해양플랜트 수명주기 고찰과 조립 및 인간공학 시뮬레이션 적용에 관한 연구

이용길,우종훈,Lee, Yong-Gil,Woo, Jong-Hun 해양환경안전학회 2015 해양환경안전학회지 Vol.21 No.4

In this paper, the academic research on the value chain and the supply chain of offshore business are conducted for the investigation of the offshore business comprehensive configuration. Then, the assembly and ergonomic simulation was conducted for the purpose of advanced validation of offshore project.. With respect to the simulation analysis, the assembly simulation model(w.r.t. drill ship) and the ergonomic simulation model(w.r.t. FPSO) are constructed. Through the assembly simulation of drillship, the production processes could be validated in terms of availability. Also, the problem of topside design of FPSO was found by ergonomic simulation. 본 연구에서는 해양플랜트 산업의 가치사슬 및 수명주기 연구를 통해 해양 자원개발 비즈니스의 포괄적인 형상을 파악하였고 해양프로젝트 검증 목적의 시뮬레이션을 위해 조립 및 인간공학 시뮬레이션에 대한 연구를 수행하였다. 구체적으로는 조립 시뮬레이션의 경우 드릴쉽을 대상으로 탑재공정에 대한 조립 시뮬레이션을 통해 공정에 대한 유효성 검증을 수행할 수 있었고, 인간공학 시뮬레이션의 경우 FPSO 플랫폼을 대상으로 작업자 시뮬레이션을 통해 작업환경에서의 문제점을 사전에 도출할 수 있었다.

학창 이종록의 창조교육사상과 실천

이용길 ( Lee Yong-gil ) 창조교육학회 2018 창조교육논총 Vol.20 No.-

Hagchang Lee, Jong-rok (1921~2016) was aware of the creative education, and as a pedagogue, he committed himself to the creation education and established the idea of creative education. Education and Education as an Educator as education administrators, education policy was established, and schools established and run as educational managers were all for creative education as cultivating creativity through human creative ability development. The creative education that Lee, Jong-rok studied and practiced has become the core of future education with the advent of the era of the fourth industrial revolution. The future education of mankind is now looking for the value of love and happiness in cultivating human creativity and its capacity. In this sense, Lee Jong-rok's creative education philosophy and his experiential practice are the basis for pursuing human future education. The school is a pioneer who predicted and presented the direction of human future education. This is because the creative education ideology established by Lee, Jong-rok is not a rather educational theory that pursues values that are based on the ideology of the times, but rather sees the nature as creativity from the universal viewpoint of human nature and seeks educational practice on it . Lee, Jong-rok's creative education philosophy and its practice suggests human creativity as an educational goal in terms of human person's life from the point of view of whole personality. Therefore, Lee, Jong-rok's creative education philosophy includes the values of love and happiness of humanity which are pursued through education, in the theory and practice of education, so it is the ultimate value pursued by mankind and the utopia of education that realizes “do one's best” to be. Therefore, Lee, Jong-rok, as an educational thinker who created theories and methods of creative education in the context of modern education history, has got a unique position as an educational practitioner.

한국 현대교육사에서 창조교육의 형성과 정립

이용길(Lee Yong-gil) 창조교육학회 2012 창조교육논총 Vol.14 No.-

This study is to research the formation process and establishment of creative education in modern education history in Korea. The formation, development and establishment of creative education in Korea started by Lee Jong-rok (1921~) who advocated the theory of creative education. Lee Jong-rok, born in the Japanese colonial period, took upon himself the mission of the education for Korean people under the national resistance consciousness in the colony and built up the will to creative education. His will to creative education was practised under the goal of creative education as the teacher, pedagogist, education administrator, and education manager in the liberated homeland. Accordingly, Lee founded the theory of creative education based on his research of creative education and the experiences of the education practice. Furthermore, Lee arranged the basis of the study and practice of creative education through the establishment of creative education academy and the organization of creative education research society. Lee Jong-rok hereby has established his own independent domains in the theory and practice of creative education as an educationalist and founder of creative education in the context of Korean modern education history. The creative education, advocated and established by Lee Jong-rok provides the foundation to present the ability factor of value in human life as the goal of education, considering human creativity from the viewpoint of the whole person. Creative education, therefore, has its meaning in the education history since it not only has embraced the directing point of all the education but also has formed the theory and practice by the education to make pursuing values possible with the method of creative education.

