• School Mathematics
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• v.4 no.4
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• pp.565-580
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• 2002

연구자들은 학생들에게 문제해결 전략을 지도하는 것이 학생들의 문제해결력을 신장시켜 준다는 보고하고 있다. 이와 같은 연구결과를 배경으로 수학 교과서를 통하여 문제해결 전략을 지도하려는 시도들이 미국을 비롯하여 한국에서도 있어 왔다. 본 논문은 문제해결 전략을 교과서에 제시할 수 있는 가능한 세 가지 모델들을 논의하고, 미국과 한국의 수학교과서에서 문제해결 전략을 제시하는 방법을 분석하였다. 한 가지 모델은 문제해결 전략에 한 단원을 할애하는 것이다. 두 번째 모델은 각 수학내용을 지도하는 단원에 문제해결 전략의 지도를 위한 하위단원을 할당하는 것이다. 마지막, 세 번째 모델은 문제해결 전략 지도를 위한 특정 단원이나 하위 단원을 설정하는 것이 아니라 가능한 많은 쪽에 전략을 제시하는 것이다. 위에 언급한 세 가지 가능한 모델을 바탕으로 미국과 한국의 초등학교 수학교과서에서 문제해결 전략을 제시하는 양상을 비교하였다. 이 비교를 위하여 각 학년별로 제시되는 모든 전략들을 교과서와 교사용 지도서를 토대로 추출하였다. 각 교과서에서 전략을 제시한 양식을 비교한 결과 다음과 같은 결론을 얻게 되었다. 한국의 수학교과서는 전형적으로 첫 번째 모델의 양식으로 문제해결전략을 제시하고 있었다. 각 단원마다 별개의 문제해결 전략이 제시되었다. 또한, 학년별 지도 전략을 살펴보면 학년별로 연계성이 있게 전략이 제시 되었다기 보다는 학년별로 다른 다양한 전자의 지도에 중점을 둔 듯하다. 미국의 수학교과서는 두 번째 모델과 세 번째 모델의 중간적인 양식으로 문제해결 전략을 제시하고 있다. 즉, 각 단원마다 문제해결 전략 지도를 위한 하위 단원을 지정하였으며 필요한 경우에는 본 단원의 주 학습요소와 관련된 문제해결 전략은 단원 중에도 제시되고 있었다. 따라서, 차기 수학교과서 개정시기에는 세 번째 모델을 그 모형으로 삼아 문제해결 전략들을 제시하는 방안을 강구해야 할 것으로 기대된다.

• The Journal of the Korea Contents Association
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• v.18 no.10
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• pp.298-305
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• 2018

The objective of this present study was to investigate the overall effects of strategy instruction on Korean students' English language learning. In order to do so, 55 individual experimental results in 46 journal articles were collected, and a meta-analysis was carried out to them. This study also analyzed the results of studies on strategy instruction according to various variables such as school types, treatment periods, and types of dependent variable. The mean effect size of strategy instruction in English language teaching is .536, which means the medium effects in general. No statistically significant differences were found among various moderators and dependent variables. Based on these results, suggestions for further research are discussed.

• Korean Journal of Childcare and Education
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• v.9 no.1
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• pp.175-200
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• 2013

This study focused on the relationships among teachers'playfulness, teachers'positive play beliefs, teaching efficacy on play and teacher's strategies of problem behavior guidance, and especially the mediating effects of teaching efficacy on children's play. Subjects were 151 early childhood teachers in Seoul and Chungcheungnam-do. The collected data were analyzed using simple regression, hierarchical multiple regression and the Sobel test. The main results of this study were as follows. First, teachers' playfulness and teachers'positive play beliefs had a positive influence on their proactive, positive reactive strategies of problem behaviors. On the other hand, teachers' positive play beliefs had a negative influence on their negative reactive strategies of problem behaviors. Second, teachers' playfulness and teachers'positive play beliefs had a positive influence on their teaching efficacy on play. Finally, the effects of teachers' playfulness on their proactive, positive reactive strategies of problem behaviors of preschoolers were totally mediated by their teaching efficacy on play.

