• 한국정보과학회 언어공학연구회:학술대회논문집(한글 및 한국어 정보처리)
• /
• 한국정보과학회언어공학연구회 2020년도 제32회 한글 및 한국어 정보처리 학술대회
• /
• pp.254-256
• /
• 2020

자연언어처리 문제에서 딥러닝 모델이 좋은 성능을 보이고 있고 딥러닝 결과는 구조화된 결과를 내놓는 경우가 많다. 딥러닝 모델 결과가 구조적인 형태를 가지는 경우 후처리 통해 특정 구조에 맞는 제약을 가해주는 경우가 일반적이다. 본 논문에서는 이러한 제약을 규칙에 기반하지 않고 직접 학습을 통해 얻고자 하였다.

• 정보교육학회논문지
• /
• 제14권1호
• /
• pp.123-130
• /
• 2010

본 논문은 어린 학생들을 위한 새로운 프로그래밍 학습시스템을 소개한다. 프로그래밍 학습시스템은 LED 디스플레이키트와 웹플로우챠트로 구성되어진다. LED디스플레이키트는 플로우챠트 프로그래밍에서 작성된 알고리즘의 명령들을 실행할 때 만들어지는 다양한 모양을 표시하는 출력장치로 사용되어진다. 웹플로우챠트 시스템에서는 수식 계산을 위해 심볼 변수를 사용하며 학습자가 드래그 앤 드롭 방식으로 플로우챠트를 작성하여 다양한 모양과 애니메이션을 출력할 수 있도록 해준다. 본 학습시스템을 활용하여 2005년 2학기부터 2009년 1학기 동안 다양한 학습자 그룹에 대해 프로그래밍 수업을 적용하였으며 수업한 내용과 분석한 결과를 제시한다. 프로그래밍 수업 대상자는 초등학생, 영재교육원 학생, 대학생 및 교사이다. 수업에서 실시한 설문조사에서 학습자의 반응은 매우 긍정적이었다.

• 한국수학교육학회지시리즈E:수학교육논문집
• /
• 제18권1호
• /
• pp.1-18
• /
• 2004

Current interest in mathematics learning that focuses on understanding, mathematical reasoning and meaning making underscores the need to develop ways of analyzing classrooms that foster these types of learning. In this paper, I show that the constructs of social and sociomathematical norms, which grew out of taking a symbolic interactionist perspective, and Toulmins scheme for argumentation as elaborated for mathematics education by Krummheuer, provide us with means to analyze aspects of explanation justification and argumentation in mathematics classrooms, including means through which they can be fostered. Examples from a variety of classrooms are used to clarify how these notions can inform instruction at all levels, from the elementary grades through university-level mathematics.

• 한국수학교육학회지시리즈A:수학교육
• /
• 제43권1호
• /
• pp.97-107
• /
• 2004

Current interest in mathematics learning that focuses on understanding, mathematical reasoning and meaning making underscores the need to develop ways of analyzing classrooms that foster these types of learning. In this paper, I show that the constructs of social and sociomathematical norms, which grew out of taking a symbolic interactionist perspective, and Toulmin's scheme for argumentation, as elaborated for mathematics education by Kummheuer, provide us with means to analyze aspects of explanation, justification and argumentation in mathematics classrooms, including means through which they can be fostered. Examples from a variety of classrooms are used to clarify how these notions can inform instruction at all levels, from the elementary grades through university-level mathematics.

• 한국수학교육학회지시리즈A:수학교육
• /
• 제39권2호
• /
• pp.151-166
• /
• 2000

The purpose of this study is to understand what two models of SOLO taxonomy and van Hiele theory suggest and find out what relation there is between the category system of the SOLO taxonomy and the thinking level of the van Hiele theory. The van Hiele theory describes in line of ranking level so that it may increase the teaching effects by putting together a class, which takes into consideration the students thoughts. The SOLO taxonomy focused on the response mode of the students rather than the thinking level or the developmental stage of them to pursuit the method that can describe the students understanding in depth quality-wise. Although the SOLO taxonomy and the van Hiele model seem to have different form and character from outside in terms of their goals, a closer examination reveals that the two stances have much in common and that the models are complementary. Although the van Hiele placed more focus on the thoughts, because the conclusion was based on the students responses, the van Hiele theory can be interpreted within the structure identified in the SOLO model. In this study, we have tried to understand how the response structure form the SOLO taxonomy and the thinking level of the van Hiele theory are related, based on the studies of Pegg and Davery1998). If you briefly look at them, there are following corresponding relation between the SOLO taxonomy and the van Hiele theory. a) The relational level(R) in iconic moe is van Hiele level 1. b) The multisturctural level(M$_2$) in the second cycle of concrete-symbolic mode is van Hiel level 2. c) The relation level(R$_2$) in the second cycle of concrete-symbolic mode is van Hiele level 3. d) The unistructural level(U$_2$) in the second cycle of formal mode is van Hiele level 4. e) The postformal mode is van Hiele levle 5. Though it would be difficult to conclude that these correspondences were perfectly done, if you look at their relation, you can see that the learning process of the students were not carried out uniformly. Therefore, by studying the students response structure, using the SOLO taxonomy, and identifying the learning cycle and understand the geometrical concept more in depth.