학창 이종록 선생의 창조교육학

이용길 ( Lee Yong-gil ) 창조교육학회 2021 창조교육논총 Vol.23 No.-

In Lee Jong-rok's creative pedagogy, education is the perfection of character and creation of values through the development of human ability. In other words, the essence of Lee Jong-rok's creative pedagogy is that education develops human abilities and develops creative values as diverse and comprehensive competencies. The basis of this creative education is human creativity. Lee Jong-rok's creative pedagogy is based on empirical practice while educationally clarifying human creativity from a holistic point of view. Lee Jong-rok was born in a colony under Japanese colonial rule, and while establishing his will for education for national self-reliance and independence of his country, he has been practicing the theory of creative education for over 70 years in order to practice the mission of human co-prosperity by creating values of character, country, and culture. And through the practice of creative education, creative pedagogy was established.

창조교육 교수 -학습법의 형성과 발전

이용길 ( Yong Gil Lee ) 창조교육학회 2011 창조교육논총 Vol.13 No.-

The teaching and tudying method of creative education has been developed aiming at the developing human creativity. TIle teaching and tudying method of creative education i based on the theory and thought of Lee Jong-rok, and it began to fa ter national and independence spirit in Japanese colonial era. When new Korean Govenunent was e tabli h d. Lee long-rok founded the theory and though of creative education through pedagogical study and empirical practice on the education spot for new education. The teaching and tudying methodology of creative education has been de eloped through the cour e lhat the teaching and studying method of idca-discovery-dig-manife tation-development wa applied to the ducational arena Human creativity is the premise of the tea hing and studying method of creative education from the vievvpoint of whole human being to practice the theory and though of creative education declared by Lee Jong-rok. Therefore, the teaching and ludying method of creativ ducation is to et up th capability of value creation in all the areas of human life and pursue such creative value

창조교육 교수-학습의 발굴단계에 관한 연구

이용길(Lee Yong-gil) 창조교육학회 2013 창조교육논총 Vol.15 No.-

This study is about digging stage of teaching-learning in creative education. The digging stage of teaching-learning in creative education is involved in inquiry process. Digging stage, that is, is the stage of inquiry in a series of thinking process for learners' value creation. Digging stage is the stage that the specific problems to be solved in teaching-learning process are changed to reasonable and systematic ideas. Purposive and unifying ideas for new value are formed. At the digging stage, the experiences of creative work come into the individuality or characteristic of learner by the learner's actual activities. Zest for inquiry or yearning for knowledge of learner are basis of digging stage that is potential to the inner side of learner. The teaching-learning stimulating the inner side of learner forms thinking of digging. To form the thinking of digging, it should be considered that the nature of inquiry, the need of inquiry to be made by the learners for themselves, and the teaching-learning method for inquiry and the effect. Inquiry instruction for thinking of digging should be focused on cultivating intellectual capacity or functions of learners to recognize problems in given conditions or solve the given problems by scientific and logical methods. So, we can say that inquiry instruction is a type of instruction that an instructor encourages learners' active acts of inquiring. Thus, inquiry instruction places emphasis on encourage learners' inner digging, providing detailed guide so that they can make more serious inquiry. Digging stage of teaching-learning in creative education is one of the stages in teaching-learning course to make value creation through such inquiry instruction.

국가직무능력표준(NCS)체제의 창조교육 교수-학습법 적용에 관한 연구

이용길 ( Lee Yong-gil ) 창조교육학회 2016 창조교육논총 Vol.18 No.-

This is the study of the application of creative education teaching-learning in the NCS (National Competency Standards) system. The purpose of the introduction of the NCS to education is to enhance the NQF (National Qualification Framework) by realizing the capability-centered society based on the standardized level of the competency required for the industrial sites. The key point of the NCS education is to look for the way to act for solving a problem appropriately in the job situation and to lead creative thinking process to create the performance. The cultivation of such creative thinking function can be made by applying the five stages of creative teaching - learning: Idea, Discovery, Digging, Manifestation, and Development. In the stage of Idea, the process of the NCS competency performance is the analysis of situation, and the following creative thinking function is diagnostic thinking. In the stage of Discovery, the process of the NCS competency performance is pursuing the vision and deciding the subject. The creative thinking function of pursuing the vision is the vision-based thinking and that of deciding the subject is strategic thinking. In the stage of Digging, the process of the NCS competency performance is creating the idea and choosing the solution. The creative thinking function of creating the idea is ideal thinking and that of choosing the solution is evaluative thinking. In the stage of Manifestation, the process of the NCS competency performance is seeking the application method, and the creative thinking function is context-based thinking, In the stage of Development, the process of the NCS competency performance is accomplishing the action plans, and the creative thinking function is tactic thinking. The creative education teaching-learning, which is applied to the NCS (National Competency Standards) education, can present the standards of variety and reliability in the NCS based educational system and career cultivation system, and it can be used for all the main agents of industrial society as the teaching-learning system to improve the NQF (National Qualification Framework).

