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류승열 한국특허학회 2016 특허학연구 : 한국특허학회지 Vol.17 No.2
Many people feel uncomfortable using washstand because its surroundings are wet. For solving this problem, Jeong-In Jeon applied for a patent in 2004. Her idea is that structure of the basalt was combined with the front side of washstand. Thanks to this idea, when people use washstand, they can avoid to wet their clothes or body. However, This idea do not take into account the people who carry their bags or luggage. So, I considered about this and suggest the new idea. When people use washstand, they put their bags on the side of the washstand. So, I think that would be nicer if there are lots of beads equipped on the side of the washstand. The principle of this idea is Coanda Effect. Consequently, using this idea will prevent bags or other things from being wet by water on washstand.
柳承烈(Lyu Seung-Reul) 역사교육연구회 2000 역사교육 Vol.76 No.-
Those who worry about problems of history education regard consistently textbook as a very important thing. However we can not solve problems of education only by good text book making. On the contrary we reexamine and change the cognition concerning the view of textbook and the direction of compilation and the way of application. The policy of textbook compilation is very important. By investigating the policy of textbook compilation, we know who possess the authority of education. This paper examines problems of the system for Korean history text book complication, and proposes open textbook publication system as an unique alternative plan. Especially convinces that open textbook publication system is needed necessarily for overcoming serious uniformity of Korean history textbook accompanied by textbook state publication system. For accomplishing history education normally, autonomy and ownership of teacher and student as the main body of history instruction must be guaranteed. And also for promoting autonomy of the whole education system, we must establish democratic order of education. Autonomy and freedom bring independence and ownership. And only on that basis progress and development are possible as it is. Moreover under the condition with favorable competition, confidence and trust with each other mature, the tradition of coexistence and harmony can be planted firmly. On the other hand we all keeps in mind always the fact that to settle open publication system of Korean history normally, the structure which teachers who prepare history instruction and receive the training for history teacher charge history instruction, must be constructed. In order to complete above works, the peculiarity of history education in curricula system must be insured. At the same time we shall prepare rational system for social certification of Korean history textbook, and estimate fairly and transparently, and next open publicly the result which classify and grade textbook. Then teacher and student and parents inspect that result, and can choose hopeful textbook. But the purpose to make that is not for judging pass or not, but only for serving the comprehension and the choice and the improvement of textbook.
제1차 교육과정기 발행 『중등국사』 (역사교육연구회 엮음) 교과서의 특성과 의의
柳承烈(Lyu, Seung-Reul) 역사교육연구회 2018 歷史敎育 Vol.146 No.-
『Middle School National History』 compiled according to the first history curriculum, implies greatly in relation to setting the direction of history education and composition of history textbook on relating history education through ‘as history’ and ‘using history’ method. This textbook, which clarified the characteristics of history education, was published through a gathering of authors in order to establish the secondary school history education system and the development of the history education academy. This textbook was the first attempt to formulate history textbook’s concrete format and contents to clearly establish and suit for the direction of history education authentically. It was highly praised at that time but several of such fine attempts were not succeeded further properly. This textbook was the first concrete style to reach the goal of history education in substance, ‘historical thinking,’ as seen from its flexible application of history curriculum, suggestion of core concepts in the form of special notes breaking the usual question-and-answer format, and introduction of a completely new form of the learning activities. Through various efforts and activities, a new development of history education seemed dearly reviving but, in the 1960s, such efforts lost force and the uniformity of textbook contents and educational control worsened.