상대적 비교판단법에 의한 기술과 교육목표 중요도의 척도제작

김진순(Chin Soon Kim) 대한공업교육학회 1987 대한공업교육학회지 Vol.12 No.1

This study was aimed to construct the scale of importance of Industrial Technology Education objectives in the secondary school by the paired comparision method. The number of judgers was 50 students who are sophomore and junior of Industrial Technology Education department of Chungnam National University. The constructed scale of each objectives are 1. 156 for discovering and developing creative talent 1. 098 for providing prevocational explores 0. 876 for understanding technical culture 0. 749 for developing problem solving skills 0. 664 for skill in tools and machines 0. 642 for providing technical knowledge and skills 0. 493 for providing vocational-technical experiences 0. 480 for making informed educational-occupational choices 0. 333 for developing consumer knowledge and appreciation 0. 000 for worthy leisure time interests The absolute average error of this scale was .044.

토론 - 한국의 공업교육 현황과 과제

김진순(Chin Soon Kim) 대한공업교육학회 1990 대한공업교육학회지 Vol.15 No.2

공업계학교 산학협동의 (産學協同) 발전과정 및 추진방향

김진순(Chin Soon Kim) 대한공업교육학회 1986 대한공업교육학회지 Vol.11 No.2

This study was conducted to suggest improvement directions of institution-industry cooperative education in Korea through reviewing its developmental process, actual cases and problems. The study suggested that 1. Its significance of institution-industry cooperative education should be more deeply understood among concerned people in schools, industries and government. 2. It is needed to have some organizational measures and pilot programms to promote synthetically the cooperative education. 3. It is needed to vitalize researches and seminars, and to give some incentives for industry to realize effective cooperative education system. 4. It is needed to have advisory committee and industrial liaison officer at each schools. 5. It is needed to have enactment and reinforcement of concerned regulations.

초 · 중 · 고등학교 실과 및 실업 · 가정 교과체제 개선방안

김진순(Chin Soon Kim) 대한공업교육학회 1991 대한공업교육학회지 Vol.16 No.1

This study was to identify the problems of practical arts subject and to suggest improvement plan in terms of curriculum sequence from elementary school to high school in Korea. In order to organize sequentially practical arts subject matter from elementary school to high school, the study suggested as follows : (1) In elementary school, practical arts should be begun from the third school year instead of from the fourth school year. (2) In middle school, industrial technology and home economics should be taught to boys and girls throughout all the school year, and existing vocational subjects(agriculture, industry, commerce, fishery, and household work) need not be taught any more as independent subjects. (3) In high school, the existing curriculum, consisting of the selection of one subject in industrial technology or home economics and the selection of one subject among vocational subects, can be acceptable. (4) The name of subject matter should be changed by reflex the term of `technology` as a key concept of practical arts subject matter according to school grade.

서독 니더작센주 기술과교육의 발전과정 및 현황

김진순(Chin Soon Kim) 대한공업교육학회 1995 대한공업교육학회지 Vol.11 No.1

This study investigated the developmental process and present situation of Arbeitslehre at the Lower Saxony State in the Federal Republic of Germany. 1. The Arbeitslehre is being taught not at Gymnasium, but at Realschule and at Hauptschule among secondary education schools. 2. The Arbeitslehre is an integrated subject named Arbeit- Wirtschaft- Technik, because in these three subjects there are some common elements for students to adapt to the future world of work and economy. 3. Until the concept of present Arbeitslehre has been established, there were some developmental steps for several Model Experiments and for implementation for some different ideas from 1967 to 1978. 4. Some special measures are regulated to promote effective cooperative teaching among three sub subjects in Arbeitslehre. 6. In the 7th and 8th grade Arbeit/ Wirtachaft, Technik, Hauswirtschaft are taught compulsorily. In the 9th and 10th grade Arbeit/ Wirtachaft is compulsory, but Technik and Hauswirtschaft are elective.

