[행복일기] 내 이름은 김창원

김창원 샘터사 2011 월간 샘터 Vol.501 No.-

지역정보도서관(地域情報圖書館)으로서 향토자료실운영(鄕土資料室運營) -수원 선경도서관을 중심으로-

김창원 한국디지틀도서관포럼 2002 디지틀 도서관 Vol.25 No.-

유산균제(乳酸菌劑)(LBC , Streptococcus Faecium Cernelle 68) 급여가 송아지의 증체율(增體率)과 설사 예방에 미치는 영향

김창원,맹원재,신형태 한국낙농학회 1987 韓國酪農學會誌 Vol.9 No.4

新生 홀스타인 송아지 20두를 各各 5두씩 4개 처리구 〔무처리구(T₁), LBC-1(T₂), LBC-2(T₃), 그리고 LBC-3(T₄)〕로 나누어 분만직후부터 1주일간은 LBC 1호를 1회 2g씩 1일 2회 송아지의 입에 직접 넣어주었고 2주째부터는 이유시까지 全乳에 또는 代用乳 1ℓ에 LBC 1호를 1g씩 혼합하여 급여하였으나 이유후부터는 어린송아지 사료 1㎏ 당 2g의 LBC 2호를 혼합하여 90일령까지 급여한 후 증체율, 사료섭취량 및 사료효율과 설사발생일수를 조사하였으며 그 結果는 다음과 같다. 新生 홀스타인 송아지의 평균 生時體重은 41.2㎏이었으며 90일령의 평균체중은 77.3㎏으로서 1日平均 增體量은 622.2g이었다. LBC 급여는 모든 처리구에서 무처리구보다도 증체율이 높았으며 生後부터 90일까지의 日當增體率은 무처리의 598.89g에 비해 LBC 급여구는 611.11∼640.00g으로 2.04∼6.87%나 높았으며, 總增體量은 무처리구가 53.9㎏이었는데 LBC처리구는 55.0∼57.6㎏으로 1.1㎏∼ 3.7㎏이 더 높았다. 生後부터 90일령까지의 총사료 섭취량(母乳 (乾物)+代用乳(乾物)+어린송아지사료)은 무처리가 110.78㎏ 이었으며 LBC처리구는 108.90∼116.56㎏으로 -1.70%∼5.22%를 나타내었고 飼料要求率은 무처리의 2.06%에 비해 1.94∼2.02㎏으로 1.94∼5.83%가 改善되었다. 生後부터 90일령까지 처리당 5마리의 송아지의 총설사 발생일수는 무처리가 19일이었고 LBC급여구는 10∼11일로서 크게 감소되었으며 가장 설사가 심한 일령은 모든 처리구 모두 8∼36일 범위였다. Effects of the administration of lactic acid bacteria concentrate (LBC, Streptococcus faecium cernelle 68) to dairy calves were investigated with 20 new born Holstein calves. Four treatments and 5 animals per treatments were control and 3 groups of LBC which were only different in carrier. LBC was given directly into the mouth twice a day and 2 g each for the first week and added 1 g/l of whole milk or milk replacer for the second weeks up to weaning, and then LBC was added 2g/㎏ of calf diet and fed up to 90 days. Average birth weight and 90 day body weight of all calves were 41.3 ㎏ and 97.3 ㎏, respectively, and average growth rate was 622.2 g/day. Body weight gains from birth to 90 days were 53.9 ㎏ in the control group and 55.0 - 57.6 ㎏ in the LBC fed groups and average daily gains were 598.89 g in the control group and 611.11 - 640.00 g in the LBC groups which were 2.04 - 6.87% higher than the control. Total feed intakes from birth to 90 days (whole milk (DM) + milk replacer (DM) + calf starter) were 110.78 ㎏ in the control and 108.90 - 116.59 ㎏ in LBC groups and feed conversions were 2.08 ㎏ in control and 1.94 - 2.0 ㎏ in LBC groups which were improved 1.94 - 5.85% over control group. Incidence of souring was highest during 8 to 36 days after birth and were considerably higher in control group as compared with LBC groups.

