Conclusion: The four implementation directions for the leap forward in army education and training are the development of educational human resources, the establishment of a scientific learning system, the creation of a learning-based environment, and the optimization of the unit and individual learning. First, educational human resource development includes 'development of all members' competency', 'performance of instructor's role as a learning facilitator', 'expansion of awareness that a leader is an educator', 'management of education experts', and 'professional enhancement through increasing civil-military compatibility'. Second, the establishment of a scientific learning system consists of 'applying learning science', 'designing an optimal education and training course', 'learning based on advanced science and technol, 'inducing learning motivation', and 'establishing a systematic evaluation concept'. Third, the creation of a learning-based environment consists of 'providing a practical education and training environment', 'supporting modern education and training', and 'development of a learning management system'. Fourth, optimizing unit and individual learning is 'education and training for adaptability development', 'Self-development', 'school education', and 'unit training'.