Cu 입자분산 Al₂O₃ 나노복합재료의 미세조직과 기계적 특성에 미치는 소결온도의 영향

정영근,오승탁,좌용호,Jeong, Young-Keun,Oh, Sung-Tag,Choa, Yong-Ho 한국분말야금학회 2006 한국분말재료학회지 (KPMI) Vol.13 No.5

The microstructure and mechanical properties of hot-pressed $Al_2O_3/Cu$ composites with a different sintering temperature have been studied. The size of matrix grain and Cu dispersion in composites increased with increase in sintering temperature. Fracture toughness of the composite sintered at high temperature exhibited an enhanced value. The toughness increase was explained by the thermal residual stress, crack bridging and crack branching by the formation of microcrack. The nanocomposite, hot-pressed at $1450^{\circ}C$, showed the maximum fracture strength of 707 MPa. The strengthening was mainly attributed to the refinement of matrix grains and the increased toughness.

하이브리드 재료의 연구개발 현황

정영근,강명창,김광호,Jeong, Young-Keun,Kang, Myung-Chang,Kim, Kwang-Ho 한국분말야금학회 2007 한국분말재료학회지 (KPMI) Vol.14 No.1

교육과정의 법적 근거와 관련 규정의 비교 고찰 :

정영근(Jeong Young Keun),박창언(Park Chang Un) 학습자중심교과교육학회 2011 학습자중심교과교육연구 Vol.11 No.3

이 연구는 한국을 비롯한 외국의 교육과정 개정 기반으로 작용하는 법규 현황과 특징을 탐색하여 우리나라 교육과정 관련 법규에 주는 시사점을 도출하는 데 목적이 있다. 각국의 법규 현황은 한국의 경우는 교육기본법, 초·중등교육법, 초·중등교육법 시행령, 일본은 교육기본법, 학교교육법, 학교교육법시행규칙, 영국은 교육법 2002, 캘리포니아 주는 캘리포니아 주 교육법을 분석하였다. 우리나라는 모든 사항을 교육과학기술부 장관에 위임하고 있지만, 다른 국가에서 는 교육과정 관련 사항, 예컨대 교육목적을 비롯하여 교육목표, 교과목 및 교과목 시 수, 교과목 내용, 교육과정 편성·운영 등에 관한 지침을 법규로 규정하고 있었다. 각 국의 교육과정 관련 법규 분석에서 볼 때, 교육과정에 대한 권한이 전적으로 교육과 학기술부 장관에 위임되어 있는 우리나라의 경우 특히 수시 개정 체제에 따라 최근 단위 학교의 혼란과 학교 교육과정의 불안정성을 초래하고 있다는 점에서 교육과정 의 일부를 법규로 규정하는 방안을 논의할 시점이 되었다. 이렇게 함으로써 교육과 정의 법적 지위를 명료화하고 교육과정 총론과 각론의 연계성을 높이면서 단위 학교 의 보다 안정적인 교육과정 편성·운영을 도모할 수 있을 것이다. This study aims to compare and analyze the current status and characteristics of laws and regulations regarding curriculum between in Korea and in some other countries, and draw some significant implications on our law system from that. In order to achieve such research goal, this study examines and analyzes many different kinds of laws and regulations concerning curriculum such as the 「Basic Law of Education」, 「Primary and Secondary Educational Law」, 「Enforcement ordinance of Primary and Secondary Educational Law」in Korea, 「Law of School Education」, 「Regulation of School Education Law」in Japan, 「Education Act 2002」in the U.K., 「California Education Laws」in the U.S.A. After the careful and considerate analysis, we found out that all the other countries have laws and regulation regarding curriculum (including educational goals, subject matters, curriculum organization and implementation, etc.), while Korea entrust Minister of Education, Science and Technology with full powers over curriculum matters without stipulating them in laws and regulations. This makes Korean curriculum unstable and be changed irregularly, which gives much confusion to schools. Therefore it is imperative to stipulate all the curriculum matters into laws and regulations.

