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법규상(法規上)으로 본 교직(敎職)의 전문성(專門性) 수준(水準)
安圭哲(Ahn Kyu-chul) 전남대학교 교육문제연구소 1979 교육연구 Vol.5 No.-
1. Problem It has long been, held that “All legitimate trades are equally honorable.” Employments, however, are broken down by some categories on the basis of various standards. From the standpoint of professionalization, employments could be classified into two; occupation and profession. In this study, the enumerated measures or standards of profession are examined and then the position of teaching is also examind based on tbe existing law. 2. Results The measures or standards of profession are synthesized as theoretical and intellectul background for work preparation, higher preservice education as a natural consequence, a strict and fixed qualification standard, necessity of in-service education, higher incentives (salary, security, social prestige), life work, selfless moral service, and autonomous and strong activities of professional organization. The scarcity of occupation or the customer’s judgment on the work cannot be considered as the measure of profession in modern, current society. Teaching is not adeqately professionalized yet, according to the provisions of existing laws. The following could be cited as the ground to such judgment. 1) The law doesn’t require qualified teachers, especially primary school teachers, to have a full four-year university course. 2) The qualification standards for teachers are not very strict and almost any college graduates can obtain teacher’s license. It is because of the pluralistic and confused teacher training institutes. 3) The systematized in-service education for teachers is felt perfunctory in some cases and the administrative and financial support for it is too short. 4) The rewards of teachers are far from sufficient to attract the competence and numbers needed in schools of every level, and great majority of able teachers are not likey to remain very long in the service of education. 5) The provisions of law* and the proclamations adopted by teaching association stress and moral service of teaching profession, but its effectiveness is doubtful. 6) The teacher associations are organized in rural, provincial, and national level, but their expected role are not performed and not even permitted to perform. 3. Tasks The teaching tasks the following for its professioalization: 1) Better trained and better qualified teachers 2) Changes in the structure of incentives for teaching positions. 3) Professionalization of educational administration. 4) Building the correct and respect-winning teachers’ carriage.
양시용,강창원,안규철,이강연,이중일,김정훈,박근규,Yang, Si-Yong,Kang, Chang-Won,Ahn, Gyu-Chul,Lee, Gang-Yeon,Lee, Jung-Il,Kim, Jeong-Hoon,Park, Keun-Kyu 한국축산식품학회 2010 한국축산식품학회지 Vol.30 No.3
This study was conducted to the evaluate nutritional value of corn taffy residue (CTR), a by-product from Korean traditional taffy, and to investigate the dietary effect of CTR on the yield and composition of milk from dairy cows. Relatively high concentrations of residual enzymes and sugars were found in CTR. Protein and fat concentrations were high, comparable to those of corn gluten meal. Inclusion of 1, 3, and 6% CTR in total mixed rations yielded more milk (p<0.05) than in the control group, and increased milk fat (p<0.05) in high-producing cows (approximately 30 kg). In low-producing cows, (approximately 20 kg), milk yield was increased by 1 and 6% CTR, and milk protein was enhanced by 3% CTR (p<0.05). Based on these results, utilization of CTR is recommended for production of high quality and economical animal products.
염민호(Yeom Min Ho),안규철(Ahn Kyu Chul) 전남대학교 교육문제연구소 1997 교육연구 Vol.21 No.-
이 연구의 목적은 ‘교육조직’의 실재에 접근하는 인식방법의 구명을 통해 교육조직을 재인식하여 시대상황에 맞는 대안 조직의 변화를 가능하게 할 수 있는 ‘실천’ 패러다임을 구상하는 것이다. 연구 방법으로는 ‘인간 이해’ 및 ‘교육조직 인식’의 대안 작업으로 주목받는 현상학과 비판이론을 수용하는 학자들의 문헌을 객관적·주관적으로 해석하는 문헌연구를 시도했다. 연구는 교육조직에 대한 정확한 인식을 위해 조직 구성의 주체인 ‘인간에 대한 이해’와 ‘교육조직’에 접근하는 방법론의 이해를 전제하고 있다. 어떤 이론 이든 인간 본질에 대한 이해가 없이는 그가 만든 조직이나 활동을 설명하는 게 부실하기 때문이다. 조직 및 교육조직에 대한 인식론적 논의의 결과, 현상학과 비판이론의 조 직에 대한 접근은 조직의 도구적 측면보다는 조직의 본질과 발전과정 그리고 조직 구성 원의 역동성에 관심을 두고 있었다. 이런 관심에 따라 그들은 조직 성원들이 무슨 일을 하며, 왜 그 일을 하고, 그들이 하는 일이 옳은지 그른지에 관심을 갖는다. 연구에서 구 상한 ‘실천’ 패러다임은 교육조직의 변화를 위한 개인적 구조적 차원의 인식틀이다. 실천 패러다임은 도구적 합리성이 지배하는 사회 및 조직의 지배구조로부터 인간을 해방 시키는 것과 동시에 사회적 실재로서 조직을 기능적인 측면의 사회 변화에 맞도록 조정 할 수 있는 개념이기도 하다. The purpose of this study was to reconsider the educational organization by the epistemological approach and make a Praxis Paradigm in order to discuss the alternative to make it fit with changing society. The main method of this study was the interpretation of the literature of scholars who had accepted phenomenology and critical theory to know the human nature and the educational organization and to find alternatives. This work, first of all, discussed the ontological understanding of human being and tried to approach organization and educational organization epistemologically. Without understanding the nature of human being who composes of organization, it is hard to found the background for criticism about the organization itself. As a result of this discussion, phenomenology and critical theory of approaching the organization was focused on its nature, its developing process and activity of its members rather than the instrumental points of organization. Based on this assumption, phenomenologists and critical theorists were interested in what type of things members do, why they have to do, whether their choice is right or not. Making a Praxis Paradigm for main topic of this study was a kind of epistemological framework at individual and structural levels to change educational organization. Here, that has two meanings; the one is liberating human being from society and organization dominated by instrumental rationality, the other is technological approach fitting organization as a social reality with changing society.