Ergo-oxyscreen을 이용한 국민체조의 운동강도와 에너지 소모량 연구

이규동 ( Kyu Dong Lee ),이대선 ( Dae Sun Lee ) 건국대학교 교육연구소 1993 교사와 교육(구 교육논집) Vol.17 No.-

The results of analysis about the exercise capacity and energy consumption of National Gymnastics for Dept. of physical education of 18 female students are as follow. 1. The maximal H. R of National Gymnastics increased to 131.1 + 20.9 beat / min and to 38.70%, there is a significan (P<0.05). 2. The maximal VO2max of National Gymnastics increased to 16.061 + 3.718ml/Kg and to 82.77%, there is a significance (P<0.05). 3. The MET of National Gymnastics increased to 4.556 + 0.885 and to 82.417%, there is a significance (P<0.05).

양생온도가 고로슬래그 콘크리트의 미세구조에 미치는 영향

이규동(Lee, Kyu Dong),이창수(Lee, Chang Soo),설진성(Seol, Jin Seong),전명일(Jun, Myeong Il) 한국콘크리트학회 2006 한국콘크리트학회 학술대회 논문집 Vol.2006 No.11

체육교육과정(體育敎育課程)을 설정(設定)하는데 필요한 철학(哲學)에 대한 고찰(考察)

이규동 ( Kyu Dong Lee ) 건국대학교 교육연구소 1998 교사와 교육(구 교육논집) Vol.22 No.-

We have seen that philosophy is essential both in curriculum building and in its administration. In an attempt to bring greater clarification and understanding to curriculum construction, the meaning of certain terms was considered. Many factors were found important to the development of the curriculum: first is the setting of the stage and organizing and planning for it. Next, is the determination of the philosophy and the subsequent formulation of principles, aims, and objectives. Activities and educational experiences for the program were suggested and criteria for their selection proposed. The basic relationship between philosophy and methods to all of these procedures was noted. Finally consideration was given to evaluation, implementation and revision of the curriculum.

체육철학(體育哲學)에 있어서 실용주의(實用主義)에 대한 고찰(考察)

이규동 ( Kyu Dong Lee ) 건국대학교 교육연구소 1994 교사와 교육(구 교육논집) Vol.18 No.-

In this study discussion has centered around the development of pragmatism by many philosophers over the centuries and the meaning of this philosophy for education and physical education. The root ideas contributed by ancient and modem philosophers of Europe to this new point of view were seen to be the concept of continuous change or movement; the skepticism of knowledge; the importance of the study of particulars and the pursuit of science by society for the common good; the principle of practical reason; and the theory of positivism. It was in the United States where these ideas found favorable environment in which to materialize and philosophers eager and capable to develop them into a full-fledged philosophy. It was learned that some of the favorable situations were the spirit of inquiry, the spirit of democratic living, and the three movements of scientific knowledge, educational developmentalism and social education. Important among the many philosophers in the United States who were associated with pragmatism were Peirce, James, and Dewey. Peirce was the originator of the idea from which this modem philosophy developed and he coined the name "pragmatism." In Peirce`s philosophy, the meaning of an idea was found in its logical analysis or consequences. James changed the meaning of pragmatism when he advocated his theory of free will. It was through his efforts that pragmatism rose quickly and spread rapidly. Dewey deviated farther from Peirce`s original idea and proposed theories of instrumentalism, experimentalism and social education. He was the person responsible for the great growth and development of pragmatism. Pragmatism, as interpreted by education and physical education, is concerned mainly with the experiences of people. Experience is the proving ground of all things. It is basic to all learning. In reality experience is always changing, influencing and enriching other experiences and reconstructing new experiences. Education is not concerned with facts alone. It emphasizes the process of acting more than the process of knowing. It is interested, however, more in the theory of knowledge than in the theory of reality.

체육철학(體育哲學)에 있어서 실재론(實在論)에 대한 고찰(考察)

이규동 ( Kyu Dong Lee ) 건국대학교 교육연구소 1991 교사와 교육(구 교육논집) Vol.15 No.-

The philosophy of realism has been discussed through a presentation of the views of a limited number of philosophers. These are representative of many others who lived m the various periods of history during which realism developed ancient, early modern, and modern. Realism developed not only as a protest to Idealism but as a result of many cultural. political, economic and ideological changes which took place ; these, m turn, affected the nature of thinking and created new ideas Many of these new Ideas were applied to education by philosophers who were identified according to their beliefs as humanistic realists, social realists and sense realists. The humanistic realists were found to be more concerned about useful and meaningful education and the realities of life than they were about reading the classics m order to study the form and style The social realists placed still more emphasis upon a useful, happy and efficient life, particularly as it was applied to the sons of gentlemen, the higher class of people The sense realists pulled farther away from the older knowledge obtained from the classics, and relied more upon the basic sciences and the employment of sense perception for their source of knowledge Many of these philosophers had Ideas on physical education. In general, the humanistic realists and the social realists thought that the whold man should be developed-physically, mentally and morally; the former more for the art of war, the latter morer for the preparation of life in society. Neither group recogruzed a social or recreational objective of physical education The sense realists were seen to be more deeply concerned with education through the senses , thus, the body and its care was brought into focus. Physical exercise, play and recreation were considered a valuable part of education. The center of attention was directed toward the child and less attention was paid to the content of subject matter

