• 교육시설 논문지
• /
• 제18권6호
• /
• pp.3-14
• /
• 2011

This research aims at proposing the space planning and architectural guideline required in designing the Science High School. It investigates specific features of the science high school which are distinguished from the general high school and analyses the compositional figure of teachers and students, the teaching methods and its educational curriculum, especially the revised educational curriculum in 2009. Meanwhile, it explores the administrative systems and facilities of the existing science high schools through both the document survey and on-the-spot interview. Such endeavor results in proposing the space classification, the space composition methods and a classroom managing system, which would be suited to the science high school. Finally it presents the architectural guidelines for planning the special subject learning area that is composed of a special subject classroom, a specified lab, medial space, a project and research room and teacher's room. The result of this study could be the fundamental resources for programming the special purposed high school as well as the science high school building.

• 한국어교육
• /
• 제29권3호
• /
• pp.1-24
• /
• 2018

The purpose of this study was to analyze teachers' questions in the actual general Korean classroom for academic purposes and identify types of questions. The results of the question analysis by type identified 713 teacher's questions in total: echoic questions made up 41% while epistemic questions were 19.3% and expended question turned out to make up 39.7%. 'Comprehension check questions' were 29%, which was a major part in the echoic question. 'Referential questions' were a major part in the epistemic question. Also, the research discovered that 'knowledge integration' questions held the largest majority in expended questions. Since the teacher-led lecture was often conducted in the problem-presentation stage, the percentage of Echoic question was high; and moreover, the problem-solving stage promoted to come up with more improved solutions of the problem. In the outcome and presentation stage, it was discovered that the questions aimed to check understanding of content in the subject and expand thoughts. Therefore, it is necessary to develop strategies for teacher's questions by phase and further conduct research on the interaction between learners and teacher's questions in the future.

• 한국수학교육학회지시리즈A:수학교육
• /
• 제47권2호
• /
• pp.135-154
• /
• 2008

The purpose of this study is to help to improve the method of math teaching by analysing how learner-centered teaching method offsets mathematical creativity and mathematical disposition. For this purpose, research questions are established as follows; (1) Mathematical creativity between open-ended learning activity approach(OLAA) and general classroom-based instruction(GCI) shows any difference? (2) Mathematical disposition between OLAA and GCI shows any difference? The results obtained through this study were as follows: (1) There was significant difference between OLAA group and CCI group in mathematical creativity. This means that open-ended learning activity approach was generally more effective in improving mathematical creativity than general classroom-based instruction. (2) There was no significant difference between OLAA group and GCI group in mathematical disposition. But the average scores of mathematical disposition except mathematical confidence improved a little. So we can say that open-ended learning activity approach brought an positive influence on students' mathematical disposition. The results obtained in this study suggest that the OLAA can be used to cultivate the children's mathematical creativity and disposition. Therefore, I suggest that teachers should use the OLAA to improve the children's mathematical creativity and disposition.

• International Journal of Internet, Broadcasting and Communication
• /
• 제12권4호
• /
• pp.148-155
• /
• 2020

This study investigated learners' perceptions of using self-generated listening materials based on Text to Speech. After taking an online training session to learn how to make listening materials for extensive listening practice outside the classroom, the learners were engaged in practice with self-generated listening materials for 10 weeks in a self-directed way. The results show that a majority of the learners found the TTS-based listening materials helpful to reduce anxiety toward listening and enhance self-confidence and motivation, with a positive effect on improving their listening ability. The learners' general satisfaction can be attributed to some beneficial features of TTS-based listening material, including freedom to choose what they want to learn, convenient accessibility to the material, availability of various native speakers' voices, and novelty of digital tools. This suggests that TTS-based digital listening materials can be a useful educational tool to support learners' self-directed listening practice outside the classroom in EFL settings.

• 한국농촌건축학회논문집
• /
• 제13권2호
• /
• pp.47-54
• /
• 2011

According to the master plan of the Ministry of Education, Science and Technology, departmentalized class system will be extended to all general middle & high schools by 2014 with the exception only of those having less than 6 classes located in small cities in rural areas. Under departmentalized class system, according to class timetable, students need to move from classroom to another classroom and areas where homebases, lounges, media spaces, rest places, and etc. This study has been undertaken to provide architectural data required in planning for student & learning support space for schools operating departmentalized class system, by investigating and analyzing cases in use at schools operating the system in Chungbuk area. As departmentalized class system is increasingly introduced, student & learning support space should be understood newly as spaces indispensable for students.