교육과정 개발 정책으로서의 SBCD 등장의 사적 배경과 성립에 관한 고찰

정영근(Jeong, Young-Keun) 한국교육사상연구회 2012 敎育思想硏究 Vol.26 No.1

이 연구의 목적은 교육과정 개발론 및 개발 실제에서 패러다임 전환을 가져온 SBCD의 등장 시점 전후로 다루어진 교육과정 개발 문제를 검토하여 SBCD의 등장과 성립에 대해 탐색하는 것이다. 이를 위해 SBCD의 등장 배경이 되었던 1960년대의 교육정책과 교육과정 개발 정책, SBCD의 등장과 보급에 대한 국제적 역할을 수행했던 OECD의 활동, SBCD의 정책적 도입과 보급이 비교적 명확했던 영국과 호주의 상황을 검토하였다. 연구의 결과는 다음과 같다. 첫째, SBCD는 60년대의 경제성장을 뒷받침하기 위한 교육투자론과 중앙집권화를 초래한 교육계획론에 대한 비판적 검토에서 비롯된 측면이 강하다고 할 수 있다. 또한 SBCD는 60년대의 중앙집권화된 교육정책에서 취한 교육과정의 RDD 접근 및 중앙-주변 접근의 대안으로 등장한 것이다. 둘째, SBCD의 등장과 성립 과정은 크게 두 가지 방향에서 파악된다. 하나는 70년대 초 OECD 국가를 중심으로 한 각국의 교육정책 변화이고, 또 다른 하나는 CERI를 중심으로 한 국제적 논의 및 보급이다. 특히 CERI는 1968년에 설립된 후 교육과정의 RDD에 대응한 새로운 교육과정 개발 접근을 세미나 및 회의, 연구회 등을 통해 모색하고, 1973년 콜레인 세미나에서 공식적으로 SBCD를 제창하기에 이르렀다. 셋째, SBCD의 아이디어 자체는 교육과정 개발에의 교사 참여를 핵심으로 한 풀뿌리 운동이라고 할 수 있다. 그렇지만 이것이 등장한 배경에는 교육정책의 변화가 있었고, 60년대의 교육과정 RDD의 대안으로 등장했다는 것을 인식할 필요가 있다. The aim of this study is to explore the appearance and formation of SBCD(School Based Curriculum Development) through examining the problems concerning curriculum development. In order to achieve this goal, I investigated the policies regarding education and curriculum development in 1960's, which were the backgrounds of the emergence of SBCD. I also examined some of OECD activities which played important role in the advent and dissemination of SBCD and investigated the SBCD cases in the U.K. and Australia. The research results are as followings. First, SBCD came out of the critical examinations of the Investment in Education for backing up 60's economic growth and Educational Planning which caused the centralization of education. Besides, it appeared as an alternative to the RDD and the Center-Periphery model taken from the educational policies for centralization. Second, the advent and development of SBCD can be traced to the following two directions. One was the changes of educational policies centering around OECD countries in 1970's. The other was the international discussion and dissemination of SBCD carried out by OECD/CERI. Especially CERI founded in 1968 had explored an alternative curriculum approach to the RDD model through numerous seminars, conferences and researches, and finally made an official announcement of SBCD at the Coleraine seminar in 1973. Third, the idea of SBCD itself came from a grass root movement which was characterized by enlarging teacher’s participation in curriculum development. However, its formation have been mainly backed up the changes of educational policies. Therefore, although the substantial idea of SBCD is school’s and teacher’s participation in the process of curriculum development, it’s linkage with educational policy must be kept in mind in order to facilitate the realization of SBCD ideal.

