• Title/Summary/Keyword: 탑구

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A Study on the Role and Transition of the Tapgu in Stone Pagoda (석탑 탑구(塔區)의 역할 및 변천에 관한 연구)

  • Chung, Hae-Doo;Jang, Suk-Ha
    • Journal of architectural history
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    • v.19 no.1
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    • pp.91-104
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    • 2010
  • Korea's stone buildings are varied in their types such as stone pagodas, stone lanterns, stone bridges, stoneworks, etc. These account for more than 30% over the entire cultural properties, but research achievements are lacking compared to wooden buildings. Accordingly, this study aims to identify the shape, role and transition of Tapgu, which had been used to set up boundary at a stone pagoda, one of the stone buildings. The 20th stone pagodas, which have relative accuracy in its forming year, have been studied around national treasure or treasure between 7th century and 9th century. There are a lot of different opinions about the role and meaning of Tapgu, and at this writer's option, Tapgu is defined as follows: First, each structure plays a different role. A structure to pass the load in the upper part to the ground can be seen as a stair or a pedestal, but a structure to form double foundations can be considered as Tapgu. Second, Tapgu can be used to divide areas with stones or stepping stones. As a result, the shape, role and transition of Tapgu is as follows: Firstly, when it comes to its shape, Tapgu includes flagstone type, belt type, double foundation type, compound type. Flagstone type had been used to set up boundary at stone pagodas by using foundation stone, belt type by keeping apart from stone pagodas, and double foundation stone by installing dual foundation stones. Secondly, Tapgu is considered to set up boundary in the case of flagstone and plate stone, and acts like a structure which can prevent surrounding area of stone pagoda from coming up while being stuck around stone pagodas. Belt type was installed only for the purpose of forming boundary. At the bottom, double foundation stone had been used to pass the load in the upper part to the ground in the same way as the foundation stone in the upper part, and the boundaries were set varying the size. Thirdly, when it comes to the transition of Tapgu, flagstone type of boundary stone had been installed in the 7th century, and belt type of boundary stone had been mainly installed in the 8th century. And double foundation stone had been installed in the 9th century. Comprehensively, flagstone type and belt type had been made around the 7th and 8th century when Tapgu was regarded important and stone pagoda started to be built. At the turn to the 9th century, the role of Tapgu had been increasingly losing in the construction of stone pagoda, and foundation stone started to appear.

The Change of Middle School Students' Motivation for Investigation through the Extended Science Investigations (확장적 과학 탐구 활동을 통한 중학생의 탐구 동기 변화)

  • Yoon, Hye-Gyoung;Pak, Sung-Jae
    • Journal of The Korean Association For Science Education
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    • v.20 no.1
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    • pp.137-153
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    • 2000
  • In this study. 'extended science investigation' was conceptualized as a comprehensive science investigation contrasted with exercise of process and skill component and cookbook style experiment. The extended investigations should be pursued for giving opportunity of more authentic science activities in school science. And one of important educational objectives in students' science investigations is to achieve motivation for investigation which drives and triggers further investigations. It can be discerned as positive and negative by its direction and also as internal and external by its cause. The purpose of this study was to describe change of students' motivation for investigation while they were performing the extended science investigations. The subject was 128 7th grader attending coeducational school in Seoul. Questionnaires and students' reports were analysed complementarily to describe students' motivation for investigation. The number of students who showed positive motivation for investigation did not increase in the developed extended investigations than in the directive investigations in textbook, but the cause of positive motivation for investigation has changed largely from task-exclusive factors to task-inclusive factors. In case of negative motivation for investigation, regardless of the kind of investigation task, task-inclusive factors were recognized as the main causes. Among those whose motivation changed during successive extended investigations, the students who showed change from negative to positive were more than the reverse. And the number of positive intrinsic motivation for investigation was increased at the second half of the extended science investigations. So it can be said that there was a desirable change of motivation for investigation at the second half the extended science investigations.

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