• Journal of the Korean Society for Library and Information Science
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• v.31 no.1
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• pp.7-28
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• 1997

To investigate the present states and analyze the need of continuing education, a survey was done to the library and information professionals. Based on the personal membership file of the Korean Library Association, 292 members were selected using $25\%$ systematic sampling method. Questionnaires were mailed to them and $80\%$ returned. Of the total respondents. $90\%$ want to participate continuing education, however only $50\%$have a formal continuing education experience during last 3 years. Informal educational efforts are also weak and show much individual differences. $67\%$ of the libraries encourage continuing education but only $25\%$ of the respondents were provided with time and money for participation. The most favored mode of the continuing education Is one week course specialized In particular topic$(31.1\%)$ or area$(25.5\%)$. New methods, such as CD-ROM. online etc. were also preferred. Respondents regard professional association, society, and the library Information science department of university as desirable leading organization for continuing education. Among the 16 possible topics to be educated, respondents showed substantially higher Interest(more than $50\%$) In 5topics, and there were significant need differences In 7 topics among groups divided by library type.

• The Journal of Korean Association of Computer Education
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• v.6 no.3
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• pp.151-162
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• 2003

In 21 century information age, teachers have to help students' learning activities can be more self- directed learning. The web with diverse audio-visual materials and a great deal of interactions among contents shows lots of possibilities as one of the methods to provide self-directed learning environment for students. It allows learning environment for students to study more self-directed way by following individual learning styles, need, ability, etc. Although the best instructional method is personal field experience in the view of the characteristic of Practical Arts education. a web courseware can be a great substitutional method for improving learning effectiveness in relation to cost, safety, time limit for direct personal field experience. Therefore, the purpose of this study is to develop a web courseware for the unit 'Raising Animals' in Elementary school 6th grade Practical Art which is very difficult unit for teachers to provide direct experience environment for students. The researchers also applied the web courseware in 6th grade classrooms and described the results briefly. However, the researchers did not intend to conduct a full field implementation of the program to evaluate the program. That will be conducted in a following.

• Journal of Korea Entertainment Industry Association
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• v.15 no.5
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• pp.163-173
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• 2021

This study tried to develop and implement a class model that can apply the teaching method that can operate learner-centered classes in university education to the class operation of the entire university, not individuals. For the development of the instructional model, the final model was derived through analysis of prior research, expert review, derivation of instructional model and design principles, pilot operation, primary questionnaire analysis, model and design strategy revision, and secondary questionnaire analysis. Shift_N⁺¹ class consists of 6 models, and each model was divided into 3 parts. It was a preliminary learning using video, a face-to-face class for question-and-answer and in-depth learning on the core content, and feedback and process evaluation for individual student. We have built our own computer system so that we can implement this every week. The teaching method model that can apply the learner-centered curriculum to all classes at the university was standardized. The Shift_N⁺¹ teaching method seeks to maximize the learner-centered learning effect by reflecting the characteristics of the subject, and to improve the quality of education by identifying students' achievements by week.

• Communications of Mathematical Education
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• v.37 no.4
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• pp.635-652
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• 2023

This study conducts a comprehensive analysis of the curricular progression of the concepts and learning sequences of 'lines', specifically, 'line segments', 'straight lines', and 'rays', at the elementary school level. By examining mathematics curricula and textbooks, spanning from 2nd to 7th and 2007, 2009, 2015, and up to 2022 revised version, the study investigates the timing and methods of introducing these essential geometric concepts. It also explores the sequential delivery of instruction and the key focal points of pedagogy. Through the analysis of shifts in the timing and definitions, it becomes evident that these concepts of lines have predominantly been integrated as integral components of two-dimensional plane figures. This includes their role in defining the sides of polygons and the angles formed by lines. This perspective underscores the importance of providing ample opportunities for students to explore these basic geometric entities. Furthermore, the definitions of line segments, straight lines, and rays, their interrelations with points, and the relationships established between different types of lines significantly influence the development of these core concepts. Lastly, the study emphasizes the significance of introducing fundamental mathematical concepts, such as the notion of straight lines as the shortest distance in line segments and the concept of lines extending infinitely (infiniteness) in straight lines and rays. These ideas serve as foundational elements of mathematical thinking, emphasizing the necessity for students to grasp concretely these concepts through visualization and experiences in their daily surroundings. This progression aligns with a shift towards the comprehension of Euclidean geometry. This research suggests a comprehensive reassessment of how line concepts are introduced and taught, with a particular focus on connecting real-life exploratory experiences to the foundational principles of geometry, thereby enhancing the quality of mathematics education.

• Journal of Elementary Mathematics Education in Korea
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• v.22 no.2
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• pp.183-198
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• 2018

In this paper, I theoretically considered joining and separating activities and revisited the textbooks from 7 countries and Korean mathematics textbooks from 5th revised curriculum to 2015 revised curriculum to find implication for the treatment of 0 in the joining and separating activities. The 'joining' has definition and properties similar to addition, but the 'separating'is difficult to define and is not considered to have properties similar to subtraction. In the sense of computation, joining and separating can be seen as' part-part-to-whole' situations, but are just part of the addition and subtraction situations. The analysis of textbooks from 7 counties showed that Singapore and Malaysia textbooks already studied zero and then included it in joining and separating activities, but other countries did not include it as joining and separating activities. The textbooks of South Korea have consistently suggested not to include zero, but teacher's guide has shown that there is a little consistency in the treatment of zero. As a conclusion, I suggested that it was necessary to propose a proper context of the situation in order to introduce joining and separating without including 0 in terms of student level and to propose that a more consistent presentation of zero handling in the teaching in the teacher's guide.

