• 대한지구과학교육학회지
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• 제5권3호
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• pp.287-296
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• 2012

This research analyzed elementary teacher's scientific questioning during science teaching. This research studied 4 elementary school teachers in Gyeongnam were observed and the classes were videotaped. all teacher's questioning and student's answering were transcribed. Teacher's questionings were categorized into 2 types such as simple questions and productive questions. The findings of the research were as following. First, in the teaching-learning activities of the science subject, teacher-student conversation was used 202 times on average, and questions asked by the teachers were 72 times on average. The teachers use productive questions more than simple questions. Second, in the type of simple questions, management questions were used the most, and the next were simple confirmation questions and rethink questions in order. Third, productive questions used by the teachers in the class were mostly the attention-focussing questions, but the type of higher level questions such as problem-posing questions, comparing questions, action questions and reasoning questions was rarely adopted.

• East Asian mathematical journal
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• 제31권4호
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• pp.505-525
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• 2015

The purpose of this study is to analyze teaching method of addition and subtraction of whole number in Korea and New Zealand lower grade textbook and to get some suggestive points to develop mathematics curriculum and for a qualitative improvement of textbook. To do this, we will analyze focusing on teaching material, type and method of teaching, cases of real teaching and in the case of New Zealand, we will analyze portfolios together to see what kind of things do they deal with related to addition and subtraction. From these analyzing, the results are as follows: First, the guideline of accomplishment of group of year are stated in 2009 revised curriculum in Korea but it is rough. On the other hand, the level of accomplishment from kindergarten to high school are stated divided by eight kinds of thing in New Zealand curriculum. Second, there were common and different points in the aspect of teaching material. The common points are that both of our Korea and New Zealand are using materials related to real life intimately and the diifferent points are to use technology such as calculator and computer. They are more widely used in New Zealand than our Korea. Third, Korea had used routine method mainly but New Zealand had used method to develop creativity of learner such as to write problem corresponding to expression, posing problem corresponding to information, to complete table and find pattern and to write word problem to explain pattern and so on. Fourth, we could see special calculation strategies in the case of teaching addition and subtraction such as concept of double, compensation, various strategy based on counting of number, addition of the same number, magic square, near-double which are not finding in our mathematics textbook. Fifth, in the New Zealand textbook they had used teaching methods inducing curiosity of learner such as finding message and puzzle problem than solving given problem simply.

• 인문언어
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• 제2권1호
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• pp.93-127
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• 2002

This paper deals with a class of Middle English impersonal constructions that involve verbs of two-place argument structure. As is generally understood, the term 'impersonal' is notoriously murky, and after all those researches that have been performed in this area, quite a few issues still remain controversial. The issues we center around in the present study concern the following two. In the type of impersonal constructions we consider, the two arguments-Cause and Experiencer-are both expressed in oblique case, posing the problem of determining which of them functions as the grammatical subject. The issue, however. is not how an argument in oblique case can be taken as the subject: it is well blown that the so called 'dative subject Experiencer' already occurred in Old English. The real issue is why both of the arguments are syntactically realized as nonnominative. The other issue concerns the 3rd-person singular form of the verb. Here again, the crux of the problem may be blurred by the fact that impersonal construction is often defined as one in which the verb has 3rd-person singular form with no apparent nominative W controlling verb concord. But this definition is more nebulous than clear because the notion 'subjectless' is itself highly controversial. Thus, for an expression like me thinketh that-S, it may well be that the verb thinketh ('seems') is 3rd-person singular because the that-clause is the subject. What should be explained of the data brought up here is why the impersonal verb is 3rd-person singular when neither of the NPs associated with it is 3rd person or singular. I argue that we can account for our paradigm examples by looking upon them as 'mixed construction' in which semantic interpretation conflicts with syntactic parsing as a result of case syncretism and gradual establishment of SVO word order. This amounts to saying that the peculiarities of the construction originate with the confused use of impersonal verbs between the sense of 'give an impression' and that of 'receive and impression.'

• 한국도로학회논문집
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• 제10권1호
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• pp.97-104
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• 2008

도로변에는 다양한 부정형의 구조물들이 방호되지 않은 채 노출되어 있어서 통행차량에 큰 위험요소가 되고 있다. 이러한 부정형 구조물을 효과적으로 방호하는 수단으로 구조물 앞에 에너지흡수형 모듈을 적층구조로 쌓는 방법이 있다. 본 논문은 EPS블록으로 구성된 모듈타입의 충격흡수장치를 차량과 충격흡수장치간의 에너지 평형원리를 이용하여 해석하는 방법을 소개하고 0.9ton-500km/h, 0.9ton-60km/h and 0.9ton-70km/h의 충돌조건에 대한 수치 예제로 설명하였다. 이 방법은 최대가속도, 충돌변형에 걸리는 시간 모든 모듈에 대한 변형이 완료되기 전에 차량의 완전한 정지여부 등에 대한 예측을 가능하게 하지만, 모듈 수만큼의 매우 듬성듬성한 속도 및 가속도 데이터를 주기 때문에 RA와 OIV같은 안전지수를 구하기 위해서는 보간법을 이용한 데이터 수의 확대가 필요하다. 선형 및 스플라인 보간법을 이용하여 안전도를 분석하고 결과를 비교 분석하였다.

• 대한수학교육학회지:수학교육학연구
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• 제17권3호
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• pp.271-293
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• 2007

본 연구는 수학 교과에서 워크북의 필요성과 수준별 수업에 적합한 교과서와 워크북의 체제, 워크북의 구성 내용에 대한 교사들의 생각을 알아보고 워크북의 내용을 어떻게 구성해야 할지 모색해보고자 전국의 초, 중, 고등학교 교사들을 대상으로 설문조사를 실시하였다. 교사들은 학생들의 자기 주도적 학습을 위해서나 교과서 이외의 교수 학습 자료로 이용하고 수준별 수업을 운영하는 데 도움을 받기 위해서 워크북 도입이 필요하다고 응답하였다. 또한 학교 현장에서 수준별 수업을 운영하기에 적합한 교과서와 워크북 체제는 '교과서 1종과 워크북 3종'이라고 가장 많이 답했다. 워크북의 내용을 교과서와 중복되지 않는 방향에서 다양한 풀이 방법이 제시되는 연습문제, 수학적 오류, 수준별 문제, 수학적 활동, 논술이나 수행평가, 단원 평가와 정기고사 방식의 평가, 문제 풀이 해설과 정답으로 구성될 것을 교사들은 원하고 있었다.