개인용 컴퓨터에서의 controller 프로그래밍 tool 개발에 관한 연구

김민환 釜山大學校 工科大學 1990 工科大學 硏究 報告 Vol.40 No.-

3차원 물체의 효율적인 표현법 : BF linear octree

김민환 釜山大學校 工科大學 1986 工科大學 硏究 報告 Vol.32 No.-

근대 판소리상품 생산주체연구

김민환 한국언론학회 2007 한국언론학회 학술대회 발표논문집 Vol.2007 No.-

초등학교 교과 교육과정의 통합 방식 연구 : 총론 개발을 위한 시사점 탐색

김민환 학습자중심교과교육학회 2007 학습자중심교과교육연구 Vol.7 No.1

이 연구는 초등학교 교과 교육과정 개발과 관련하여 기존의 총론에서 제시하였던 교육과정 통합방식을 비판적으로 검토하고, 새로운 방향을 탐색하고자 한 것이다. 우리나라 초등학교 교육과정에 통합 교육과정이 나타난 것은 4차 교육과정 때부터이지만, 통합 개념이나 방식에서 아직 통일된 견해가 정착되어 있지 않은 실정이다. 이에 그동안의 통합 교육과정 관점과 실태를 살펴보고, 앞으로의 개선 방향을 제시하였다. 우리나라 통합 교육과정에서 볼 수 있는 특징과 시사점을 다음과 같이 요약 할 수 있다. 첫째, 교육과정 통합의 의미가 불분명하며, 그 방식도 확고하지 않다. 교과 간 통합으로부터 활동 주제 통합으로 이행되고 있으나 기본 방식은 여전히 교과 간 통합을 완전히 벗어나지 못하고 있다. 둘째, ‘우리들은 1학년’ 교과만 오로지 내용 통합을 전제로 한 탈 교과 성격을 띠고 있다. 셋째, 각 교육과정 시기별 통합 방식이, 교과에 따라 서로 다르기보다, 모든 교과에서 동일하다. 넷째, 통합 교육과정의 적용 대상이 아직 1, 2학년에 한정되어 있다. 다섯째, 통합 정도가 부분 통합이 지배적이며, 7차 교육과정에 이르러 부분적으로 완전 통합으로 이행하고 있다. 여섯째, 통합 교육과정의 개발 주체가 여전히 국가이다. 이러한 점에 비추어 볼 때 앞으로의 통합 교육과정 개발에서는 다음과 같은 사항을 진지하게 고려하여야 할 것이다. 첫째, 교육과정 통합의 의미와 관점 및 준거 등을 명백하게 하여야 할 것이다. 둘째, 교육과정 통합 방식을 교과의 성격에 따라 다양하게 하여야 할 것이다. 셋째, 교육과정 통합의 대상을 1, 2학년 이상으로 확대 적용하여야 할 것이다. 넷째, 통합 교육과정 개발 주체를 국가 일변도에서 벗어나 교사들이 적극 참여하는 다원화 정책이 필요하다. 다섯째, 통합 교육과정을 효과적으로 실천하기 위한 교사 연수를 지속적이며 체계적으로 실행할 필요가 있다. 교육과정 통합에 관한 올바른 이해와 실천을 도울 수 있는 연수를 강화하여야 할 것이다. Integrated curriculum has been a topic of discussion in the field of curriculum study and the development of national curriculum since the early \ 80s in Korea. It was seen at the 4th national curriculum period for the first time, and lasted 7th national curriculum period at the elementary school level. Nevertheless the concept of integrated curriculum and the implementation has been possessed by the integration of the subject. These are still remained key tasks to solve. The purpose of this article is to identify the task of integrated curriculum at the elementary school and suggest some implications for the future integrated curriculum development. In the light of critical review of the present curriculum documents, some implications are presented as follows. First, there are no agreements on the definitions of integrated curriculum. The meanings, references and viewpoints of integrated curriculum should be identified more clearly. If the meaning of integration defined plainly, the traits and approaches of integrated curriculum shall be more distinct. Second, the approaches to integration of curriculum should be diverse with relations to the traits of different subjects. Third, it will be considered the objects of integration are extended from 1st or 2nd grade to the above grade. We will have to take into account the desires which much integration of upper class curriculum. Fourth, The main body of development of integrated curriculum is nation in Korea. Teachers have been removed from developing curriculum. More teachers take part in an activity curriculum development at the primary school level in the future. Finally, there will be more need systematic in-service education about integrated curriculum for the teachers\ right understanding and effective implementation. It seems that intensified in-service education is one of the fatal factor of successive implementation of integrated curriculum.

