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Blended Learning 전략을 적용한 공동실습소 교수-학습 모형 개발
배동윤,최완식,이병욱,안광식 대한공업교육학회 2005 대한공업교육학회지 Vol.30 No.1
The purpose of this study is to develop the Public Practice Center's teaching-learning model by applying blended learning strategies which is complementary to the expected problems such as expansion of the educational object and diversity of the curriculum to maximize the educational effect and to analyze activation types of the Practical Practice Center to expand the Public Practice Center's function and role by studying the document. Blended Learning Strategies are established in consideration of the following eight (8) factors ; learning environment, learning purpose, learning contents, learning time, learning place, learning type, learning media, type of interaction. It is redesigned and amended to the KEDI's individual confirmation instruction model for skill learning (1975) which is considered to be effective in the filed of education by applying features, educational contents of the Public Practice Center's teaching and merit of Blended Learning Strategies simultaneous. This model is composed of six (6) steps as shown below; 1. Understanding on the purpose and orientation 2. Observation for demonstration of fundamental skill 3. Ex on-line learning4. Acquirement of element skill 5. Confirmation for acquirement of fundamental skill 6. After on-line learning. Further to this, this model is designed so that the above eight factors will be applied to the students effectively and the merit of e-learning and off-line practice will be mixed to the learner's expectation and satisfaction.
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이영민,배동윤 대한공업교육학회 2008 대한공업교육학회지 Vol.33 No.2
This study has 4 purposes which are as the followings. First, it is to lay out the project based learning method which enables students to improve their creative skills. Second, it explains the appropriate way to apply the project based learning method to real learning situations. Third, it identifies how the students recognize the effectiveness of learning after the learning method has been applied. Finally, it discusses how learners recognized the effectiveness of project based learning method and how it enhanced their creative skills . During this study, research was conducted on students at J Industrial technical high school in a real learning situation. The study included 60 participants from 2 classes selected from 9 classes in third grade at the high school. Data was collected using surveys. Results indicated participants recognized the project based learning method allowed them to solve problems creatively. It enabled them to improve their creative skills and apply them to learning situation. Also, they recognized that this method provided them with varying creative thinking opportunities. The most effective technique to improve their creative skills was the brainstorming(42%), followed by creative problem solving(17%), and then the checklist method(15%). The content creation(32%), topic selection(32%), and project implementation(18%) for presentations best illustrated student originality. 이 연구의 목적은 공업 기술적 창의력 함양을 위한 프로젝트 학습법을 구안하고 이를 교실 수업 현장에 적용하여 그 효과에 대한 학습자들의 인식을 알아보고 그 시사점을 제시하는 것이다. 이 연구는 J기계공업고등학교 실습장 환경에서 시행된 현장연구이다. 연구방법은 문헌 연구에 기초하여 창의력 함양을 위한 프로젝트 학습법을 구안하였고, 그것을 적용한 후 학습자들을 대상으로 설문조사를 통하여 효과를 알아보았다. 이 연구 결과 공업 기술적 창의력 함양을 위한 프로젝트 학습이 추후 학습자들의 창의적 문제해결에 도움이 될 것이고, 공업 기술적 창의력 함양에 도움이 되었으며, 다양한 공업 기술적 사고 기회를 제공했다고 학습자들은 인식하였다. 특히, 창의력 함양에 가장 효과적인 것으로는 브레인스토밍 기법(42%), 창의적 문제해결법(17%), 체크리스트법(15%) 순이었다. 또한, 독창성을 가장 많이 발휘할 수 있었던 프로젝트 학습과정은 프리젠테이션 콘텐츠 제작 단계(32%), 주제선정 단계(22%), 실행단계(18%) 순으로 나타났다.
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공업계 고등학교 학생들의 직업기초능력의 수준과 개선 방안
안광식,최완식,배동윤,박락영 대한공업교육학회 2005 대한공업교육학회지 Vol.30 No.2
The purpose of this study is to measure the level of the key competencies of industrial high school students and to use it as the basic material so as to improve the key competencies. The subject was 359 industrial high school students(boys: 244, girls: 115) in Seoul, Daejeon, Gwangju, and Busan. The instrument used to measure the key competencies is that developed by Cheol-Young Jeong, which was partly revised with the help of a group of experts. The results of this study showed some of skills were below an average of 3.0, which were writting skill(M=2.85) and speaking skill(M=2.96) in communication skills, logical thinking(M=2.98) in problem solving skills, leadership skill(M=2.88) in interpersonal skills, and self-improvement skill(M=2.96) and the spirit of public service(M=2.93) in self-management and self-improvement skills. But technology skills were above an average of 3.0. And it appeared that technology skills(P=.023) depended on having a certificate or not, and so did communication skills(P=.020) and problem solving skills(P=.034) on the types of a course(employment or entrance into a college). So, to strengthen the key competencies which appeared below an average of 3.0 in this study, not only does the curriculum of industrial high schools need to be reorganized, but systematic strengthening program of key competencies should also be developed.
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오버헤드 스쿼트를 실시하는 동안 비탄력 테이핑의 엉덩관절 적용에 따른 동적 무릎 밖굽이가 있는 대상자의 무릎 내측 전위와 하지의 운동형상학의 변화
최고은,정종철,배동윤,박원영,안다인,신용일,고성화,김준석,김수용,Go-eun Choi,Jong-chul Jung,Dong-yun Bae,Won-young Park,Da-in An,Young-il Shin,Sung-hwa Go,Jun-seok Kim,Soo-Yong Kim 대한고유수용성신경근촉진법학회 2023 PNF and Movement Vol.21 No.3
Purpose: The purpose of this study was to evaluate changes in the lower extremity kinematics of subjects with dynamic knee valgus after we applied non-elastic tape while they performed overhead squat. Methods: Twenty-five subjects (12 females, 13 males) with dynamic knee valgus participated in this study. Hip and knee joint kinematics and medial knee displacement were measured during overhead squat with and without hip correction taping. Results: Hip joint internal rotation, knee valgus, and medial knee displacement were significantly lower during overhead squat with hip correction taping than without hip correction taping, but there was no significant difference in hip joint flexion and abduction. Conclusion: Hip joint correction using non-elastic taping is recommended to subjects with dynamic knee valgus to improve their lower extremity movement and alignment during overhead squat.
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