http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
공동주택 장기수선계획 및 대규모수선공사에 관한 조사연구 Ⅲ
이상준(Yi Sang-Jun),코마츠 유키오(Komatsu Yukio) 대한건축학회 2008 대한건축학회 학술발표대회 논문집 - 계획계/구조계 Vol.28 No.1(구조계)
Recently, Japan tries to use the building long as much as possible for realizing environmentally friendly and sustainable society. To use the building long, an appropriate control of maintenance is important. The major points to use the apartment house for a long time are large-scale repair works and long-term repair plan etc. However, neither the content nor the costs of the long-term repair plan are clear. There is no data to understand the execution time and the cost of the large-scale repairing work. Therefore, this study focused on clarifying current state of large-scale repair works through analysing detailed estimate sheets. The results of this study as following. ① Several repair works or improvements having different repairing cycle will be done concurrently as large-scale repair works. ② Large-scale repair works tend to done chiefly in 9~15years and in 21~27years. ③ In the large-scale repair work of the apartment house where the number of houses is a few, the width of distribution of the unit price is wide.
이상준(Yi, Sang-Jun),김형은(Kim, Hyung-Eun) 대한건축학회 2012 大韓建築學會論文集 : 構造系 Vol.28 No.6
Remodeling is a growing number in Japan but, the price trend is not known about the actual situation. We was determine to the status by the analysis with estimate sheet. The analysis was applied statistical techniques that estimate sheet from the three companies was collected over three years. In results of this study, the total floor area, number of building showed that significant impact on construction costs. Potential variables include height, area and construction carried out was determined to affect the condition. In addition, the construction years and repair cycle showed little impact.
이상준(Sangjun Yi) 한국교육원리학회 2021 교육원리연구 Vol.26 No.1
학교에서 생성되는 교육관은 대중의 인식에 많은 영향을 미친다고 볼 수 있다. 2022 개정 커리큘럼에 따른 고교학점제의 본격적인 시행을 앞두고 학생들의 진로에 따른 수강과목의 자유도가 확대되는 추세에서 고등학교 과정에서 이루어지는 “교육학”은 교원양성기관의 진학을 희망하거나 평소 “교육”에 대한 관심이 많은 학생들의 교육관에 영향을 미칠 것으로 가정된다. 이 논문은 현행 2015 개정 고등학교 커리큘럼의 교양과목으로 편제되어 있는 “교육학” 교과 커리큘럼을 비판적으로 분석하여 그 개선방향을 모색하고자 하였다. 분석결과 첫째, 교육학과 교육에 대한 구분이 미흡하고 교육 그 자체에 대한 규정과 가치에 대한 논의에 문제를 가지고 있었다. 둘째, 학교의 역사를 교육의 역사로 규정하여 그 범주와 범위의 문제를 가지고 있었다. 셋째, 다른 교과와의 내용 중복 문제를 가지고 있었다. 추후 교육학 교과 커리큘럼의 개선 방향으로 첫째, 교육 자체에 대한 규정과 그 목적에 대한 내용을 포함하여야 한다. 둘째, 학교의 역사가 아닌 교육 자체에 대한 역사 서술이 필요하다. 셋째, 다른 학문의 이론이 아닌 교육학 자체의 이론을 교육학 교과 커리큘럼의 내용영역으로 포함시켜야 할 것으로 제언하였다. The view of education created in schools can be seen to have a great influence on public perception. Ahead of the full-fledged implementation of the high school credit system according to the 2022 revised curriculum, students degree of freedom in subjects according to their career path is expanding. The number of students enrolled in Theory of Education courses will increase. It is assumed that this will affect the view of education of many students. This thesis aims to seek improvement directions by critically analyzing the curriculum of “Theory of Education”, which is currently organized as a liberal arts subject in the 2015 revised high school curriculum. As a result of the analysis, first, the distinction between the Theory of Education and education was insufficient, and there was a problem in the discussion of the regulations and values of education itself. Second, the history of schools was defined as the history of education, and there was a problem with its category and scope. Third, there was a problem of duplication of content with other subjects. As for the future improvement direction, first, it should include the regulations for the education itself and the contents of its purpose. Second, it is necessary to describe the history of education itself, not the history of the school. Third, it is needed that the domain of Theory of Education itself, not the theory of other disciplines, should be included as the content domain of Theory of Education.
정범모의 “발전교육” 논의에서 “교육”과 “교육의 가치” 개념에 대한 해체적 분석
이상준(Sangjun Yi) 한국교육원리학회 2019 교육원리연구 Vol.24 No.1
한 분야의 발전은 그것의 달성을 위한 목표 설정과 평가를 수반한다는 점에서 가치에 대한 논의일 수밖에 없다. 본 연구는 정범모의 “발전교육” 논의를 “교육의 가치”에 대한 담론들 중 우리나라 “교육학계”의 전형적인 예로 간주하고 메타가치론적으로 그 논의에 나타난 가치 진술을 선별하여 “교육”과 “교육의 가치”에 대한 개념 분석을 실시하였다. “발전교육” 논의에 진술된 “교육”의 개념을 검토한 결과, 하나의 명제로 정의된 “교육”, 교육학이 아닌 다른 학문의 개념이나 이론을 차용하여 규정된 “교육”, 결과나 기능으로 규정된 “교육”, 자기모순적으로 규정된 “교육”으로 분석되었고, “교육의 가치” 개념을 검토한 결과, 문화나 교과의 가치, 심리학이나 철학이 정해주는 가치, 효과의 가치, 상호 모순되는 가치로 분석되었다. 이상의 분석 결과 “발전교육” 논의에 사용된 “교육” 개념과 “교육의 가치” 개념은 그 개념적 문제로 인하여 교육목적과 교육평가라는 교육의 발전을 위한 필수적인 영역에 혼란을 가중시키고 있었다. 그 개념들이 반영된 용어들이 참칭한 것을 해체하여 맥락에 적절하게 개칭한 결과, 문제의 실체를 드러내고 보다 나은 의사소통이 가능하게 되었으며 교육과 교육의 가치 개념의 재건을 위한 토대를 마련할 수 있었다. The development of a field is a discussion of value in that it involves setting and evaluating object for its achievement. This study is based on the assumption that discussion of Bom Mo Chung s “development education” is a typical example of the discourses on “value of education” conducted in Korean “academic world of educational research”. And the value statements presented in the discussion were selected modified metaethics to analyze the concepts of “education” and “value of education”. As a result of examining the concept of “education” stated in the discussion of “development education”, it was found that “education” defined as just one proposition, “education” defined by outcome or function, and “education” defined by self-contradiction. As a result of examining the concept of “value of education” stated in the discussion of “development education”, it was found that the value of psychological or philosophical, value of effect, and mutually contradictory value. As a result of the above analysis, the concepts of “education” and “value of education” used in the discussion of “development education” were confused by the conceptual errors. This problem was made more confusing in the field object of education and evaluation of education that are needed for the development of education. As the terms reflecting the concepts were deconstructing and changed according to the context, the reality of the problem was revealed and better communication became possible. And it could lay the foundations for the reconstruction of the concept of education and value of education.