• 동의생리병리학회지
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• 제30권1호
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• pp.7-13
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• 2016

In order to understand correctly about Shanhanlun, the intension of the author from the preface must be definitely understood. Compared the preface of Shanghanzubinlun with the prefaces of other commentaries, figuring out the contents. The preface of Shanghanlun describes the time period and the production background of Shanghanlun. The publish of Shanhanlun is related to outbreak of epidemic, which is related to the war, rebellions, and the secure of trade route from west to east. The episode of Pianque in the preface is the example of the diagnosis in general, and it has connection with the four ways of diagnosis (inspection, listening & smelling, inquiring and palpation) in the last part of the preface. Shanghanzubinglun is influenced by Taoism, which is the ideology behind Huangdineijing and Shennongbencaojing. Zhang Zhongjing had studied deeply about fangshu.

• Investigative Magnetic Resonance Imaging
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• 제8권1호
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• pp.9-16
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• 2004

목적 : 운동, 감각, 단어형성 , 듣고이해하기, 기억력과제를주면서 기능적자기공명영상를 이용하여 부운동영역의 기능적 지도화를 한다. 대상 및 방법 : 16명의 오른손잡이 정상지원자를 대상으로 1.5 T자기공명영상기기를 사용하여 전뇌를 BOLD EPI를 기능적자기공명영상을 얻었다. 왼손가락운동, 고온감각, 단어형성 , 듣고이해하기 그리고 기억자극을 주면서 5번의 자극기와 휴식기를 반복하여 영상을 얻었다. p = 0.0001의 역치를 사용하여 활성화된 뇌의 지도화를 시행하였고 역치 이상의 뇌활성화가 보이는 부위를 MNI 공간으로 표시하여 각각의 자극에 대한 해부학적 위치와 활성화를 분석하였다. 결과 : 16명의 정상지원자 중 부운동영역의 활성화는 운동자극시 16명 모두에서, 감각자극시 11명, 단어형성자극시 15명, 듣고이해하기자극시 5명, 그리고 기억자극시 15명에서 보였다. 부운동영역중 앞부분의 활성화는 단어형성자극과 기억자극시 보였으며, 뒤부분의 활성화는 운동과 감각자극시 측정되었다. 운동과 감각자극시 자극부위와 반대편의 부운동영역에서 활성화, 그리고 단어형성자극과 기억자극시 왼쪽반구의 활성화가 주로 측정되었다. 결론 : 부운동영역은 운동과 감각 그리고 단어형성기능과 기억기능에 연관이 있는 뇌부위이며, 부운동영역중에서도 각각의 기능에 해당하는 부위가 존재한다.

• 영어어문교육
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• 제11권4호
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• pp.261-286
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• 2005

Lately, teaching methods and instruments have become student-centered and are directed towards developing a communicative competence of learners. However, compared with that of other countries, the level of our students English is not very good. I guess the reason is that our English education is focused on the uniformal teaching methods regardless of the differences of intelligence, affective domains and study time. I tried to find the relationship between these factors and the students' English accomplishments. So I divided the students into 2 groups of superior and inferior students by the standard of intelligence, affective domain and study time and compared the scores between the groups in the fields of reading comprehension, grammar, pronunciation, accent, vocabulary, and listening. These were the results that followed: First, intelligence has a great influence students' English accomplishment in all fields. Second, affective domains such as motivation, anxiety, attitude, confidence, and studying time also have some influence on the students' English accomplishments. Third, the sequence of these factors according to their influence force are as follows: study time, anxiety, intelligence, motivation, attitude, and confidence. So we can conclude that we should teach English according to our students' ability in the field of intelligence and affective domains and should not ignore the individual differences they have.

