타액선 질환의 조영촬영법과 방사성동위원소 스캔법을 이용한 임상적 연구

박윤경,이상래,황의환,Park Yun-Kyoung,Lee Sang-Rae,Hwang Eui-Hwan 대한영상치의학회 1999 Imaging Science in Dentistry Vol.29 No.1

The purpose of this study was to established the characteristic radiographic features in salivary gland diseases by means of sialography and scintigraphy. Sialograms and scintigrams with diseases of salivary gland were examined. In this group were 5 salivary stones, 14 sialadenitis, 17 Sjogren's syndromes and 8 benign tumors. The obtained results were as follows; 1. In the configuration of the shape of main duct, those revealed that modified curvilinear and curvilinear types were predominant in Sjogren's syndromes but reverse sigmoid and angular types were in sialolithiasis and sialadenitis combined with sialodochitis. 2. In the configuration of the course of main duct, those revealed that smooth types were predominant in sialadenitis and irregular types were predominant in Sjogren's syndromes and benign tumors and irregular types were seen in all salivary stones and sialadenitis combined with sialodochitis, 3. In the type of intraglandular pattern, those revealed that destructive changes of salivary duct system and parenchyma were severe in sialadenitis and salivary stones and predominantly severe in Sjogren's syndromes. 4. The function of salivary gland was decreased severely in Sjogren's syndrome. and also decrease in salivary stone and sialadenitis. In benign tumor, the uptake of radioisotope was not seen in lesion and the function of salivary gland decreased in its remaining normal parenchyma.

사회/도덕과 교과용도서의 수정 보완 내역 분석 -2009 개정 교육과정 시기를 중심으로-

박윤경 ( Park Yun-kyoung ),정영선 ( Jung Young Son ) 한국사회과교육학회 2018 시민교육연구 Vol.50 No.3

The aim of this study is to provide implications for improving the quality of textbooks by analyzing the inventory of modification and supplementation of social studies and ethics textbooks in the 2009 revised curriculum period, from 2013 to 2016. The subjects of analysis is the content of modification and supplementation on the textbooks from k3 to k12 posted on the national textbook online system(www. textbook.or.kr). The framework of analysis is types of data(image/text) and types of modification and supplementation(management of publication/notation and expression/modification of content). The modification of content has five subcategories: accuracy, freshness, validity, fairness, ease of use. The findings were as follows: First, there were 6,287 cases(textbooks 5,112, tutorials 1,175; k3-k6 1,713, k7-k9 2,495, k10-k12 2,079) in social studies, 901 cases(textbooks 672, tutorials 229; k3-k6 586, k7-k9 129, k10-k12 186) in ethics. Second, for types of data, modifications of text were more than images. Third, for types of modification and supplementation, modification of content was the most in social studies, notation and expression was the most in ethics. For modification of content, accuracy was the most(about 65%) in social studies, accuracy and validity were the most in the ethics(more than 75%). Forth, modification and supplementation were the most in 2015, due to the introduction of new elementary textbooks and the changed rules of Korean orthography. Based on these findings, several implications were suggested.

미국 초등학교 사회 교과서의 인구 교육 내용 분석: 사회과 인구 교육에의 시사점 도출

박윤경 ( Yun Kyoung Park ) 한국사회과교육학회 2013 시민교육연구 Vol.45 No.4

This study aims to examine the characteristics of population education in the United States, and to find some implications for an alternative approach to population education in Korea. For this purpose, a content analysis on social studies textbooks (3rd, 4th, & 5th grade) was performed. Main focuses of analysis were topics, content, goals, value approaches, and levels of population education. The main results were as follows: First, the main topics of population education included 1) types of community, 2) the growth and change of cities, states and the nation, and 3) the diversity of American society. Second, related to content, population movement, population and population size, population composition, population distribution and density, and population growth and change were the most covered respectively, but population problems and policies were the least covered. Third, related to goals, population content explicitly focused on knowledge and skills, not on value and attitude. Fourth, related to value approach, value-free and value-oriented approaches were highly found, but the value-neutral approach was not often found. Fifth, related to levels, national, global and regional levels were the most covered respectively. However, an individual level was also taken into consideration. Based on these findings, several ideas for improving the pedagogical approach to select, compose, and describe population content were suggested.