일본 정부의 IB 교육과정 정책과 시사점

정영근(Jeong, Young-Keun) 한국일본교육학회 2018 한국일본교육학연구 Vol.23 No.2

국제기구를 나타냄과 동시에 교육 및 교육과정을 의미하는 국제 바칼로레아(International Baccalaureate, IB)가 우리나라에서 최근 부각되어 화두가 되고 있다. 이에 본고에서는 최근 정부정책적으로 IB 교육 및 교육과정을 추진하고 있는 일본의 IB 교육과정 운영 동향을 정책과 현황 등을 중심으로 파악하여 우리나라 학교 교육에 주는 시사점을 살펴보았다. 일본은 1979년에 IB 교육과정을 처음 도입하였으며 특히 2013년부터는 정부 정책적으로 IB 교육과정 운영의 확충을 도모하였다. 그 결과 2018년 4월 현재 57개교가 IB 인정교로 운용되고 있다. 일본의 사례에서 볼 때 IB 교육과정을 운영하는 데 가장 우려가 되는 부분은 설립 주체가 대부분 ‘사립학교’라는 점이다. 이에 따라 정부 차원의 IB 정책이 필요하며 공립학교까지 시야에 넣은 세밀한 로드맵 구상이 필요한 것으로 보인다. 그리고 그에 따른 교육과정 근거 지침과 교원 자격증, 교원 양성과정 등의 법적, 제도적 정비가 필요하고 무엇보다 대학과의 연계 확보가 절대적으로 요구되는 것으로 나타난다. 또한 워크숍과 가이드북 및 매뉴얼 보급, IB 프로그램 및 교재의 안내․제공, 소요 경비 지원, 한국어 IB DP 준비 등에 대한 정책적 지원책이 마련되어야 한다. The purpose of the study is to review Japan s IB curriculum policies and current status and explore implications for Korea. Japan has expanded its IB curriculum by policy since 2013. As a result, 57 schools in Japan are operating as IB schools as of April 2018. In Japan s case, the most worrisome aspect of operating the IB curriculum is that most of the founders are private schools. Therefore, government-level IB policies are needed, and road maps that take into account even public schools as well. It also needs legal and institutional maintenance such as guidelines on the basis of the curriculum, teacher certificates, and teacher training courses. And most of all, it is necessary to establish links with universities.

컨설팅 사례를 통해 본 학교 교육과정 실행 탐색: 교육과정의 정치학적 함의에 주목하여

정영근 ( Young Keun Jeong ),이근호 ( Keun Ho Lee ) 한국교육과정학회 2012 교육과정연구 Vol.30 No.3

This study aims to explore meanings of curriculum implementation through the analysis of the two cases of curriculum consulting. Especially this study adopted the perspective of mutual adaptive and situational meaning-making approach in order to draw implications of curriculum implementation. In order to achieve the research goal, we traced the process of decision making regarding school curriculum organization and management and analysed some conflicting themes such as curriculum ideal vs school practice, the logic of curriculum theory vs the practical experience of schools and the take-it-for-grantedness of school practice vs the logic of curriculum innovation. We found out that there are many different factors influencing the curriculum implementation and decision-making at schools and those factors are working in the very complicated ways. We also found out that discussion and negotiation plays an important role in the curriculum implementations of schools. So we finally propose that a study on curriculum implementation should be based on political analysis as long as it is closely related with the process of decision making.

교육과정 자율화 정책 수용에 대한 교사의 인식 고찰

정영근 ( Young Keun Jeong ),이근호 ( Keun Ho Lee ) 한국교육과정학회 2011 교육과정연구 Vol.29 No.3

This study concerns itself with the realities of school curricula management in the light of schemes for school curriculum autonomy. Especially, the study aims to explore teachers` acceptance of curriculum autonomy policies. In order to achieve this goal, first, we try to explore the characteristics of the policies regarding school curriculum autonomy since the 6th National Curriculum and ponder especially on the meaning of 6.11 Plan and 2009 Revised National Curriculum. Second, we diagnose the realities of school curriculum autonomy and investigate the outcomes of a series of curriculum autonomy policies through a quantitatively designed survey. We also investigate the fall-out of such policies in terms of school teachers` acceptance of them, and then put forward some helpful suggestions. Research findings are as follows: - Most curriculum autonomy policies have been originated from the needs of policy makers, not from the needs of schools and the requests from teachers. This makes feel teachers and schools such autonomy policies as not being autonomous but impelling. - Overall, school-teachers were shown to have understood the purpose of curriculum autonomy policies but, in regard to more detailed areas, are also shown to underestimate the degrees of its expansion and potential effectiveness. - Therefore, policies regarding curriculum changes should be based on the realities of schools and the requests from teachers and secure teachers` understandings and cooperations.

