초등교사의 직무에 대한 중요도 및 수행 능력의 인식 분석

김희필(Kim, Hee Pil),김효심(Kim, Hyo Shim),김영용(Kim, Young Yong) 한국실과교육학회 2007 한국실과교육학회지 Vol.20 No.2

The purpose of this study was to verify elementary school teachers’ recognition on importance and competencies of tasks consisting of job of elementary school teachers. 138 teachers answer the questionnaire to contain items on recognition of importance and competencies of 80 tasks (in 9 duties) of job of elementary school teachers. The scale of 5-Likert step was used. The results of this study were as followings: First, the means of importance of tasks consisting of job of elementary school teachers from 3.08 to 4.44.The tasks were relatively high such as, ‘giving the counsel to students’(M= 4.33), ‘observing the school life of students’(M = 4.35), ‘taking charge of his/her class’(M= 4.36), ‘analyzing the textbook contents’(M = 4.38), ‘taking the safety education’(M = 4.44). And statistic difference between man and woman teachers on importance of tasks was in 14 tasks. Second, the means of competencies of tasks consisting of job of elementary school teachers from 2.67 to 4.22.The tasks were relatively high such as, ‘investigating the relationships of students’(M = 4.01), ‘taking the safety education’(M = 4.12), ‘taking charge of his/her class’(M = 4.22), And statistic difference between man and woman teachers on capabilities of tasks was in 29 tasks. Third, the educational needs on tasks was from -0.84 to 2.71, 39(48.8%) tasks were above 1.0.

실과 교과서 기술 영역의 내용 진술에 사용된 기술 용어의 진술 특성 및 학생 집단의 인식도

김희필(Kim Hee Pil) 한국실과교육학회 2005 한국실과교육학회지 Vol.18 No.4

This study was conducted to investigate the number of technological terms and the degree of cognition of elementary school students on technological terms in Practical Arts textbooks of elementary school. The results of this study are as followings: First, the total number of technological terms in elementary Practical Arts textbooks is 103 in 5th grade and 61 in 6th grade. It comes to 6.4 per page in 5th grade and 4.4 per page in 6th grade. Second, the number of object shape-related technological terms is 93 in 5th grade and 56 in 6th grade. Theses mean 90% in 5th grade and 92% in 6th grade of total number. Third, the number of technological terms according to the type of terminology is 56(54%) in Korean or Chinese language, 32(31.4%) in English, 15(14.6%) in the mixed korean and english. Fourth, the number of technological terms with low degree of cognition of elementary school students is 55(53.45) in 5th grade, 18(29.5%) in 6th grade. That of 5th grade comes to 3.1 times compared with that of 6th grade. But the number of technological terms with high degree of cognition of elementary school students is 26 in 5th grade, 14 in 6th grade Fifth, the number of technological terms with statistic difference in degree of cognition between the gender is 10 in male group, 2 in female group of 5th grade. And that is 1 in male group, 11 in female in 6th grade.

제주대학교 비교과 졸업 인증제 운영 개선 방안

김희필(Heuipill Kim),김현수(Hyunsoo Kim) 제주대학교 초등교육연구소 2022 초등교육연구 Vol.- No.26

이 연구는 제주대학교의 비교과 졸업 인증제의 문제점을 찾고 개선 방안을 제시하는 것이었다. 제주대학교 비교과 졸업 인증 제도의 개선을 위하여 다음과 같은 아이디어를 제안하였다. 첫째, 기존 졸업 인증제 영역에서 비교과 영역 이외에 전공과 교양 영역을 추가한다. 둘째, 각 영역에서 뛰어난 실적을 낸 성취자에게 수여하는 ‘우수 인재’ 인증 제도 신설한다. 셋째, 사회 봉사, 산업 실무 능력 내용 추가한다. 넷째, 외국어 능력에 한국어 능력을 병행하여 표기하는 명칭으로 변경한다. 다섯째, 최근의 국제 동향이나 통상 비중을 감안하여 언어를 추가한다. 여섯째, 기업체 실무 능력과 관련이 깊은 자격증이나 활동을 인증할 수 있는 영역을 추가한다. 일곱째, 학과 지정 영역 이외에 개인이 선택하여 인증을 받을 수 있도록 선택 영역 마련한다. This study was to find out the problems of Jeju National University's non-major graduation accreditation system and suggest directions to improve it. The following ideas were proposed for the improvement of the Jeju National University non-departmental graduation certification system. First, in the area of the existing graduation certification system, major and liberal arts areas are added in addition to the non-specialized areas. Second, the 'Excellent Talent' certification system awarded to those who have achieved outstanding performance in each area will be newly established. Third, social service and industry practical skills are added. Fourth, the name will be changed to indicate the Korean language ability in parallel with the foreign language ability. Fifth, some languages are added in consideration of recent international trends and trade weight. Sixth, add an area that can certify certifications or activities that are closely related to corporate practical skills. Seventh, in addition to the department designated area, an optional area is provided so that individuals can select and receive certification.

