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黃義一 부산교육대학교 초등교육연구소 1997 초등교육연구 Vol.10 No.-
Perspective on teaching means how to perceive and recognize the essential characteristics of teaching. It involves not only cognitive aspects but affective views in values and attitudes on teaching. It is important because educational purposes, methods and teachers' views toward children will differ according to the points of view on teaching. There are three different types of perspectives on teaching; the sacred, the labor and the professional aspects. The sacred aspect which was the most traditional and conservative held the view that teaching was a profession forming human beings, which was quite different from general occupations. However, the sacred view is not appropriate to rapidly changing modern society with a diversity of values. The labor aspect against the sacred perspective set teachers free from the conservative view and considered teachers as laborers which gave them rights and expanded their scope of activities. But this view is not completely suitable to the Korean affective domains. The professional perspective integrated the merits from the sacred and labor aspects, viewing teaching as a profession. This paper examined the professional perspective on teaching as the most appropriate among three views because it meets elements of teaching requirements as a profession. Teachers' qualifications as a profession include a good personality and professional knowledge including educational theory and expertise. An image of the ideal teacher is the one who has qualifications and tries to develop his or her profession. In addition, that teacher pays attention to children to understand their feelings and interests. It is suggested that there are several factors which make teaching as a profession. First, teachers should develop their abilities constantly. Second, qualified teachers should be fostered through a school system reform enhancing their power to attract good teachers. Third, an in-service training should be provided to develop teachers' qualities. Finally, the professionalism and autonomy of teachers should be guaranteed.
黃義一 釜山敎育大學 1974 부산교육대학 논문집 Vol.10 No.1
Aims of this study are to find out the irrationalities of decision-making(approval) process in elementary and secondary school business and to represent decision-making process model available to modern management of above schools. According to methods and procedures of questionaire and interview, the following conclusions are acquired. 1. Decision-making processes are exceedingly overlapped. Therefore teacher's burden of time consumming for acquirement of approval is highly weighty. 2. Assistance principals and head teachers are only in surface position on the way final decision-making. This reality makes them have weak consciousness of responsibility. 3. Overlap in aprpoval process results in bad human relationships. 4. Principals have no afford to school management because of adjusting, permitting, and signing. 5. Individual storing and arrangement make document use intricate and confusing. 6. Commitment system by which approval authority of principal whould be distributed ought to be created and carried out. 7. Available procedure of approval ought to be standardized to uplift the utility of permitted documents.
사상자 (Torilis Fructus)의 지표성분으로 Torilin의 분리 및함량분석법 개발
황의일,이성계,소승호,구본석,한경호,김나미 한국생약학회 2007 생약학회지 Vol.38 No.4
the propose of the quality control of Torilis Fructus, one major compound was isolated by several column chro-analysis of torilin using HPLC method showed that the average contents at 230 and 254 nm were 7.167±0.168 mg/g and 7.052±0.160 mg/g, respectively, in 18 samples collected throughout the regions of Korea and China. This method provided a toolfor standardization of the comercial Torilis Fructus.Key wordsTorilis Fructus, Quantitative analysis, Torilin, HPLC... (Torilis Japonica Decandolle). ... ....... , .... ... ... .... ... (Um-belliferae). ... .. 60 cm ... ... .... .. .... .... . .. (Torilis Fructus). .... ... 2.. ... ... .. ... ....... .. 3~5m, . 1.5 m .. , ... .... .... .