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미래교육 담론에 나타난 학생 행위주체성 개념 탐색: OECD Education 2030 프로젝트에 대한 (재)해석
김종훈 ( Jonghun Kim ) 한국교육과정학회 2022 교육과정연구 Vol.40 No.2
This study aims to theoretically explore the OECD’s notion of student agency and to derive implications for curriculum development and implementation. This study first examines the situation in which student agency has become a key idea in the recently formed discourse on education reform and future education through the cases of the OECD’s Education 2030 project and Korea’s 2022 Revised Curriculum. Subsequently, this study confirms that student agency extends beyond the individual to social relationships from the characteristics of individuals who drive specific actions. Although the OECD does not acknowledge this, the notion of student agency expands into ‘performative agency’ when exploring the recent postmodern discourse on the theory of performativity. Though such an attempt, this study tried to derive the implications for curriculum development and implementation from the perspective of postmodern discourse on student agency.
디젤연료의 열분해를 이용한 매연 입자 생성에 대한 연구
김종훈(Jonghun Kim),오광철(Kwangchul Oh),남연우(Younwoo Nam),이천환(Chunhwan Lee),이춘범(Chunbeom Lee),고상철(Sangchul Ko) 한국자동차공학회 2010 한국자동차공학회 학술대회 및 전시회 Vol.2010 No.11
The experiment of diesel pyrolysis has been performed to clarify the soot formation process without oxidation. The influences of temperature, residence time and lube oil addition on soot formation have been investigated with the particle size distribution, morphology, thermal analysis and C/H ratio. The results show that soot formation from diesel pyrolysis strongly depends on both temperature and residence time. The critical temperature for soot evolution is about 1100 oC, of which primary particle diameter is about 20 ㎚. As the temperature and residence time increase, diesel soot became more matured particle, i.e. the higher C/H ratio and the larger particle size, and the higher ignition temperature. The carbonization process of diesel soot through pryrolysis is also found to be weakly affected by dosing of 5 % lube oil to diesel fuel. The results could provide not only an information for the modelling of diesel soot formation without oxidation but also the methodology on the design of soot generator for the after treatment system.
DPF의 Crack 상태에 따른 PM 배출 특성에 관한 실험적 연구
김종훈(Jonghun Kim),오광철(Kwangchul Oh),이경복(Kyungbok Lee),김덕진(Deokjin Kim),이천환(Chunhwan Lee),이춘범(Chunbeom Lee) 한국자동차공학회 2010 한국자동차공학회 학술대회 및 전시회 Vol.2010 No.11
Several problems with exhaust gas emitted by diesel engine must be solved. Especially particulate matter (PM) is the major concerns. To reduce emission of diesel soot, diesel particulate filter (DPF) has become widely known as an indispensable after-treatment component of the purification of the PM in the diesel exhaust gas. DPF is damaging by various forms such as whitening and crack due to controlled or uncontrolled regeneration and uncertain reasons, and there is no clear criterion to judge the cracked filter. So, we hope to classify the degree of filter crack using the particle emission characteristics. Filtration efficiency of PN for cracked filter is varying from time to time, it is showing a big differences by the test number. But, some failure shows no difference of PM filtration efficiency with fresh filter. In this study, we hope to find two objectives. First, it is find the reduction efficiency of PM mass & number for fresh and cracked filters. Second, we standardize the crack level of filter.
교사학습공동체 교사들이 인식하는 ‘수업 나눔’의 의미와 그 특징
김종훈(Jonghun Kim) 학습자중심교과교육학회 2019 학습자중심교과교육연구 Vol.19 No.23
이 연구는 자발적이고 지속적인 노력을 통한 교사의 수업 전문성 신장 사례를 탐색하고, 효과적인 전문성 신장 방안의 전략으로서 교사학습공동체를 통한 수업 나눔사례를 탐색하는 데에 그 목적을 둔다. 이를 위해, 이 연구는 초등학교 교사로 이루 어진 한 교사학습공동체를 대상으로 질적 사례 연구를 수행함으로써, 교사들이 인식하는 ‘수업 나눔’의 의미는 무엇인지, 이들의 의미형성에 나타난 주요 특징은 무엇인지를 탐색하였다. 연구 결과, 교사들이 인식한 수업 나눔의 의미는 ‘교수 실천에 대 한 성찰의 기회’, ‘협력적 학습의 장’, ‘공동의 수업 설계 과정’, ‘정서적 유대감을 공유하는 공간’이었다. 또한, 교사들에 의해 형성된 수업 나눔의 의미에는 교사의 전문성 신장과 관련된 주요 특징들이 발견되었다. 이러한 연구 결과를 토대로 이 글은 향후 교사의 의미형성과 관련된 후속 연구와 교사교육 관련 제도 및 정책에 주는 시사점을 제안하였다. The purpose of the study is to explore the case of improving teachers’ professionalism through voluntary and continuous efforts of sharing pedagogical experiences through teacher learning community. Specifically, this article examined the meaning of ‘lesson sharing’ formed through teacher learning community and the main characteristics of theteachers’ meaning-making. For elementary teachers, lesson sharing means ‘the opportunity to reflect on teaching practice’, ‘the field of collaborative learning’, ‘the process of collective lesson planning’, and ‘the space to share emotional bonds’. In addition, the meaning of lesson sharing formed by teachers was found to be related to teacher professional development. Based on the findings, the article suggested implications for future studies and teacher education in relation to teachers’ meaning-making.