기술 교과 교육의 목표와 내용 구성을 위한 기술적 능력의 구성 요인

김희필(Hee Pill Kim),김판욱(Pan Wook Kim) 대한공업교육학회 2004 대한공업교육학회지 Vol.29 No.1

중학교 기술·산업 교과서에 수록된 기술 용어 (技術 用語) 의 분석 및 교사와 학생 집단의 인식 조사

김희필(Heui Pil Kim),김옥희(Yu Ji Jin),임완성(Wan Sung Lim),이규욱(Kyu Wook Lee),오동미(Dong Mi O),김판욱(Pan Wook Kim) 대한공업교육학회 2000 대한공업교육학회지 Vol.25 No.1

This study investigated the number of technical terms in middle school Technology ·Industry textbooks and the cognition of technology teachers and students in relation to technical terms in middle school. The results of this study are as followings: (1) The mean of the numbers of technical terms in 3 textbooks is as followings, Technology·Industry 1: 366, Technology·Industry 2: 725, Technology·Industry 3: 1150. And the units in which the mean of the numbers of technical terms in 3 textbooks is highest are `Application of Computer` unit(138.7) in Technology·Industry 1, `Application of Machine` unit(261.3) in Technology · Industry 2, and `Industrial·Technology` unit(412.3) in Technology·Industry 3, and the units of the lowest mean in technical term numbers are `Basis of Drafting` unit(102.0) in Technology·Industry 1, `Basis of House Construction` unit(60.0) in Technology ·Industry 2. `Industry and Life` unit(59.0) in Technology·Industry 3. (2) Teachers(77.1%) and students(52.1%) thought that the number of technical terms is much under the current learning times per week. (3) And many students(63.6%) thought that it is difficult to understand technical terms, specially, 40% of the whole girls felt technical terms `Very difficult`. (4) The etymologies of technology term that students prefer were Korean(78.8), English(11.3%), Chinese(10.05) in preferring order. (5) Teachers thought that main causes in teaching technical terms are `textbook writing`(46.9%), `curriculum` (31.3%). And the teachers also thought that the clues to enhance the understanding of technical terms are `inserting the many illustrations (40.6%), `using the easy terms`(31.3%) with relation to `textbook writing`, `increasing the learning time per week`(50%) with relation to curriculum, `the application of various visible and audible medium (43.3%), `using of practice oriented teaching method rather than lecture oriented teaching method`(43.8%) with relation to teaching method, and `manufacture of moving picture CD ROM title`(56.3%), `publication of technical term illustration collection`(21.9%), `publication of technical term dictionary`(18.8%) with relation to teaching assistant.

2015 개정 교육과정 실과 교과서 기술 영역 단원의 내용 진술에 사용된 기술 용어 조사

김희필(Kim, Heuipil) 한국실과교육학회 2020 한국실과교육학회지 Vol.33 No.1

이 연구는 2015 개정 교육과정의 실과 교과서의 내용 진술에 사용된 기술 용어를 분석하기 위해 수행되었다. 이를 위해 2019년도에 출판된 실과 5, 6학년 6개 출판사의 수송 단원, 소프트웨어 단원, 발명과 로봇 단원을 분석하였다. 이 연구를 통하여 얻은 결론은 다음과 같다. 첫째, 5학년 수송 기술 단원의 기술 용어의 수는 197개, 6학년 소프트웨어 단원에 수록된 기술 용어의 수는 192개였으며, 6학년 발명과 로봇 단원에 수록된 기술 용어의 수는 290개였다. 둘째, 5학년 수송 기술 단원의 기술 용어 197개 중에서 사물 용어의 수는 179개였으며, 비사물 용어의 수는 18개였다. 6학년 소프트웨어 단원의 기술 용어 192개 중에서 사물 용어의 수는 43개였으며, 비사물 용어의 수는 149개였다. 6학년 발명과 로봇 단원의 기술 용어 총 290개 중에서 사물 용어의 수는 191개였으며, 비사물 용어의 수는 99개였다. 셋째, 6개 출판사 교과서의 5학년 수송 기술 단원의 기술 용어 총 197개 중에서 한글 어원의 기술 용어는 1개, 한자는 106개, 영어는 77개, 혼합어는 13개였다. 6학년 소프트웨어 단원의 기술 용어 192개 중에서 한글 어원은 4개, 한자 어원은 58개, 영어 어원은 84개 혼합어는 46개였다. 6학년 발명과 로봇 단원의 총 기술 용어 290개 중에서 한글 어원은 12개, 한자 어원은 108개, 영어 어원은 55개 혼합어는 115개였다. This study was conducted to investigate the number of technological terms in Practical Arts textbooks of elementary school which were published according to the revision of national curriculum in 2015. Each six textbook of Practical Arts for fifth and sixth graders which were published according to 2015 National Curriculum revision were used to invest the numbers. The results of this study are as followings: First, the number of technological terms in the “Transportation” unit was 197, the number in the “Software” unit was 192, and the number in the “Invention and Robotics” unit was 290. Second, the number of technological terms with names of object in “Transportation” unit for fifth graders was 179 and the number of the terms with names of non-object is 18. In the case of “Software” unit, the number of technological terms with names of object was 43 and the number of the terms with names of non-object is 149. And in the case of “Invention and Robotics” unit, the number of technological terms with names of object was 191 and the number of the terms with names of non-object is 99. Third, the number of technological terms originated in Korean in the “Transformation” unit was only one, that in Chinese is 106, that in English is 77, and that in mixed origination is 13. In the case of “Software” unit, the number of technological terms originated in Korean was 4, that of Chinese is 58, that of English is 84, and that of mixed origination is 46. And in the case of “Invention and Robotics” unit, the number of technological terms originated in Korean was 12, that in Chinese is 108, that in English is 55, and that in mixed origination is 115.

