• Title/Summary/Keyword: Narrative Thinking

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Design and Application of Geography Value Instruction of Using A Narrative (내러티브를 활용한 지리 가치 수업의 설계 및 적용)

  • Shin, Jingeol
    • Journal of the Korean association of regional geographers
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    • v.20 no.4
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    • pp.484-503
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    • 2014
  • This study is to point out importance of narrative as a way of learning values and interests for learners. Thus, geography value instruction models with narrative was developed and applied to teaching model. The results are as follows: First, narrative is useful to value education. Because narrative includes the contextual information, leaners are able to make a moral decision in respect of socio-cultural approach and to reach more truthful and practical decision with empathic understanding. Second, comparing with an expository text, the narrative text is more interesting, understandable, and preferred. Third, Web of meaning, one of scaffolding skills, is helpful to expand the scope of learner's thinking and group activity. Fourth, learner's awareness toward the topic changes. However, it is required to develop a practical method for elaborate assessment tool and for learners' active participation.

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A Study on Gameplay Narrative of Contemporary Animated Films (당대 애니메이션 영화의 게임플레이성 서사에 관한 연구)

  • Qin, Jianbo
    • Journal of Korea Entertainment Industry Association
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    • v.13 no.4
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    • pp.83-91
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    • 2019
  • Gameplay exists not only in game activities, but also in other art forms. An animated film with strong gameplay whose gameplay narrative follows the presupposition principle, achieved through unimaginable sound effects, exaggerated visual styling, hypothetical time and space concepts, fictional storylines and character performances. The strength or the presence or absence of gameplay in animated films is reflected in the grasp and use of these gameplay elements in the process of animated film narratives. The gameplay narrative of animated films fully utilizes the characteristics of gameplay thinking. In the process of scriptwriting and narrative, it combines entertainment, action, adventure, competition and other elements to fully reflect the characteristics of "gameplay". Gameplay narratives often use the strategies of reverse setting, repetition and interaction, and rules and challenges setting, which not only enhances the fun of animated film narratives, but also attracts the attention of the audience, which then can enhance the audience's viewing experience.

The Narrative Writing Teaching-Learning Program of Real-life topics for Improving Algorithmic Thinking of Elementary Gifted Student in Information (초등 정보영재의 알고리즘적 사고력 향상을 위한 실생활 주제의 이야기 쓰기 교수.학습 프로그램)

  • Jeon, Su-Ryun;Nam, Dong-Soo;Lee, Tae-Wuk
    • Proceedings of the Korean Society of Computer Information Conference
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    • 2012.01a
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    • pp.119-122
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    • 2012
  • 정보화시대에 요구하는 인재는 문제를 인식하고 이런 문제를 풀기 위해 다양한 전문가들과 함께 창의적인 사고를 통해 해결책을 제시하는 인물이다. 정보영재교육의 목표 역시 창의적 인재를 기르는 데 있으나, 프로그래밍과 알고리즘 교육은 특정 프로그래밍 언어의 사용법이나 문법 위주의 교육, 정렬 및 탐색과 같은 알고리즘 그 자체에 치중함으로서 이러한 목표에 도달하고 있지 못하다는 지적이 많다. 이에 본 논문에서는 창의적인 알고리즘을 설계하고 개발하는데 필요한 사고력, 즉 사고 과정에 대해 안내하고 생각하는 알고리즘적 사고력을 기르기 위한 방안으로 실생활 주제의 이야기 쓰기를 활용하는 교수 학습 프로그램을 제안하였다. 반성적 사고와 창의성을 기르는 데 효과적인 것으로 알려진 이야기 쓰기 활동에서 출발하여 사건 요소 추출과 시간적 질서 분석하기, 순서도로 알고리즘 표현하기, 동료 학습자와 토의하기 등의 과정을 통해 알고리즘적 사고력을 향상시킬 수 있도록 하였다.

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A Narrative Inquiry into Pre-Service Science Teachers' Reflective Thinking as Presented in Microteaching Lessons

  • Chung, Choong-Duk;Kang, Kyung-Hee
    • Journal of The Korean Association For Science Education
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    • v.32 no.9
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    • pp.1405-1416
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    • 2012
  • This study aims to analyze how pre-service science teachers' reflective thinking is presented during the microteaching process. The subjects of this study were 13 students who attended a lecture course on science teaching methods offered by the Department of Science Education of the College of Education at a national university. The simulated lessons that were performed during the microteaching process went through peer assessment and self-assessment. Then, the next set of lessons was conducted based on the assessment results. After the first set of simulated lessons, the pre-service teachers' reflection at the routine and technical levels was most remarkable in the focus dimension. In the inquiry and change dimensions, technical reflection stood out. Dialogic or transformative reflection was rarely presented. In addition, most of the pre-service teachers displayed mingling patterns of reflection levels in all of the three dimensions. The results of this study, in particular, prove that microteaching has a high level of applicability in terms of reflective thinking and instructional technology. Accordingly, there is a need for subsequent studies to create a new model that can encourage pre-service teachers' reflective thinking by structuralizing peer and self-assessment during the process of microteaching.

