• Annual Conference on Human and Language Technology
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• 1992.10a
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• pp.637-646
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• 1992

컴퓨터를 이용하여 자연언어를 처리하려는 연구가 진행되고 있다. 언어가 사고와 밀접한 관계에 있다는 점에서 이러한 연구가 성공한다면 인공지능의 발전과 더불어 인간의 마음에 대한 이해의 폭을 넓히게 될 것이다. 이글은 이러한 연구와 관련하여 컴퓨터에 의한 자연언어 이해의 가능성을 다루고 있다. 먼저 그러한 이해가 불가능하다는 써얼의 비판을 시발로 해서, 써얼에 대한 라파포트의 재반박을 검토할 것이다. 라파포트는 자신의 인공지능 프로그램과 사고실험 등을 통해서 가능성을 인정한다. 그의 주장의 핵심은 컴퓨터가 자연언어를 이해하는데 있어 구문론적 이해만으로도 충분하다는 것이다. 이러한 주장은 기호학적 관점에서 볼 때 성립될 수 없다고 비판된다. 인간이나 컴퓨터가 자연언어를 이해하기 위해서는 언어와 그 지시 대상, 그리고 언어의 사용자간의 관계를 고려하는 기호학적 관점이 요구된다. 그결과 컴퓨터에 의한 자연언어 이해의 가능성에는 한계가 있다는 결론에 이르게 된다.

• Proceedings of the Korean Institute Of Construction Engineering and Management
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• 2008.11a
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• pp.909-913
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• 2008

We face with difficulty of Urban Regeneration because of conflict between complex stakeholders by structural characteristics of Urban Regeneration. Actually, many parts of stakeholder are assumed and conflicts of stakeholder aren't solved using systematic management. Therefore, In this study, I analyzed definition and special quality of Urban Regeneration and proposed necessity of Stakeholder Management that manages suitable communication and their relation of each stakeholder through grasping and analyzing stakeholder as Program Management for Urban Regeneration.

• Education of Primary School Mathematics
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• v.27 no.1
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• pp.39-55
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• 2024

Recently, the 2022 revised mathematics curriculum has established achievement standards for equal sign and equality, and efforts have been made to examine teaching methods and student understanding of relational understanding of equal sign. In this context, this study conducted a lesson that emphasized relational understanding in an introduction to equal sign, and compared and analyzed the understanding of equal sign between the experimental group, which participated in the lesson emphasizing relational understanding and the control group, which participated in the standard lesson. For this purpose, two classes of students participated in this study, and the results were analyzed by administering pre- and post-tests on the understanding of equal sign. The results showed that students in the experimental group had significantly higher average scores than students in the control group in all areas of equation-structure, equal sign-definition, and equation-solving. In addition, when comparing the means of students by item, we found that there was a significant difference between the means of the control group and the experimental group in the items dealing with equal sign in the structure of 'a=b' and 'a+b=c+d', and that most of the students in the experimental group correctly answered 'sameness' as the meaning of equal sign, but there were still many responses that interpreted the equal sign as 'answer'. Based on these results, we discussed the implications for instruction that emphasizes relational understanding in equal sign introduction lessons.

• Cement
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• s.176
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• pp.11-13
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• 2007

• 발명특허
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• v.4 no.8 s.42
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• pp.12-13
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• 1979

• 발명특허
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• v.4 no.7 s.41
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• pp.14-15
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• 1979

• Korean Journal of Legislative Studies
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• v.24 no.1
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• pp.317-322
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• 2018

• Journal of the Korean School Mathematics Society
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• v.6 no.1
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• pp.135-161
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• 2003

This research is how students and teacher apprehend mathematics education, pointing out problem areas as a basis on how to improve students understanding of mathematics through improved guidance by teachers in the future. 1107 high school students and 105 teachers from around Daejeon and Choongnam province were surveyed and the results were as follows. 1. 77 %( 852) of students viewed the "application of problem solving methods" as understanding mathematic problems. 2. Replies to the question on understanding the study of mathematics resulted in 85.7% of teachers saying "it is the understanding of the basic concept to which you solve the problems" 3. For questions relating to the large difference in-class mathematics achievements and mock University entrance exam achievements, students' response that "for in-class tests you only have to learn problems with similar form but the mock tests are not like that" pointed out the problem in the area of mathematics education. 4. For future mathematic education teachers will have to "explain better and more completely the basic principles and concepts before solving problems" , and make an effort to stimulate students by "creating a more fun atmosphere" . There will also be the need to prevent as much as possible, the use of "formula or memory driven problems" and encourage students to initiate problem solving for themselves.; and encourage students to initiate problem solving for themselves.

• Journal of The Korean Association For Science Education
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• v.29 no.8
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• pp.898-909
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• 2009

In this study, we investigated the influences of the role-playing analogy in chemistry concept learning on mapping understanding and mapping errors by analogical reasoning ability level. Seventh-graders (N=151) at a middle school were assigned to the comparison group and the experimental group. The students of the experimental group were taught with the 'running in the circle' role-playing analogy. After the students were taught about 'the relation between volume and pressure of gas', the test of mapping understanding in the next class and the retention test four weeks later were administered. The students with typical mapping errors were also interviewed to investigate their mapping processes. The results revealed that the role-playing analogy in chemistry concept learning improved mapping understanding and its retention regardless of analogical reasoning ability level. It was also found that the students in the experimental group had fewer mapping errors than those in the comparison group. However, there were similar patterns of mapping errors in both groups, and there were no significant differences in the frequencies of each type of mapping errors by analogical reasoning ability level. Educational implication of these findings are discussed.

• Proceedings of the Korean Society for Cognitive Science Conference
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• 2006.06a
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• pp.125-130
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• 2006

원활한 의사소통을 위해서는 문장들을 연결하여 흐름을 조직하고 말로 산출하고 전체적인 의미를 파악할 수 있어야 한다. 이야기는 이러한 문장들이 연결되어있는 것으로, 종속적이거나 나열적인 이야기 특성은 의사소통장애인의 이야기 이해와 산출의 수행에 영향을 미칠 수 있다. 본 연구에서는 이야기 특성에 따른 유창성 실어증환자의 이야기 이해 및 산출의 능력을 알아보고, 이해과제 수행이 산출과제에 미치는 영향을 분석해보았다. 이야기 종류로는 시간적 나열 이야기와 인과적 관계 이야기, 유머가 있는 이야기를 사용하였으며, 사실적 정보, 텍스트 추론, 빠진 정보추론 등 세 가지의 이해과제를 통하여 이해 능력을 측정하였다. 산출능력은 이해과제 전과 후에 CIU 비율로 질적인 측면을 측정하고, 분당어절 수를 이용하여 양적인 측면을 분석하였다. 그 결과 이해측면은 세 가지 이야기 모두 사실적 정보에 대한 이해 능력이 상대적으로 좋았으며, 오류의 형태는 추론오류가 가장 많이 나타났다. 산출에서는 인과적 관계이야기에서의 CIU 비율이 가장 높았고, 이해과제 전, 후의 차이를 비교한 결과, CIU 비율은 변화하지 않았으나, 분당 어절수에서는 증가하고 있음을 보여주었다. 이야기의 종류에 따라서 유창성 실어증화자의 산출과제의 수행수준은 다르게 나타났다. 그리고 이해과제의 수행이 산출과제에서 양적인 증가는 가져왔으나 질적인 수준에는 아무런 영향을 미치지 않았다.