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김종윤,최지수,조대연 고려대학교 교육문제연구소 2022 敎育問題硏究 Vol.35 No.3
The purpose of this study is to provide information through job analysis of health teachers(school nurse) in order to provide student-centered high-quality health management and health education services at school. For this study, literature review were executed, and DACUM (Developing a Curriculum) workshops were held for job analysis of health teacher. Through DACUM, 11 duties and 132 tasks were derived. Afterwards, a survey was conducted for health teachers nationwide, and a total of 3,721 people participated in this survey. According to the analysis result, the average value of 75% or more, which is the average value of performing among the 132 tasks, was set as the criterion for determining the list currently being performed. was derived from a list. Then, based on 9 duties and 81 tasks, the health teacher questionnaire was analyzed, and the results are as follows. First, as a result of arranging the daily working hours of 9 duties and 81 tasks, the average daily working hours of health teachers were derived as 10.24 hours. Second, within 10.24 hours, the average daily working hours of public health teachers, health management was 8.7 hours (84.6%), health education 0.9 hours (8.4%), and other areas 0.7 hours (7.0%). Through this, it was confirmed that the health teacher mainly spends most of their work time on the health management of the students instead of health education. 본 연구의 목적은 학생 중심의 수준 높은 건강관리와 보건교육 서비스를 제공하기 위해 보건교사의 직무분석을 통하여 보건교사 직무에 대해 기준이 되는 자료를 제시하는 데 있다. 이를 위해 보건교사 직무의 수행구분과 수행목록을 도출하고자 하였으며, 보건교사 직무에 따른 근무시간을 계산하고자 하였다. 해당 연구를 위하여 선행 문헌 연구들을 고찰하였으며, 초・중등학교에 재직 중인 보건교사를 대상으로 전문가 패널을 구성하여 직무분석 방법 중 체계적이고 많이 활용되고 있는 DACUM (Developing a Curriculum) 직무분석을 실시하였고 이를 통해 수행구분 11개, 수행목록 132개를 도출하였다. 이후 전국 보건교사 대상으로 설문조사를 실시하였고, 총 3,721명이 설문에 참여하였다. 분석 결과에 따라 전체 132개의 수행목록 중 수행한다고 답변한 평균값인 75% 이상을 현재 수행중인 목록을 결정하는 기준으로 정하였으며, 최종적으로 수행한다는 응답율이 75% 이상인 81개가 보건교사가 일상적으로 수행하는 목록으로 도출되었다. 이어 81개 수행목록을 기준으로 보건교사 근무시간에 대한 분석을 진행하였고, 그에 대한 결과는 다음과 같다. 첫째, 81개 수행목록의 일근무시간을 정리한 결과 보건교사의 하루 평균 근무시간은 10.24시간으로 도출되었다. 둘째, 보건교사의 하루 평균 근무시간인 10.24시간 내에서 건강관리 영역은 8.7시간(84.6%), 보건교육 0.9시간(8.4%), 기타영역 0.7시간(7.0%)으로 나타났다.
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급속응고된 금속분말의 응고거동 및 제조법에 관한 연구 ( Part 1 : 급속응고 제조법 )
김종윤,윤우영 ( Jong Yoon Kim,Woo Young Yoon ) 한국주조공학회 1995 한국주조공학회지 Vol.15 No.2
N/A New metallic powder making processes, named Centrifugal Emulsification Process(CEP) and Mixer and Settler(MS) have been developed to synthesize rapid solidified metallic powders. Through CEP and MS processings, the high temperature metals as well as the low temperature alloys are manufactured. Also, the effects of rapid solidification on the undercooling, solidification rate and crystallization behaviors can be evaluated effectively through the processes. The standard deviations of the synthesized typical Pb-Sn eutectic powders are 1.63 and 1.51 for CEP and MS respectively, and the average size of the MS powders was 18㎛. The possibility of the customized not only size and shape control but microstructure control was also shown. Both of the new methods can be applied to continuous powder making processes.
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국가·제도적 교육 환경의 변화 동향과 국어과 교육과정 개정의 방향 탐색
김종윤 한국어교육학회 2020 국어교육 Vol.0 No.170
One of the essential purposes of education is to prepare the coming generations for the future. Unfortunately, the future seems to be volatile, uncertain, complex, and ambiguous (VUCA). In this context, educational innovations are urgent and imperative; thus, the next revised curriculum is planned for launch in 2022. This study aims to explore future directions for revising the Korean language education (KLE) curriculum based on an analysis of the educational trends of national and institutional environments. First, this study analyzed educational trends at the global level (for example, PA 21, Education 4.0., and OECD education 2030) as well as the national level (e.g., competency education, AI education, and high school credit systems). Next, the five factors that impact the KLE curriculum were examined: (a) future societal changes; (b) world educational trends; (c) national and societal needs for education; (d) changes in national curriculum guidelines; and (d) inner discourses and agreements within the KLE community. Based on these factors, future directions for the KLE curriculum were anticipated, and relevant issues were discussed.
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