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본 연구는 한국 교사 생애 단계의 주요 특징을 밝히고 그것의 의미를 탐색해 보고자 한 연구이다. 이를 위해 서울과 지방의 초 2개, 중 2개, 고 4개교에서 경력별 5명씩 총 40명의 교사들에게 교직 희망 계기, 교직 입문 시 주요 관심과 입문 시 상황, 시간에 따른 각종 변화와 그 계기 등을 질문하여 그 자료를 분석해 본 결과, 한국 교사 생애단계는 교사의 조직 내 역할 변화 관련 생애단계와 교육에 대한 관점 변화 관련 생애단계의 두 차원으로 구분될 수 있는 것으로 나타났다. 전자는 적응기, 자립기, 승진고려기, 퇴직준비기 등으로 구분되고, 후자는 열정기, 성숙기, 성찰기 등으로 구분된다. 본 연구의 출발점에서 예상하지 못했던 차원을 달리하는 교사 생애단계들은 한편으로는 승진 구조와 관련한 교직의 모순적 구조를 드러내 주고 있으며 다른 한편으로는 교사의 전문성 강화를 위한 주요한 자원이 교직 내부에 있다는 점을 시사해 주고 있다. The purpose of the study is to explore the major characteristics of Korean teachers" life stage based on interviews with forty teachers. The teachers are selected after considering students" school ages that they are teaching and the regions that they are working at. The interviews are structured with the questions of the circumstances at beginners, the changes over time, the present and the future plans, etc. The research results show that there are largely two dimensions on teachers" life stages. One is based on the teacher"s role changes in a school organization. The other one is on the changes in the teacher"s pedagogical viewpoint. According to the first dimension, so called organizational dimension, there are four stages in a teacher" life. Those are adaptation, independence, promotion aspiration, and retirement preparation. According to the second dimension, which is pedagogical one, there are three stages. Those are named as passion, maturity, and self-reflection. These two dimensions of teachers" life stages run separately and independently.
이 연구의 목적은 지속가능한 식생활교육 활성화를 위한 플랫폼을 구축하는 것이다. 이를 위해 2009년 식생활교육지원법이 수립된 이래 지금까지 개발된 식생활교육 자료를 선별하고 체계적으 로 분류하여 플랫폼에 탑재함으로써 지속가능한 식생활교육 플랫폼 ‘식생활교실'을 구축하였다. 주 요 연구 결과로는, 첫째, 환경, 건강, 배려의 핵심 가치를 추구하는 지속가능한 식생활교육 자료로 써 국가기관의 연구 지원에 의해 개발된 공신력 있는 것들만 수집, 선별하는 과정을 거쳐 최종 1,067건을 확보하였다. 둘째, 지속가능한 식생활교육 콘텐츠 분류체계를 선행연구와 선진국 플랫 폼의 콘텐츠 분류체계를 참고하여 교육대상, 자료 형태, 핵심 영역, 관련 교과, 주제의 5개 영역으 로 구성하였다. 교육대상은 유아, 초등 저학년생, 초등 고학년생, 중학생, 고등학생으로 분류하였 고, 자료 형태는 교재, 교안, 교구, 영상 등으로 구분하였다. 핵심 영역의 경우 선행연구(김정원 외, 2018)에서 제시한 지속가능한 식생활교육 내용 체계를 활용하였다. 또한 학교 교육과정과 관 련되는 교과를 표시하였으며, 주제는 검색이 쉽도록 콘텐츠에 포함된 핵심 용어(keyword)를 수록 하였다. 셋째, 플랫폼에 탑재 가능한 형태로 콘텐츠를 가공하여 단위 수업 시간에 활용 가능한 형 태로 플랫폼에 탑재하였다. 넷째, 향후 지속가능한 식생활교육 플랫폼이 활성화될 수 있도록 전략 을 제시하였다. 이 연구를 통해 구축된 ‘식생활교실' 플랫폼은 지속가능한 식생활교육으로의 패러다 임 전환에 발맞춰 선별된 교육자료에 대한 접근성을 높여 지속가능한 식생활교육의 확산에 기여할 것이다. The purpose of this study was to establish a platform for promoting sustainable food education. Since the Food Education Support Act was established in 2009, the food education materials developed so far have been selected and classified systematically, and loaded onto the platform to establish a sustainable food education platform, ‘Food Life Classroom'. The results of this study were as following. First, total 1,067 cases of sustainable food education material were secured through the process of collecting and selecting only the credible materials developed by national institutions. Second, the classification system of sustainable food education content was composed of five areas including education targets, material types, core areas, related subjects, and topics by referring to previous studies and content classification systems of advanced countries' platforms. The education targets were classified into preschooler, lower elementary school students, upper elementary school students, middle school students, and high school students, and material types were classified into textbooks, lesson plans, teaching aids, and videos, etc.. For core areas, the content system suggested by Kim et al.(2018) was used. In addition, the subjects related to the school curriculum were displayed, and the keywords in the materials were suggested to facilitate searching by topics. Third, the contents were processed into a regular form that can be loaded onto the platform. Fourth, a strategy was suggested to activate a sustainable food education platform in the future. The ‘Food Life Classroom' platform built through this study would contribute to the spread of sustainable food education by increasing the access to education materials at any time in line with the paradigm shift toward sustainable food education.
