• Korean Journal of Human Ecology
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• v.6 no.1
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• pp.65-77
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• 1997

The purpose of this study was to suggest effective teaching method of fashion illustration based on the results of examing the use of fashion illustration required by fashion designers and the ways of teaching used by professors teaching fashion illustration. The methods of this research were based on questionnaires. Questionnaire I was responded by 73 fashion designers working for fashion industry. Questionnaire II was answered by 52 professors teaching fashion illustration in colleges and universities. The results were as follows 1. In the examination of fashion illustration used by fashion designers in fashion industry, the flat was found to be most frequently used for market research, design sketch, presentation and specification. The illustration of wearers' form for making trend maps. So the flat was found to be the method that is most used by fashion designers. As for the coloring materials, markers were most frequently used that are of easy use, and the texture was mostly expressed by attaching fabric swatches. Two or three body poses are used for each style of clothing. 2. The effective teaching methods of fashion illustration that fashion designers and professors teaching fashion illustration consider are first, to teach the flat more precisely, second, to increase use of markers as coloring material, third, to teach various types of model poses. And fourth, the texture needs to be a little bit less expressed by focusing only on the effects because fabric swatch is used.

• International Journal of Advanced Culture Technology
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• v.10 no.4
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• pp.102-109
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• 2022

In order to explore the characteristics that are more suitable for the physical and mental development of young people, enrich the existing martial arts teaching material system. Through the literature method, experimental method, questionnaire method and other research methods, the teaching comparison experiment of martial arts textbooks in primary and secondary schools was carried out, and the attitudes of martial arts courses at different ages in primary and secondary schools were analyzed. For different types of martial arts teaching materials, primary school students are more fond of them than junior high school students, and students of different ages also have different degrees of love for the four types of martial arts teaching materials, pointing out that it is necessary to carry out the reform of martial arts teaching materials as soon as possible, improve the difficulty, teach martial arts skills and knowledge in the combination of attack and defense, and reduce the trend of gymnastics; adjust and improve the periodicity, pertinence and diversity of martial arts teaching materials; mobilize students' enthusiasm for learning, cultivate students' interest in martial arts, and promote the inheritance of martial arts In the process of martial arts teaching, students' sense of identification with traditional Chinese culture is enhanced, and cultural self-confidence is enhanced.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2013.10a
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• pp.271-274
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• 2013

Considering the recent trend highlighting the importance of STEAM education, the purpose of this study is to develop scientific research activities and STEAM technology material using the smart device sensor. Drawing a picture on a map with GPS drawing application which contains elements such as IT, geographic information, sports and arts, we intent not just to install a smartphone application but also to get synergic effects and help with real cartography and geographic classes which are not experienced in the middle school curriculum, by using the functions of a smart device. Through the development of STEAM teaching material, we intended to provide a clear direction towards advancement by developing creative teaching data and teaching models which encourage students to improve their interest and creativity in science, technology, engineering, art, and mathematics.

• Journal of Korean language education
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• v.28 no.4
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• pp.63-86
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• 2017

This research aims to evaluate the effects and the shortcomings of strategies for teaching paraphrasing to foreign university students. For this study, the effects of teaching paraphrasing skills on student's academic writing was investigated through the assessment of pre- and post-test writing tasks and through a focus group interview. The teaching of paraphrasing was divided into 3 instructional sessions and the focus group interview was conducted at the end of the last session. After each instructional session three trained assessors evaluated the outcomes of pre and post task writings; the in-depth focus group interviews were conducted on seven of the students in order to define better positive effects as well as shortcomings. By comparing the scores of pre- and post-task assignments it is possible to affirm that there is a meaningful difference for overall scores; moreover, in an analysis conducted on each single sub-element of the paraphrasing skill, it emerged that except for "task completion", all other four elements of "structure", "understanding core content", "change of expression" and "academic expressions" showed a statistically significant improvement in performance. On the other hand, as a result of the focus group interview, it was possible to individuate as main shortcomings insufficient vocabulary knowledge, poor overall comprehension of the reference material, lack of practice and difficulty in connect sentences organically. It is possible to consider these elements as limiting factors in understanding the reference material and making correct citations by the students. Therefore, we suggest as supplementary instructional strategies a deeper attention to the difficulty level of the text, the introduction of devices to understand better the content of the reference material and an integrated practice of the paraphrasing skill.

