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교육환경 변화에 따른 전문대학 수업 연한 다양화에 대한 인식조사
박철인(Cheolin Park),박수진(Su-Jin Park),권순무(Soon-Mu Kwon),김원기(Won-Gi Kim),장기환(Ki-whan Chang) 한국산학기술학회 2018 한국산학기술학회논문지 Vol.19 No.4
본 전문대학은 고등교육기관으로 우리나라 산업발전에 필요한 인적자원을 제공함으로서 국가경제 발전의 원동력으로서 큰 역할을 하였으나 최근 학령인구 감소로 인한 전문대학의 어려움이 예상되고 있다. 따라서 급변하는 환경변화 속에서 전문대학이 고등직업교육을 대표하는 기관으로서의 역할과 상호협력과 경쟁을 통한 생존전략이 필요한 시점이다. 이에 본 연구에서는 전국 보건대학의 보건계열 중심으로 현황을 분석하고, 전문대학에 대한 정책변화와 대학에 제시하고 있는 방향성을 조사하여 전문대학 수업연한 및 학위과정 다양화 추진을 위한 구체적인 방안마련의 근거자료로 활용하고자 실시되었다. 본 연구는 현재 전국 보건대학 보건계열학과에 재직 중인 교수와 산업체 종사자 636명을 2017년 5월 1일∼5월 30일까지 설문지를 이용하여 조사하였다. 연구결과, 3년제 보건계열학과의 4년제 전환에 대해 찬성한다는 의견이 70.7%였다. 이유로는 충분한 수업연한으로 현장실습 및 인성교육을 강화할 수 있고, 동등한 학력을 가질 수 있기 때문인 것으로 나타났다. 4년제 전환 시 가장 기대되는 효과는 의료기사의 사회적 위상 향상과 대학의 교육환경개선이었으며, 4년제 전환을 위해 대학, 협회, 교육부가 주도적인 역할을 수행해야 한다고 하였다. 본 연구의 결과를 토대로 다가오는 4차 산업혁명시대에 요구되는 전문보건의료인 양성을 위한 더 체계적이고 고도화된 직업교육체제가 필요한 상황에서 전문대학의 수업연한 조정을 통한 학위과정의 다양화를 자유롭게 열어놓아 일반대학 졸업자들과의 경쟁력을 갖추어 선진 보건의료인 양성에 적극적으로 대비를 해야 할 것으로 사료된다. Junior colleges are higher education institutions that have played a major role in the economic development of Korea by providing the necessary human resources for its industrial development. Recently, however, they have experienced difficulties due to the reduction in the number of students. Therefore, it is time for junior colleges as a representative higher vocational education institution to change their role in this rapidly changing environment, and adopt a survival strategy through mutual cooperation and competition. The purpose of this study was to analyze the current state of the national health universities, to investigate the policy changes adopted by colleges and universities, and to utilize the results as data. This study analyzed the current status of health science colleges nationwide and investigated the policy changes as well as the directions presented to the colleges, in order to use the results as the basic data to promote the diversification of the class periods and degree programs. This study surveyed 636 professors from health sciences departments and industry workers from May 1 to May 30, 2017. 70.7% of the respondents supported the transition of the existing three-year systems of the health science departments to four-year systems. The reason for this is that it is possible to strengthen the field practice and personality education of the students by having a sufficient number of class periods, and to provide them with an equal educational background. The most anticipated effect of the transition to a four-year system is to improve the social status of medical personnel and to improve the educational environment of the colleges/universities. Moreover, the universities, associations of medical personnel and Ministry of Education are expected to play a leading role in the transition to the four-year system. Based on the results of this study, it was concluded that a more systematic and advanced vocational education system for the training of professional healthcare workers is needed in the upcoming fourth Industrial Revolution era. Also, this transition is expected to actively foster the education of advanced health care workers thanks to the diversification of the degree programs through the adjustment of the class periods which can be completed by general university (4-year) graduates.