This article identifies the characteristics of disadvantaged students' achievements resulting from their involvement in the EWPZP programs and discerns the elements of the programs that promote achievement. In doing so, this study investigates why the effects of the EWPZP have not been depicted through standardized test scores. Students achieved in the academic and non-academic arenas, and their achievements were publically visible or more internal. Their self-confidence and ability to build better relationships with others improved. The changes in student outlook and ability were related to how teachers viewed their duties and approaches to teaching – something that could be incorporated in teacher education programs. All the changes resulting from EWPZP programs were closely intertwined. This study demonstrates that when seeking to identify the effects of the EWPZP, a holistic approach must be taken.
In order to solve an issue of manpower and implement an appropriate pattern of education, wetried a study on the actual utilization status of professional education personnel, who is working atdomestic science hall and training program of them. By interviewing professional education personnelof 7 domestic science museums, the utilization status with training program was analyzed. Thequestionnaires for the interview were composed with number of working professional educationpersonnel, recruiting period, incentive systems, and status of training program. The exhibitioncommentators and education lecturers who were recruited at the beginning of the year and wererequired for earning beyond a bachelor's degree. Working personnel has been supported by providingvarious incentive systems, such as waiting room only for the working personnel, in-service trainingprogram, and certification. It was revealed that most institutions carried out the education programfor introducing exhibits but there was not enough education program about basic knowledge onscience and experimental learning program.
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Unlike in the past, hair loss in modern society, which was regarded as a natural aging phenomenon, is caused by various factors such as genetics, male hormones, stress, nutritional imbalance, and various environmental pollution. Recently, hair follicles are known as another cause of hair loss. Such research on hair follicles has been limited mainly to the effects of hair follicles on the skin at home and abroad, and research on various attempts to remove or improve the hair follicles is relatively insufficient, especially in the beauty industry. The current state of technology using natural products under review is considered what has not been investigated. For the purpose of understanding of the current technology related to Demodex worms, we investigated the patent application published and registered patents related to Demodex and folliculitis. Quantitative and qualitative analysis was conducted by year, country, technology, and applicants based on the patent investigation results (330 valid patents). Patents related to folliculitis and Demodex were filed in 1982, and the number of patent applications increased rapidly from the mid-2000s. The number of applications in all four countries increased steadily in sequence U.S(33%), Japan(26%), Korea(22%), and Europe (19%). The objective patent information surveyed and analyzed can be used as basic data hereafter for conducting research related to Demodex.
The purpose of this study was to analyze and compare the national curricula of some advanced countries on the contents of Practical Arts Education for the improvement of Korean curriculum. The current documents of national curriculum or national standard of the U.S.(California, New York, Pennsylvania), U.K., Australia, Taiwan and Singapore were analyzed for K-6 grades by focusing on the core subjects, education goals and contents. The results were as follows; First, the education contents of Korean Practical Arts were distributed in at least 5 core subjects of the above countries such as 'Family and Consumer Science', 'Technology (Education)', 'Health (Education)', 'Career Development', and 'Environment' in order, revealing that Practical Arts is a complicated subject containing multiple learning areas. Second, healthy dietary habit was emphasized in the curriculum of most countries for the health and well-being of the students, and it suggests the importance of teaching knowledge and attitude for everyday practice beyond simple cooking skills. Also, the importance of family and consumer resource management was dealt in the most national curricula. Third, design and technology education consisted of practical activities that elementary students can approach easily with interests. Biotechnology(BT) and information technology(IT) appeared as a new area for technology education in some countries. Fourth, the level of education for career development and occupation was much higher than that of Korea in most countries. The findings and implications of the national curricula of above countries need to be reflected carefully for the reform of Korean curriculum for Practical Arts.