http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
치기공과 교육과정에서 디지털 교육(CAD/CAM) 개선 요구도에 관한 연구
조미향(Mi-Hyang Cho),이광영(Gwang-Young Lee),남신은(Shin-Eun Nam) 학습자중심교과교육학회 2019 학습자중심교과교육연구 Vol.19 No.22
본 연구는 전북지역 치기공과 재학생 및 졸업생을 대상으로 치기공과 교육과정에서 디지털 교육과정(CAD/CAM) 개선 요구를 분석하고, 디지털 시대에 맞는 치기공과 융복합 교육과정 개선 방안을 제시하는데 목적이 있다. 전북지역의 치기공과 3학 년 재학생 및 현직 치과기공사, 치기공과 교수 등 100명을 대상으로 2016년 9월부터 10월에 걸쳐 설문조사를 시행하였으며, 회수 및 선정된 84매의 설문지는 교차분석, Mann-Whitney test를 적용하여 분석하였다(α=0.05). 설문결과 전북지역 치기공과에 서 개설이 필요한 과목에 대한 유용도로는 현장실습Ⅱ가 4.31로 가장 높게 나타났다.교과목의 적절한 개설 시수에 대해서는 재학생과 졸업생 모두 CAD/CAM학 및 실습(40.5%), 현장실습Ⅱ(42.9%)가 가장 많은 3시간이 적당하다고 답하여 재학생과 졸업생 모두 해당 교과목의 필요성을 인지하고 있었다. 또한 교과과정 개선 시 가장 중점을 두어야 할 분야는 산업체의 선호도와 재학생의 요구도를 모두 반영한 치과기공 기술분야로 나타났다. This study aimed to analyze the need for improvement of digital education(CAD/CAM) in dental technology curriculum for students and graduates of dental technicians in Jeonbuk area, and to suggest the improvement plan for the digital age. A questionnaire survey was conducted on the adequacy and improvement plans of the current curriculum, including 100 dental clinic students, third-year students, dental technicians, and dental technic professors in the Jeonbuk area. The survey period spanned from September to October, 2016. The 84 collected data were analyzed using chi-square statistics, Mann-Whitney test(α=0.05). The usefulness of curriculum that need to establishment was found to be the highest in ‘Dental laboratory clinical practice’ with 4.31. As for required opening hours for the subjects, both students and graduates answered that 3 hours is most suitable for ‘CAD/CAM and practice’(40.5%) and ‘clinical practice’(42.9%). And, major areas of improvement in dental technology curriculum in the digital age was ‘special dental technique’.
다목적용 치과용 금합금의 소성 시 냉각속도와 계류시간에 따른 경도와 미세구조의 변화
조미향,Cho, Mi-Hyang 대한치과기공학회 2011 대한치과기공학회지 Vol.33 No.4
Purpose: The aim of this study is to investigate the changes in hardness and microstructure of a dental multipurpose alloy after simulated complete firing with controlled cooling rate and holding time by characterizing the changes in hardness and microstructure after simulated firing with various cooling rates and holding times. Methods: Before hardness testing, the specimens were solution treated and then were rapidly quenched into ice brine. The specimens were completely fired in furnace. Hardness measurements were made using a Vickers microhardness tester. The specimens were examined at 15 kV using a field emission scanning electron microscope. Results: The maximum hardness value was obtained at stage 0 after simulated firing with various cooling rates (quick cooling, stage 0, stage 1, stage 2, stage 3). By the repetitive firing, the hardness of the tested alloy decreased gradually. By holding the specimen at $500^{\circ}C$ for 10-20min after simulated firing, the hardness increased apparently. However, to hold the alloy for long periods of time in the relatively high temperature after simulated firing resulted in the formation of thick oxidation layer. The oxide film formed on the surface of the alloy after simulated complete firing with controlled cooling rate, which was mainly composed of O and Zn. Conclusion: It is reasonable to hold the alloy at $500^{\circ}C$ for 10-20min after complete firing in other to improve the final hardness of the alloy.