토론 - 공업고등학교 교육의 발전과제

김진순(Chin Soon Kim),현종태(Jong Thae Hyun) 대한공업교육학회 1993 대한공업교육학회지 Vol.18 No.1

서독의 직업교육에 있어서 산학협동제도

김진순(Chin Soon Kim) 대한공업교육학회 1985 대한공업교육학회지 Vol.10 No.2

The purposes of this study were to review the general and vocational education system and to examine the Dual System in the Federal Republic of Germany in order to suggest some recommendations for improving the vocational education in the Republic of Korea. The findings and recommendations were as follows ; 1. In Germany most of industrial companies bear the training facilities for practices, but schools and training institutes bear the facilities in Korea. It is recommended that industrial companies should more deeply participate in the vocational training in Korea. 2. In Germany there are quite divergent school systems to have further education for youths who finished basic vocational education. But in Korea there are very limited chances to get further education for them. It is needed to expand into more broad channels to have further education for employed youths in Korea. 3. In Germany most of training programs are operated step by step from the basic training to the specialized training. It is needed to have stepping training schedules especially emphasizing on the broad basic training in Korea. 4. In Germany there are close relationships to cooperate between industrial personnel and educators as for operating training programs. It is needs to have good relationships between industrial personnel and educators to cooperate voluntarily in Korea. 5. In Germany there are good information and control systems about trainees, skill qualification tests, occupations for vocational training. It is recommended to have effective information and control systems like Germany in Korea.

공업고등학교 교육의 당면문제와 개선방향

김진순(Chin Soon Kim) 한국직업교육학회 1985 職業 敎育 硏究 Vol.4 No.1

중·고등학교 기술교과 교육내용의 구조화

김진순(Chin Soon Kim) 대한공업교육학회 1989 대한공업교육학회지 Vol.14 No.1

The purposes of this study were to construct a curriculum model for industrial technology education, and to identify structured content of its subject matter in the secondary schools. In order to achieve this purpose the study reviewed the trends of industrial technology education of several countries and the curriculum theories for industrial technology education of some scholars. The study suggested that (1) A curriculum model consisted of four steps should be adopted. Those steps were (a) to identify content structure and resource from the intrinsic viewpoints, (b) to identify fuctional aspects of industrial technology education from the extrinsic viewpoints, (c) to apply the principle of curriculum structuring, finally (d) to draw a organized content of the subject matter. (2) The content structure and resource could be explained by three dimensional matrix model. The first dimension was fields of technology(communication, manufacturing, construction, transportation, and cultivation), the second one was components of technology (input, process, and output), and the third one was evolution of technology(past, present, and future). (3) The fuction of industrial technology education were identified as occupational exploration, consumer, recreational, and social aspects. (4) The basic principle of curriculum structuring could be expressed as the spiral curriculum organizational principle which were related to scope, sequence, integration, and consistency. (5) According to this curriculum model, we could finally get a organized content of the subject matter as shown as example in Table 9 to Table 12 in this report.

기술교과 교육의 성격 규명과 개선 방향

김진순(Chin Soon Kim) 대한공업교육학회 1988 대한공업교육학회지 Vol.13 No.2

This study examined the character of industrial technology education and suggested new directions of this education in Korea. 1. The industrial technology education is to help all students live their life in highly developed technological society by means of their understanding of `technology`. 2. The content structure and resource of industrial technology subject matters is identified as follows : (1) Manufacturing, construction, transportation, communication, cultivating/breeding as contents of technology. (2) Input, process, output as components of technology. (3) Past, present, future as evolution of technology. 3. In the curriculum organization, it should be emphasized to apply some general principles, which are scope, continuity, sequence and integrity. 4. In the middle school curriculum, it is needed to integrate present agriculture, industry, commerce and fishery subjects into industrial technology subject. 5. This integrated industrial technology subject should be taught not only boys but also girls in middle schools.