• Proceedings of the Korean Institute of Intelligent Systems Conference
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• 2002.12a
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• pp.455-458
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• 2002

기존의 점수와 석차로서 학생을 평가하여 발생하는 문제점을 해결하기 위하여 서술식의 성적평가가 도입되고 있다. 그러나, 이 서술식으로 이루어지는 성적 평가는 업무를 증가시키고 또 교사의 주관적인 성적평가로 인해 성적처리의 일관성이 유지되기 어려운 문제점이 있다. 본 논문에서는 교사가 학생의 성적을 효과적으로 평가하기 위하여 퍼지 추론을 이용한 서술식 성적평가 시스템을 제안한다. 사용자(교사)로부터 수행평가요소의 결과와 과목의 최종적인 평가를 퍼지 추론에 적용하여 객관적인 성적평가를 한 후, 추론규칙의 적합도를 이용하여 성적평가 문장을 추출하여 서술식 평가 문장을 생성하도록 한다

• Journal of Elementary Mathematics Education in Korea
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• v.10 no.2
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• pp.195-219
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• 2006

This study was proposed to analyze mathematical communication activity and mathematical attitudes while students were solving project problem and to consider how the conclusions effects mathematics education. This study analyzed through qualitative research method. The questions for this study are following, First, how does the process of the mathematical communication activity proceed during solving project problem in a small group? Second, what reactions can be shown on mathematical attitudes during solving project problem in a small group? Four project problems sampled from pilot study in order to examine these questions were applied on two small groups consisting of four 5th grade students. It was recorded while each group was finding out the solution of the given problems. Afterward, consequences were analyzed according to each question after all contents were noted. Consequently, conclusions can be derived as follows. First, it was shown that each student used different elements of contents in mathematical communication activity. Second, during mathematical communication activity, most students preferred common languages to mathematical ones. Third, it was found that each student has their own mathematical attitude. Fourth, Students were more interested in the game project problem and the practical using project problem than others.

• Journal of Educational Research in Mathematics
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• v.23 no.4
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• pp.533-551
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• 2013

The purpose of this study is to investigate how middle school mathematics teachers understand the definition and the purpose of constructed-response assessments as well as what they expect from the assessments. By examining the responses of 189 middle school mathematics teachers to the survey, we found that there is discrepancy between their perceptions and reality of the constructed-response assessments in practice. In other words, teachers' practice is not well aligned with their perceptions and expectations due to the restraint of school system and environment. The findings give us some meaningful implication for the improvement of effective constructed-response assessments and professional development.

• Journal of Elementary Mathematics Education in Korea
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• v.16 no.1
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• pp.63-95
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• 2012

Since performance assessment was implemented for 10 years, a survey has been carried out from 212 elementary school teachers in Seoul area in terms of their perception and status about descriptive assessment. As results, most of teachers agreed strongly that using constructed-response items is necessary for assessment, and they showed that purpose of using constructed-response items in their mathematics classrooms was to evaluate accurately student achievement in accordance with learning objectives in mathematics and they referred mainly to items which they modified from problems or items in the textbook when they generate constructed-response items. In addition, they considered level of difficulty in creating constructed-response items mostly. Moreover, they indicated that the effects of assessment through constructed-response items would be improvement of students' problem solving and reasoning skills.

• The Southeast Asian review
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• v.28 no.4
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• pp.223-252
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• 2018

The purpose of this paper is to substantially analyse the patterns of complements considering the aspects of not only syntax but also morphology since the concept of complement has been used as a term to analyse the components of a sentence. However, it cannot be denied that there seemed to be limitations due to the partial explanation or different explanations of the same sentence. Thus, this paper aims at dealing with the close relation between sentential components and suffixes to examine the sentence patterns; subject, predicate, object, complement, and adjunct focusing on the terms of complement which has been seen problematic due to incomplete explanations and different interpretations of the same sentence. Finally, this paper synthesises various opinions of many scholars and integrates them to get explicit and practical patterns of complement of a sentence based on not only syntax but also morphology through close relation between sentential components and morphological suffixes.