• 한국지구과학회:학술대회논문집
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• 2005.09a
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• pp.207-212
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• 2005

제7차 교육과정에 따라서 집필된 지구과학 I, II 교과서와 국내외 각종 지구과학 교재의 지질 연대 자료를 검토하였다. 지구과학 I, II 교과서의 자료는 대부분 최신의 자료가 아니며, 많은 자료들은 지질학 원론과 지구과학 개론 등의 국내 대학 교재에 제시된 수 십년 전의 자료를 그대로 따랐다. 또한 외국 대학의 지구과학 또는 지질학 개론서의 경우에서도 유사하게 수 십년 전의 자료를 제시하고 있다. 최근 국제 층서 위원회(ICS)에 의하여 연구 제시된 국제 층서 챠트(ICS 2000), 국제 지질 연대표(IGTS 2003) 및 지질 연대표(GTS 2004) 등의 많은 새로운 자료들이 제시되어 있다. 새로운 자료 중에서 중요한 것들에는 신생대의 고제3기와 신제3기, 석탄기의 미시시피아세와 펜실베니아세, 원생이언의 고원생대, 중원생대 및 신원생대 그리고 시생이언의 시시생대, 고시생대, 중시생대 및 신시생대를 들 수 있다. 이들 새로운 지질 연대 자료는 새로운 지구과학 교과서 집필시 인용되어야 할 것이다.

• Proceedings of the Korea Information Processing Society Conference
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• 2001.04b
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• pp.1101-1104
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• 2001

본 논문에서는 제7차 교육과정이 지향하는 바, 학교의 중요업무 중의 하나인 학생 생활지도를 더욱 효과적으로 실행하기 위한 새로운 방안을 찾아보고자 하였다. 이를 위해, 기업에서 고객관리 방법으로 시행하고 있는 CRM의 견지에서 학생 생활지도를 재조명하여 보았다. 그 결과 학생 생활지도에 CRM의 방법론을 적용할 때 필요한 종합정보관리시스템의 기능을 확인하였다.

• The Korean Journal of Applied Statistics
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• v.18 no.3
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• pp.689-699
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• 2005

We usually use $S^2=\frac{{\Sigma}^n_{i=1}(X_i-\={X})^2}{n-1}$ as sample variance. Korean high school text-books use $S^2_n=\frac{{\Sigma}^n_{i=1}(X_i-\={X})^2}{n}$as sample variance. We can compare the above two definitions of sample variance through their theoretical relationship and simulation.

• Defense and Technology
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• no.7 s.233
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• pp.60-69
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• 1998

독일 HDW조선소의 Bonn 지사장으로 근무중인 Udo Ude씨는 209급 잠수함 해외수출 성공사례를 다음과 같이 분석하였다. -1970년 독일해군용 206급 계약시 잠수함을 해군에 인도하기 전까지의 모든 과정을 조선소가 직접 책임지고 수행토록 하는 General Contractor Principle(총괄계약자 원칙)에 의해 확보된 기술인력, 자재/장비 공급원 발굴, 축적된 장비간 연동과 체계통합 기술 및 경험 –대부분의 탑재 장비를 국내 방산업체로부터 조달할 수 있는 탄탄한 국내 기술력 –매 신규사업마다 성능향상을 위한 과제선정 및 계속적인 연구 –정부 소유 시험시설 및 장비 활용과 제반 기술관리에 있어서 민.관.군의 적극적이고 긴밀한 지원체제 구축 이러한 성공사례 분석에 독일 현지에서 느낀 필자의 경험소감을 추가하면 다음과 같다. –규정을 잘 지킬 뿐만 아니라 타인의 잘못을 즉시 일깨워 주는 준법정신 및 고발정신 -2-3년 후의 휴가계획까지 수립하여 준비할 정도의 처절한 사전계획 및 준비정신 –불결한 것과 게으름을 참지 못하는 청결성 및 근면성 –누구든지 원하면 경제적인 부담없이 평생동안 공부할 수 있는 교육제도 –게르만족이 우월하다는 내면적 자부심 –작은 일이라도 모여서 토의하고 결론을 도출하기 좋아하는 공동체 의식 –약속을 철저히 지키는 정직성 –과거의 사실이나 유물을 철저히 보존하는 역사의식 –모든 분야에서 철저하게 운용되는 Meister(장인)제도 등

• Journal of KIISE:Software and Applications
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• v.28 no.6
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• pp.450-459
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• 2001

다각도로 분석된 학업 성취도를 신속하게 제공받는 학생들은 그렇지 않은 학생들에 비해 차후에 더 나은 학업 성과를 보인다. 그러나 현재의 한국 학교 현장에서 시행되고 있는 평가 방법을 이를 반영하지 못하고 있다. 본 연구에서는 이러한 서비스를 온라인으로 교사와 학생에게 제공하는 ‘학업성취도 분석시스템’인 SAAS를 설계하고 구현하였다. 이 시스템은 비즈니스 데이터를 다차원적으로 분석하여 부가가치를 창출하는데 쓰이는 신기술인 OLAP을 이용한다. 학생, 과목, 기간 차원에 대한 종합적 성취도 분석 결과가 산출되고, 이는 편리한 인터페이스를 통해 제공된다. 시스템의 성능향상을 위해서 분석결과의 부분적 사전연산 방식과 큐브의 청크 단위 저장 방식이 사용되었다. SAAS는 전국 단위 학생 성적 분석을 위해서도 쓰일 수 있을 정도로 성능면에서 확장성을 지니며, 제 7차 교육과정 개혁에도 적용이 가능하다.