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鄭漢模 한국일본교육학회 2018 한국일본교육학연구 Vol.22 No.3
The purpose of this study is to examine the introduction and the spread of Active Learning (AL) in Japan. Japanese society has faced a long-term economic downturn with the end of the high economic growth period in the 1990s. This change prompted Japanese society to turn into a society that emphasizes the creation of innovation through reconstructing learned knowledge rather than reproducing it, thereby prompting ‘change in education policy’ accordingly. At the same time, each university was experiencing ‘change of matriculants’ due to the increase of matriculants, such as diversification of students’ basic knowledge, learning method, motivation and needs. The change has made it difficult for university teachers to proceed with a traditional one-sided teaching method and they naturally became aware of the necessity of new teaching methods. AL was adopted against a background of these ‘changes’. At present, AL in universities is being developed in the form of Faculty Development, Flipped Learning and the Articulation between High School and University. In the future, AL is expected to spread not only to the higher education level but also to the elementary and secondary education level. However, there are still some problems to be solved such as the development of evaluation tools for students, the development of tools for verifying the effectiveness of AL itself, and a forcibleness of AL. 本研究の目的は、日本におけるアクティブラーニングの導入と展開について考察し、その事例として京都大学高等教育研究開発推進センター(以下、センター)の研究と実践を提示することである。本研究で取り上げるセンターは、1994年に京都大学内に設立された教育研究施設である。設立されてからアクティブラーニングに関する研究及び実践に活発に取り組んできており、日本におけるアクティブラーニングを理解することにあたって土台になり得る施設である。日本社会は、1990年だに入り、高度経済成長期の終焉に伴い、長期的な経済的低迷に直面した。こうした変化は、日本社会が、知識を習得して再現することより、習得した知識を再構築してイノベーションを見い出すことを重要視する社会にシフトする契機となり、「教育政策の変化」を促した。一方同時期、日本の各大学は大学入学者数の増加によって、学生たちの基礎知識、学習方法、動機、ニーズの多様化のような「大学入学者の変化」を経験していた。このような変化によって、大学の教員たちは、従来の一方向的な教授法では授業が難しいと感じていた。大学内部では、自然に新しい教授法が求められ始めた。以上の「教育政策の変化」と「大学入学者の変化」を背景に導入が進められたのが、アクティブラーニングである。現在、各大学内でアクティブラーニングに関する鳥雲としては、主に教授開発、反転授業、高大接続をあげることができる。将来、アクティブラーニングは高等教育段階のみならず初等中等教育段階にまで拡散すると予想される。しかし、アクティブラーニングの導入について、アクティブラーニング型授業に参加した学生たちに対する評価ツールの開発、アクティブラーニング自体の効果を検証するツールの開発、アクティブラーニングが有する人為性などの課題も指摘されている。
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N-alkyl pyridinium bromide 와 N-alkl quinolinium bromide 를 이용한 당액 정제에 관한 연구
윤구식,정한모 울산대학교 1982 연구논문집 Vol.13 No.1
Pyridine 및 Quinoline을 n-alkyl bromide와 반응시켜 얻어지는 양이온 계면활성제인 N-alkyl pyridinium bromide와 N-alkyl quinolinium bromide를 이용하여 당액정제실험을 행하여 다음과 같은 결과를 얻었다. 양이온 계면활성제의 사용량이 증가함에 따라 탈색율이 증가하나 일정량 이상을 가하면 오히려 감소하였다. 이 감소현상은 착색 불순물의 재용해에 기인한다. 또 비수용성화합물의 형태로 변화된 착색물질의 일차응집에 사용된 P₂O??의 양이 증가할수록 탈색효과가 증가하였으며, 사용한 양이온 계면활성제의 소수성이 증가할수록 탈색율이 증가하는 경향을 보였다. 이로부터 당액정제에 사용되는 양이온 계면활성체는 그 수용성에 큰 장애를 주지 않는 한 소수성이 클수록 탈색효과가 큼을 알 수 있다. The decolorization effect of cationic surfactant, N-alkyl pyridinium bromide and N-alkyl quinolinium bromide, on sugar solution was investigated. The decolorization was increased with the amount of surfactant used. But, in the case of too much dosage, the decolorization was rather reduced. It is due to the redissolution of colorant-sufactant complex. And the decolorization was increased with the amount of P₂O?? used and with the hydrophobicity of the cationic surfactant used. It can be derived from these results that the decolorization effect of cationic surfactant is increased with the hydrophobicity, so long as the solubility of surfactant in water is not largely damaged.
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N,N-dialkyl piperidinium bromide 와 N,N-dialkyl morpholinium bromide를 이용한 당액 정제에 관한 연구
윤구식,정한모 울산대학교 1982 연구논문집 Vol.13 No.2
Piperidine 및 morpholine을 n-alkyl bromide와 반응시켜 얻어지는 양이온 계면활성제인 N,N-dialkyl piperidinium bromide와 N,N-dialkyl morpholinium bromide를 이용하여 당액정제 실험을 행하여 다음과 같은 결과를 얻었다. 양이온 계면활성제 및 P?O?의 사용량이 증가함에 따라 탈색율이 증가하였다. 한편, 계면활성제의소수성이 증가함에 따라 탈색율이 감소하였는데 이는 계면활성제와 당액중 불순물과의 반응에서 거대한 alkyl기의 입체장애가 증가함에 의한 것으로 생각된다. The decolorization effect of cationic surfactant, N,N-dialkyl piperidinium bromide and N,N-dialkyl morpholinium bromide, on sugar solution was investigated. The decolorization was increased with the amount of surfactant and P₂O? used. And the decolorization was decreased with the hydrophobicity of surfactant used. This decrease was attributed to the increase of the steric hindrance of two bulky alkyl group at the reaction with colorant.
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