• Cartoon and Animation Studies
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• s.22
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• pp.31-45
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• 2011

The paper holds its purpose to analyze the descriptive function and meaning of first person animation which the focalizer, character, and all narrators are indicated as 'I', For the purpose, the following was reviewed; the relation between 'I' as child memorizing the days of childhood as adult and the current 'I' as adult, and the aesthetic effect of experience and sense of the child on the audience reading the narration. The retrospective narrating situation of the adult narrator brings descriptive effect which comes from 'the tension between the experiencing self (self as child) and the narrative self (self as adult). The works focus on the content of child experience through the confession of the adult narrator, but the view of the adult always heading towards 'the present'. That is, the aesthetics contained by the first person narrator is related to endless arousal of the values of hidden and forgotten things. In addition, the descriptive method of child focalizer as 'the subject of experience' brings qualitative change which enables reasoning of the subject as itself, which is free from the view tamed by rational system. Becoming an adult, the lost ability of mimesis brings qualitative change by meeting with the generality of childhood sense. Therefore, it can be known that the meaning the narrator contains in the first person narrator condition of animation links with the degree of aesthetic completion of the work, but also, it is a highly strategic descriptive device which determinately affects even the acceptance of audiences regarding the work.

• Proceedings of the Acoustical Society of Korea Conference
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• 1995.06a
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• pp.131-134
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• 1995

최근, 문장단위의 음성을 인식할 수 있는 시스템을 개발하는 단계에 접어들면서 자발적인 발성음성의 인식 또는 음성언어 이해의 차원을 위한 시스템의 개발을 위해 운율특징을 이용하는 연구가 요구되고 있으나, 지금까지 개발되어온 음성이식시스템은 주로 독립단어의 인식수준에 머물고있기 때문에 운율을 이용하고자 하는 연구가 상대적으로 미흡한 수준에 있다. 본 연구에서？ 나국어의 중의성 문장에서 서술어 부분을 세그멘트하고 이 부분의 억양패턴을 자동인식하여 중의성 문장이 서술형, 의문형, 명령형, 권유형인지를 파악하므로써 인식시스템에서 억양패턴을 이용할 수 있는 가능성을 제시하였으며, 서술형 문장음서으이 서술어 부분의 억양변황에 의해 의문형, 명령형, 권유형 무장으로 변환시키므로써 서술어 부분의 억양패턴에 따라 문장의 형태가 구분될 수 있음을 확인하였다.

• Proceedings of the Korean Society of Broadcast Engineers Conference
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• 2021.06a
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• pp.36-38
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• 2021

본 논문은 물체 검출(Object Detection)과 물체영역분할(Object Segmentation)의 CNN 추론 결과를 MPEG-7 서술자 이진화를 통해 표현함으로써 원본과의 용량을 비교한다. 영상의 사용 목적에 따라 CNN 추론 결과를 압축하여 활용할 시 원본 영상 대비 용량을 측정하여 그 효율성을 판단하는 것이 목표이다. 물체 검출과 물체영역분할에 대한 추론 결과를 MPEG-7 서술자를 이용해 압축하였으며, 비교를 위해 원본 영상, CNN 추론 결과 파일, MPEG-7 서술자, MPEG-7 서술자 이진화 파일의 크기를 측정하였다. 실험 결과, MPEG-7 서술자를 이진화를 통한 표현 방식이 원본 영상 및 추론 결과 파일에 비해 효율적임을 알 수 있었다.

• Annual Conference of KIPS
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• 2008.05a
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• pp.28-31
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• 2008

시맨틱 웹의 기반인 온톨로지는 검색, 추론, 지식표현 등 다양한 분야에서 사용하고 있다. 하지만 잘 구성된 온톨로지를 개발하는 것은 시간적, 물질적으로 많은 자원이 소모된다. 온톨로지를 자동으로 구축하면 이러한 소모를 줄일 수 있는 장점이 있다. 본 논문에서는 자연어처리를 온톨로지 자동 구축에 사용하기 위하여 자연어의 서술부분을 온톨로지의 서술어로 변환할 수 있는 서술어 온톨로지를 제안한다. 그리고 제안된 서술어 온톨로지를 사용하여 자연어 문장의 서술어 부분을 온톨로지의 predicate 로 변환하는 알고리즘을 소개한다. 또한 제안된 온톨로지를 온톨로지 언어인 OWL을 사용하여 구축하였다.

• Communications of Mathematical Education
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• v.28 no.1
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• pp.131-154
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• 2014

The purpose of this study was to examine the effect of essay writing-centered mathematics instruction on problem solving and mathematical deposition in the elementary school. For the present study, two 6th grade classes with equivalent achievement in terms of problem solving and mathematical disposition based on the pretest. A total of 15 mathematics lessons focused on writing activities were administered to the experiment group for two months, while the textbook-based traditional lessons were given to the comparison group. Both quantitative and qualitative methods were adopted to analyze the data. The results of the present study showed that essay writing-centered mathematics teaching is statistically superior that the textbook-based mathematics teaching with respect to students' problem solving and mathematical disposition. In addition, it was evidenced that essay writing-centered mathematics instruction makes an influence on students' perceptions toward essay-based assessment in a positive way.