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        • KCI등재

          교양과목을 통한 기독교대학 인성교육의 전략적 운영 방안 탐색

          이은성 한국기독교교육학회 2017 기독교교육논총 Vol.51 No.-

          오늘의 대학 환경을 둘러싼 여러 요인들은 기독교대학이 설립 이념에 따 른 지성과 영성의 통합교육으로서의 인성교육을 충실히 감당하기에 매 우 어려운 상황으로 전개되고 있다. 명문대 진학을 위해 어려서부터 각 종 학원으로 내물리고, 대학진학 이후에는 성공 취업을 위한 스펙 쌓기 에 몰두해야 하는 현실에서, 인성교육은 최근 교육계의 주요 관심 주제 중의 하나가 되고 있다. 또한 초 ․ 중등교육은 물론 대학교육의 현장에서 도 인성교육의 필요성에 대한 공감대가 점점 확산되고 있는 추세이다. 그러나 오늘의 대학 환경을 둘러싼 여러 요인들은 기독교대학이 설립 이 념에 기반한 인성교육을 충실히 감당하기에는 매우 어려운 상황으로 전 개되고 있다. 무엇보다도, 예상되는 학령 인구의 심각한 감소에 따른 대 학 입학 정원 감축 혹은 대학 정리를 주된 목표로 삼고 진행되고 있는 정부 주도의 대학 구조개혁에 적잖은 대학들은 당장 생존의 위기에 몰려 있다. 기독교대학은 이러한 위기상황과 더불어 정체성의 위기라는 이중 적 위기에 직면해 있다. 대부분의 대학들과 마찬가지로, 기독교대학도 학교 운영에 있어서 눈앞에 닥친 대학구조개혁평가 관련 지표 관리에 치 중하다보니 기독교대학 본연의 교육 목적이자 일반 대학과 차별화되는 특성으로 중요하게 부각되어야 할 인성교육을 소홀히 하고 있는 면이 있 다. 모든 대학들이 대학의 교육 비전, 중장기 발전 계획, 교육과정 등에 있어서 나름대로의 인성교육에 대한 의지를 정립 및 실천하고 있기는 하다. 하지만 인성교육에 대한 대학의 의지를 가시화하면서도, 이를 보 다 효율적으로 관리하기 위해서는 어떤 체계와 전략적 운영 방안이 필요 한가에 대한 많은 연구와 검토가 있어야 한다. 기독교 교양과목을 통한 인성교육은 보다 지속적이며 포괄적이고 자연스러운 기독교적 인성교 육이 발생하는 장이라는 면에서, 이의 운영에 있어서 효율성과 효과성을 극대화 시켜주는 전략적 사고와 체계 구축이 매우 중요하다. 본 연구에 서는 기독교대학의 인성교육에 있어서 교양과목 자체가 아닌 교양과목 의 전략적 운영 방식에 대한 선행연구가 거의 없음을 인지하면서, 이에 일조하는 연구가 되기를 바라며 먼저는 인성교육의 일반적 개념과 기독 교대학에서의 인성교육이 의미하는 바와 그 중요성 그리고 교양과목을 통한 기독교대학 인성교육의 특징과 운영방식에 대하여 살펴보았고, 1) 삶과 학문을 연계시켜주는 체험 교육과 실천 교육, 2) 봉사-학습으로 진 행되는 전략적 교과 구성, 3) 융합형 기독교 교양교과목의 활성화라는 세 가지 전략적 운영 방안을 제안하였다. This paper proposes a course for personality education through Christian liberal arts courses in Christian universities, aimed at restoring the Christian identity and reinforcing Christian education proper to its founding ideals and educational goals. It is necessary for Christian universities to find a way to cope with the restructuring programs strongly driven by the government, and strengthen their educational competitiveness relative to secular institutions. Christian personality education can form a core part of a distinctive and excellent Christian education, which should foster spirituality incarnating the kingdom of God. Personality education in a Christian university aims at a holistic, integrated education, not restricted to cognitive learning but leading to a comprehensive learning and knowing, sharing, and practicing the values of the Gospel while cultivating religious personality and moral character. The success of personality education relies upon the best use of Christian liberal arts courses and efficient educational systems. In this sense, Christian liberal education needs to reconceptualize its contents and direction, and recognize the significance of a humanities education on the basis of the Christian value system.