창조성과 교육적 자아

이용길 ( Lee Yong Gil ) 창조교육학회 2001 창조교육논총 Vol.5 No.-

창조교육의 미래 교육적 전망

이용길 ( Lee Yong-gil ) 창조교육학회 2019 창조교육논총 Vol.21 No.-

Creative education pursues future values through present life. Education should cultivate talents who can create new convergence capacity in the future based on basic learning ability to understand the value of new knowledge and value of human life. Therefore, the core competencies of education are the ability to understand and utilize the intelligent information society, the cultivation of citizenship in the intelligent information society, the preservation of human dignity and values, the adaptation to change, and the power to think. Therefore, the education of the future society is to develop human creativity through education for convergence as an education that focuses on humanity, emotion, and creative thinking. Education in the future requires a “diversity expert” to create value. In other words, it is a talented person with creative ability to create new knowledge from an integrated perspective in all fields. Creative education that fosters “thought power” is achieved through the teaching method of idea-discovery-digging-Manifestation-development, which is the 5th stage of creative education teaching-learning. Creative Education Teaching-Learning Step 5 is a practical and theoretical teaching method that creates creativity through fusion by fostering creative competencies as originality and discrimination by using freedom and willingness as the essence of educational action. Therefore, it is essential to cultivate creative and differentiated creative competencies through creative education. Creative human beings of the future age are those who have a joint responsibility for the public interest of human beings by converging, creating a cooperative and flexible structure and discourse, and fostering tolerance, respect, consideration and compassion. Creative education has a prospect as an education that leads the future society by providing customized education that matches the industrial society through individualized education suitable for each creative competency.

공학 및 사회 계열 대학생들의 STS 소양에 대한 견해 분석

이용길(Yong kil Lee),강경희(Kyung hee Kang) 한국공학교육학회 2010 공학교육연구 Vol.13 No.4

연구의 목적은 STS(science-technology-society) 소양에 대한 대학생들의 관점을 알아보기 위한 것이다. STS 소양에 대한 견해는 과학과 기술의 정의, 과학 · 기술 · 사회의 상호 영향으로 범주를 나누었다. 연구대상은 서울과 제주 소재 3개 대학 공학계열 대학생(119명)과 사회계열 대학생(117명)이다. 연구 결과는 다음과 같다. 첫째, 과학과 기술의 정의에 대해 공학계열 대학생들은 생활의 편리성을 중시했고, 사회계열 대학생들은 현상을 설명하고 실험하는 것이라고 응답했다. 둘째, 두 집단은 과학-기술-사회의 상호관련성을 인식하고 있었다. 셋째, 두 집단은 과학기술자의 책임과 윤리, 기술의 이용 등에 대해 견해 차이를 보였다. 결론적으로 대학생들은 STS 소양과 관련해 높은 인식 수준을 나타냈다. 따라서 본 연구의 결과는 앞으로 대학 교육과정에서 STS 소양과 관련된 교과목을 개설하고 운영하는 데 있어서 중요한 시사점을 제공할 수 있을 것이다. The purpose of this study is to analyze university students views on STS(science-technology-society) literacy. We divided definition and interaction of science, technology and society in the views category about STS literacy. Research object was three universities students(engineering department: 119 and social science department: 117) in Seoul and Jeju. Research result was following. First, students from engineering department valued convenience of life in the definition of science and technology. Students from social science department valued explanation of phenomenon and experiment in the definition of science and technology. Second, two groups perceived inter-relationship of science, technology and society. Third, two groups had different opinions about responsibility and ethics of scientific technician and technical use. As a result of this study, students perceived highly about STS literacy. Therefore, the result of this study will provide important implication for establishing and operating subjects about STS literacy in university curriculum.