치기공과학생의 임상실습만족도에 대한 조사 연구 -대구지역을 중심으로-

이화식,배봉진,박명호,Lee, Hwa-Sik,Bae, Bong-Jin,Park, Myoung-Ho 대한치과기공학회 2009 대한치과기공학회지 Vol.31 No.4

This study is analyzed to conduct better on-site practices with recognizing importance of the clinical practice of Dept. of dental technology and use it as a basic material in the clinical practice. Target people who are students studying dental technology in D college in Daegu were questioned by survey. Study results below 1. Average score of the survey about satisfaction of the operating method of clinical practice shows 3.26. In detail elements, 'credit assignment(10 credits)' is 3.65 as the highest score, 'execution period(vacation)' is 3.50, 'choice of the clinical practice organization' is 3.25, 'measures after practice' is 2.98 and 'pre-education' is 2.98 as the lowest score. 2. Through the real clinical practice, 'experience of new equipments and technology' is 3.64 as the highest score, 'choice of lecturer' is 3.61, 'guidance way' is 3.49, 'contents properness' is 3.44, 'environment of practice organization' is 3.36, 'evaluation way' is 3.35 and 'practical use of the evaluation material' is 3.18 as the lowest score. 3. The average score of survey about satisfaction after clinical practice of the participated students is 3.46 that is higher than both 'satisfaction about operating method(3.26)' about clinical practice of college and 'satisfaction about organization(3.44)' about environment of dental craft organizations and labs, guidance way of lecturer and evaluation. 4. In the improvement of distribution of the clinical practice evaluation, in the 'practice organization: college' viewpoint, '7:3' is 35.77% as the highest response, '6:4' is 25.20%, '8:2' is 22.76% and '4:6' is 16.26 in regular sequence. 5. In site evaluation reflection of clinical practice, 50% reflection is 32.93% as the highest percentage, 60% reflection is 26.83%, 20% reflection is 20.73% and 80% reflection is 6.10% in regular sequence. In attendance score, it shows percentage of reflecting 50% and 40% is 26.98%, students wanting to reflect 30% is 25.40%, reflecting 10% is 20.63% and no reflecting is 0%. In result of the analyzed data, clinical practice has to be studied more in considering that clinical practice is important point in education of Dept. of Dental Technology and also problems in college and on-site practice need improvements.

도재용 귀금속 합금표면의 전자현미경 관찰

이화식,배봉진,남상용 대구보건대학 1991 대구보건대학 論文集 Vol.12 No.-

The purpose of this study was to discover the elemental change of the tracemetal surface of the precious porcelain alloy used in Korea. The alloy was degudent U. For this purpose, Auther did analysis the surface oxide by E. D. S and S. E. M. Ther was no difference in surface elemental change between the raw alloy and the casted alloy. And the Indium was difussed to the surface of the alloy.

치과기공사의 직업 및 직무만족도에 관한 연구 - Denture part 근무자를 중심으로 -

이화식,배봉진,한석윤,Lee, Hwa-Sik,Bae, Bong-Jin,Han, Sok-Yoon 대한치과기공학회 2012 대한치과기공학회지 Vol.34 No.4

Purpose: This study was survey on future job vision and its pride (self-esteem) of dental technicians. It also investigates the future vision on their major of job (denture) and its awareness to improve the work environment and enhance their satisfaction towards job and duties. Methods: In order to research job and its duty satisfaction of dental technicians who mainly work at denture part, certified questionnaire was modified and upgraded for its use. Collected documents were used by 'Window SAS 8.0 Program' for analysis. The significance of the test related to the items and its standards has been decided for p<0.05. To find out the differences between choices when choosing career and the duty satisfaction, t-test, one-way ANOVA and two-way ANOVA have been used. Results: Following research findings show: 1. There was high self-esteem towards the job as dental technicians but low in future job vision. 2. It has been found that if satisfaction on their job (dental technician) is high then also their satisfaction on its duty (denture part) is high. 3. The factors that affects mostly on duty satisfaction of denture part are 'the contribution on improving oral cavity of people'(${\beta}$=0.33118), 'The possibility of growth of person's job choices'(${\beta}$=0.30035) and 'person's satisfaction on choosing job'(${\beta}$=0.16069). 4. If there is an increase level on the contribution of improving people's oral cavity, the possibility of growth of person's job choices and the person's satisfaction on choosing job, then there is also high growth in denture part's duty satisfaction. 5. It has been found that if there are more employment histories of denture part, the duty satisfaction of denture part were also high. On the other hand, the more employment history of dental technicians get, the duty satisfaction of their denture part was low. Conclusion: Following research results show that there is high self-esteem towards the job as dental technicians but the vision towards future was low. This shows that there is no bright future on dental technology. Therefore, it is important that not only to improve the work environment and pay rise on dental technologists but also to satisfy them. Various program developments and continuous research are needed to increase satisfaction.

