• The Journal of the Korea Contents Association
• /
• v.14 no.10
• /
• pp.393-402
• /
• 2014

This study aims to testify the effect of reading and writing abilities improvement program for elementary school children from multicultural families. Methods: The research design used in this study was a non-equivalent control group pretest-posttest research design. The participants were divided into two groups, an experimental group(n=9) and a control group(n=8). Data were analysed by using Mann-Whinety U test, Wilcoxon Signed Ranks, Cohen's d with SPSS(PASW)18.0 program. Result: Significant differences were found in scores for reading ability (z=-2.668, p=.008, ES(d)=0.6) and writing ability (z=-2.670, p=.008, ES(d)=0.5) in experimental group. Conclusion: The results indicate that the reading and writing abilities improvement program should be used with elementary school children of multicultural families to help them and to improve their reading and writing abilities.

• Journal of Korean Library and Information Science Society
• /
• v.45 no.1
• /
• pp.125-147
• /
• 2014

The aim of this study is to develop and suggest a reading strategy to learn for integrating reading and writing. The reading and writing strategy could be divided in directed strategies related to the cognitive process and indirected strategies to carry out the process successfully. Therefore, its strategies are constructed of the indirected strategy corresponding with the instructional design model and the direct strategy containing specific action plans of the model's progressive stages. When considering the reading to learn could be run as a program in the school, in this study, the basic model of the indirected strategy is devised with four steps of 'preparing-designing-implementing-evaluating'. And the implementing stage of the read to learn combining reading and writing is consisted of six steps as 'selecting subjects-considering contents-searching-writing-correcting-publishing'. Also, proper indirected strategies such as graphic organization and checklists are suggested in order to assist reading and writing activities in the implementing stage.

• Journal of Elementary Mathematics Education in Korea
• /
• v.8 no.1
• /
• pp.89-108
• /
• 2004

Elementary mathematics education in the 7th mathematics curricula has been emphasized to foster ‘mathematical power’. For establishing this purpose, we need to provide the opportunities inducing to students' thoughts and to study leaching-learning methods to make structuring for their thinking process. Using to writing activities in students' mathematics learning, we think that we can find out their thinking process and this writing mathematics learning method is effective to promote their communication. Through analysing to six grade mathematics textbooks, we devised to mathematical writing types and teaching/learning models could being utilized in mathematics classes. And we investigated the influence of mathematical writing on the learning ability of students. We have experimented and investigated to after dividing experimental objects into two groups, experimental group and comparative group. We founded out, through these researches for mathematical writing teaming, that the experimental group of the former had obtained greatly better results than the latter in mathematical learning abilities and studying achievements. Based on these result, it is required to have an accumulation of research on teaching-teaming methods by using various types of mathematical writing study.

• Korean Journal of Cognitive Science
• /
• v.17 no.4
• /
• pp.323-336
• /
• 2006

In this paper, we present a pilot system that can extract paraphrases from a parallel corpus using to-training method. Paraphrases are useful for the applications that should rreate a varied ind fluent text, such as machine translation, question-answering system, and multidocument summarization system. One of the difficulties in extracting paraphrases is to find a rich source from which we can extract paraphrases. The bible is one of the good sources fur extracting paraphrases as it has several Korean versions in which every sentence can be easily aligned by the chapter and the verse. We ran extract not only the lexical-level paraphrases but also the phrasal-level paraphrases from the parallel corpus which consists of the bibles using co-training method.

• The Journal of the Korea Contents Association
• /
• v.19 no.4
• /
• pp.197-206
• /
• 2019

This study aims to analyze through the integrated textbooks whether writing tasks are designed to be successful in cultivating students' writing abilities in the general-purpose Korean language education. First, we established the concept and the components of the writing task based on the definitions mentioned in previous research. The analysis of the types of writing tasks revealed "free writing" and "imitation and writing" to be the most frequent types of writing tasks in both textbooks. The textbooks have only twenty-one subjects in common. And most instructions provide only themes and genres, excluding the purpose, form, quantity, and time necessary for the article or for comprehending the instructions. In these tasks, the reading passages are most often explanatory text. The scoring criteria and time were not provided for the evaluation criteria and other factors. Therefore it became necessary to express the components of the writing task as explicitly and concretely as possible to improve learners' performances.

