• Journal of dental hygiene science
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• v.13 no.4
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• pp.510-517
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• 2013

This study was carried out in order to be utilized as basic data necessary for developing dental hygiene curriculum by confirming the difference in propensity level and the variables of having influence upon problem-solving ability of dental hygiene students and by grasping influence of relevant variables at the point of time that requires arrangement of a learning system for promoting problem solving ability aiming to train talents who have ability available for performing successful practical affairs. The influence of factors upon the problem solving ability had statistically significant relationship with academic year, interpersonal relations, school record, and major satisfaction. According to academic year, the problem solving ability of sophomore (B=-0.182, p=0.010) was shown the lower tendency than junior. The problem solving ability was lower in when being bad (B=-0.349, p=0.020) compared to when being good as for interpersonal relations, in when the mark is under 3.0 (B=-0.328, p=0.004) than over 4.0 as for academic achievement, and in when being dissatisfied (B=-0.483, p=0.005) than when being satisfied as for the major satisfaction. Hence, to train competent people who have ability available for performing successful practical affairs, the education is considered to be likely needed that has substantial problem solving ability for reinforcing problem solving ability by grasping a learning problem oneself without the differentiated curriculum, by establishing an alternative plan for solving problem, and by searching for and acquiring necessary data according to factors of having influence upon problem solving ability of dental hygiene students.

• The Korean Journal of Elementary Counseling
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• v.8 no.1
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• pp.51-66
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• 2009

This study aims at examining how it becomes to change the interpersonal cognitive problem solving ability development of elementary rejected children when teacher practices counseling strategy in classroom To do this, 130 fifth-graders of 4 classrooms from H Elementary School in B City went through Ahn Ie-hwan's(2007) social status type system by using the peer nomination, Then, 21 children were labeled as rejected children. Among them, 16 children were divided into experimental group & control group, 8 for the each group. In order to improve the interpersonal cognitive problem solving ability of rejected children with teacher's counseling strategy in classroom used in this study, 5 weeks activity made according to the level of classroom was carried out in four sides, that is, setting of classroom structure-environments, classroom activities, counseling activities, cooperative learning method, referring to Dreikurs'(1971) 'The counseling strategy in classroom' composed of self-discipline, cooperation, mutual respect, shared responsibility, and social equality. This study obtained the following results. First, There was a significant effect in improving the interpersonal cognitive problem solving ability of rejected children. Looking into sub-factors, there was a significant effect in improving consequential thought and method-ends thought except alternative solution thought and causal thought. Second, there was a significant difference in social status & change of 5 types of children in social status in the respective classrooms when those of the experimental group where teacher's counseling strategy in classroom carried out and those of the control group where teacher's counseling strategy in classroom not carried out were compared. To conclude the results mentioned above, We can see the fact that the counseling strategy in classroom positively affected interpersonal cognitive problem solving ability.

• Annual Conference on Human and Language Technology
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• 2000.10d
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• pp.255-261
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• 2000

동사의 애매성 해소는 언어학의 여러 부문 중에서도 가장 실체가 불명확한 의미를 다루는 것이기 때문에 언어학뿐만 아니라 자연언어처리에 있어서도 가장 해결하기 어려운 문제 중에 하나이다. 애매성은 언어학에서 말하는 동음이의어와 다의어를 동시에 포괄하는 개념으로 정의된다. 단일어를 대상으로 한 이와 같은 분류는 비교적 명확한 반면 두 개의 언어 이상의 다국어를 대상으로 하는 기계번역용 사전과 같은 대역사전에 있어서는 동음이의어와 다의어의 구변은 경계가 불명확하여 의미에 기반한 대역어의 작성에 도움이 되지 않는다. 그 원인은 의미를 구성하는 세 가지 요소인 [실체], [개념], [표현]의 관점에서 [실체]와 [개념]은 어느 언어를 막론하고 보편적인 반면 [실체]와 [개념]을 최종적으로 실현하는 형대인 [표현]의 경우 각각의 언어에 따라 그 형태가 다르게 표출된다고 하는 사실 때문이다. [나무]라는 [실체]가 있다고 할 때 [나무]에 대한 [실체]와 [개념]은 언어를 초월해서 공통적이라고 할 수 있다. 한편, [개념]을 표현하는 실체인 [표현]은 언어에 따라 [namu](한국어), [ki](일본어), [tree](영어) 등과 같이 언어에 따라 자의적으로 [개념]을 표현하고 있다. [namu], [ki], [tree]가 같은 뜻을 나타낸다고 인식할 수 있는 것은 [개념]이 같기 때문이지 이들 각각의 [표현]이 의미적 연관성을 갖고 있기 때문은 아니다. 지금까지 의미를 다루는 연구에서는 이와 같은 관점이 결여됨으로 인해 의미의 다양성을 정확히 파악하는 데 한계가 있었으며 애매성 해소에 관한 연구도 부분적 시도에 그친 면이 적지 않다. 본고에서는 다국어를 대상으로 한 대역사전의 구축에 있어서 다의어와 동음이의어에 대한 종래의 분류의 문제점을 지적하고 나아가 애매성 해소의 한 방법론으로 활발히 이용되고 있는 시소러스의 분류체계의 한계를 지적한다. 나아가 이의 해결책을 한국어와 일본어의 대역사전의 구축에서 얻어진 경험을 바탕으로 제시한다.