• Journal of Korea Entertainment Industry Association
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• v.13 no.3
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• pp.157-167
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• 2019

The actor Song Gang Ho who appeared in the late 1990s, expanded the personality of his characters on his own way by using his unique characteristics (way of talking and appearance) as a nuance of diverse characters, while playing the wide range of roles from the petite bourgeoisie to kings in various genres. Especially in films such as , which are based on real incidents and real people, Gang Ho Song's character embodies Korean history and cultural identity. Not only his serious, but light and seemingly uncalculated realistic acting style harmonizes with his character and reveals the sense of humanity creating a new genre called "Gang Ho Song's character", but also Gang Ho Song is solidifying his base and range as an actor. Therefore, this research aims to analyze his character and acting through the film while concentrating on his realistic expression and creativity based on Barry King's concept of authorship. First, the research will analyze the features of the historical and cultural identity of Song Gang Ho's character which reenacts the real people and incidents as well as analyzing his realistic acting and improvisation of his acting which adds vibrancy to his character. While looking at Song Gang Ho's acting as a self-reflective acting, he enhances the character's reality by creating the character's personality using his own physical features and this research will analyze how Song Gang Ho's self-reflectiveness harmonizes with the character's features which are expressed realistically in the film and how his character and acting creates a continuum.

• 대한공업교육학회지
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• v.30 no.1
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• pp.1-18
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• 2005

The purpose of this study was to development a model of problem solving instruction for improving practical skill-competence in technical high school. For the study, various literature researches were reviewed intensively about problem solving process, laboratory instruction's approaches and learning principals. The problem solving instruction process was composed with identifying problems, generating alternative solutions, investigation and research, choosing a solution, acting on a plan, modeling of problem solving, testing and evaluating, redesigning and improving. The skills schema combines a four domain of skilled activity, that is, cognitive skills, psychomotor skills, reactive skills and interactive skills. The problem solving instruction was composed with five major learning systems-emotional, social, cognitive, physical, and reflective-that can be used extensively as generic lesson plashing. The teacher serves as a coach or guide for student learning. As a facilitator, the teacher challenges, questions, and stimulates the students in their thinking, problem solving and self-directed study. In this process, students represent problem with think aloud, assume responsibility for their learning and move from teacher-centered to student-centered education.