민주학교에 대한 구성원들의 인식과 요구 : 학교민주주의 구현을 위한 시사점

박윤경 ( Park Yun-kyoung ),박새롬 ( Park Sae-rom ),이수정 ( Lee Su-jeong ) 한국사회과교육학회 2020 시민교육연구 Vol.52 No.1

Recently, democratic school policy was newly introduced in a move to restructure schools as a platform to support the growth of democratic citizens. This study aims to analyze the perceptions and needs of school members about democratic schools and to suggest implications for the operation of democratic schools and the realization of school democracy. To this end, focus group interviews were conducted with teachers, students, and parents from six elementary, middle, and high schools in Chungbuk. As a result of the study, it was found that school members understood the characteristics of democratic schools as follows: 1) revitalization of student autonomy and realization of school autonomy, 2) respect and democratic communication among school members, and 3) fostering democratic citizens and realizing student participation-type classes. In addition, the following points were emphasized for the successful operation of a democratic school; 1) recognition and attention of all members, 2) exercise of responsible authority, 3) sufficient time for democratic communication, and 4) freedom from pressure on short-term performance. Based on these results, this study suggested the following implications for realizing school democracy; 1) expansion of opportunities and powers for school members to participate in decision making, 2) formation of democratic communication culture, 3) members’ responsible participation, 4) enhancement of school administrators’ democratic leadership, and 5) long-term growth-oriented policy support.

다문화 시대 한국인 정체성의 의미: 서울 지역 초등학생의 목소리를 중심으로

박윤경 ( Yun Kyoung Park ) 한국사회과교육학회 2014 시민교육연구 Vol.46 No.3

This study aims to understand the meaning of the identity of the Korean people conceptualized by elementary school students. The author has identified the way how they form their identity of the Korean people, and has tried to find the implications for the education of children as multicultural Korean citizens. For this purpose, a qualitative case study on 21 students of five elementary schools in Seoul was performed. Data were generated by focus group interviews using issue story examples and individual interviews. Major findings were as follows: Firstly, elementary school students emphasized the legal and institutional factor for being a Korean as well as life-and-cultural factors such as the Korean language, way of living, and understanding Korean culture, more than blood lineage. Secondly, they used these factors as the criteria for identifying people from diverse cultural groups in multicutlrual Korea as Korean people. Thirdly, they categorized Koreans into three groups based on blood lineage and the logic of inclusion and exclusion : non-Koreans, Koreans and perfect Koreans. Based on the findings of this study, affirmative and negative aspects of children’s multi-tiered conceptualization of Korean people have been pointed out, and ideas and precautions have been suggested to improve multicultural citizenship education in elementary school.

학교 수업에서 정치사회적 이슈를 다룬다는 것의 의미 이해: 서울 지역 중·고등학생들에 대한 질적 사례 연구

박윤경 ( Park¸ Yun-kyoung ),조영달 ( Cho¸ Youngdal ) 한국사회과교육학회 2020 시민교육연구 Vol.52 No.4

As the political polarization of our society intensifies, what position teachers should take when dealing with socially and politically sensitive issues in classroom instruction is itself emerging as a controversial issue. Along with this, discussions are being made for the necessity of basic principles that can be applied to deal with issues in school education and to establish specific standards. This study aims to provide implications for these social discussions by in-depth understanding the meaning of dealing with social and political issues in classroom instruction composed by students. To this end, in-depth interviews were conducted with 38 middle and high school students in the Seoul area. The main findings are as follows. First, the students expressed the opinion that dealing with social and political issues in school classes was necessary and useful, and also presented a positive position on dealing with socially sensitive issues. When the students judged the sensitivity of social and political issues, they noted the pros and cons, the political disposition of the left and the right, and the fact that the students are interested parties. Next, when dealing with social and political issues in class, students preferred discussion method to lecture method in that the discussion is not one-sided, unlike lectures, and allows them to express their own opinions and share different opinions. Finally, regarding the role of teachers in the issue class, students suggested that teachers share all different opinions on social and political issues, but not more correct opinions. In addition, students were opposed to the teacher's way of influencing the students to disclose their opinions. Through this, it was revealed that students had expectations for the formation of their own political opinions and concerns that the process could be distorted by teachers in relation to class on political and social issues. In this study, we interpreted that dealing with social and political issues in school classrooms has the meaning of ‘transformation of classrooms into political spaces’. Based on these findings, the implications for dealing with social and political issues in school classes were discussed.

초등학교 교사들의 교육과정 인식 및 재구성 실태 조사

박윤경 ( Yun Kyoung Park ),정종성 ( Jong Seong Jeong ),김병수 ( Byoung Soo Kim ) 한국초등교육학회 2015 초등교육연구 Vol.28 No.4

The purpose of this study was to investigate elementary school teachers`` perceptions of curriculum and curriculum adaptation. Data were collected using a survey with 297 elementary school teachers at 19 elementary schools across the country. The major findings were as follows: First, elementary school teachers believed that teachers should modify and develop curriculum according to school situations. Second, teachers`` perceptions of the importance of national curriculum did not correspond to their curriculum implementation. Most of teachers believed it was important to understand national curriculum in conducting lessons, but they did not think they fully used and understood curriculum. Third, elementary school teachers believed it was more critical to modify instructional methods and assessment than objective and content in curriculum adaptation. Curriculum adaptation was mostly performed in terms of instructional methods. Fourth, many elementary school teachers believed their capabilities of curriculum adaptation was low. They also thought external factors disturbed their curriculum adaptation. Fifth, perceptions of curriculum and curriculum adaptation varied on teachers`` gender, years of education, and experience of inservice education on curriculum. Based on these findings, we suggested several implications to improve elementary school teachers`` capabilities to implement and develop curriculum as curriculum professionals.