• 대한전자공학회:학술대회논문집
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• 대한전자공학회 2003년도 하계종합학술대회 논문집 V
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• pp.2649-2652
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• 2003

In this Paper, an Audio-Visual Teaching aid (AVTA) for use in a classroom and with Internet is presented. A system, which was designed and tested, consists of a wireless Microphone system, Text to Speech conversion Software, Noise filtering circuit and a Computer. An IBM compatible PC with sound card and Network Interface card and a Web browser and a voice and text messenger service were used to provide slightly delayed text and also voice over the internet for remote teaming, while providing scrolling text from a real time lecture in a classroom. The motivation for design of this system, was to aid Korean students who may have difficulty in listening comprehension while have, fairly good reading ability of text. This application of this system is twofold. On one hand it will help the students in a class to view and listen to a lecture, and on the other hand, it will serve as a vehicle for remote access (audio and text) for a classroom lecture. The project provides a simple and low cost solution to remote learning and also allows a student to have access to classroom in emergency situations when the student, can not attend a class. In addition, such system allows the student in capturing a teacher's lecture in audio and text form, without the need to be present in class or having to take many notes. This system will therefore help students in many ways.

• 디지털콘텐츠학회 논문지
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• 제16권2호
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• pp.219-225
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• 2015

본 연구는 최소짝을 이용하여 한국인 피 실험자들의 영어자모음과 반모음의 음소구별능력을 살펴본 실험적 연구이다. 음소구별능력을 알아보는 실험의 방법으로는 청해시험을 활용하였으며, 거기에서 얻어진 결과를 통해 다음의 세 가지를 확인할 수 있었다. 첫째, 피 실험자들이 영어자음음소의 구별에 비해 영어모음음소의 구별에 상대적인 어려움을 겪고 있다는 점이다. 둘째, 영어모음음소 중에서도/ə:/와 /ɔ:/의 구별에 심각한 어려움을 겪고 있음을 확인할 수 있었다. 셋째로, 반모음/w/음의 유무에 따른 구별능력에서는 피 실험자 전원이 어려움 없이 구별해내고 있었는데, 이는 반모음/w/의 유무를 단어의 발음에서 쉽게 구별하고 있음을 보여주는 증거이다. 이러한 실험의 데이터 분석을 시각화함으로써 실험결과를 영어교육현장에서 활용할 수 있도록 스펙트로그램의 그림분석을 병행하였다.

• International Journal of Computer Science & Network Security
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• 제22권5호
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• pp.220-224
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• 2022

The teacher is considered the cornerstone of the educational process; the quality of education is linked mainly to teachers who perform such a necessary process. The shift in pedagogical thinking has led to progress in looking at the teacher's roles; he is no longer transferring knowledge to learners, but instead, he has become a mentor, a mediator, a planner, an intellect, and a leader. If we analyze these missions from the perspective of mental habits, we will see that they require the teacher to develop the skills of perseverance, listening comprehension, thinking flexibly, controlling emotions, self-confidence, communication skills, and other essential skills. The current research verifies the effectiveness of an instructional program based on web quests in developing habits of the mind of English language students. The study employed a quasi-experimental design. The sample consisted of 46 male students representing two classes. They were assigned randomly into an experimental group (n=24) and a control group (n=22). They were undergraduate students majoring in the English language. The findings showed a statistically significant difference in the mean scores of the experimental and control groups favoring the experimental group. The study concludes with some recommendations to differentiate teaching techniques in EFL classrooms.

• Investigative Magnetic Resonance Imaging
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• 제13권1호
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• pp.47-53
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• 2009

목적: 기능적 자기 공명 영상을 이용하여 운동, 감각, 단어만들기, 듣고이해하기, 그리고 기억하기 등의 자극을 주어 소뇌 활성화를 평가하는 것이다. 대상 및 방법: 11명의 건강한 오른손잡이 지원자 (남: 여, 6:5, mean age: 27.4세)를 대상으로 1.5T 자기공명영상기기의 BOLD기법을 이용하여 뇌 전체를 축상면으로 기능적 자기공명영상을 얻었고 패러다임은 5번의 자극과 휴식을 반복 사용하였다. 왼쪽 손가락의 복잡한 운동, 감각 자극, 단어만들기, 듣고이해하기, 그리고 기억하기를 활성화 자극으로 사용하였고, 한계치는 p = 0.001를 사용하여, 소뇌 내 활성화를 SPM 5를 이용하여 활성화된 영역의 부위와 활성화정도를 평가하였다. 결과: 소뇌 활성화는 운동, 단어만들기, 그리고 기억하기에서 관찰되었다. 운동 자극에서는 949 영역이 활성화되었고 평균반응정도는 0.68이었고 단어만들기 자극에서는 319 영역이 활성화되었고 평균반응정도는 0.15이었으며 기억자극에서는 330의 영역이 활성화되었고 평균반응정도는 0.26이었다. 결론: 소뇌는 운동, 단어만들기, 그리고 기억하기등 다양한 기능적 자극에 관련이 되어 있으며, 이중에서도 운동기능에 가장 연관이 있었다. 기능적 자기 공명 영상은 소뇌 기능 연구하는 방법으로 이용이 가능할 것이다.