TRIZ 기법을 적용한 발명 교육 절차 모형 구안 및 타당도 검증

김희필(Kim Hee Pil) 한국실과교육학회 2007 한국실과교육학회지 Vol.20 No.1

The purpose of this study was to develop and to verify a procedure model of the invention education model applied with TRIZ techniques. The results of this study were as followings: First, a procedure model of the invention education applied with TRIZ techniques was developed. The model had 4 steps, which were ‘Activities for developing thinking capability’, ‘Learning TRIZ techniques’, ‘Activities for invention’, ‘Assessing inventions’. ‘Activities for developing thinking capability’ step had 2 activities that were convergent thinking and divergent thinking. ‘Learning TRIZ techniques’ step had 2 activities that were ‘Introduction to TRIZ theory’ and ‘Learning 40 principles of TRIZ’. ‘Activities for invention’ step had 5 activities that were ‘Identification of invention problems’, ‘Plans of invention’, ‘Application of TRIZ techniques’, ‘Imagination of inventions’, ‘Making of models’. ‘Assessing inventions’ step had 3 activities which were ‘Self-assessing’, ‘Peer-assessing’, ‘Teacher-assessing’. Second, the techniques of invention for elementary school students were 6, such as segmentation(M=4.47, CVR= .87), local quality(M=4.67, CVR= .87), merging(M=4.27, CVR= .73), multi-functionality(M=4.40, CVR= .87), nested doll(M=4.27, CVR= .87) and cheap disposable(M=4.40, CVR= .73). Third, the techniques of invention for secondary school students were 28, such as segmentation(M=4.60, CVR= .87), the other way around(M=4.60, CVR= .87), separation(M=4.40, CVR= .87) and multi-functionality(M=4.40, CVR= .87) etc.

초등학생의 창의성 교육을 위한 TRIZ 발명 교육 프로그램의 개발 및 적용 효과

김희필(Kim, Hee Pil),남승권(Nam, Seung Kwon),이한규(Lee, Han Kyu),계광선(Kye, Gwang Sun),이주호(Lee, Joo Ho),임병웅(Yim, Byung Yung),송경욱(Song, Kyung Wook),정수정(Jung, Soo Jung) 한국실과교육학회 2007 한국실과교육학회지 Vol.20 No.2

The purpose of this study was to develop the invention education program applied with TRIZ and to verify effects to enhance elementary school students creativity. The results of this study were as followings: First, the developed program was based on 16 TRIZ such as segmentation, local quality, symmetry change, merging, multi-functionality, nested doll, weight compensation, equipotentiality, intermediary, self service, cheap disposables, flexible shells and thin films, optical property changes, homogeneity, discarding and recovering, composite materials. Second, a teacher and students participated in the program evaluated that the contents of the program was effective in invention. Third, the program was effective in improving students creative characteristics. Forth, the program was effective in enhancing students creativity, especially fluency.

RFID 기술을 활용한 시각장애인용 사물인식 앱 설계

고은빈(Eunbin Ko),김보람(Boram Kim),김슬기(Seulki Kim),소선우(Seonwoo So),채호(Ho Chae),심재희(Jaehee Shim),김희필(Heuipil Kim),박남제(Namje Park) 한국정보과학회 2018 한국정보과학회 학술발표논문집 Vol.2018 No.6

자동 앱 상태분석을 통한 편리한 스마트폰 관리 앱 설계

강효승(Hyosueng Kang),고가림(Garim Go),김소정(Sojeong Kim),문준서(Junseo Moon),허준석(Joonsuk Heo),황다원(Dawon Hwang),김효정(Hyojeong Kim),서강훈(Kanghoon Seo),김희필(Heuipil Kim),박남제(Namje Park) 한국정보과학회 2018 한국정보과학회 학술발표논문집 Vol.2018 No.6