대학생의 진로장벽에 관한 연구 (D대학 치기공과 재학생을 중심으로)

이화식,배봉진,박명호,Lee, Hwa-Sik,Bae, Bong-Jin,Park, Myung-Ho 대한치과기공학회 2010 대한치과기공학회지 Vol.32 No.3

Purpose: The purpose of this study was to analyze the career barriers of students studying dental technology in D-College. Methods: This study targeted 490 college students studying Dental Technology in D-College. The survey about career barriers on this study consisted of 45 questions and was scored with 5-points per question. The corrected data was analyzed by SAS V8 for Windows. Results: The difference analysis of career barriers shows that differences exist depending on gender(p<.01) and serving military service(p<.05). Especially, female students(2.69) and male students(2.65) who didn't serve the military are more susceptible to career barriers. In the sub factors of career barriers, differences exist depending on and in order of gender, serving military service, experience studying one more year to enter the college, day and night, the affiliation of highschool graduated from, and hometown. The correlation between the sub factors of career barriers and perception of career barriers manifested 'Lack of self assurance'(0.84), 'Sense of physical inferiority'(0.76), 'Relationship with other important people'(0.73) and 'Lack of information on occupation' in order. Conclusion: In the factors affecting non-decision on the career, 'Lack of self assurance'(=0.2465) is the highest in terms of influence, followed by 'Difficulty in interpersonal relations’(=0.1801) and 'Lack of information on occupation' (=0.1391).

구강보건관리와 치아우식증에 관한 의식조사

이화식 대구보건대학 1996 대구보건대학 論文集 Vol.16 No.-

치기공과 교육과정 개발에 관한 연구

이화식,Lee, Hwa-Sik 대한치과기공학회 1994 대한치과기공학회지 Vol.16 No.1

The object of this study is, after the dental technology department is developed into the three-year curriculum and so new curriculum is needed, to compare, analyze, and appreciate the two-year model curriculum that has been practiced in our country, to analyze the curriculum and national quality system practiced in the developed country like U. S. canada, Germany and Japan, and, on the basis of the result from the upper part and inquiry result in the dental technology faculty commity of the nationwide junior college, to establish the new curriculum that is suitable the condition of our dental technology department in the junior college. 1) Since the width of the education is broader after the dental technology department is developed into three-year curriculum from the two-year curriculum, the course of study connected with the dental technology is added. 2) The fundamental course is propounded and the practical course which is needed on the spot is assigned. 3) Since the importance of the practical education is understood time and unit of the experimental practice is extended. 4) The time control in the curriculum commected with the national examination is adjected. 5) On the basis of the actual experience, the actual course is propound and time and unit are added widely to uplift the adjustment of the current environment of the dental technology.

실존주의 측면에서 영교육과정 연구

이화식(Lee Hwa Sik) 한국미술교육학회 2014 美術敎育論叢 Vol.28 No.3

이 연구는 고등학교 미술교과서 미술문화 에서 다루고 있는 영교육과정을 실존주의 관점에서 분석하고 해석하였다. 실존주의에서는 인간의 긍정적인 면뿐만 아니라 부정적인 모든 면도 인간의 참된 모습이라 여긴다. 그러므로 실존주의 교육도 인간의 부정적인 면도 교육에서 다루어져야 한다고 주장한다. 전통교육 측면에서 인간의 참된 모습은 삶, 안정, 쾌활로 규정하였다. 이에 반하여 실존주의 교육은 죽음, 불안, 권태를 인간 실존의 필수 특징이라고 규명하였다. 그래서 전통교육에서 강조하는 인간 특징과 실존주의 측면에서 강조하는 인간 특징을 서로 대비시켜 미술교과서 미술문화를 분석ㆍ해석하였다. 이러한 규명 결과 미술교과서에서는 삶, 안정, 쾌활이 죽음, 불안, 권태보다 지문이나 도판 양에서 월등이 많고, 내용적인 측면에서 분석해도 삶, 안정, 쾌활이 사용되는 경우에는 인간 세계의 긍정적인 측면에서 사용되는 경향이 있었고, 죽음, 불안, 권태를 사용하는 경우에는 인간의 나약함이나 회피해야 하는 상황 등을 제시할 때 사용되었다. 이처럼 미술교과서에 내재되어 있는 영교육과정을 실존주의 측면에서 규명하는 것은 미술교육이 추구하는 전인교육에 이바지할 것이다. This study analyzed and interpreted the null curriculum dealt with by high school art textbooks 『Arts and Culture』 from the aspect of existentialism. In existentialism, not only the positive sides of the humans but also the negative sides are considered the true nature of human beings. Therefore, existentialism education argues that the negative sides should be dealt with in education. The true images of human beings in traditional education are defined as life, stability and cheerfulness. In contrast, existentialism education identifies death, anxiety and weariness as critical features of the existence of human beings. In this regard, this study analyzed and interpreted art textbooks 『Arts and Culture』 based on the human attributes stressed in conventional education and in the perspectives of existentialism. As a result, art textbooks had much more articles or figures about life, stability and cheerfulness rather than death, anxiety and weariness. In content analysis, textbooks tended to use life, stability and cheerfulness on the positive sides of human beings while it used death, anxiety and weariness to suggest the weakness of human beings or the situations to be sublated and avoided. Defining the null curriculum inherent in art textbooks from the aspect of existentialism will contribute to the whole-person education pursued by art education.

