대상포진후 신경통 환자에서 Ketamine의 경구 투여 경험 - 증례 보고 -

김용익 ( Young Ik Kim ),정재윤 ( Jai Yun Jung ),채원석 ( Won Seok Chae ),황경호 ( Kyung Ho Hwang ),박욱 ( Wook Park ) 대한통증학회 2003 The Korean Journal of Pain Vol.16 No.1

초등 실과 전담 교사제 운영에 관한 연구

김용익(Kim Yong Ik) 한국실과교육학회 2001 한국실과교육학회지 Vol.14 No.4

The purposes of this study were to justify the need of exclusive responsibility teacher system operation in elementary practical arts subject, to examine teachers’ opinion about this system. This study were carried out through literature review and survey. The major findings and recommendations of this study were as follows. 1. Considering characteristics of practical arts education and trend of societal specialization, we need to introduce and operate the exclusive responsibility teacher system in elementary practical arts subject positively. 2. It is not easy to get exclusive responsibility teachers for practical arts education because of low preference for the system. So it was recommended that advantage should be given to them so that a lot of teachers could apply. 3. There were few teachers who took courses for practical arts in the form of in-service teacher education. So more in-service education opportunities should be given to teachers who wish to learn about practical arts subject. 4. In the selection of educational contents for exclusive responsibility teachers for practical arts education, first of all, information communication technology, product maneuvering, teaching method of practical arts subject should be emphasized. 5. Teaching and evaluating method in exclusive responsibility teachers education for practical arts should be done in experiment and practice centered as teachers demand. 6. Teachers’ satisfaction degree toward teacher education in practical arts subject was very low. Therefore, curriculum for teacher education should be reorganized so that all teachers can like and satisfy themselves in the future.

교육대학교 초등생활기술의 문제중심학습 수업 설계

김용익(Kim Yong Ik) 한국실과교육학회 2005 한국실과교육학회지 Vol.18 No.1

Purposes of this study were to establish a learning object of EST(Elementary School Technology), develop suitable PBL(Problem-Based Learning) problems, design a plan of teaching and learning process of EST at National University of Education on the assumption that there were a lot of similarities between EST and PBL. This study was carried out through literature review and analysis of materials related to PBL and EST. Learning object was set up in the form of general object and behavioral object(cognitive, psycho-motor, and affective domain) for the purpose of developing PBL problems. Teaching and learning model of EST by PBL was supplemented at the base of traditional PBL model. It consisted with preparation, presentation of problem situation, planning, implementation, announcement of output, and evaluation step. PBL problems for EST were developed in the field of such as ‘drawing of a house plane figure’, ‘expression of object using Soma Cube’, ‘Puzzle game using Soma Cube’, ‘making moving object’, ‘making multi-purposive tool box’, ‘Using of 3 line switch’, ‘making an electric light stand’, ‘Knowing types and use of wood material for processing’, ‘making magazine stand with wood’, ‘cultivation of ethical consciousness about computer’, and ‘Using of word processor’. Among them, ‘making magazine stand with wood’ problem was designed as a plan of teaching and learning process for the practical application at National University of Education. And, some applying guide for teaching and learning process of EST by PBL for was proposed.

초등학교 예비교사들의 설계 제도 능력 향상을 위한 CAD의 활용방안

김용익(Kim Young Ik) 한국실과교육학회 1998 한국실과교육학회지 Vol.11 No.1

The objectives of the study were to investigate concepts, characteristics of CAD in design and drawing, and to search for directions of CAD’s practical use for fostering of trainee-teachers’ design and drawing competence in primary school. The study was carried out through reviews of literature and CAD’s practices. The major recommendations of the study were as follows ; 1) Although relative importance of CAD’s practical use is gradually increasing, there are many difficulties in establishing educational goals and selecting educational contents because concepts, roles and limits of CAD are not clear. So, analytic studies are needed so that relationships between design-drawing and CAD are more clear. 2) Simple CAD softwares and materials for design-drawing education should be developed variously so that students can obtain and become familiar with them easily. Also, it should be designed assiduously by a group of experts for design-drawing and CAD. 3) Henceforth, more systematic and elaborate approaches in establishing educational goals and selecting educational contents should be followed.