• Proceedings of the Korean Association of Geographic Inforamtion Studies Conference
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• 2004.03a
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• pp.415-421
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• 2004

막대한 예산을 투입하여 추진하고 있는 지자체 GIS사업은 기술의 발전에 비해 제도, 교육, 사용자의 마인드, 유지관리 활동, 향후 사업 구상 등에서 상대적인 빈곤을 경험하고 있는 것이 사실이다. 이렇듯 신기술이 도입됨에 따라 다양한 제반 여건들이 동반적으로 성숙하지 못함으로 인해 발생하는 현상을 과도기적 현상1)으로 진단하고 있다. 이미 다양한 분야에서 GIS를 도입한 지자체에서는 이러한 과도기적 현상을 극복하기 위해 상당한 어려움을 겪고 있으며, 새롭게 GIS를 도입하고자 하는 지자체에서도 타 지자체에서 모니터링을 통해 간접적으로 과도기적 현상을 경험함으로 인해 효과적인 사업 추진을 구상하는데 상당한 어려움을 겪고 있는 것이 현실이다. 또한 지자체의 경우 중앙정부에서 추진하고 있는 다양한 사업에 영향을 받을 수밖에 없고, 현재의 GIS 사업의 추세가 단순한 공간정보 중심의 사업이 아닌 다양한 속성정보와의 연계를 모색하고 있다는 점에서 지자체 GIS정보화의 방향은 예전과는 사뭇 다른 양상을 간파해 야 하는 현실에 놓여 있다. 이와 같은 지자체 GIS의 과도기적 현상을 극복하기 위해서는 정보기술의 빠른 변화속도와 외부환경의 극심한 환경변화의 상황에서 ‘보이는 것과 보이지 않는 것’의 관계를 진단하고, 변화에 대한 예측과 대비, 중요한 일과 급한 일을 구분한 총체적인 밑그림의 마련과 실행계획의 수립이 우선시 되어야 한다. 지자체 GIS의 문제 해결의 노력이 단숨에 바로 해결되는 것이 아니고, 또한 현재 추진된 사업을 기반으로 중복투자의 방지와 시너지 효과 극대화를 위한 투자의 노력이 장기간의 시간적 개념속에서 진행되어야 한다는 점에서 이를 이끌어줄 가이드가 필요한 것이다. 이러한 총체적인 지자체 GIS의 계획마련을 위해 건설교통부에서는 ‘국가지리정보구축 및 활용등에 관한 법률’상에 계획 수립의 항목을 명문화하고, 나아가 GIS정보화 전략계획 수립에 관한 지침작성을 위한 노력을 진행 중에 있다. 이러한 일련의 현실을 감안하여 지자체 GIS정보화 전략계획 수립을 체계적이고 실질적으로 수립할 수 있는 ‘지자체 GIS정보화 전략계획 수립모델’은 반드시 선행되어야 할 사항임에 분명하다. 지자체 GIS정보화 전략계획 수립 모델은 지자체 GIS정보화 전략계획 수립의 효과로 하고 있으며, 형식적 측면에서는 GIS특성을 반영한 전략계획 수립의 방법론적 측면을 중심으로 구성된다. 이러한 과정을 거처 실제 지자체 GIS정보화 전략계획을 수립하는데 필요한 9단계를 설정하고 각각의 단계에 대한 중심활동을 바탕으로 지자체에서 실제 전략계획 수립에 필요한 지침을 작성하는 것으로 구성되어 있다.

• Journal of Elementary Mathematics Education in Korea
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• v.1 no.1
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• pp.67-86
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• 1997

The purposes of this paper are to show problem-solving strategies and their typical problems to suggest specific ways to teach strategies to promote problem-solving abilities. (1) Problem-solving strategies can be divided into general strategies and specific strategies. General strategies refer to procedural teaching-learning activities based on Polya's 4 step problem-solving. Specific strategies refer to Lenchner's 12 problem solving strategies and their characteristics which are helpful to the substantial solution of specific problems. (2) Concerning to problem-solving strategies teaching, the followings are suggested. First, the sequence of strategy teaching should be from easy to difficult ones, from short to long ones. Second problems for strategy training should be simple and good enough to serve as examples of the strategies. Repetition with similar problems are needed. Third, analysis and comparison of various strategies, and extension and adaptation of the strategies to complicate problems are needed. Fourth, procedures of strategies teaching are the follows: Have students make their own strategies focused on the solution process; Have students solve the problems with expectation of the solving methods; Have students compare and reflect on their solving methods; And assess problem - solving processes.

