매입형 영구자석 동기 전동기의 상호 간섭 및 제정수 변동을 고려한 안티 와인드업 제어기 설계

박병량(Byung Ryang Park),임규철(Gyu Cheol Lim),하정익(Jung-Ik Ha) 전력전자학회 2020 전력전자학술대회 논문집 Vol.2020 No.11

대학수학능력시험 도입후의 고교교육 변화에 관한 연구

박병량,변영계,한대동,성병창 교육연구소 1994 敎育硏究 Vol.4 No.1

Under the current school system in which secondary schools aim at the preparation for college entrance, the college entrance examination has a crucial impact on high school education. The former college entrance examination has been accused of causing many problems in high school education such as training students, in a recital mode, by giving fragmentary knowledges and skills picked up by teachers largely for the college entrance emanination. Under the examination system students were not recommended either in school or at home to pursue their own interests and concerns which are supposed to enhance higher order thinking including creativity. In order to reform this change-resisting high school education a new type of college entrance examination called College Scholastic Aptitude Test (CSAT, hereafter) replaced the former one in 1990 in the worldwide tide of educational reform toward the quality education. This study is to examine whether and/or to what extent the newly introduced CSAT has brougght changes to high school education. This study began with two concrete research problems. First, to what degree did the CSAT affect high school students particularly in the areas of attitudes toward school, classroom learning and instruction, and study habits? This refers to personal effects separated from school education. Second, to what extent did the CSAT make changes in high school education? This refers to institutional effects. As a survey, this study collected questionnaire data from 1,600 male and female high school third graders from 33 high schools locatedin Pusan City and its surrounding KyungNam-Do province. The CSAT was firstly introduced in 1990 when the survey respondents were then high school freshmen. The sample method is a systematic cluster random sample. After schools had been randomly selected about 60 students(2 classes) were sampled from each school. The questionnaire consisted of questions asking largely whether any changes were made in the areas such as individual student's studying strategies and their perceptions of schooling. The students' responses were analyzed according to concrete research problems using appropriate statistical methods. The research results are summarized as follows. First, according to students' responses they evaluated that CSAT was somewhat successful in measuring higher order thinking and somewhat conducive to lessening social problems cuased by excessively competitive high-cost private lessons. The new exam, however, unexpectedly did not have affirmative effects on such areas as: undesirable operation of high school; measurement of learning ability; selection of college qualifiers; and test item difficulty and discrimination. Second, the effects of CSAT on school-based tests were found to be both slightly positive and negative. For the positive side of the effects, the test content was not confined to textbooks but taken either from other non-text sources or from what was taught in classrooms beside textbooks; in solving the test questions not only correct answers were not required but also the problem-solving processess were also emphasized in schools. In following areas, however, there were almost no changes made: the dominance of multiple-choice test items; anxiety of testers; the utilization of test results for own learning improvement; and the frequent school testing. Third, since the introduction of CSAT there have been almost no improvements in school organizational practices, management, and climates such as; extracurricular activities, communications with teachers, guidance and discipline, teachers' expectations of students, grouping of students according to ability and talent, and friendship among classmates. One exception was that classroom climate has become somewhat open and democratic than before. Fourth, with regard to classroom activities some improvements have been detected. The classroom instruction has been somewhat changed into one emphasizing higher order thinking. It was revealed through teachers' efforts to employ new teaching methods and to carry out curriculum in a regular basis, to try to upgrade expectations of students, and to make classroom learning more explorative. On the other hand, in other areas of classroom activities it was hard to find any noticeable improvements. Finally, it was the area of individual student's studying methods and attitudes that the most noticeable changes were found since the introduction of CSAT. To mention some of them, the dependency on private lessons and private academic institutes was much lessened; the learning materials were varied beside school textbooks; the students' autonomy has been increased in the area of learning need and motivations, studying strategy from memorizing to understanding, and selecting educational or occupational careers based on one's own character and talent. As a result, the introduction of CSAT seems to give student more confidence in studying and learning. Compared to these changes in individual-based studying attitudes, perceptions and learning methods connected to schooling did not change noticeably. This contrasting finding is in a sense a main point of this study. All in all, and in short, the introduction of the new College Scholastic Aptitude Test (CSAT) were somewhat effective in changing individual students' studying or learning attitudes, methods, and strategies in preparation for college entrance, but it was found to be unexpectedly ineffective in improving institutionally school organizational practices, instructional methods, guidance and disciplines, curricular implementation, and other school management and operations. This result reminds us a fact that and educational policy could not be easily rooted in the practical soil.

학교조직의 구조 개선에 관한 연구

박병량,주철안,성병창 釜山大學校 敎育硏究所 1995 敎育硏究 Vol.5 No.1

The purpose of this study is to develop the restructuring options for the schools in Korea. The study draws basic directions for the school restructuring by reviewing the literature which cover school restructuring works. It also analyzes structural and managerial problems of Korean primary and secondary schools. Finally, it suggests restrcturing options for the improvement of the schools. The major findings from the study are as follows. 1) The educational reforms from the middle of the 1980s focus on the change of school organization. The main approaches of the reforms have been strengthening of central bureaucratic control, strengthening of community participation, school-site management, teacher empowerment, and restructuring centered on teaching-learning. Recent reform literature tend to emphasize the four approaches except strengthening of central bureaucatic control. 2) In general the recent literature on school restructuring, on school organization, and on educational reform policy of the central government seemed to recommend the following: the basic directions of school restructuring should be toward client-centered education, self-managing school management, democratic school management, professional school management, teaching & learning centered school management, school management relevant for the future in which information technology is important. 3) Schools in general consist of three structural parts: a teaching & learning organization, academic affairs management, and student management organization. The analysis of our primary and secondary school organization shows that schools are management affairs oriented rather than teaching & learning oriented. Therefore, the organizations should be restructured to have more flexible and organic teaching-learning organization. Academic affairs organization and management organization should be restructured to support teaching and learning more effectively. In conclusion, we recommend that our shcool organization be restructured to upgrade the effectiveness of teaching & learning, to raise the autonomy & professionalism of school management, and to respond to the educational needs of clients.