정의의 관점에서 미술 교육: 노직, 롤스, 샌델을 중심으로

이화식 ( Lee Hwa-sik ) 한국예술교육학회 2016 예술교육연구 Vol.14 No.3

본 연구는 노직, 롤스, 샌델의 대표적인 정의관을 소개하고, 그에 따른 미술을 연결하여 동시대의 사회적ㆍ정치적 관점을 제공하고자 한다. 노직의 정의관은 자유주의적 입장이 강하다고 할 수 있고, 롤스의 정의관은 평등주의적 입장이 강하다고 할 수 있으며, 샌델의 정의관은 미덕적 정의관이 강하다고 할 수 있다. 이처럼 이들 세 사람의 정의관은 같으면서도 서로 많은 차이점이 있다. 그래서 이번 연구는 노직, 롤스, 샌델의 정의관을 제시하고 그들의 관점에 따라 미술과 디자인에 적용하여 보다 심화된 미술 교육을 시도하였다. 그래서 노직의 정의관은 팝아트와 기능주의 디자인과 연계가 가능하다. 또한, 롤스의 정의관은 프랑스의 사실주의, 미국의 사회적 사실주의, 한국의 민중미술, 유니버설 디자인에 연계가 가능하며, 샌델의 정의관은 현대의 신사실주의와 적정 디자인과 연계가 가능하다. The purpose of this study is to introduce Nozick, Rawls and Sandel`s representative view of justice and connect the visual culture to provide social and political perspectives of the same age. It can be considered that Nozick`s view of justice is strongly liberalistic, Rawls`s view is strongly egalitarian and Sandel`s view is strongly virtuous. Likewise, the view of justice between these three people is same but there are also many differences in their view of justice. Therefore, Nozick, Rawls and Sandel`s view of justice was presented and the visual culture (fine arts, design) was applied each to three types of forms according to their viewpoints to attempt the integration between the justice and visual culture. Therefore, Nozick`s view of justice was linked with pop art and functionalism design, Rawls`s view was linked with socialistic realism and universal design, and Sandel`s view was linked with Neorealism and appropriate design.