16개 광역시,도별 서비스업 노동 생산성 수렴 및 생산성 결정 요인 분석

정영근 ( Young Keun Jeong ),박추환 ( Chu Hwan Park ) 한국생산성학회 2011 生産性論集 Vol.25 No.4

In this paper, we test the absolute and conditional convergence hypothesis by using the data of 16 metropolitan city and provinces since 2000 for confirming convergence of the regional income disparities. The results show that the absolute convergence hypothesis can be applied but the conditional convergence hypothesis cannot be applied with regional income disparities between the capital and non-capital regions. This is because regional disparities of the capital in steady state are different by applying conditional convergence. Because of the productivity divergence in service industries, regional income disparities have widened. Hence the government has to revise the balanced regional development policy to develop regional service industries rather than manufacturing industries for balanced regional development.

한국의 학교수준 교육과정 개발 ( SBCD ) 유형특징의 연구 - 재량활동 에 있어서의 교사의 교육과정 활동을 중심으로 -

정영근(Young Keun Jeong) 한국교육과정학회 2002 교육과정연구 Vol.20 No.3

The purpose of this study is investigating the characteristics of the SBCD(School Based Curriculum Development) based on teacher`s curriculum activity during the Optional Activities in Korea where the criteria of national curriculum is loosening. Teacher plays diverse roles based on the practice of the SBCD. This study focuses on teacher`s activity relating curriculum elements. The major contents of the study are as follows: First, the idea and type of the SBCD have been reviewed. Second, the trend of the SBCD after 6th revision of the Course of Study in Korea has been reviewed. Third, teachers` curriculum activities in the plan level of the Optional Activities have been analyzed to find how the SBCD has been applied in each in Korea. For this study, annual education plan for the Optional Activities has been collected form 33 elementary schools in Busan, and analyzed. And 169 teachers in 25 elementary school in Busan have been surveyed using the scale that is revised from Brady`s CMQ to match with plan situation of the Optional Activities, and analyzed using factor analysis. Traditionally, school curriculum has been decided by the Course of Study of the Ministry of Education because the Ministry of education carries legal restrictive force. The Course of Study has been revised seven times according to strengthening and loosening curriculum. The idea of the SBCD has been included into the national curriculum from the 6th revision of the Course of study, and it is strengthened at th 7th revision. The Optional Activities becomes an area of the Course of Study, in which schools construct and implement their curricula according to their situation. The Optional Activities was introduced to 3rd, 4th, 5th, and 6th grades in the 6th revision of the Course of Study, and expanded to 1st, 2nd, and 7th thru 12th grades in the 7th revision. Conclusions based on the purposes and research questions of this are as follows: The idea of the SBCD is considered within the framework of national curriculum, and it has been developed under the slogan of decentralization of authority in the curriculum decision-making. The terms, `curriculum construction and implementation in school level, have been used from the 7th revision of Course of Study, and now it is easy to find teachers` curriculum activities. The characteristics of the SBCD in Korea are as follows: First, the basic framework of the SBCD is provided by nation in Korea because the SBCD is introduced by national curriculum. Teachers perform curriculum activities within the framework of national curriculum. Korean government decides the basic area of the Optional Activities, and each school decides sub-areas, contents and methods. Second, it is considered that teachers perform curriculum activities in the Optional Activities in Korea. However, it is still under discussion whether or not teachers perform curriculum activities in subject areas. Third, as a result of the facto analysis, there was goal-oriented tendency in the plan of the Optional Activities as teachers` curriculum activity.

