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이무근(Lee Mu Keun) 한국실과교육학회 1998 한국실과교육학회지 Vol.11 No.1
This paper was prepared for a key speech at the Conference of The Korean Association for Practical Arts Education on May 23, 1998. It reviewed the importance and concepts of elementary practical arts education. Five major misconceptions and ten problems were also specifically examined that served as a way to explore a new paradigm of practical arts education for the 21st century. Elementary Practical Arts Subject is very important because it is only a subject matter for prevocational education at the elementary school level in Korea. The contents of practical arts education could be divided into the foundational and specialized contents. The foundational contents were taken from the basic disciplines such as philosophy, psychology, sociology, economics, etc. while the specialized contents were taken from general home economics, agriculture, industrial arts, computer science, etc. The Practical Arts Education should play an important role in developing vocational domain of human development. It should integrate academic skills into both the teaching-learning process and the curriculum of the Practical Arts Subject.
김용익(Yong Ik Kim),이무근(Mu Keun Lee) 대한공업교육학회 1997 대한공업교육학회지 Vol.22 No.2
The purposes of this study were to investigate the importance of each job competency and their own performance with respect to the same which technical teachers in technical high schools recognized and, to assess their educational needs. In accordance with a review of the relevant literature, job competencies were categorized as follows, technological and skill competency in the specialty, basic engineering competency, instructional and psychological competency, and affective job competency. These four categories included 40 job competencies in total. The population sample for the survey constituted 783 completed questionnaires from a random sample of 1,320 technical high school teachers in Korea. The major findings of this study were as follows. In general teachers rated their own performance in a particular competency lower than the importance of that competency. Technical teachers showed highest educational need with respect to some key job competency variables. That is to say, `the use and repair of machinery and tools`, `comprehensive understanding of operating systems within the specialty`, basic knowledge of research through PC communication`, `computer programming and the use of com~outer programs`, `understanding English manuals for new tools and machines`, `an attitude to improve self expert through collecting and analyzing new knowledge, technical skill in the specialty` were found to be educational needs. The following recommendations were made from the result of this study. (1) Teachers displayed a common lack of confidence in key job competencies, those primarily of a practical nature. In-service education can serve a better purpose by attending directly to teacher proficiency in these areas. (2) This study addressed 40 job competency variables in four categories. Further research might adapt this study to a more detailed investigation, yielding more specific data to be applied in developing competency-based teacher education programs.