G 교육대학교 "학습지도실습(학습보조교사)제"에 대한 예비교사들의 인식 분석

김용익 ( Yong Ig Kim ) 부산대학교 과학교육연구소 2015 교사교육연구 Vol.54 No.2

이 연구는 G 교육대학교에서 2013년부터 도입하여 적용하고 있는 ‘학습지도 실습(학습보조교사)제’의안정적인 정착 방안을 모색하기 위하여 참여한 예비교사들을 대상으로 이 제도의 당면 과제와 개선안등 인식 정도를 조사하였다. 학습지도실습(학습보조교사)제에 참여한 예비교사 599명의 절반 정도에 해당하는 300명의 예비교사에게 설문지를 배부하여 회수한 258매를 통계처리 하였으며, 사용된 통계 기법은 평균, 표준편차, χ² 분석, 일원변량분석법이다. 결론 및 제언은 다음과 같다. 첫째, 제도의 명칭과 관련하여 ‘교과교육실습제’ 또는 ‘학습보조교사제’보다는 ‘학습지도실습제’라는 명칭에 대한 예비교사들의 선호도가 높았다. 따라서 ‘학습지도실습제’라는 명칭의 사용을 적극 제안한다. 둘째, 학습지도실습(학습보조교사) 파견 이전에 학습부진아 이해, 실습생으로서의 매너, 교육실습 프로그램의 마련, 현장 지도교사를 대상으로 한 사전교육 등을 강화할 필요가 있다. 셋째, 전국 최초로 도입ㆍ운영하고 있는 학습지도실습(학습보조교사)제는 예비교사들에게 교육현장의 본질을 경험하게 할 수 있는 검증된 제도이므로 전국의 초등교원양성대학교에 이를 확산ㆍ보급할 필요가 있다. 넷째, 예비교사들이 실습을 갔다 와 대학교에서 오후 수업을 들어야 할 경우 신체적인 피곤하기 때문에 많은 어려움을 겪고 있으며, 실습기간의 경우에도 15주(120시간)는 너무 길다는 지적이 많았다. 따라서 이후 정규 교육과정에 안정적으로 정착하기 위해서는 대학교의 강의시간표를 조정하고, 시교육청과 협의하여 실습기간을 10주(80시간) 정도로 축소하는 것을 고려할 필요가 있다. 다섯째, 예비교사의 상황변인, 즉 성별, 경험학기별, 심화과정 유형별에 따라 학습지도실습(보조교사)제에 대한 인식 정도가 다른 점을 고려하여, 상황변인에 따라 차별화하여 사전 지도 및 사후 관리를 할 필요가 있다. This study was introduced in 2013 and applied in the G national university education`` instructional practice (learning support staff). The study investigated the participating pre-service teachers perceptions in order to identify challenges and to suggest improvement measures. The findings were as follows: First, with regard to the name of the program, ``curriculum teaching practice`` and ``Learning support staff`` were not preferred as the participants had a higher affinity for the term ``instructional practice``. Therefore, we propose the use of the term ‘instructional practice``. Second, to strengthen the effectiveness of the program the introduction of the course should be aimed at the pre-service teacher``s understanding of the purpose and goals of the course. Third, based on the effectiveness of the country ``s first instructional practice (learning support staff) program which provided pre-service teachers with an authentic teaching experience should be extended to elementary teachers nationwide. Fourth, pre-service teachers reported difficulty actively participating throughout the entire program do to the length and time demands of the 15 weeks (120 hours) program. Therefore, adjusting the lecture timetable of the University, in consultation with the Department of Education should be reduce to 10 weeks (80 hours). Fifth, the pre-service teacher training course should include pre- guidance and follow-up elements to account for gender and length of study differences among pre-service teachers.

