본 연구에서는 우리나라의 대학교가 역량기반 교육을 도입하고 운영하는 상황에서 대 학교육의 변화 양상을 이해하고자 대학교수자의 역량기반 수업 운영 경험을 살펴보고자 했다. 근래에는 대학교육에서 학생역량강화를 위해 다양한 수업방식을 적용하는 등 수업 의 질 개선이 이루어지고 있다. 본 연구에서는 D대학교의 교수역량강화 사업 ‘역량기반 수업 재설계’에 참여한 교수 1명의 역량기반 수업 운영 경험과 개인적 지식을 내러티브 탐구 방법으로 이해하고 수업 질 개선의 시사점을 알아보고자 했다. 연구결과는 다음과 같다. 첫째, 연구 참여자는 기업에서 요구하는 인재는 이론에 충실하고 창의적으로 응용 할 수 있는 사람이며, 이를 양성하는 것이 실질적인 교육이라고 보고 있다. 둘째, 연구 참여자는 학생들의 성실한 학습을 이끌어내는 것이 성공적인 교육의 지름길이라고 보고 있다. 흥미와 재미, 그리고 참여하는 수업을 구상하기 보다는 학생들이 성실하게 학습하 도록 교육의 절차와 엄격한 규율을 강조한다. 셋째, 연구 참여자는 팀워크와 협업능력을 바탕으로 문제해결력을 높이는 수업 설계를 해야 한다고 본다. 넷째, 연구 참여자는 수업 운영의 원칙으로서 학생의 모든 노력을 정당하게 인정하여 평가에 반영하는 것과 학생이 문제를 제출하고 토론을 통해 과제를 하도록 한다. 다섯째, 연구 참여자는 학생들에게 제 공하는 과제를 철저하게 지도하고 완전학습 하도록 수업을 운영한다. 이러한 연구 참여 자의 수업 운영에 대한 신념과 원칙을 볼 때, 수업 운영은 전공학문의 특성, 교수학습 방 법, 교수와 학생과의 관계, 학습문제에 대한 관점, 학습자에 대한 이해, 학습자에게 요구 되는 자세 등과 밀접하게 연관이 되고 있었다. 이에 본 연구자는 대학교수자의 수업 질 개선을 위해서는 다양한 요소에 대한 반성적 성찰이 필요함을 제언했다.

Wetlands are damaged or destroyed by natural processes or artificial interferences. In order to restore their function, it is desirable to establish conservation, restoration and management measures on the basis of comprehensively collected and analyzed data of natural ecosystem characteristics and damage conditions. The purpose is to provide an evaluation index that can reflect the biological and physical characteristics such as the inhabited wildlife, degree of terrestrialization, land use change, etc. Due to the evaluation index should be simplicity of measurement, applicability, and cost efficiency as well as useful for improving the new information is obtained, so we consider the physical and biological characteristics. In order to reflect the ecological integrity and qualitative aspects such as disturbance levels, suitability as biological habitats, etc., biodiversity (landscape units, wildlife inhabit), naturalness (biotope, basin ecosystem), rarity (major plant species emergence, major animal species inhabit), and potential for damage (distribution of pollutant by distance, degree of internal damage) was selected as an evaluation index. The conservation value of Hwapo (23 points) and Samrangjin wetland (21 points), which had low number of species and populations, was low due to high potential for damage like green house, bare land etc. On the other hand, Daepyeong (34 points) and Bacsil wetland (32 points), which have worthy biodiversity, showed high conservation value, while their own area was narrow, but the endangered wildlife (Cygnus cygnus, Anser fabalis, and Euryale ferox) was appeared. Habitat disturbances, such as reduced area or internal damage, can drastic changes at population, ecosystem, and community levels. Hwapo and Samrangjin wetland, which have high damaged potential, are included. The recoverability of wetland ecosystem functions depend on the resistance and regenerative power of the system itself, so maintaining integrity of biodiversity-rich wetlands will have priority over restoration.

To evaluate growth habits, fresh pod yield potential, and possibility of early and late seeding, seeding dates were extended from March 21 to June 20 by PE mulching and non-mulching. Soil temperature, under 5cm from surface, above 15~circC at 10 a.m. in early seeding reached about March 25 in mulching and April 5 to April 12 in non-mulching. Days to emergence and first flowering were accelerated owing to increasing temperature, as seeding was delayed. Days to emergence according to seeding dates reduced 21 to 8 day in mulching and 33 to 10 day in non-mulching. Days to flowering were ranged from 51 to 26 day in mulching and from 69 to 32 day in non-mulching and differences between mulching and non-mulching on each seeding date had 18 to 4 days. Early seedings till April 21 had 160-170 flowers per plant for 8 weeks, while late seedings from May 21 increased more speedily with 200 flower for 6 weeks. Harvesting of fresh peanut, at 80 days after first flowering, was possible from Aug. 1 to Oct. 7 (133-108 days to harvest) by mulching and from Aug. 19 to Oct. 12 (151 to 114 days) by non-mulching. Yields between mulching and non-mulching in early seeding until April 21 had more difference, but in late seeding after May 21 was higher and showed insignificance. Pod setting periods by early and late seeding were about 3 weeks equally. In late seeding pod setting were almost concentrated for front 15 days. In spite of difference of fresh pod weight between two seeding times, the distributions of average of seed weight showed nearly same tendency.