포스터 전시 발표 : 소화기 ; 심한 황달을 동반하였던 비알코올성 지방간염 1예

김창원,이종민,정신홍,박범철,오재인,이계성,이종명,이미선 대한내과학회 2002 대한내과학회 추계학술대회 Vol.63 No.-

2015 교육과정 성취기준의 양상과 교육과정발전을 위한 논제

김창원 한국초등국어교육학회 2016 한국초등국어교육 Vol.61 No.-

All subjects of 2015 national curriculum was developed under same keywords including creativity, personality, core competency, integration and understanding by design. ‘Korean Language’ curriculum was designed to succeed 2009 national curriculum, reflect general guideline and field’s requests, specify notions of ‘Korean’ and ‘Korean Language’ subject, and revise its contents organization. Achievement standards of Korean Language curriculum was also selected, organized, and written based on informativity and communicativeness. Further, 2015 Korean Language curriculum suggests directions for teaching, learning and evaluation in detail. Achievement standards of Korean Language subject was developed based on necessity, connectivity, propriety, sequence, and continuity with in conformity of Korean Language subject’s nature and purpose. During the development process, many issues such as subject’s competence reflection matter, number of achievement standards and amount of study matter, knowledge and attitude items matter, integration potential within / between subjects matter, importance ratio adjustment due to domain fairness and development matter, explanation method according to domain properties matter, are remaining unsolved, despite they should have been solved before curriculum development. Including those unsolved issues, in order to solve problems for Korean Language curriculum’s development and prepare next curriculum, Korean education must put long-term and systematic effort. 2015 교육과정은 창의인성, 핵심 역량, 교과 통합, 이해 중심 교육과정 등의몇 가지 키워드를 바탕으로 하여 전 교과가 동일한 체재로 개발되었다. 국어과는2009 교육과정을 계승하며 총론의 지침과 현장의 요구를 반영하여 ‘국어’와 ‘국어과’의 개념을 명시하고, 선택 과목과 내용 체계를 재구성하며, 성취기준을 정보성과 소통성 중심으로 선정·조직·기술하였다. 아울러 교수·학습과 평가의 방향을 상세히 제시하였다. 2015 국어과 교육과정은 총론의 지침과 국어과의 본질·목표를 준거로 삼아필요성과 충분성, 연계성, 적정성, 계열성과 계속성의 원리를 바탕으로 성취기준을 개발하였다. 그 과정에서 교과 역량 반영 문제, 성취기준의 수와 학습량 문제, 지식·태도 항목 설정 문제, 교과 내·교과 간 통합의 가능역 문제, 영역 형평성과발달에 따른 비중 조절 문제, 영역 특성에 따른 기술 방식 문제 등, 교육과정 개발을 위해 선결해야 할 문제들이 해결되지 않은 채 남았다. 이들을 포함하여 국어과교육과정 발전에 필요한 과제를 점검하고 다음번 교육과정 개정에 대비하기 위하여 장기적이고 제도적인 국어교육계의 노력이 필요하다.

Decision-making Reliability Estimation Model based on Building Construction Project Participants` Experience

김창원,김백중,유위성,조훈희,강경인 한국건축시공학회 2013 한국건축시공학회지 Vol.13 No.2

Generally, building construction projects have a complex decision-making process because of the participation of various agents. In this situation, a final decision is arrived at by relying on subjective judgments based on the experience of project participants. For this reason, a method of assessing the objectivity of opinions is needed. In previous studies, the multi-criteria decision making method was applied to arrive at a final decision objectively, but this method has a limitation, in that the experience of each decision maker is not considered differently in the decision making process. Therefore, this study proposed a theoretical model using the S-shaped growth curve and regression analysis by building construction project type to quantitatively estimate decision-making reliability according to the experience of individual project participant`s. The developed model could be added to the Multi-criteria decision making method, and secure the objectivity and reliability of project participants` final opinion.

특집 / 교회학교를 다시 생각한다 : 청소년부 ; 교회교육의 새로운 대안 - 명성교회 청소년부 ( 김학범 목사 ) 를 찾아서

김창원 기독교대한성결교회 활천사 1997 활천 Vol.521 No.-

근대 개성의 지리적 배치와 개성상인의 탄생

김창원 국제어문학회 2014 국제어문학회 학술대회 자료집 Vol.2014 No.4

문학교육 연구 방법론의 비판적 검토

김창원 한국문학교육학회 1997 문학교육학 Vol.1 No.-

It has been over 10 years since the Ed.D. course of the literary education research(L.E.R.) was established in 1986 in Seoul National University and researched actively. During those years, many results were found and L.E.R. has been developed based on them. Even though there are numbers of reviews of L.E.R., most of them only stopped at applying the methodology of literature researches or categorizing them by subjects. Therefore, the existing researches need to be reexamined critically from a methodological dimension. After evaluating the L.E.R. of the 10 years from a point of methodology, there seemed to be these three following outcomes. 1. Regulated the concept of Literary Pedagogy and established the objects of the research. 2. Found basic terms of L.E.R. and systematized their concepts. 3. Accumulated human resources in domain of L.E.R. Regardless of these outcomes, the current thesises of L.E.R. are holding the following methodological limits. 1. Researched aimed on school education purpose. 2. Researched aimed on reading process of individual readers. 3. Insufficiency of researches on sending mechanism in literary communication due to too much emphasis on receiving mechanism. 4. Insufficiency of researches on process of task performing of literary communicative subjects. 5. Limited the research objects to Korean Literature. 6. Laid stress on the philological method. 7. Insufficiency of qualitative researches due to too much emphasis on quantitative researches. 8. Insufficiency of long term researches due to too much emphasis on short term researches. The reason such limits were found is due to the fact that most of the researches possessed these following prerequisites and were conducted. 1. Literary education is for expanding the literary competence of individuals. 2. The literary competence expands by imitating the behavior 0. manner of experts. 3. The distinctive characters of human behaviors can be approached by analyzing with variety of elements. 4. L.E.R. is an applied science of literary research. 5. L.E.R. should be accomplished by particular genre of literature. 6. L.E.R. should be formed according to the course of the education. 7. L.E.R. should present policies about practicing literary education. 8. L.E.R. should target ideal readers. 9. L.E.R. belongs to category of subordination of humanities. 10. L.E.R. can be formed by itself regardless of the fact. 11. L.E.R. has to be applied generally to the present situation of literary education. 12. In L.E.R., there are a theoretical level research and a practical level research. Therefore, in order to have the L.E.R. to earn the justification as a science, these prerequisites should be overcome and more effort is needed on finding more methodologies of research from different points of view.

아킬레우스의 도전 - 국어교육과 『국어』 교과의 미래에 관한 상상

김창원 한국어교육학회(구 한국국어교육연구학회) 2019 한국어교육학회 학술발표논문집 Vol.2019 No.1