쉴러의 『인간의 미적 교육을 위한 편지』가 함의하는 미적 교육의 목적 연구

이화식(Lee, Hwa-Sik) 한국미술교육학회 2012 美術敎育論叢 Vol.26 No.3

본 연구는 쉴러의 『미적 편지』에 나타난 미적 교육의 목적을 현대 우리 미술과 교육과정(2011 년 개정)에 적용하여 교육적 함의를 찾아내는 연구이다. 『미적 편지』에서 전인적 인간상을 제시하고 미적 활동을 통하여 달성하고자 하였다. 그가 추구한 ‘인간인 .이상적 인간상 (der ideale Mensch)' ,‘전인적 인간 (der ganze Mensch) ’은 감성과 이성, 자연성과 문화성, 삶과 꼴이 모순 없이 통일 (das Ganze der Menschheit)된 인간이며‘인간성의 이상(Humani tätsi deal)’‘아름다운 성격 (schöner Charakter)’을 가진 인간이다. 그의 이와 같은 미적 활동을 통한 인간 교육의 사상은 현재 우리 미적 교과인 미술 교육에 많은 시사점을 준다. 특히 “왜 미술 교육을 하는가? "라는 물음에 답을 제시해 준다. 미술 교육은 여러 가지 목적이 있다. 가령 창의성 계발이나 산업사회에 기여하는 측면, 개성의 신장, 자신의 정서 표현, 표현 능력의 계발, 사회나 문화를 이해하는 수단 등이 있을 수 있다. 그러나 인간 교육의 커다란 측면에서 본다면 교육의 역할은 지적 교육과 정서 교육이 중요한 축이라고 할 수 있다. 그러므로 미술교육의 역할도 인간 교육이 큰 축으로 자리 잡아야 한다. This study is a study that applies the purpose of aesthetic education expressed in Schiller's 『Aesthetic Letters』 to our art of today and educational curriculum(revised in 2011) and finds its educational implication. A holistic human being was offered from Schiller's 『Aesthetic Letters』. and its realization was tried through aesthetic activity. 'The ideal human', 'holistic human being' pursued by Schiller was a human being in which sense and sensibility, nature and culture, and life and look are unified without any contradiction, and it is also a human being with ideal humanity, or beautiful characters. This Schiller's thought on human education through aesthetic activity provides lessons for our art education which is our aesthetic curriculum of today. In particular, it offers an answer to the question, "why is aesthetic education needed?" Art education has several purposes. They, for instance, include contribution to development of creativity or industrial societies, development of individuality, expression of one's emotions, development of the ability to express oneself, and serving as tools to better understand society or culture. However, in a bigger picture of human education, intellectual education and emotional education are important pillars of the role of education. Thus, the role of art education should be established as an important pillar of emotional education. As 『Aesthetic Letters』 argues, art activity can serve as an important medium to naturally complete their goal character. Therefore. the goal of art education should be character education. and its curriculum should be reorganized accordingly. However. educational curriculum at national level or curriculum. Teaching, and learning that are implemented at schools tend to focus on microscopic goals. As a result, character education, the most important role of art education seems to be excluded from the process. The rigidity of today’s art education can be overcome if the true purpose of art education is found.

미술교육에서 감상의 두 가지 의미와 방향

이화식 ( Hwa Sik Lee ) 한국예술교육학회 2015 예술교육연구 Vol.13 No.3

이 연구는 미술과 감상교육에 대한 의미와 방향을 제시하는 것이다. 미술과에서 이루어지는 감상교육을 우리 교육 현장의 실정에 맞게 올바르게 적용하기 위해서는 감상의 의미를 면밀하게 탐구하는 것이 필요하다. 미술 감상은 미술적으로 미학과 비평을 배경으로 하며 미술과를 넘어서 타 학문으로는 철학과 심리학이 배경이 된다. 또한 감상을 교육하기 위해서는 교육학이 배경이 된다. 그래서 미술과에서 이루어지는 감상교육을 전체적으로 조망하고 방향을 제시하기 위해 미학과 비평뿐만 아니라 철학, 심리학을 포함한 교육적 관점에서 접근하여 교육적 감상을 제시하였다. 본 연구를 위해 주로 문헌 연구로 1) 미술 감상을 크게 ‘교수자 중심 감상’과 ‘학습자 중심 감상’으로 구분하여 그것의 요소와 배경이 되는 미학, 비평, 철학, 심리학, 교육학으로 종합하여 조망하고 분석하였다. 그리고 그것을 바탕으로 2) 현대 교육적 흐름에 맞는 미술 감상교육의 방향을 제시하였다. 이러한 규명 작업은 미술 감상교육에 도움이 될 것이다. 왜냐하면, 우리 교육 현장에서 미술과 감상교육이 막연히 이루어지고 있고, 그것이 담고 있는 역사적, 철학적, 심리적, 교육적 배경이 무엇인지 깊은 고민을 하지 않고 있으며, 또한 우리 사회가 요구하는 감상의 방향이 무엇인지 모르는 경우가 많기 때문이다. The purpose of this study is to present the right direction on the art appreciation education. To properly apply art appreciation education to our school front line situation, the thorough exploration of the meaning of appreciation is needed. The background of art appreciation is aesthetics and criticism in the sense of art, and also philosophy and psychology become the background in the sense of other discipline. In addition, pedagogy becomes the background to educate appreciation. This paper comprehensively viewed not only philosophy and psychology, but aesthetics and criticism, and also presented educational appreciation by approaching from the educational perspective. This study divided art appreciation into essentialism appreciation and pluralism appreciation, and comprehensively viewed art appreciation in terms of aesthetics, criticism, philosophy, psychology and pedagogy, which become the factors and background of art appreciation. Based on all these, this paper presented the direction of art appreciation education in line with our modern culture and educational trend. Such an examination can be helpful to art appreciation education. The reason is that art appreciation is vaguely used in our educational front line, and is used without giving deep thought on what historic, philosophical, psychological and education backgrounds are. Also, art appreciation is used without knowing the direction of art appreciation that our society requires in many cases.