硏究分野로서의 敎育課程 形成期 理論家들의 論理

金玟煥 尙志大學校 1996 論文集 Vol.17 No.-

The purpose of this study is to examine the logic of curriculum theorists in the 1920s. This period was known as formative years of the curriculum field. Major theorists were F. Bobbitt, F.G. Bonser, W.W. Charters, G.S. Counts, W.C. Bagley, H. Rugg, D. Snedden, H.L. Caswell & D.S. Campbell, and J. Dewey etc.. Firstly, we reviewed the work of five curriculum theorists, who leaded the how to curriculum making. Bobbitt, who was shown as a father of the curriculum theorist, leaded the social efficiency movement in curriculum. He advocated that the curriculum should be formulated by scientifically analyzing activities of adult life and translating them into behavioral objectives. The process was known as activity analysis. It was detalied in his work, How to Make a Curriculum(1924). Bonser's primary concern was curriculum making for the elementary education. He conceived curriculum as something which can be stated, and as being the same for all children in elementary school. Thus, he suggested that the process of planning a curriculum with regard to using the principles of job analysis whcih was determine common knowledge, skills, attitudes, and appreciations to all works of life in America. Charters, like Bonser, focused on the tasks involved in planning a curriculum. He viewed the curriculum as a series of objectives that children must attain by way of a series of learning experiences. In his book on Curriculum Construction(1923), he maintained that there are seven rules for constructing a curriculum and that these rules may be ordered so as to define the logical sequence of steps to be taken in planning a curriculum. According to his suggestion, subject matter must be logically derived from objectives. He has emphasized that the first step was to identify ideals of socially efficient persons in the society. These ideals and common activities were then analyzed into objectives and were arranged in order of importance for children to acquire, so that they might efficiently fit society's needs. The process was known as job analysis. Counts explained the curriculum with relation to the social function of education. He viewed the curriculum as a statement of what ought be the stage of development of human experiences. In other words, a curiculum is a statement of what ought be the case for the child and for society. Especially, he criticized the method of scientific curriculum making and insisted that a children's interests furnish the raw conditions but not the goals of education. Begley emphasized the form of the curriculum as do Bonser and Charters. Also, like them, he viewed the curriculum as a statement which is to direct the work of teachers. He look to subject matter as constituting the curriculum. He suggested the core curriculum that will be the nucleus of a common culture for the children of the nation. Five curriculum theorists' concern was the method of curriculum making. But their viewpoint of the curriuclum and approach to constituting the curriculum were different each other. Thus, in order to understand their logic of curriculum manking in detail, we should compare the issues and debates of each curriuclum theorist and scrutinize the suggestions of the five in reference to their social circumstance.

한발년에 대한 미계측지점의 물수지 분석

김민환 호남대학교 1997 호남대학교 학술논문집 Vol.18 No.4

The major aim of this study is to evaluate the water balance at ungaged point(Yongam). It is not certain whether the source of water at Yongam is the natural flow or the storage water from reservoirs. The water balance need to preventive from the dispute of the water distribution at Yongam. In this river system, it was estimated that the drought event had 11 years and the natural flow was produced by using tank model. According to the results of the water balabce analysis, in the drought year, it appears that (1)the period of the water incapable pumping is during 0.6-5 months. (2) the period of the water of part pumping is during 3.5-6.6 months. (3) the period of the water of pumping over the capable of facilities is during 3.6-4.8 months.

貯水池群의 最適運營을 위한 微分動的 計劃法의 效率性 向上

金珉煥 호남대학교 1989 호남대학교 학술논문집 Vol.10 No.-

The solution of Differential Dynamic Programming (DDP), that are based on embeding the numerical model as constraints in a mathematical problem, is very difficult due to the large dimensions of the programming problem. This paper presents modified mathematical model of DDP using Newton-Raphson method. The modified mathematical model construct a simple form compare to other model. And the inverse matrix of Jacobian calculate by partitioning to reduce error. This paper has shown that modified mathematical model is an efficient solution method for the optimal control of multireservoirs operation.

대수층의 수리상수 결정에 관한 여러 가지 방법의 비교

김민환 한국지하수토양환경학회 1997 지하수환경 Vol.4 No.3

지하수를 효율적으로 이용하고 보존하기 위해서는 우선 대수층의 투수량계수와 저류계수를 가능한 정확히 평가하여야 한다. 대수층의 수리상수를 결정하기 위한 여러 가지 방법이 본 논문에 소개되었다. 각 방법의 특성을 기술하였으며 각 방법에 의해서 얻어진 결과를 비교하였다. 이를 토대로 자동적으로 대수층의 수리상수를 평가할 수 있는 개선된 방법을 모색하였다. In order to use and conserve groundwater efficiently, in the first place the values of transmissivity and storage coefficient have to be correctly estimated. Various methods to determine hydraulic parameters of aquifer were reviewed and the characteristics of the methods were described in this paper. They were compared to obtaine parameters by various methods. An improved method to estimate the hydraulic parameters of aquifer is suggested by the comparison of the previous methods.

외국의 토양오염원 관리바안분석 및 국내의 대응 방안

송창수,이원택,김민환 호남대학교 산업기술연구소 1999 산업기술연구논문집 Vol.7 No.-

토양보전을 위하여 토양을 오염시킬 우려가 있거나 손상시킬 우려가 있는 행위에 대해서 규제가 가해지고 있다. 규제를 행함에 있어서 우선순위가 중요하다. 유류저장시설에 대한 규제를 행함에 있어서는 우선적으로 환경영향평가를 실시함으로서 그 위해성 여부를 평가하는 것이 필요하며, 폐기물 매립지에 대해서는 우선적으로 규제에 포함시킴으로서 위해성의 검증을 행하는 것이 필요하다. In the interests of soil protection, regulation of soil protection may be laid down with regard to the performance of acts which entail disposal on or in the soil of substance which may pollute or impair the soil. The priority of regulation is important in the soil protection. In UST, the environmental assessment is necessary to begin with the regulation. The landfill site is included to protect the soil and identify any damage.

검도장 이용자의 소비자 특성에 관한 실증적 분석

김민환,김기운 청주대학교 교육문제연구소 2001 교육과학연구 Vol.15 No.1