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최석민,김철한,강상규,탁민성,Choi, Seok-Min,Kim, Chul-Han,Kang, Sang-Gue,Tark, Min-Seong 대한성형외과학회 2010 Archives of Plastic Surgery Vol.37 No.2
Purpose: Retronychia is the embedding of the nail into proximal nail fold. Retronychia starts with disruption of the longitudinal growth of the nail. With the growth of a new nail, the old one is pushed upwards and backwards. This leads to embedding of the top nail into the ventral aspect of the proximal nail fold and results with chronic paronychia. We present a case of retronychia that was rarely reported in the literature. Methods: A 46-year old female presented with a 3-month history of painful right first, 2nd, 3rd toenail changes. Although she was initially treated with broad spectrum antibiotics, she did not response to therapy. Later, she presented to our department because of progressively worsening pain that impaired her walking. Physical examination revealed with proximal nail fold erythema, painful swelling, yellowish nail discoloration, and distal onycholysis. Bacterial and fungus culture showed no organism. Treatment was surgical nail avulsion under local anesthesia. Results: The postoperative course was uneventful. 10 months later, the patient had a normal growing nail and was free of symptoms. Conclusion: We report a case of retronychia on toenail. Retronychia is a proximal nail plate ingrowth into the proximal nail fold which is associated with multiple generations of nail plate misaligned beneath the proximal nail. Management consisted of simple avulsion of superimposed nail. Retronychia is suspected with a persistent paronychia, particularly in the setting of trauma. Avulsion of the top nail confirms the diagnosis and may be curative if the underlying nail appears healthy.
최석민 ( Seok Min Choi ) 한국교육철학회 2004 교육철학 Vol.25 No.-
The purpose of this study is to analyze the interrelationship between Dewey`s reflective problem-solving and critical thinking The conclusions are as follows Above all, even though Dewey believed the generalizability of critical thinking, It`s not logically natural to take It as a method of teaching. In Dewey`s view, the notion of methods isolated from subject-matter is responsible for the false conceptions of discipline and interest. Secondly, the it`s useless to tell the relationships of inclusion between problem-solving and critical thinking in that, as usual, researchers on this issue are inclined to analyze them by their own perspectives. So, in tins research, after examining both conceptions through the medium of reflectivenes, the conclusion is that they are co-extensive in their usages. Thirdly, Ennis urged that Dewey`s view on thinking is totally subjective, psychological one in that the inquirer believes what he wants to believe. But the characteristics of Dewey`s reflective inquiry are far tram in Dewey claimed that one should acquire the ability to supplement the narrowness of his experience by utilizing the experiences of others It means what Ennis called `Dewey`s subjectivism` could be considered as much the same objective efforts as Ennis does in the practical thinking process In conclusion, granted that Dewey was not a servant of subjectivism and the general principles on critical thinking could be changable according to the contexts, the infusion model of education might be successfully adopted as one of the dominant approaches in teaching thinking
창의, 인성교육의 실태: 초등 도덕과 사고 기법 활용 실태를 중심으로
최석민 ( Seok Min Choi ) 한국초등도덕교육학회 2013 초등도덕교육 Vol.0 No.43
본 연구는 수업지도안에 사용된 창의성교육 기법의 실태를 중심으로 학교 창의·인성교육의 실태를 분석하는데 그 목적을 두었다. 수업지도안은 창의인성교육넷에 탑재되어 있는 도덕과 교과연구회 지도안으로서, 176개의 수업지도안이다. 분석의 결과, 창의성 사고 기법은 전체 70% 이상이 사용되어 사용이 보편화 되어 있으며, 브레인라이팅과 브레인스토밍 등이 대표적인 기법으로 사용되었다. 사고의 수렴보다는 확산을 목적으로 한 기법이 대부분을 차지하였고, 기법이 수업에 포함된 다수의 활동 중 하나로 활용되거나 무의미한 사용이 보편적이었다. 또한 기법의 부정확한 사용이나 목표와 관계성의 혼란 등은 다소간의 문제로 나타났다. 이러한 분석에 기초하여 본 연구는 교사의 지성에 근거한 다양한 창의·인성교육의 접근이 보다 확산되어야 함을 제안하고 있다. The purpose of this paper is to investigate the nowness of school creativity-character education(CCE). For this. 178 teaching plans mainly aimed at CCE were scrutinized, and the findings are as follows. First. creative thinking skills were pervasive in current class instruction. in that over 75% teaching plans used them. Brain writing and brainstorming. both common in qualities(divergent). were most frequently used. Second, skills were applied as just one of activities, rather than as a main model of managing classroom teaching. Moreover. fallacies in skill usages were widely beld. Based on the findings. this review intended to suggest the necessities of diverse approaches on CCE based on teachers` intelligence.
최석민 ( Seok Min Choi ) 대경교육학회(구 우리교육학회) 2014 교육학논총 Vol.35 No.2
본 연구에서는 창의적 체험활동(이하 창체) 교육과정의 핵심 논의를 다섯 가지로 요약하고, 다수의 연구에서 제시된 분석을 활용하여 각각의 실태와 문제점을 지적하였으며, 그에 따른 해결 방안을 제시하는데 초점을 두었다. 다시 말해 창체 의 목적이라 할 수 있는 창의·인성교육을 위해서는 창의와 인성 혹은 창의·인성 을 창체의 활동을 바라보는 준거로 사용하여야 한다는 점, 집단적 체험을 위해서 는 수단으로서의 집단의 가치에 대한 이해와 목적에 따른 집단 규모의 비고정성 을 추구하여야 한다는 점, 지역사회에 대한 강조는 체험 범위의 확대의 의미로서 만이 아니라 실질적 체험의 추구에 초점을 맞추어 이해되어야 한다는 점, 교과 교육과의 연계는 분리된 체험활동이 아니라 목적으로서 양과 질의 효율성이 중요 하다는 것을 강조하고 있다는 점, 마지막으로 학교 특색 구현은 곧 학습자에 대 한 교육적 고려임을 의미하는 것으로 이해되어야 한다고 주장하였다. 결국 이러 한 창체에 대한 이해를 기반으로 살펴볼 때, 창체는 궁극적으로 학교 지성이 회 복되지 않고서는 그 궁극적 목적에 도달되기 힘들다는 점에서, 모든 교육행정 기 관의 지원은 이러한 지성의 회복에 초점이 맞추어지지 않으면 안된다는 점을 주 장하고 있다. The purpose of this study is to present the solutions of the problems of now-on creative activity education. For this, the 5 cores of creative activity education in 2009 revised National curriculum were extracted, and with these perspectives, 18 reports were analyzed. The results are as follows. A) One of the most important aims of creative activity education is creativity·character education is taken for granted, then creativity·character education is considered as a criteria of analyzing and correcting tools for creative activity education. B), creative activity education is in nature the group oriented one, then the fixed group approach on creative activity is reconsidered. C) The emphasis on ``community`` should be understood as a way of giving students practical experiences, not as just the enlargement of boundary of activities. D) The meaning of integrating school subjects matters into creative activity education is considered as a tool for making guarantee of the effectiveness and qualities of students activities. E) Schools`` distinctive features on creative activity imply just student centered education. In the final, the recovery of intelligence of school is the most important one for the normalization of creative activity education.