Representation of Time within Film Narrative -Focusing on - (영화 내러티브에서의 시간성 표현 -영화 (사랑니)를 중심으로-)

  • Lee, Jee-Heng
    • The Journal of the Korea Contents Association
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    • v.7 no.8
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    • pp.125-133
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    • 2007
  • While films today offer spectacle to the viewers due to the advanced technique, the "Modern Cinema"-a term named by Deleuze- offers spectators an opportunity to think about what they observe and to have various filmic experiences through the shifting of time image within the film narrative, which has been rather neglected as it is just a form in the realm of classic narrative. Originally the shifted time image was a result of thinking about the identity of a film. But it has self-reproduced over and over, and now it has turned into one of cliches that narrative films take. In this sense, a Korean Melodrama "Sarang-ni" is discriminated from other films which take twisted time image as a convention. The film "Sarang-ni", instead of adopting established shifted time image, put us to the confused time arrangement and then it amazingly arouses emotional effect which it initially meant to convey. This journal analyzes how the time representation of operates in the film's narration, and consequently how the form affects the storytelling.

Faulkner's Narrative Strategies and the Nature of History in Absalom, Absalom!

  • Rhee, Beau La
    • Journal of English Language & Literature
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    • v.56 no.6
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    • pp.1091-1103
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    • 2010
  • Absalom, Absalom! is not only about family history but also about the nature of reconstructing history. Faulkner shows us what will happen if we give too much credit to the person having the authority; he first makes us listen to Rosa, so we just listen without doubt until we arrive at the question of the objectivity of her narration, when we get to know Sutpen's design. Meanings of "facts" change depending on who perceives the facts. The incremental repetition of the narrative in the novel resembles the process of our thinking mind and the process of history being constructed. Time is a significant element in determining the meaning of an event, not only because the event cannot be understood without its social, cultural context of the contemporary, but also because only the later events make it possible for the perceiver to categorize it in its proper place in history. Furthermore, through his narrative strategy, Faulkner suggests that imagination play a large part in recreating history. He blurs the distinction between facts and imagination, making us regard Shreve's and Quentin's conjectures as facts in several ways. The conversation between father and son, and the two brothers, which is an imagination constructed through the clues Mr Compson has offered, becomes a fact willingly accepted by the readers as well as Shreve and Quentin. The people in the past, present, and future may be very much unlikely to agree on the same event, because the gap in temporality will keep widening our perceptions. Faulkner demonstrates the nature of history in such a way that we can compare our understanding of the Sutpens' history in the earlier and later part of the novel through repetitions.

A Study on the 'Zombie Narrative' in Modern Korean Novels (한국 현대 소설에 나타난 '좀비 서사'에 관한 고찰)

  • Kim, So-Ryun
    • Journal of Popular Narrative
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    • v.27 no.2
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    • pp.79-104
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    • 2021
  • The content that is actively consumed in popular culture today is definitely the 'Zombie Narrative'. 'Zombie' is soon positioned as a unique character that reveals the times in which we live in conjunction with the uniqueness of Korean society. Zombies, however, are rarely narrated in traditional Korean modern novels though science-fiction novels constructively deal with them. This paper focuses on the existence of 'zombie', which seldom appears in modern novels. The paper also aims to illuminate the literary value of the 'zombie narrative' that is explosively consumed in modern society. In the main part, I talk about the horrors of 'ignorance' appearing in the existence of zombies in relation to those of the problem concerning "unknown". As one of the crucial characteristics of the zombies, moreover, the "absence" of the "thinking" was considered in terms of "ignorance" in relation to the concept of "Banality of evil" raised by Hannah Arendt. This paper also pays attention to the possibility of a new solidarity between zombies and humans depicted in novels. This possibility can be seen as a search for solidarity between humans and zombies, beyond the solidarity between humans who survived from zombies. The paper enlightens a new relationship between a captor and a captive that dichotomous scale impossibly explains and presents a possible new story. As discussed above, as this study searches for the existence of 'zombies' that seldom appear in contemporary Korean novels, it clearly signifies the literary value of 'zombies' and further possible narratives concerning 'zombies'. Furthermore, this study appreciates the extension of the existing 'zombie narrative' researches, which has been mainly focused on films.