체육철학(體育哲學)에 있어서 채육(體育)의 가치(價値)에 대한 고찰(考察)

이규동 ( Kyu Dong Lee ) 건국대학교 교육연구소 1992 교사와 교육(구 교육논집) Vol.16 No.-

As an individual matures and forms values about many conditions, situations, objects, things and experiences in life, he eventually possesses a large store and many kinds of values. Some values form around other similar but larger and more central values thus composing a group of values. Gradually these various groups of values become polarized around a still larger and more central value until a semblance of a system or a structure of values is established. This system of values is formulated through the process of criticising, analyzing, comparing, reflective thinking, reasoning and observing value concepts. Thus a person slowly and eventually establishes a personal value system by which he will live, he guided and directed in all of his activities and experiences and this will influence his behavior for better or for worse. We hope for the better. The essential thing is for the teacher, parent and other adults to help youngsters early in life to make wise choices and to establish a structure of values which can serve as a basis of judgment as well as of action in guiding, motivating and propelling him, within his capabilities and potentiallities, toward the goal of becoming the best integrated individual and most useful citizen possible. He must, however, continuously re-examine his system of values in respect to the changing conditions of time, place, situation and new scientific knowledge in order to live the most effective, efficient and abundant life. He must also remember, however, that enduring values such as goodness, honesty, truth, integrity, love, and unselfishness which are not affected by time, place, or situation. They are permanent and everlasting. The establishment of a personal system of values is the finalizing act in process of formulating one`s philosophy of life. of education and physical education. Philosophy is the critical study, examination and evaluation of value.

대학생의 여가활동에 관한 연구

이규동 ( Kyu Dong Lee ),오현환 ( Hyun Hwan Oh ) 건국대학교 교육연구소 1993 교사와 교육(구 교육논집) Vol.17 No.-

The purpose of this study was to observe and analyze the recreational activities of the college students in terms of finding some possible ways to lead them into a sound, positive living mode. For this purpose, a total of 300 college students - 150 male and 150 female evenly - were given the questionnaire on which how to spend their leisure time was asked. The result is as follows : 1) According to the feedback, most collegian have the leisure times from 3 to 5 hours a day. 2) In a time -free from school classes, the 10% of them is engaged in some physical activities, which consists of the 3% for soccer, the 1.7% for pingpong and tennis, the 1.3% for basketball, and the 1% for baseball. 3) The 14.3 precent of the total numbers spends their leisure times after all the classes are over in some physical activities. The 3.7% of the given percentage are playing tennis, the 2.7% playing soccer, the 2.3% going to health club, and the 2% pingpong. 4) A 17% of the percentage consists of those who are devoted to some physical activities for the recreation of the holidays and the weekends. Of the 17%, a 3.7% climbs mountain, a 3.3% is engaged in playing tennis, 2% in pingpong and health club, 1.7% in rope-skipping, and 1.7% in swimming. 5) Their attitudes toward the sport game in the leisure time were very serious to a degree of fighting to the last. 6) Most students tend to avoid having their physical activities early in the morning: therefore, it is necessary to encourage them to do physical activities in the morning. 7) Most of those who don`t make use of their leisure time for doing something physical tend to spend their time in their home watching some sport game on T. V. rather than directly going to a playing ground to see it because a number of broadcasting T. V. stations hookup a number of sport games.

체육철학(體育哲學)의 구성요소(構成要素)에 관한 연구(硏究)

이규동 ( Kyu Dong Lee ) 건국대학교 교육연구소 1976 교사와 교육(구 교육논집) Vol.1 No.-

We have seen in the early part of these pages where ideas about physical education and its philosophy come from and something about the process of their refinement and validation which are necessary before final generalizations can be made. We have learned that by processing our store of alleged facts by the scientific method we arrive at certain elements of philosophy: principles, aims, objectives. This is not an exhaustive list of elements; others could be adlded such as ideals, hypotheses, vaues, knowledges, interest, purposes and attributes, to name a few. We have discussed the origin, meaning and nature of some of the various elements that compose philosophy of physical education. We can begin now to rely upon these elements to express our thoughts in a philosophic manner. What remains to be accomplished is to formulate these elements into a functional philosophy. Experience and wisdom will be of great assistance in this endeavor.