• English Language & Literature Teaching
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• v.17 no.2
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• pp.161-180
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• 2011

This study aims to illustrate the value of teaching English drama in the course of teaching primary English and suggests a model for primary English drama in an English camp for Children. Drama is the world of assumption where language is used just like in real life. It has a positive effect on foreign language learning by encouraging the operation of certain psychological factors which facilitate oral communication. Dramatic techniques such as storytelling, role play, chant, song and games can be used in the EFL classroom to help bring about such results. Meanwhile, making a primary English drama in an English camp for Children would be practical mode to attain the essential purpose of EFL teaching particularly to get over the drawbacks of Korean students' communicative competence under the school's inflexible EFL education curriculum. In this paper, I will present the effectiveness of English drama and the skills for using it with ESL students and suggest some notes that can be used to reinforce the goals set out from the position of the teacher, student and teaching material. It is confirmed that the trained leader, students' affirmative attitude and systematic teaching materials are needed to maximize the effects of drama activities. In addition to that, there will be showed a model of instruction targeted to the primary students learning English in an English camp for Children.

• Journal of Korean Library and Information Science Society
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• v.42 no.2
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• pp.193-213
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• 2011

Teacher librarians' teaching practice is a major training course to strengthen their expertise. The purpose of this study is to propose more systematic program for effective teaching practice of teacher librarian in Korea. For this, the course contents of teaching practice were derived from the teacher librarians' expertise standards published by Korea Institute for Curriculum and Evaluation. And the survey was carried out to decide which contents are regarded as more important or less. According to four selection criteria and the result of survey, 13 contents were selected. After all, this study proposed teacher librarians' teaching practice program consisted of practice objective, method of guidance, practice material and attentive point.

• Phonetics and Speech Sciences
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• v.3 no.1
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• pp.35-43
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• 2011

The purpose of this paper is to evaluate the viability of employing the intonation exaggeration technique proposed in [4] in teaching English prosody to university students. Fifty-six female university students, twenty-two in a control group and the other thirty-four in an experimental group, participated in a teaching experiment as part of their regular coursework for a five-and-a-half week period. For the study material of the experimental group, a set of utterances was synthesized whose intonation contours had been exaggerated whereas the control group was given the same set without any intonation modification. Recordings from both before and after the teaching experiment were made and one sentence set was chosen for analysis. The parameters analyzed were the pitch range, words containing the highest and lowest pitch points, and the 3-dimensional comparison of the three prosodic features [2]. An AXB and subjective rating test were also performed along with a qualitative screening of the individual intonation contours. The results showed that the experimental group performed slightly better in that their intonation contour was more similar to that of the model native speaker's utterance. This appears to suggest that the intonation exaggeration technique can be employed in teaching English prosody to students.

• MALSORI
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• no.41
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• pp.61-71
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• 2001

How to teach intelligible, communicative pronunciation is a continuous question in the English education. Without good input, we can not expect good output. However, in EFL situation, it is very difficult to input the good English pronunciation, therefore, we have to find out the efficient and effective material for teaching pronunciation. One of the materials is song, because songs contain the linguistic and cultural traits of the language. The purpose of this paper is to clarify the reason why songs are good for teaching pronunciation. Koreans, who are syllable timed language users, have difficulties in English pronunciation of stress, rhythm, consonants cluster, linking or blending in connected speech. The 134 songs from wee sing are analyzed for how these traits show in songs. The result shows that we can acquire the traits easily and naturally through songs. And a lesson plan is offered as an example for teaching songs.

• Journal of Korean Elementary Science Education
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• v.23 no.4
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• pp.279-286
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• 2004

The purpose of this study is to develop and apply effective teaching strategies and program for the gifted-in-science. The teaching material for the gifted students was focussed on microscope. This study consists of three steps according to the enrichment triad model of Renzulli. Firstly, the gifted students investigate and express themselves for theological backgrounds, for examples, kinds, structure and use in various ways of microscope. It is to provide basic data for the effective ideas and interest which help students have the appropriate microscopic conceptions. In the second step, it contains understanding of a term and function of microscope, making of simple microscope, principle of a statue focusing and size estimation of an outline of subjects by scientific investigation activity. Lastly, it focussed on enlargement of post-learning through investigation of relationship with inter-science and experiments using microscope. Therefore, it was concluded that this study may help teachers reconsider scientific program development for the gifted or enriched students and to be successful in the teaching-learning processes.

• MALSORI
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• no.19_20
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• pp.43-57
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• 1990

The teaching of pronunciation is one of the areas in which linguistic phonetics can play an extremely useful role. This paper is concerned with the application of the results of my phonetic research to the actual teaching of Korean standard pronunciation with special reference to speech rhythm. It has been found that Korean words and utterances of various lengths are pronounced in standard Korean with one of the four main rhythmic patterns, each containing a strong stress. Unless we get the rhythmic patterns right in pronouncing Korean words and utterances, therefore, the resulting pronounciation is bound to sound dialectal or incorrect and in many instances even unintelligible to listeners. Hence the undeniable need to devise a useful technique to teach the Korean speech rhythm in a systematic way. In this paper each of the four main rhythmic patterns is presented and elaborated with sample examples taken from the living Korean. It is hoped that these examples of words and utterances can be used at the same time as useful pronunciation drill material not only for Koreans with dialectal background but also for foreign learners of Korean.