What Is a Monster Narrative? Seven Fragments on the Relationship between a Monster Narrative and a Catastrophic Narrative (괴물서사란 무엇인가? - 괴물서사에서 파국서사로 나아가기 위한 일곱 개의 단편 -)

  • Moon, Hyong-jun
    • Cross-Cultural Studies
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    • v.50
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    • pp.31-51
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    • 2018
  • The concept of 'monsters' have become popular, again, in recent times. A number of 'monster narratives' that discuss monsters such as zombies, humanoids, viruses, extraterrestrials, and serial killers have been made and re-made in popular media. Noting such an interesting cultural context, this article attempts, first, to find out some essential prototypical elements of a monster narrative and, second, to relate it with a catastrophic narrative. Correspondingly, the word 'monster' has been used as a conceptual prototype category that denies universal and clear definition, which makes it as one of the most widely used and familiar subjects of the use of metaphor. The prototypical meanings of various monster figures can be converged on a certain creature of being in this way held out as bizarre, curious, and abnormal. The monster figure that surpasses existing normality is also connected to 'abjection,' such as something that is cast aside from the body such as the bodily functions seen in its associated blood, tears, vomit, excrement, or semen, and so on. Nevertheless, both the monster figure and abjection produce disgust and horror in the minds of ordinary spectators or readers of media using this metaphor to heighten excitement for the viewers. The abject characteristic of the monster figure also has something in common with the posthuman figure, meaning to apply to a category of inhuman others who are held outside of the normal category of human beings. In the similar vein, it is natural that the most typical monster figures in our times are posthuman creatures embodied in such forms as seen with zombies, humanoids, cyborgs, robots, and so on. In short, the monster figure includes all of the creatures and beings that disarray normalized humanist categories and values. The monster narrative, in the same sense, is a type of story that tells about others outside modern, anthropocentric, male-centered, and Westernized categories of thought. It can be argued that a catastrophic narrative, a literary genre which depicts the world where a series of catastrophic events demolish the existing human civilization, ought to be seen as a typical modern-day monster narrative, because it also discounts and criticizes normalized humanist categories and values as is the result of the monster narrative. Going beyond the prevailing humanist realist narrative that are so familiar with existing values, the catastrophic narrative is not only a monster narrative per se, but also a monstrous narrative which disrupts and reinvents currently mainstream narratives and ways of thinking.

The Effect of Design-Oriented Model (NDIS) based on Computational Thinking in SW Education (SW 교육에서의 컴퓨팅 사고력 기반 디자인 중심 모형(NDIS)의 효과분석)

  • Ju, Soo-Jin
    • The Journal of Korean Association of Computer Education
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    • v.20 no.2
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    • pp.13-21
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    • 2017
  • The purpose of this study is to verify the effect of the design - oriented model (NDIS) for enhancing learner's computing thinking in SW education. NDIS is a project-based learning model in which learners find real-life problems, analyze their needs, and design and implement them. In order to verify the effectiveness of NDIS, we experimented with middle level G education university students who had previously experienced SW education class. The traditional project model was applied to the control group and the NDIS model based on CT was applied to the experimental group. The experimental group showed a higher CT narrative performance evaluation score than the comparative group, which showed a significant difference. In addition, students showed a positive perception of self-confidence and CT improvement in solving real-life problems using computing.

The Forming Mechanism of Brain Text and Brain Concept in the Theory of Ethical Literary Criticism (뇌텍스트(Brain Text) 및 뇌개념(Brain Concept)의 형성원리와 문학윤리학비평)

  • Nie, Zhenzhao;Yoon, Seokmin
    • Journal of Popular Narrative
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    • v.25 no.1
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    • pp.193-215
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    • 2019
  • According to ethical literary criticism, every type of literature has its text. The original definition of oral literature refers to the literature disseminated orally. Before the dissemination, the text of oral literature is stored in the human brain, which is termed as "brain text". Brain text is the textual form used before the formation of writing symbols and its application to a recording of information, and it still exists after the creation of writing symbols. Other types of texts are written text and electronic text. Brain text consists of brain concepts, which, according to different sources, can be divided into objective concepts and abstractive concepts. Brain concepts are tools for thinking while thought comes from thinking with understanding and an application of brain concepts. Brain text is the carrier of thought. The termination of the synthesis of brain concepts signifies the completion of thinking, which produces thoughts to form brain text. Brain text determines thinking and behavioral patterns that not only communicate and spread information, but also decide our ideas, thoughts, judgments, choices, actions and emotions. Brain text is also a deciding factor for our lifestyle and moral behaviors. The nature of a person's brain text determines his thoughts and actions, and most importantly determines who he is.