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이양심 한국가정과교육학회 1997 한국가정과교육학회 학술대회 Vol.1997 No.-
주제 발표에서 지적한 교육개혁심의회, 중앙교육심의회 및 국가차원의 기초연구에 관계된 위원들 중에 가정과 전공자를 찾을 수 없었다는 지적은 그리 놀라운 사실이 아니나, 제7차 교육과정 총론 개정에 관계한 위원 중에서 가정과 전공자가 한 사람도 없었다는 것은 우리 모두 심각하게 생각해봐야 할 것 같다. 그나마 7차교육과정에서의 국민공통기본교과 10개 과목 중 초등의 실과, 중. 고등학교의 기술 가정, 고등학교의 가정과학 및 농업과학 등 6개 선택교과를 포함한 실과 교과의 각론 개발과정에 가정과 전공자(주제발표자)가 총책임직을 맡고 있음에 다소의 안도감을 갖는다. 또한 국가수준에서의 교육예산, 교육행정분야, 교수 학습 자료 개발 분야, 가정과와 관련된 연구비 지원 등에서도 가정교과의 중요성이 인식되지 못하고 있다는 지적에 전적으로 동감함으로 이에 대한 첨언을 하지 않고, 여기에서는 학교 현장에서 실질적으로 교육정책을 집행하고 있는 가정과 교원이라는 자원 측면에 대하여 논의고자 한다.
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주요 수입국의 지재권 보호가 한국의 수출에 미치는 영향 분석 -총액기준과 부가가치 기준 비교를 중심으로-
이양심,오근엽 한국동북아경제학회 2019 동북아경제연구 Vol.31 No.1
With ever faster globalization and global production sharing, the pattern of the world trade has become more complex. Based on the ecent international trade environment, this paper analyzes the effects of strengthening the protection of intellectual property in each country on Korean exports, focusing on the export in value added (TiVA), instead of gross value of exports. The paper uses WIOT(world input output table) to calculate the trade data in value added from 2000 to 2014 and constructs a panel data for the regression analysis. As a result, we found that Korean export has a positive (+) relationship with the level of protection of intellectual property rights in the importing countries. Furthermore, the impact from the strengthening protection of intellectual property of the partner countries on the exports seems to have been smaller when we use the export in value added terms than when we use the gross export values. Finally, we checked the difference of the effects of IP in two groups, intermediate goods and final goods, and found that the effects of IP protection was smaller in the intermediate goods data.
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중학교 가정과 CAI 프로그램 개발 연구 : 건강과 식생활 단원 In The Units of Health and Food Life
이양심,윤인경 한국 가정과 교육 학회 1994 한국가정과교육학회지 Vol.6 No.2
The purpose of this study was to review the literatures on designing and developing the CAI program and to develop the middle school students' CAI program for tutorial and instructional game. For these purposes, the learning and instructional theories and the developing phases and strategies for the program were reviewed to design the CAI program. And then the developing unit was selected and the CAI types and the developing direction were set according to the analysis of the CAI programs and related literatures on home economics teaching. The four phases-analysis, design, development, and formative evalution-were carried out in this study. The results of this study are as followings: 1. The CAI program was developed on health and food life units. The program contains 12 classes on health and food life in two floppy diskettes. It consisted of total 9,000 lines and 76 frame and takes two hours to study this program. This program could be used in educational computers and could be utilized for unit learning, tutorial. It was composed of three parts-unit learning, finding maze, and finding food. In the unit learning part, the learning contents in health and food life units were structured and presented. In finding maze and food part, the basic and the applied problems were presented with game. The characteristics of this program were as followings: (1) This program was able to bring learners' motivation due to the strategies for tutorial and instructional game and they can interestingly learn the program for themselves. (2) The learner could practice the learning contents repeatedly and unit learning while playing the gaming. (3) The learner himself can review and supplement the learning contents without teacher's help. (4) This program was developed to unit learning on health and food life, on the other hand so far many CAI programs for home economics teaching were developed for studying separate learning units. 2. To effectively utilize this program, the guide book for the student and the teacher was developed. It contained method of using the program, introduction of the program, review of the program, the program objectives, the learning contents, and the keys to progress the program.
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박선영,조필교,이양심,윤인경,임양순,최창숙,장명희 한국 가정과 교육 학회 1998 한국가정과교육학회지 Vol.10 No.2
The purpose of the study is to develop a Performance Assessment Method & Tools for Home Economics at middle school. Through the content analyses of middle school Home Economics curriculum and 8 textbooks of lst, 2nd, and 3rd grade respectively, teching elements for each content area were drawn and each specific learning objectives were idntified accordingly. In addition, assessment element for student's performance in each teaching element were specified for analysis. Analytic framework for the development of Performance Assessment Method and Tools were proposed by each teaching element. Beased on the analytic framework proposed, a model method and tools were developed by 10 different test measures of description written test, statement written test, oral test, pro and con discussion, performance test, experiment, interview, observation, self-test report, and portfolio. The model proposed in the study has been modified and improved through the feasibility studies of experts' examination and field research application. The model assessment method and tools for the study has been compleeted finally by proposing 45 performance assessment tools for the content areas of food, clothing, housing, resource management and consumerism, human development and family relationship.
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