체육(體育) 교과과정(敎科課程) 설정(設定)에 필요(必要)한 철학적(哲學的) 고찰(考察)

이규동 ( Kyu Dong Lee ) 건국대학교 교육연구소 1980 교사와 교육(구 교육논집) Vol.5 No.-

우리는 敎科課程의 設定과 그 施行過程에서 哲學이 필수적이라는 점을 論하였다. 그리고 敎課課程 構成에 대한 이해를 더욱 분명히 하기 위하여 用語들의 意味를 살펴 보았다. 또 여러가지 要素들이 敎科課程을 發展시키는데 중요하다는 점을 살펴 보았는데, 그 要素에는 組織하는것, 哲學의 確立, 原則, 目的, 目標 등을 세우는 일들이 있었다. 그리고 프로그램을 위한 活動과 敎育的 經驗을 제시했고, 그들을 선정하기 위한 基準을 제시했다. 아울러 이러한 過程의 施行에서 사용되는 방법들과 哲學과의 관계를 논의하였다. 마지막으로 敎科課程의 評價, 施行, 改訂에 대하여 論하였다.

체육행정(體育行政)의 철학(哲學)에 관한 고찰(考察)

이규동 ( Kyu Dong Lee ) 건국대학교 교육연구소 1983 교사와 교육(구 교육논집) Vol.8 No.-

모든 行政家는 哲學을 가져야만 한다는 말은 曖味하고 모호하다. 왜냐하면 어떠한 哲學을 주장하건 안하건간에 그는 어떠한 哲學을 가지고 있기 때문이다. 그 哲學은 그가 그의 組織體를 이끌어나가는 태도로서 어떠한 哲學을 나타내는 것이다. 비록 그것이 만족할만한 것이 아닐 수 있지만 그는 그것이 아무리 좋은 것이든 나쁜 것이든 간에 어떠한 哲學을 가지고 있는 것임에는 틀림없다. 건전한 哲學은 건전한 行政體系를 形成하기 위해 必要한 基盤이다. 이 哲學은 動的인 敎育哲學으로 一實되어야 한다. 그것은 敎育目的에 영향을 주어야 한다. 그것은 敎科課程과 프로그램의 指標를 固守해야 한다. 그리고 건전한 行政原理에 根據해야 하며, 學生들의 요구와 관심에 영향을 주어야 하며, 학교의 財團理事, 敎職員, 地域社會의 학부형과 다른 일반인들의 일치된 여론과 귀중한 判斷에 대해 영향을 준다. 건전한 哲學을 가진 行政家는 자기의 職分에 대하여 바르고 현명한 자세를 나타낸다. 어떤 행정가들은 자기들의 職分을 자기만족과 세력의 강화를 위해 權力을 사용하는 자리로 생각한다. 현명한 行政家는 權力이 자기 職分에 원래 있다는 점을 아는 대신에 그 權力이 個人의 것이 아니며, 단지 필요할 때에만 사용된다는 사실을 알고 권한을 결코 자랑하지 않으며 현명하게 사용한다. 그는 개인의 명예에 대한 유혹을 물리치고 학생들을 올바르게 敎育시키도록 하는 일이 자기 職分의 유일한 目的이라고 생각한다. 그는 이 目標를 달성하는데 방해가 되는 어떠한 것도 용납하지 않으며, 옳지 못한 體育部長이나 코우치처럼 개인의 영리와 명예를 위해서 운동경기를 하도록 하는 유혹에 굴하지 않고 競技를 통하여 훌륭한 敎育的 經驗이 제공되도록 한다. 현명한 行政家는 學校體制의 行政과 敎育過程에 모든 사람이 참가할 기회를 주는 民主的인 운영원리를 사용한다. 이러한 行政家의 활동을 통하여 서로의 意見差異가 밝혀지고 토론에 의해 調整된다. 따라서 보통의 경우는 전체에 의해 결정이 내려지며 급하고 중요한 일을 보다 좋게 처리하기 위해 필요한 경우에만 行政家에 의해 決定이 내려진다. 그는 운영에 있어 獨載的인 方法이나 방임적인 方法 따위는 사용하지 않는다. 그는 成功的인 行政이란 協力하는 職員들의 관심과 자진해서 하고자 하는 마음과 責任感에 달려 있다는 것을 알고 있다. 그는 敎育事業을 展開하기 위한 강력한 行政構造를 만드는 계획에 있어서 수고와 逆境 · 成功과 기쁨에 함께 참여하고 일함으로써 上述한 特性들을 이룰 수 있게 된다는 것을 알게 된다.