보건의료 주민참여의 정의와 전략에 대한 연구

김용익 ( Yong Ik Kim ) 한국보건행정학회 1992 보건행정학회지 Vol.2 No.2

경피적 관동맥 확장술의 시술량과 조기 시술결과의 관련성

김용익,김창엽,이영성,김선민,이진석,오병희,강영호,Kim, Yong-Ik,Kim, Chang-Yup,Lee, Young-Sung,Kim, Sun-Mean,Lee, Jin-Seok,Oh, Byung-Hee,Khang, Young-Ho 대한예방의학회 2001 Journal of Preventive Medicine and Public Health Vol.34 No.1

Objectives : To explore the relationship between Percutaneous Transluminal Coronary Angioplasty(PTCA) volume and the associated immediate outcome. Methods : A total of 1,379 PTCAs were peformed in 25 hospitals in Korea between October 8 and December 31 in 1997. Data from 1,317 PTCAs (95.5%) were collected through medical record abstraction. Inter-observer reliability of the data was examined using the Kappa statistic on a subsample of 110 PTCA procedures from five hospitals. Intra-observer reliability of the data was also examined. PTCA success and immediate adverse outcomes were selected as the outcome variables. A successful PTCA was defined as a case that shows less than 50% diameter stenosis and more than 20% reduction of diameter stenosis. Immediate adverse outcomes included deaths during the same hospitalization, emergency coronary artery bypass graft (CABG) within 24 hours after PTCA, and acute myocardial infarction within 24 hours after PTCA. The numbers of PTCAs performed in 1997 per hospital were used as the volume variables. Results : Without adjusting for patient risk factors that may affect outcomes, procedures at high volume hospitals ($\geq200$ cases per year) had a greater success rate (P=0.001) than low volume hospitals. There was a marginally significant difference (P=0.070) in major adverse outcome rates between high and low volume hospitals. After adjusting for risk factors, there were significant differences in procedural failure and major adverse outcome rates between high and low volume hospitals. Conclusions : After adjusting for patient clinical risk factors, the hospital volume of PTCA was associated with immediate outcomes. It is recommended that a PTCA volume per year be established in order to improve the immediate outcome of this procedure in Korea.

교육대학교 실과교육 프로그램 개발 요구분석

김용익(Kim Yong Ik) 한국실과교육학회 2004 한국실과교육학회지 Vol.17 No.4

The purpose of this study was to assess need for practical arts education program development at National Mniversity of education. The population for this study consisted of all the 3th, 4th grade trainee-teachers, all practical arts professors currently being at nationwide National University of Education, all teachers at nationwide elementary school. A random sample of 1,363 cases was chosen for this study. A survey instrument was developed from the review of literature to collect data. The result of this study were as follow: 1) It was proposed that standard plan of practical arts lesson applied at nationwide colleges of education should be developed for an effective teacher education. 2) Choosing contents of practical arts subject, first of all, an emphasis should be given to connection with practical arts of elementary school and relationship with real life. 3) The degree of educational need in practical arts education part was most high among four parts. So these results should be reflected at developing an instructing materials for compulsory course. 4) The degree of educational need in home economics part was relatively high at consumers’ economy education, consumers’ right and consumption environmental problem, relationship with nutrition and health. 5) The degree of educational need in life science part was relatively high at an understanding of agriculture and life engineering, a practice using garden plant, an understanding of agricultural environment preservation. 6) The degree of educational need in life technology part was relatively high at understanding and manipulation of a robot for education, understanding of machine and equipment in life.