        • KCI등재

          Endoscopic Treatment of a Symptomatic Ileal Lipoma with Recurrent Ileocolic Intussusceptions by Using Cap-Assisted Colonoscopy

          이은성,이강녕,최경수,이항락,전대원,이오영,윤병철,최호순 대한소화기내시경학회 2013 Clinical Endoscopy Vol.46 No.4

          A 73-year-old woman presented with intermittent abdominal pain and weight loss of 15 kg for 2 years. Colonoscopy revealed an erythematous polypoid tumor with a long and wide stalk in the cecum, but with air inflation, it abruptly went away through the ileocecal valve (ICV). An abdominal computed tomography showed a well-demarcated pedunculated subepithelial mass of 2.6×2.7 cm size with fat attenuation in the terminal ileum. It was an intussusceptum of the ileal lipoma through the ICV. This ileal lipoma was causing her symptoms because repeated ileocolic intussusceptions resulted in intermittent intestinal obstructions. In order to avoid surgical sequelae of ileal resection, snare polypectomy using cap-assisted colonoscopy technique was performed within the ileum without complications. The histopathology report confirmed it as a subepithelial lipoma. After endoscopic resection of the ileal lipoma, the patient has been free of symptoms and was restored to the original weight.

        • KCI등재후보

          Paulo Freire and Jack Mezirow's Educational Theories and Integration into Christian Adult Education

          이은성 한국기독교교육학회 2008 기독교교육논총 Vol.19 No.-

          In comparison with children and teenagers, adults have accumulated a foundation of knowledge and life experiences. They need to connect to learning to this knowledge and experience base. While adults are autonomous and self-directed, they also need to be free in order to share their stories and direct themselves. However, the traditional approaches to Christian adult education are generally limited to teaching theological principles and doctrines through teacher-centered, lecture-oriented modalities. Freire and Mezirow’s educational theories aim to create an environment that puts the adult learners in great control of their learning situation, by empowering them with the tools and information to make decisions about their own directions based on critical thought and reflection. Their theories address some critical concerns to the churches as approaches for adult education. This study deals with three concepts that is attributed to Christian adult education. The first of these concepts is that churches are challenged to consider the value of life-related learning, which is the best approach to engage in generative learning because learning and life are two coordinates which start and end together. The second concept that Freire and Mezirow have developed is that of the horizontal teacher-learner relationship, which is seldom valued in the Korean church adult education. Freire and Mezirow view the role of the teacher as a facilitator and see learner as a co-investigator of knowledge, reality, and truth, The teacher, as a facilitator, constantly reform his reflections in the reflection of the learners. The third concept is that of fostering a dialogical learning community in teaching-learning process as an important approach that helps a person grow towards maturity as a Christian in all areas of life. Lecture has been a primary modality in traditional church education. For Freire and Mezirow, however, dialogue that promotes critical reflection and transformation among people replaces lecture as the primary modality. In this sense, this article explores Freire and Mezirow’s educational concepts that impact directions in adult education and discusses how educational philosophy of both theories can be integrated into Christian adult education. In comparison with children and teenagers, adults have accumulated a foundation of knowledge and life experiences. They need to connect to learning to this knowledge and experience base. While adults are autonomous and self-directed, they also need to be free in order to share their stories and direct themselves. However, the traditional approaches to Christian adult education are generally limited to teaching theological principles and doctrines through teacher-centered, lecture-oriented modalities. Freire and Mezirow’s educational theories aim to create an environment that puts the adult learners in great control of their learning situation, by empowering them with the tools and information to make decisions about their own directions based on critical thought and reflection. Their theories address some critical concerns to the churches as approaches for adult education. This study deals with three concepts that is attributed to Christian adult education. The first of these concepts is that churches are challenged to consider the value of life-related learning, which is the best approach to engage in generative learning because learning and life are two coordinates which start and end together. The second concept that Freire and Mezirow have developed is that of the horizontal teacher-learner relationship, which is seldom valued in the Korean church adult education. Freire and Mezirow view the role of the teacher as a facilitator and see learner as a co-investigator of knowledge, reality, and truth, The teacher, as a facilitator, constantly reform his reflections in the reflection of the learners. The third concept is that of fostering a dialogical learning community in teaching-learning process as an important approach that helps a person grow towards maturity as a Christian in all areas of life. Lecture has been a primary modality in traditional church education. For Freire and Mezirow, however, dialogue that promotes critical reflection and transformation among people replaces lecture as the primary modality. In this sense, this article explores Freire and Mezirow’s educational concepts that impact directions in adult education and discusses how educational philosophy of both theories can be integrated into Christian adult education.

