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서용희(Seo Yonghee),강석봉(Kang Seokbong),주철안(Joo Chulan) 한국교육행정학회 2008 敎育行政學硏究 Vol.26 No.2
본 연구는 열린교육의 개혁과정을 분석함으로써 교육개혁이 실제 단위학교에서 어떻게 추진되었는지, 단위학교의 교육개혁 추진과정에 어떤 요인들이 중요한 영향을 미쳤는지를 탐색하고, 이를 바탕으로 단위학교 교육개혁을 보다 효과적으로 추진하기 위한 시사점을 도출하고자 수행하였다. 열린교육은 도입(1986~1991), 실행(1991~2001), 제도화(2001~)단계로 구분되었으며, 각 단계들을 분석한 결과 효과적인 단위학교 교육개혁의 추진을 위해서는 무엇보다 학교현장의 구성원들, 특히 교사의 ‘자율성’이 우선적으로 보장되어야 한다는 것을 확인할 수 있었다. 그리고 그러한 교사의 자율적 활동을 보장하기 위해서는 국가적 차원에서의 정책적ㆍ제도적인 장치가 마련하고, 동시에 그 시행과 평가의 권한을 지방교육청 및 단위학교에 이양해야 하는 작업이 필요함을 확인하였다. The purpose of this study is to analyze the reform process of open education since open education focused on educational activities at school sites. To analyze the reform process it divided three stages such as introduction period, development and diffusion period, and institutionalization period. The introduction period (1986~1991) was the beginning of open education. It was started from the members of Young-Hoon & Un-Hyun elementary schools. Development and diffusion period(1991~200l) was the spread of open education through open education association and government offices. At the development period (1991~1995) the research association played key role for the spread which was voluntary movement of teachers and educational administrators. On the contrary, at the diffusion period(1995~2001) the government played an important role for the spread of open education. The government's intervention could contribute to the rapid spread but it caused negative effects such as the uniformity of education. Finally, faced with criticisms open education was discarded as a formal policy by the government. Open education had been adjusted to the educational circumstances which is the institutionalization period(2001~). However, open education have considerably affected the practices of Korean education. Although the terms of open education was no longer utilized in the government's official educational policy, its educational principles and methods have been utilized in classroom and schools. In conclusion, it was found that open education has considerably affected classroom teaching & learning. The research has a limitation that it did not comprehensively analyze the effects of open education. Therefore, it is recommended that its effects on schooling need be analyzed as a further study.
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학교마을공동체 개념 정립과 유형별 사례 분석을 통한 활성화 과제 탐색
이상철(SangChul Lee),강석봉(SeokBong Kang) 인문사회과학기술융합학회 2018 예술인문사회융합멀티미디어논문지 Vol.8 No.4
본 연구는 학교마을공동체의 개념 정립과 유형별 사례 분석을 통해 활성화 과제를 살펴보는 것을 목적으로 한다. 연구결과는 다음과 같다. 첫째, 학교마을공동체 개념 정립이다. 학교와 지역사회의 관계에 따라 마을학교, 마을결합형학교, 마을교육공동체 등으로 사용되고 있는데, 학교마을공동체는 기존의 학교공동체와 마을공동체가 결합된 개념으로 ‘학교가 중심이 되어 지역사회의 풍부한 인적·물적 자원을 활용함으로써 학생들이 지역사회 속에서 배움이 이루어지는 공동체’로 개념을 정립할 수 있을 것이다. 둘째, 학교마을공동체의 유형별 사례 분석이다. 추진 주체나 방법에 따라 학교 주도형, 마을주도형, 센터(교육플랫폼) 주도형, 학교협동조합형 등과 같이 다양한 유형으로 발전하고 있으며, 각 유유형별로 학교 주도형은 부산 금성초, 마을 주도형은 부산 대천마을학교, 센터(교육 플랫폼) 주도형은 경기 시흥행복교육지원센터, 학교협동조합형은 서울 국사봉중 사례를 중심으로 살펴보았다. 마지막으로, 학교마을공동체 활성화 과제로 지역사회는 학교마을공동체 형성에 필요한 운영 기반 구축 필요, 지역사회의 여건에 따라 다양한 유형으로 발전 등을 제안하였다. The purpose of this study is to investigate the activation tasks through the case analysis and conceptualization of school village community. The results of the study are as follows. First, it is to establish the concept of school village community. School village community is used as village school, village combined school, and village education community according to the relationship between school and community. The school village community is a combination of existing school community and village community. It is possible to establish the concept as ‘a community where students are taught in the community by utilizing the abundant human and material resources of the community’. Second, it is a case analysis by type of school village community. It is developing into various types such as school led type, village led type, center (educational platform led type) and school cooperative type according to the propulsion subject and method. Finally, we suggested the development of various types according to the needs of the local community and the necessity of establishing an operating base necessary for forming a school village community.
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당뇨병성 말초신경병증 통증환자에서 사암침법의 유효성: 무작위 배정 대조군 사전예비연구
전언주 ( Eonju Jeon ),권효정 ( Hyojung Kwon ),신임희 ( Imhee Shin ),정의달 ( Euidal Jung ),강석봉 ( Seokbong Kang ),손호상 ( Hosang Shon ) 경락경혈학회 2013 Korean Journal of Acupuncture Vol.30 No.4
Objectives: Diabetic peripheral neuropathy (DPN), generally considered to be the most symptomatically distressing complication of diabetes, affects more than 50% of people with diabetes. However, no consistently effective treatment for DPN is available and patients are forced to struggle with medications that provide only partial relief. In this pilot study, we evaluated the clinical effects of Saam acupuncture for the treatment of painful DPN. Methods: A total of 10 patients with painful DPN were included in the study; 6 subjects with Saam acupuncture treatment and 4 subjects without it. Subjects were defined as having painful DPN if they had at least 2 points using total symptom score (TSS). Treatments were delivered three times a week for 4 weeks. Vitamin B12 was orally administrated in the all subjects. At initial (0 week) and follow-up after 4 weeks and 8 weeks, all subjects underwent TSS, Michigan Neuropathy Screening Instrument (MNSI), and nerve conduction test. Results: After initial (0 week) and follow-up (8 weeks), TSS and MNSI were not significantly different between the two groups (p=0.400 and p=0.830, respectively). However, in both two groups, according to time, there was a significant difference in TSS as well as MNSI (p=0.001 and p=0.004, respectively). Conclusions: Saam acupuncture may be considered as the effective treatment for the patients of DPN although the changes of the symptoms were of limited significance in this study. Further investigations are required to elucidate the role of Saam acupuncture for the pain control of DPN.
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