교육대학교 초등기술교육 체험활동 수업 개선 방안

김용익(Kim Yong Ik) 한국실과교육학회 2017 한국실과교육학회지 Vol.30 No.2

이 연구는 교육대학교 초등기술교육 체험활동 내용을 개선할 목적으로 문헌 연구와 조사연구에 의해 이루어졌다. 조사 연구는 G교육대학교 ‘실과교육1’ 수강생 3개 반, 105명을 대상으로 4주간 3개 주제에 대하여 초등기술교육 체험활동 수업을 실시한 후에 의견을 조사, 분석하였다. 태양광 자동차 만들기, 종이 탑 쌓기, 달걀 받침대 만들기 활동에 대하여 각각 수업 설계개요, 수업에서 고려할 점, 발명교육 내용표준과의 관련성 및 내용지식을 제시하였다. 또한, 초등학교 예비교사들이 인식하는 초등기술교육 체험활동 내용으로서의 적합성, 흥미도, 창의적문제해결능력에 도움이 되는 정도, 초등교육현장에 도움이 되는 정도를 조사하였다. 예비교사들이 인식하는 정도의 평균값은 4.74로 매우 높았으며, ‘달걀 받침대 만들기’ 내용이 4개의 각 영역에서 가장 높게 나타나 학생들이 가장 선호하고 있음을 알 수 있었다. 성별에 따른 차이 검증 결과에 의하면, 대체로 남자가 여자에 비하여 체험활동 내용을 더욱 긍정적으로 받아들이고 있는 것으로 나타났다. 교육대학교 초등기술교육 체험활동 내용 개선을 위하여 제언하면 다음과 같다. 첫째, 태양광 자동차 만들기, 종이 탑 쌓기, 달걀 받침대 만들기 활동은 예비교사들의 호응이 매우 높으므로 타 교육대학교로 확산할 필요가 있다. 둘째, 팀은 남녀를 적절히 혼합하여 3~4명으로 구성하는 것이 바람직하다. 그렇게 해야 남녀간에 따른 기술적 소양의 차이를 극복하고, 팀원의 참여 기회도 극대화할 수 있다. 셋째, 태양광 자동차 만들기 활동은 사전에 자동차의 구조와 작동 원리, 제작 요령 등을 충분히 숙지시켜야 예비교사들의 시행착오를 최소화할 수 있다. 또한, 평가에 대한 예비교사들의 불만을 없애기 위하여 경기 규칙을 미리 숙지시킬 필요가 있다. 넷째, 종이 탑 쌓기 및 달걀 받침대 만들기 활동은 사전에 다양한 성공 사례를 보여줌으로써 의욕적인 참여를 독려할 필요가 있다. 그리고 활동이 시작되면 다른 팀의 아이디어를 도용하지 않도록 지도해야 한다. This study including both literature and experimental research aimed to improve the contents of lectures in elementary school technology education at a National University of Education. 105 students of Practical Arts Education 1 at G National University of Education participated in the study. Participants’ opinions of the experiment activities on three subjects were collected. Teaching contents under this investigation such as making solar cars, building paper towers, and making egg pedestals were presented. The outline of instructional design, the points to be considered in class, the relevance to invention education contents standard and knowledge were also presented. In addition, the appropriateness, interest, usefulness of creative problem-solving ability and usefulness of pre- service elementary school teachers were investigated. The average value of pre - service teachers perception was very high (4.74), and the making egg holder contents were the highest in the four areas. According to the result of the gender difference test, it was found that male participants generally accept the contents of invention experience activities more positively than female ones. Recommened areas for improvement in teaching contents include: First, the activities of solar car making, paper tower building, and egg pedestal making are very popular among the pre - service teacher education programs, so they need to be adopted by other education universities. Second, it is desirable that when assigning team work, teams should consist of three or four members. Mixing male and female students. which may overcome the differences in technical literacy among men and women, and to maximize the opportunity for team members to participate in learning activities. Third, it is necessary for students to fully understand the structure, operation principles, and manufacturing instructions of the car in advance to minimize the trial and error. It is also necessary to know the rules of the game in advance in order to eliminate complaints from the preliminary teachers. Fourth, it is necessary to actively participate in the activities of building paper towers and egg cradles by showing various successful cases in advance. And when the activity starts, it is highly recommended that students should develop their own creativity, not using other teams’ideas.