일본의 고등학교 선택제 교육과정 편성·운영의 실제-새 「학습지도요령」에 따른 학교·학생선택 편성 사례를 중심으로-

정영근(Jeong Young-keun) 한국비교교육학회 2004 比較敎育硏究 Vol.14 No.2

이 연구의 목적은 일본의 고등학교 학습지도요령의 「표준단위제」를 중심으로 한 선택교육과정 편성의 특징을 「학교선택」과 「학생선택」이라는 관점에서 학습지도요령의 검토와 함께 각 고등학교 편성실제의 비교를 통해 밝혀보고자 하는 데 있다. 여기서 표준단위제라고 하는 것은 학습지도요령에 제시된 단위수를 표준으로 하여 일정한 폭의 범위내에서 구체적인 단위수를 할당할 수 있는 것을 말한다. 2003년부터 적용되고 있는 현행 일본 고등학교 학습지도요령에서 표준단위제를 도입하여, 고등학교 교육과정을 완전선택제로 운영되고 있다. 그러한 만큼 고등학교에서 이루어지는 선택유형은 다양화되어 있으며, 선택제를 통해 고등학교 교육과정의 편성·운영의 특성화가 촉진되고 있다. 이 연구에서는 고등학교 학습지도요령에 지시되어 있는 교과·과목의 편성지침에 비추어 각 고등학교가 어떻게 교육과정을 편성해야 하는지를 검토하였다. 그리고 4개 고등학교를 선정하여 학습지도요령의 지침에 따라 교과·과목이 어떻게 편성·운영되고 있는지를 비교·분석하여 그 특징을 알아보았다. 연구 결과는 다음과 같이 요약하여 제시할 수 있다. 첫째, 표준단위제의 도입에 따라 선택중심 교육과정이 편성·운영되어 학교선택권이 확대되었다. 이 경우의 학교선택은 주로 「과목선택 중심」으로 이루어지고 있음을 알 수 있었다. 둘째, 학생선택의 경우, 학교에서 단일 필수과목도 설치하고 있기 때문에 완전 학생선택은 아니지만, 학생 선택권이 상당히 확대되었다는 것을 알 수 있었다. 선택의 유형으로는 과목선택에 대한 필수선택과 자유선택이 있으며, 「통합학습」에 따라 자신의 특성 및 흥미를 고려한 학생선택을 들 수 있다. 셋째, 4개 고등학교 사례에서 볼 때 선택 교육과정 편성이 일정 정도 제한적으로 이루어지고 있음을 알 수 있었다. 제한적 편성에 미치는 가장 커다란 요인으로 대학입시제도와 담당교사 확보요인을 들 수 있다. The purpose of the study is to investigate the characteristics of elective curriculum construction based on the standardized unit system of course of study. The course of the study has been examined by the view point of selecting curriculum by schools and students, and the construction of the course of the study has been compared among high schools for the study. The standardized unit system is that schools assign the number of units as far as it allowed based on units presented from the course of the study. High school curriculum has been administrated as elective curriculum since the standardized unit system was introduced to the high schools in Japan as the course of study from 2003. So that the types of elective curriculum are diverse in high schools. The elective curriculum accelerate the individuality of organization and administration about curriculum in high school. This study investigated how each high school construct its curriculum based on guideline of organization for subject and subject matter which is provided by the course of the study for high school. Four high schools has been selected, and their construction and adminstration of subject and subject matter were compared and analyzed based on guideline of the course of the study. The results are as follows. First, the authority that school selects subjects has been increased since school introduced the standardized unit system. In this case, the elective curriculum was administrated by selecting subjects. Second, rights that students select subjects have been increase even though students still have to take required courses. There are three types of elective courses, which are selecting courses among required subjects, optional subjects, and subjects decided by students' interests and characteristics. Third, the elective curriculum for four high schools has been constructed under certain restriction. The factors that limited construction of elective curriculum are the system of university entrance examination and supplement of teachers.