민주적 학교공동체 교사 역량 강화를 위한 연수 프로그램의 개발과 적용

박윤경 ( Park¸ Yun-kyoung ),이혁규 ( Lee¸ Hyugkyu ),박새롬 ( Park¸ Sae-rom ),심소현 ( Sim¸ So-hyun ),박경수 ( Park¸ Kyung-soo ) 한국사회과교육학회 2021 시민교육연구 Vol.53 No.1

This study aims to derive implications for the development of future teacher training programs by analyzing the characteristics of training programs that were developed to strengthen teacher competence as a member of the democratic school community. To this end, the research team participated in the entire process of development, implementation, and evaluation of the training programs, and to analyze the characteristics of development process, contents, and methods of the programs. The main findings are as follows. First, in terms of program development, professors and teachers participated as equal subjects to establish the direction and content of the training programs based on collaborative professional learning community. In addition, continuous improvement and quality management of the training programs were ensured by undergoing a spiral cyclic process consisting of development, implementation, evaluation, and re-implementation. Next, in terms of the contents and methods of the training program, the programs were characterized by the practice-oriented experiential methods in which participants experienced democratic communication, cooperation, and problem-solving processes through activities and shared practice cases of democratic civic education. Based on theses results, implications for the future direction of teacher training programs were proposed.

교육과정 문해력의 개념 정립을 위한 시론

박윤경 ( Park Yun-kyoung ),김미혜 ( Kim Mi-hye ),김병수 ( Kim Byeong-su ) 충남대학교 교육연구소 2017 교육연구논총 Vol.38 No.4

미래 사회 대비를 위한 국가 교육과정 정책의 변화와 함께 교사들의 교육과정 전문성에 대한 관심이 높아지고 있다. 이 연구는 교육과정 문해력을 교사의 교육과정 전문성의 핵심으로 제시하고, 그 개념 및 특성에 대해 논의함으로써 교육과정 문해력의 개념 정립을 위한 기초를 마련하기 위한 것이다. 이를 위해 먼저 교사의 교육과정 전문성에 대한 역할 모델 및 국가 교육과정 문서의 성격을 둘러싼 이론적 논의를 소개한 후, 교육과정 실행 및 교육과정 재구성 개념이 갖는 한계에 대해 논하였다. 그리고 문해력 개념의 확장 과정에 대한 이론적 검토를 바탕으로 교육과정 문해력의 개념을 국가 수준 교육과정을 읽고 활용하는 것을 넘어 교육과정을 쓰는 능력으로까지 확장하고, 교육과정 문해력이 비교적 낮은 수준의 기능적 문해력 단계부터 높은 수준의 비판적 문해력 단계까지 분화될 수 있음을 제시하였다. 이상의 논의를 바탕으로, 향후 교육과정 문해력의 학문적 토대를 마련하기 위해 교육과정 문해력의 범위, 수준 및 교과(학교급)별 특성에 대한 후속 연구가 필요함을 제언하였다. With changes in national curriculum policies for the preparation of future societies, there is increasing interest in the curriculum professionalism of teachers . The purpose of this study was to provide a theoretical foundation for the conceptualization of curriculum literacy by presenting the curriculum literacy of teachers as the core of curriculum professionalism and discussing its concept and characteristics. For this purpose, firstly, a theoretical discussion surrounding teachers’ curriculum professionalism was presented, and following this, the conceptual limitations of curriculum implementation and curriculum adaptation were discussed. Based on the theoretical discussions on the extension process of the concept of literacy, we defined the concept of curriculum literacy as the ability to read and write a curriculum, and proposed that teachers' curriculum literacy can be differentiated by level, from a relatively low level of functional literacy to a high level of critical literacy. Based on the above discussion, it was suggested that further research on the scope, level, and subject-based(school level-based) characteristics of the curriculum literacy is needed in order to establish an academic foundation for the curriculum literacy in the future.

초등 사회과 가족 단원에 대한 내용 분석: 가족 다양성의 관점에서

박윤경 ( Yun Kyoung Park ) 한국사회과교육학회 2005 시민교육연구 Vol.37 No.3