• 대한수학교육학회지:수학교육학연구
• /
• 제11권1호
• /
• pp.157-177
• /
• 2001

Modern society's technological and economical changes require high-level education that involve critical thinking, problem solving, and communication with others. Thus, today's perspective of mathematics and mathematics learning recognizes a potential symbolic relationship between concrete and abstract mathematics. If the problems engage students' interests and aspiration, mathematical problems can serve as a source of their motivation. In addition, if the problems stimulate students'thinking, mathematical problems can also serve as a source of meaning and understanding. From these perspectives, the purpose of my study is to prove that mathematical modeling tasks can provide opportunities for students to attach meanings to mathematical calculations and procedures, and to manipulate symbols so that they may draw out the meanings out of the conclusion to which the symbolic manipulations lead. The review of related literature regarding mathematical modeling and model are performed as a theoretical study. I especially concentrated on the study results of Freudenthal, Fischbein, Lesh, Disessea, Blum, and Niss's model systems. We also investigate the emphasis of mathematising, the classified method of mathematical modeling, and the cognitive nature of mathematical model. And We investigate the purposes of model construction and the instructive meaning of mathematical modeling. In conclusion, we have presented the methods that promote students' effective model construction ability. First, the teaching and the learning begins with problems that reflect reality. Second, if students face problems that have too much or not enough information, they will construct useful models in the process of justifying important conjecture by attempting diverse models. Lastly, the teachers must understand the modeling cycle of the students and evaluate the effectiveness of the models that the students have constructed from their classroom observations, case study, and interaction between the learner and the teacher.

• 한국수학교육학회지시리즈C:초등수학교육
• /
• 제6권2호
• /
• pp.75-84
• /
• 2002

After entering an elementary school, in fact, a number of children regard mathematics as one of very difficult subjects because of its abstractiveness. This is caused by the fact that their basic thinking power is not yet formed or they can not understand the special quality of mathematics. So this article emphasizes the need to build up the higher logical thought and a basic mathematical concept at the lower grade elementary school stage in which the loaming activity on mathematics begins in earnest, that is, at the stage before having an experience on the calculating activity using numbers. But at present the lower grade elementary school students in our country do not understand the special quality of mathematics composed of a various symbolic system and lay stress upon mathematics learning attached to the calculative activity. In order to make the right mathematical concept of the lower grade elementary school, the basic knowledge and ability as follows is sure to be formed. 1) the foundational logical manipulation activity and knowledge 2) the using ability of the sign and symbolic system At the stage on which mathematics learning activity begins, it is a very important task to make the right concept of the abstractive math and nurse the capability for finding mathematical relations covered under the sign system through the continuos loaming activity on . Through the basic logical manipulation activity and the game activity of sign for lower grade elementary school students mentioned in this article, they can not only foster the higher level logical thinking power and the foundational calculative ability but also bring up the interest on the activity of establishing a new problem solving strategy.

• 복식
• /
• 제17권
• /
• pp.83-91
• /
• 1991

I observed the meaning and the symbolic charaeters about the color and style of clothes appearing at "GER GA JAP BOK GO" written by Kyu Soo Park. The black color of Hyun Eui as a ceremonial dress of man symbolizes Heaven and Virtue. The yellow color of Whang Sang as a ceremonial dress of man symbolizes the Earth and the Impartiality. The blue or black decoration line over white ground of Sim Eui as ordinary dress of man symbolizes also Filial Piety. In woman ordinary upper garment, So Eui, black texture edging with blue line implies the mutual symmetricity with her husband's. Besides, white color texture lining So Eui symbolical to a Devine Nature and Homage implies also the deep concealment of feminine body. The black ground color of child dress "Chi Po Eui" symbolizes Naivety, and the red silk color of it's decoration line, belt and tress ornaments implies the praise of the Virtue & Learning and also "Expel the Evil" of our traditional national characteristics. As described above the meaning and symbolic characters about the color and style of clothes appearing at "GER GA JAP BOK GO" has a very Chinese disposition, but it's author Kyu Soo Park modified somewhat to be in harmony with the real social situation of our Country during that latest stage of Yi Dynasty, because he was one of the prominent pragmatist at that time.

• Journal of Computing Science and Engineering
• /
• 제5권4호
• /
• pp.305-313
• /
• 2011

Due to the expansion of high-speed Internet access, the need for secure and reliable networks has become more critical. The sophistication of network attacks, as well as their severity, has also increased recently. As such, more and more organizations are becoming vulnerable to attack. The aim of this research is to classify network attacks using neural networks (NN), which leads to a higher detection rate and a lower false alarm rate in a shorter time. This paper focuses on two classification types: a single class (normal, or attack), and a multi class (normal, DoS, PRB, R2L, U2R), where the category of attack is also detected by the NN. Extensive analysis is conducted in order to assess the translation of symbolic data, partitioning of the training data and the complexity of the architecture. This paper investigates two engines; the first engine is the back-propagation neural network intrusion detection system (BPNNIDS) and the second engine is the radial basis function neural network intrusion detection system (BPNNIDS). The two engines proposed in this paper are tested against traditional and other machine learning algorithms using a common dataset: the DARPA 98 KDD99 benchmark dataset from International Knowledge Discovery and Data Mining Tools. BPNNIDS shows a superior response compared to the other techniques reported in literature especially in terms of response time, detection rate and false positive rate.

• 한국정보교육학회:학술대회논문집
• /
• 한국정보교육학회 2011년도 동계학술대회
• /
• pp.15-22
• /
• 2011

대부분의 로봇 프로그래밍 교육과정이 논리적인 문제해결 절차보다 프로그래밍 언어의 이해, 단순한 문법적 지식의 습득 위주로 구성되어 있어 초보자가 학습하기에 부담이 된다. 스토리텔링은 학생들의 긍정적인 학습동기 지속을 위해 상징적 조작활동, 여러 가지 추상 개념들 다루기, 아이디어 사이에서 의미 생성을 위한 기회들을 제공한다. 본 연구에서는 학습자의 긍정적 학습동기를 부여할 수 있는 스토리텔링을 로봇 교육에 접목시켜 지속적인 학습의 몰입과 구심점을 제공할 수 있는 로봇 교육과정을 설계하고 이를 지원할 수 있는 시스템을 연구하였다.