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최필순(Pil-soon Choi),김대용(Dae-yong Kim),서창우(Chang-woo Seo),이수혁(Soo-hyuk Lee) 대한기계학회 2010 대한기계학회 춘추학술대회 Vol.2010 No.11
Selecting the subject of reduce dry time of Shoe Dryer. In this creative design study and experiment, we were surveying domestic and foreign cases. And then we were assuming The rotational dryer efficiency is better than The fixed dryer. We were choose that make a diffrent type dryer with out formal type to carry out performance evaluation of dry efficiency. The result of the experiment can be summarized as follows. The effects of between Hot air dry and Hot&Cool air dry of the difference was very small, but Hot&Cool air dry type was little more high.
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집중이수제 정책의 등장과 퇴장: 정책 실패가 주는 시사점 탐색을 중심으로
김재춘 ( Chae Chun Gim ),최필순 ( Pil Soon Choi ) 한국교육과정학회 2012 교육과정연구 Vol.30 No.3
2007 개정 교육과정에서 허용/권장 형태로 처음 등장한 집중이수제는 2009 개정 교육과정에서 강제 규정으로 강화되었다가 2012년 개정 교육과정에서 사실상 폐기되었다. ``동시 이수과목 수의 과다``라는 우리 교육의 고질적인 문제를 해결하기 위해 등장한 이른바 ``합리적인`` 정책인 집중이수제는 왜 그렇게도 빨리 폐기될 수밖에 없었는가? 이런 문제의식에서 출발한 이 연구는 다음과 같은 세 가지 문제를 다루었다. 첫째, 집중이수제 정책이 등장하게 된 과정을 기술하고, 둘째, 집중이수제 정책의 실패 원인이 무엇인가를 분석하며, 셋째, 집중이수제 정책의 실패 사례가 앞으로 우리나라 교육과정 정책 개발에 주는 시사점을 탐색하였다. 이 연구를 통해 밝혀진 정책 실패의 요인은 첫째, 정부의 무리한 정책 추진, 둘째, 학교교육의 오래된 관행과 문화의 문제, 셋째, 수업과 평가 방법의 집중이수제와의 불일치 문제, 넷째, 오랫동안 유지되어 온 ``교육과정 생태계``의 훼손 등으로 드러났다. 본 연구에서는 앞으로 교육과정 정책이 성공적으로 정착하기 위해서는 정책 입안에 있어서 이른바 ``합리성``만이 아니라 학교의 ``생태성`` 또한 중시할 필요가 있음을 주장하였다. A focused learning policy which was incepted for the first time in the 2007 revised curriculum, and that has been very much emphasized in the 2009 revised curriculum doomed to be abolished in the 2012 revised curriculum. In this context, a question of why such a rational policy called a focused learning system which was introduced in order to solve an enduring problem such as ``too much subjects for a student to study at a semester`` failed in such a short time is to be raised. In the study, three topics are dealt with in some detail. First, the development of a focused learning policy was described from the inception through the emphasis to the abolishment.. Second, the causes/reasons of the policy failure were analyzed. Third, the implication of the policy failure on the future directions of curriculum policy-making was explored. Four causes/reasons of the policy failure were identified: First, central government`s hastiness in developing and implementing a new curriculum policy; Second, longstanding curricular practices which cannot be aligned to the focused learning policy; Third, instructional and evaluational practices which cannot be relevant to the policy; Fourth, destruction of curriculum ecology. For a curriculum policy to be successful, a hyper-rational approach to curriculum policy should be supplemented with an ecological approach.
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유아의 인지양식에 따른 참조적 의사소통능력 및 조망수용능력의 차이
최필순 한국아동교육학회 1995 아동교육 Vol.4 No.2
The purpose of this research was to exaamine the relationships between the difference of both referential communication ability as well as prospective receptivity and the children's cognitive styles. The specific research problems for these are as follows. 1. Are the referential communication ability different according to the children's recognitive styles? 2. Does the prospective receptivity have a significant relationship to to the children's recognitive styles? 3. What relationships is there between the recognitive styles, age, sex, and the referential communication ability? 4. What relationships is there between the recognitive styles, age, sex, and the prospective taking skills? This research carried out the test of recognitive styles making the 6 years old children of kindergarten and the 7 years old children of elementary school in Taegu the objects. And the total 96 children of 12 deliberate styles-children by sex, 12 rapid response styles-children by sex are collected and sampled. And then, this research analyzed the changing volume and investigated the correlation on the result to measure their referential communication ability and prospective taking skills. The result of this research were as follows. 1) In the referential communication ability, the children who had the deliberative recognitive styles were higher than the children who had the recognitive style responsing rapidly. 2) In the prospective taking skills, like in the referential communication ability, the children who had the deliberative recognitive styles were higher than the children who had the recognitive styles responsing rapidly. 3) In the referential communication ability, the girls who had deliberative recognitive styles were higher than the boys who had the same styles, and, in the recognitive styles responsing rapidly, the girls were higher than he children. 4) The girls in prospective receptivity was higher than boys.
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김현실,최필순 경산대학교 보건복지연구소 2000 保健福祉硏究 Vol.5 No.-
This study was done to investigate education area for rehabilitation and need for rehabilitative education among total hip replacement patients in Korea. The subjects were a convenience sample of 11 patients who had a total hip replacement surgery at 2 hospitals located in Kyunggi-Do, Korea. The data were collected from July 1st to end of September, 1996 using questionnaires developed by the authors. The data were analysed by a SPSS computer program. In this study, content area of education for total hip replacement patient were consisted of 6 area including 30 items. And this 6 area were 'knowledge about etiological factor & surgical procedure'(4 items), 'knowledge about pharmacological therapy'(3 items), 'knowledge about activities of daily living'(14 items), 'knowledge about activities for leisure'(3 items), 'knowledge about nutrition for reconvery'(2 items), and 'knowledge about management after discharge'(4 items). The results showed that the content area with the highest degree in need for rehabilitative education among total hip replacement patients were 'knowledge about etiological factor & surgical procedure', 'sign of complication', information about side effect of medication', whereas the content area with the lowest degree in need for rehabilitative education were 'time for sedentary activities', 'hospital visiting time for the follow-up check'.
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