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금속-도재 수복물에서 비귀금속 합금의 재사용에 따른 결합강도에 관한 연구
임시덕,이은경,장기환 한국위생과학회 2001 한국위생과학회지 Vol.7 No.2
치과용 비귀금속 합금 중 Verabond와 RecilliumⅢ,Ⅴ를 사용하여, 새 금속만 사용한 group(Ver-1, Rex3-1, Rex5-1)과 재사용한 group(Ver-2, Rex3-2, Rex5-2)의 경도측정을 한 결과 새금속만을 사용한 group에서는 Ver-1이 경도측정치가 가장 높았으며, 재사용한 group에서는 Rex5-2가 가장 높은 경도 측정치를 나타내었고 Rex3에서는 Rex3-1과 Rex3-2간의 경도 차이는 없었다. Verabond와 RexolloumⅢ,Ⅴ를 사용한 것과, 새 금속만을 사용하여 Vita Omega Porcelain을 올려서 소성하고, 금속과 도재간의 결합강도를 측정 한 것과, 한번 주조된 비귀금속 합금에 50%의 새로운 합금을 사용하여 Vita Omega Porcelain을 올려서 소성하고, 금속과 도재간의 결합강도를 측정한 결과 재 사용한 금속 중 Rex5-1이 금속과 도재간의 결합강도가 가장 좋은 것으로 나타났고, 주조된 합금에 새 금속 50%를 섞은 group에서는 Rex5-2가 결함강도가 가장 낮은 것으로 나타났다. 그러나 Ver-1과 Ver-2는 금속과 도재간의 결합강도는 큰 차이점이 없는 것으로 보인다. The hardness of non-precious dental alloy was measured using Verabond and Rexillium Ⅲ,Ⅴ, The dental alloy was group into a new alloy group (Ver-1, Rex5-1) and used alloy (Ver-2, Rex5-2). As a result, Ver-1 showed the highest hardness value in a new alloy group. and Rex5-2 showed the highest hardness value in a used alloy group. However, Rex3-1 and Rex3-2 did not show any difference in hardness. The bonding strength between alloys used Verabond and Rexillium Ⅲ,Ⅴ was tested; The bonding strength between porcelain and a new alloy, which was firing after build up weth Vita Omega porcelain; was tested; Also, the bonding strength between porcelain and metal, which was casted and firing after build up with vita Omega pocelain was tested. I this case, the casted alloy was mixed with a new alloy by hay in weight. As a result, Rex5-1 yielded the highest strength among the used alloy group. Rex5-2 was the lowest in bonding strength among the alloy mixed with casted alloy and a new alloy by hay in weight. On the other hand, Ver-1 and Ver-2 did not show apparent difference in bounding strength.
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배봉진,이화식,장기환 대구보건대학 2005 대구보건대학 論文集 Vol.25 No.-
The college curricular system started from 2-years in 1971, was changed to 3-years in 1994, and was extended to 4-years in 2000. This study is a comparative analysis of the models of 2 and 3-year curricula (19 colleges plus one 4-year college throughout Korea) for departments of dental technology. As a result of the comparative analysis of the influence of changes in the number of academic years on cultural subjects and major subjects for students. 1. In curricula, the ratio of obligatory credits for cultural subjects compared to total credits required for graduation is in the order of 4-year, 2-year and 3-year system. It is assumed to be for the purpose to reduce the importance of cultural subjects and increase that of major subjects. 2. In curricula, the ratio of major subjects is in the order of 3-year, 2-year and 4-year system. It is analyzed that the 3-year system emphasizes the importance of major subjects most, and seems that the reason why the 4-year system has relatively smaller hours of major subjects is because it has a different goal of education. 3. In curricula, the ratio of classroom lectured major subjects is in the order of 4-year, 2-year and 3-year system, while that of practical training is in the order of 3-year, 2-year and 4-year system. Heightening the importance of practical training in the 3-year system can be seen as coinciding with the goal of fostering technicians of middle standing. 4. The 3-year system provides students with 9 credit points (9.21 credit points) or 270 hours of clinical training. It is analyzed to be for the purpose of making students properly adapt themselves to actual circumstances after graduation.
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