• Korean Journal of Cognitive Science
• /
• v.18 no.3
• /
• pp.255-284
• /
• 2007

This study explored the ESL college learners' perceptions on integrating reading and writing in the context of the reading-to-write composition classroom. Using the panel survey (N=60) that repeatedly measured the same set of individuals at three different times during a semester, this study examined whether students' perceptions on reading-writing integrations were reshaped over the course of classroom practices. The survey instrument was developed to assess the perception scores from less integrative continua to more integrative continua on a 5-point Likert scale. A two-factor ANOVA with repeated measures was performed to evaluate mean differences across the perception groups and over the three treatment times. The results do not demonstrate a significant treatment effect, suggesting that L2 learners' integrative perceptions were stable over the course of the semester. The dynamics in the perception changes differed widely across the perception groups. This result provides insights into understanding students' reading-writing practices and thus into instructional practices applicable to the classrooms. The present study argues for 12 learners' perceptions on integrating reading and writing as a key construct to understand their literacy practices involved in the composing process.

• Proceedings of the Korea Information Processing Society Conference
• /
• 2020.11a
• /
• pp.69-72
• /
• 2020

Log Structured Merged Tree(LSM-Tree)구조를 사용하여 빠른 데이터 쓰기 성능을 보유한 RocksDB에는 쓰기 증폭과 공간 증폭 현상이 발생한다. 쓰기 증폭은 과도한 쓰기 연산을 유발하여 데이터 처리 성능 저하와 플래시 메모리 기반 장치의 수명 저하를 초래하며, 공간 증폭은 데이터 저장 공간 점유로 인한 저장 공간 부족 문제를 야기한다. 본 논문에서는 쓰기 증폭과 공간 증폭 완화를 위해 RocksDB 의 성능에 영향 주는 주요 파라미터를 추출하고, 기계학습 기법인 랜덤 포레스트를 사용하여 추출한 파라미터가 쓰기 증폭과 공간 증폭에 미치는 영향을 분석하였다. 실험결과 쓰기 증폭과 공간 증폭에 영향을 많이 주는 주요 요소를 선별하였고 다른 파라미터에 대비해서 성능 격차가 61.7% 더 나타낸 것을 발견하였다.

• Journal of Digital Convergence
• /
• v.12 no.1
• /
• pp.51-60
• /
• 2014

Modern society is rapidly changing by the Internet, and it is getting influential on the field of education. Learners can learn what they want to learn actively and freely at their desired level at anywhere in their free time by using the internet. The purpose of this study, therefore, is to find out the methods for improving writing ability through e-learning. The results of the study are as follows: First, learners can attend a lecture to improve their writing ability and can get learning materials from on-line course sites, internet websites, communities and blogs. Second, e-learning is learner-centered education, so it stimulates learners learning motivation and interest. Third, learners have an opportunity to express their ideas freely, and they can gain cultural comprehension while they communicate with people in the world by e-mail and chatting.

• The Journal of the Korea Contents Association
• /
• v.8 no.1
• /
• pp.128-136
• /
• 2008

As Chinese characters occupies more than 70% of words we currently use, the education of Chinese characters is becoming important day by day to accurately deliver the meaning of words in our language life. In recent, there are increasing concerns on writing Chinese characters correctly, especially the order of stroke, as well as memorizing the meaning and the sound of a character. Books and Internet contents on Chinese character writing is emerging. However, currently available Internet media on the Chinese characters education only illuminates recitation and interpretation. Even though some books contain the chapter concerning the order of stroke of a character, those only force simple repetitions. In this paper, we propose a design and implementation of teaming system for writing of Chinese character based on web which enables the user-directed teaming. Using the system, a user can manage the status of learning by oneself. Additionally, we can enhance the efficiency of learning by making users understood the correct reading and writing in Chinese character education.

• Journal of The Korean Association For Science Education
• /
• v.27 no.1
• /
• pp.28-36
• /
• 2007

This study investigated the influences of small group discussion and students' visual learning style in learning chemical concepts with drawing and writing as methods to assist students in connecting and integrating multiple external representations. Seventh graders (N=449) at a coed middle school were assigned to individual drawing (ID), pair drawing (PD), individual writing (IW), and pair writing (PW) groups. All students learned "Boyle's Law" and "Charles's Law" for two class periods. Analyses of the results revealed that the students in the PD group, regardless of students' visual learning style, scored significantly higher than those in the ID group in a conception test. The scores of the students with strong visual learning preference in the PW group were significantly higher than those in the IW group in the conception test, while the scores of the students with weak visual learning preference were not significantly different between the two groups. Although the conception test scores of the PD group were higher than those of the PW group, the difference was relatively small. It was found that most students in both PD and PW groups perceived pair drawing and pair writing positively upon cognitive and motivational aspects.