• 아동학회지
• /
• 제29권4호
• /
• pp.115-134
• /
• 2008

This study analyzed home environment, self-efficacy and parents' child rearing attitudes of disruptive children and of cooperative children in the classroom. Participants were 322 children(11-12 years of age) and 49 teachers. Instruments were four kinds of questionnaires. Data were analyzed by T-test and Fisher's exact test. Results of between group differences in parents' academic backgrounds showed more parents of cooperative children had completed high school. Disruptive children's mothers were more occupied outside the home; cooperative children's mothers engaged in more housework at home. Disruptive children's perceptions of their economic status were lower than cooperative children's perceptions. Results of comparison of general self-efficacy, scholastic self-efficacy, and home environment showed that disruptive children were statistically lower than cooperative children on all sub-variables.

• 한국수학교육학회지시리즈D:수학교육연구
• /
• 제15권2호
• /
• pp.115-126
• /
• 2011

The aim of this study was to explore teachers' values about teaching mathematics in the classrooms which implemented Lesson Study and Open Approach as a teaching approach. The targeted group was 83 school teachers from 4 schools participating in a teacher professional development project. The data was gathered through teacher questionnaires, lesson observations and interviews. Data analysis is based on Bishop's (1988; 2003; 2007) and Komin's (1990) frameworks. The results from the implementation of Lesson Study and Open Approach in Thai classroom found the different of the roles and behaviors of teachers and students in classroom. The results revealed 3 kinds of values about teaching: Mathematical values, General educational values, Mathematics educational values and also found that most of the teachers valued problem solving as an innovative teaching approach as against traditional approaches they were familiar with.

• 대한수학교육학회지:학교수학
• /
• 제4권4호
• /
• pp.657-675
• /
• 2002

This paper is to make strides toward an enriched understanding of the difficulties and issues raised by applying the 7th mathematics curriculum to elementary school classrooms. A general overview of the curriculum is presented in line with teaching and learning methods emphasized in the curriculum. Four classroom episodes are presented in brief in order to diagnose the problems in situating the curriculum in elementary mathematics classrooms. These episodes deal with lessons emphasizing activity rather than its associated concepts or principles, overusing multimedia data, pursuing play rather than its associated thinking, and distributing various individual worksheets in the name of differentiated instructional methods. In addition to the episodes, interview data with elementary school teachers also are presented as needed. This paper discusses two aspects of activating the curriculum into elementary mathematics classrooms. One deals with the issues of the curriculum and textbooks themselves, and the other covers those of research trends on mathematics education and teaching practices. This paper finally emphasizes a collaborative working relation among classroom teachers, mathematics educators, and policy makers with their own places and roles.

• East Asian mathematical journal
• /
• 제35권4호
• /
• pp.509-528
• /
• 2019

As various changes in education in general and learning environment in particular have promoted different needs and expectations for learning at both personal and social levels, the roles that schools and school teachers typically have with respect to their students are being challenged. Especially with the recent, rapid progress of the artificial intelligence(AI) field, AI could serve beyond the way in which it has been used. Based on a review of some of the related literature and the current development of AI, a view on utilizing AI to be a collaborative, complementary partner with an human mathematics teacher in the classroom in order to support both students and teachers will be discussed.

• 한국정보통신학회:학술대회논문집
• /
• 한국정보통신학회 2019년도 춘계학술대회
• /
• pp.327-329
• /
• 2019

본 논문에서는 OpenCV와 머신러닝 기술을 이용하여 교실용 자동 출결 관리 시스템을 제안한다. PC용 범용 카메라를 이용하여 교실 입구에서 얼굴사진을 입력하면 이미 저장된 학생의 얼굴과 유사도를 비교하여 출석이 체크되도록 하는 방식이다. 본 연구에서는 머신러닝 라이브러리 Dlib를 사용하여 사용하여 프로토타입을 구현하였으며 10명의 학생에 대하여 실험한 결과 약 70% 정도의 인식률을 보였다.