        • KCI등재

          John Wesley’s Class Meeting and Its Educational Implication for Christian Nurture

          이은성 한국기독교교육학회 2009 기독교교육논총 Vol.22 No.-

          This article explores Wesley’s class meeting, and what it might teach us today. It is often to debate whether the church is effective in helping and nurturing church members to live a faithful Christian life. Jesus Christ called people to follow Him on a lifelong adventure of discipleship, and the church was called to nurture and to encourage these people as they embark on this journey. Today, churches use various small groups to reach people for Christ and to nurture growing Christians in their faith. Wesley’s class meeting prs ides some practical and educational insightse growing grmation of dynamic Christian learning communiurein small group setting. Wesley was deeply concerned aboutowingprscess of shaping persons into Christians, and his class meeting was a powerful and effective educational systemowiat not only enabled a large number of people to become dedicated disciples of Jesus Christ, but also brought a moral re grmation to wingnation as well. Tingpressing issue for the church today is not wiat there are not enough Christians but rather that Christians are not growing to maturity. Perhaps the greatest advantage of the class meeting was that it enabled the Methodists to reprsduce much of the practice of the early Christians, and to fulfill bibethol admonitions. People ie of the clday found friends, received warmoemotional support, and grown in their spiritualiurein the class meeting. In this sense, of the clsmall-group inns y’s clathe class meeting, reminds usathe i Mortance of grming an interactive, caring, and dialogthol learning communiureto reach people for Christ and to nurture growing Christians in their faith. Although the class meeting cannot be a perfect models to reprsduce nurture, it sdull challenges and in grms today’s churches to practice more of a ‘life’ than an ‘-rsm’ in small group setting, and to breakdown the general congregation into more manageable parts and incorporate more persons into the caring ministry of the church, building mutual trust and loving relationships and nurturing each person a positive learner who experiences development for holy living.

        • KCI등재

          DFWM(degenerate four wave mixing)을 이용한 대향류버너 화염내의 OH 라디칼 스펙트럼 측정

          이은성,한재원 한국광학회 1996 한국광학회지 Vol.7 No.2

          대향류버너의 화염에서 연소반응의 중간단계 생성물로 존재하는 OH라디칼의 축퇴 4광자 혼합스팩트럼을 비포화영역에서 Forward Box 형태의 위상정합조건으로 측정하였다. X$^{2}$.PI..rarw.A$^{2}$.SIGMA.$^{+}$ 천이선들 중 R$_{1}$-가지 분광선들의 세기로부터 회전에너지 준위의 밀도분포를 구하고 볼쯔만분포와 비교하여 온도를 구하였다. 흡수분광스펙트럼을 측정하여 화염내에서 레이저의 흡수효과를 보정하여 주었다. 측정된 온도의 오차는 2000K 근방에서 .+-.60K로서 CARS로 얻은 온도와 오차범위내에서 일치하였다. 화염의 여러부분에서 스펙트럼을 측정하여 온도분포와 OH농도분포를 얻었다. In non-saturation region, we measured the degenerate four wave mixing spectra of $X^2\;{\Pi}(v=0){\to}A^2{\Sigma}^+(v'=0)$ transition for OH in counterflow burner, which exists transiently in combustion reaction. We used forward box type geometry for phase matching. Calculating the population of each rotational level from the line intensities of R$_1$band and comparing it with Boltzmann distributions, we could obtain the temperatures of the flame at several points. Corrected for the absorption of incident laser fields, the final temperatures coincided with those measured by coherent anti-Stokes Raman Scattering within error $\pm$60 K near 2000 K. We also measured the concentration distribution of OH radical and it was compared to that measured by laser induced fluorescence.

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