교육대학교에서 펀 경험(Fun Experience)을 통한 발명교육 방안

김용익(Kim, Yong Ik) 한국실과교육학회 2017 한국실과교육학회지 Vol.30 No.1

이 연구는 교육대학교에서 많은 예비교사들이 발명교육 관련 과목을 선택하여 보다 즐겁고 재미있게 공부하고 연구하게하기 위해서는 이론적인 축적이 필요하다는 생각에서 시작되었다. 무엇보다도 예비교사가 즐거워하고 중요한 내용이라고 생각한다면 앞으로 우리나라 발명교육은 더욱 활성화될 수 있을 것으로 생각을 했고, 이를 위해서는 펀 경험의 이론적인 틀과 적용 가능성을 탐구할 필요가 있다. 발명교육이 스포츠, 게임, 영화 등에서처럼 학습자들이 펀하게 느낄 수는 없을까 하는 바람이 있었다. 펀 구성요소 관점에서 발명교육 내용표준을 분석해보았는데, 발명교육의 내용은 학습자들이 펀하게 학습할 수 있음이 확인되었다. 다시 말해, 실생활과의 관련성, 학습자 주도적인 학습, 호기심, 기대감 등의 내적 요소뿐만 아니라 통합교과, IT기반 환경, 참여, 팀워크, 격려와 피드 백, 표현도구, 실제적 환경 등의 외적 요소를 충족시키고 있었다. 발명교육을 펀 경험과 접목 시키기 위한 적절한 연구였다고 판단된다. 펀 경험에 기초하여 교육대학교 발명교육 방안으로는 펀(Fun), 범교과적 통합성(Unification), 발표(Notification) 기회 부여, 팀워크(Teamwork), 불완전한(Half-baked) 성격의 과제, 격려와 피드 백(Encouragement & Feedback), 주인 의식(Owner sprit), 여유 있는(Relaxed) 활동 지향적 경험, 강한 열망(Yearning)을 제시하였다. 교육대학교에서도 교육수요자 중심으로 패러다임을 바꾸고, 그 대안으로 펀한 발명교육이 이루어지도록 해야 할 것이다. 추후에는 펀한 발명교육 수업 모형, 타과목과의 융합된 과목, 펀한 발명수업 사례를 발굴하고 그 효과를 검증하기 위한 연구도 이루어져야 할 것이다. This research began with a realistic problem that many pre-service teachers at the national university of education could choose the subject of invention education, study and research more fun. First of all, if the pre-service teacher is pleased and thinks that it is important contents, it is thought that the invention education of our country will be more resilient. There was a desire that learners receiving inventive education should have fun as in sports, games, and movies. From the perspective of fun elements, I analyzed the content standard of invention education, and it was confirmed that the content of invention education was enough for learners to learn happily. In other words, they met external factors such as integrated subject, IT-based environment, participation, teamwork, encouragement and feedback, expression tools, and practical environment as well as internal factors such as relevance to real life, learner-led learning, curiosity and expectation. It is thought that it was appropriate study to combine invention education with fun experience. Based on the fun experience, I named it Fun experience as a way to educate pre-service teachers. In other words, as a plan of invention education, Fun, Unification, Notification opportunity, Teamwork, Half-baked problems, Encouragement & Feedback, Owner sprit, Relaxed activity-oriented experience, and stronger Yearning. In national university of education, the paradigm should be changed in the direction of education demanders, and education of fun inventions should be made as an alternative. It is necessary to study for the purpose of discovering the fictional invention education class model, the fusion course with other subjects, and the example of the funny invention class and to verify the effect.