• The Journal of the Korea Contents Association
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• v.14 no.4
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• pp.435-444
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• 2014

As vocabulary acquisition has become one of the emerging key issues in the foreign language education field, interest in vocabulary learning strategies (VLS) has also increased. However, little has been done to investigate the vocabulary learning strategies of young learners. Therefore, this study attempts to investigate VLS use in elementary school English language textbooks. A total of three fifth grade English textbooks and teachers' guidebooks were chosen and analyzed with the vocabulary learning strategies taxonomy suggested by Scbmitt (1997). The researcher identified there were only a limited number of vocabulary learning strategies in the textbooks and most of them were consolidation strategies. It was concluded that a variety of VLS should be introduced in multiple ways in consideration of learner preference, styles, culture and level of English proficiency. Some implications for the teaching and learning of vocabulary for EFL instruction amongst young learners are discussed.

• Journal of Elementary Mathematics Education in Korea
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• v.14 no.2
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• pp.217-239
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• 2010

This study is to understanding characteristics of Mathematical gifted children by comparing and analyzing of the learning strategies between gifted children and average students. The result of this study is as below. First, the mathematical gifted children's application ability on the cognitive meta-cognitive strategies and learning resources management strategies was higher than average students. Second, in case of learning resources management strategies between gender, male mathematical gifted students's t-test showed higher than female gifted students. Also, in case of average students, male student's t-test for the learning motive was higher than average female students. Third, mathematical gifted children are positive correlation among the learning motive, self-efficacy, cognitive meta-cognitive strategies, and learning resources management strategies. And in case of average student, it had a positive correlation among the learning motive, self-efficacy, and cognitive meta-cognitive strategies. But there is no correlation between learning strategies and cognitive meta-cognitive strategies.

• Maritime Security
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• v.1 no.1
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• pp.119-148
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• 2020

The purpose of this study is to examine the perceptions of neighboring countries on the gray zone and to explore Korea's maritime strategy. The concept of gray zones appears in various ways from country to country. In international relations, the gray zone is a comprehensive space between war and peace. The gray zone in the ocean is an unstable space in which competition between the US and China is represented and proxy wars are possible, and the gray zone needs strategic management. This study summarizes the concept of gray zones in the maritime security field, examines the gray zone strategies of neighboring countries, and suggests Korea's gray zone strategies. In particular, the recognition of the gray zone itself is the core of the problem, and it is necessary to strengthen information sharing to clarify the problem about the gray zone and accurately recognize the gray zone situation. The CMG(Complex Maritime Geostrategy) framework attempted in this study is expected to be helpful in understanding the nature of various gray zone issues around Korea and preparing for a geostrategy based on the analysis.

• Journal of Environmental Policy
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• v.13 no.2
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• pp.3-20
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• 2014

Due to habitat damage associated with climate change and human activities, biodiversity has decreased all over the world. In order to prevent further reduction in biodiversity, the international community has endeavored to establish a cooperative system, such as the Convention on Biological Diversity (CBD). Until now, most biodiversity strategic planning has been led by the national government. However, the National Biodiversity Strategy and Action Plan is conservative and its strategic plan is vague. Therefore, we propose a method for managing local biological resources called the Local Biodiversity Strategy and Action Plan. In order to provide the strategic plans and detailed plans for the Local Biodiversity Strategy and Action Plan, the report has examined several cases including Convention on Biological Diversity, Strategic Plan for Biodiversity 2011-2020, and the biodiversity strategies and action plans of the Republic of Korea and several other countries. As a result, the report demonstrates the survey and protection of bio-species, the designation and monitoring of conservation region, the management of the integrated eco-network, the establishment of biodiversity organizations and capacity building, the methods to promote networking and traditional knowledge, and the strategy for development in bioindustry. Consequently, the implementation of biodiversity management strategies by local governments will play a significant role in preserving and increasing biodiversity by realizing the goals of Strategic Plan for Biodiversity 2011-2020.

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