• 디지털융복합연구
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• 제10권10호
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• pp.47-53
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• 2012

본 연구에서는 한국 영화 <방가?방가!>, <완득이>를 통해서 얻은 외국인에 대한 한국인의 다문화 수용 양상과 언어와 사회와의 관계를 살펴보았다. 그리고 한국 다문화 가정 속의 언어형태에 대해서 결혼이주민 여성을 대상으로 설문 조사했다. 그 내용과 결과를 정리하면 다음과 같다. (1) 한국인의 다문화 수용 양상은 서로 간의 이해관계가 없는 경우 다소 긍정적이라는 점. (2) 외국인이 쉽게 언어를 접하고 습득할 수 있는 방법은 그 사회와 문화에 있다는점. 외국인 근로자들이 사회 속에서 속어나 은어와 같은 위상 (位相) 언어를 사용하고 있다는 점은 언어와 특정 사회의 관계를 보여 주는 단적인 예라고 볼 수 있다. (3) 한국 다문화 가정 속의 언어형태는 주로 한국어로 사용되지만, "1 언어사용자(monolingual)"와의 원활한 의사소통을 위해 두 개의 언어를 동시에 사용하고 있다는 점이다. 이것을 "2 언어 사용(bilingualism)"이라고 하는데, 본 연구 결과에서는 "청해형 2 언어 사용"의 언어형태를 보이고 있다고 판단된다. 앞으로는 국제화 시대에 향후 한국 사회도 다문화 수용성 개선을 위해서는 다문화 관련 콘텐츠 개발과 의사소통에 국한 시키는 한국어 교육이 아닌 다문화 가정을 위한 "2 언어 사용(bilingualism)" 교육 프로그램 개발이 시급하다고 생각된다.

• 영어어문교육
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• 제5호
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• pp.49-62
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• 1999

Education systems throughout the world encourage their students to learn languages other than their native one. In Australia, our Education Boards provide students with the opportunity to learn European and Asian languages. French, German, Chinese and Japanese are the most popular languages studied in elementary and high schools. This choice is a reflection of Australias European heritage and its geographical position near Asia. In most non-English speaking countries, English is the foreign language most readily available to students. In Korea, the English language is actively promoted by the Education Department and, in less official ways, by companies and the public. It is impossible to be anywhere in Korea without seeing the English language alongside or intermingled with Korean. When I ask students why they are learning English, I receive answers that include the word globalization and the importance of English throughout the world. When I press further and ask why they personally are learning English, the students mention passing exams, usually high school tests or TOEIC, and the necessity of passing the latter to obtain a good job. Seldom do I ever hear anything about communication: about the desire to talk with other people in English, to read novels or poetry in English, to understand movies or pop-songs in English, to chat on the Internet in English, to search for information on the Internet in English, or to email pen-pals in English. Yet isnt communication the only valid reason for learning a language? We learn our native language to communicate with those around us. Shouldnt we set the same goal for learning a foreign language? In my opinion communication, whether it is reading and writing or speaking and listening, must be central to language learning. Learning a language to pass examinations is meaningless unless those examinations are a reliable indicator of the ability of the student to communicate. In previous eras, most communication in a foreign language was through reading novels or formal letters. This required a thorough knowledge of grammar and a large vocabulary. Todays communication is much less formal. Telephone conversations, tele-conferences, faxes and emails allow people to communicate regularly and informally. Reading materials are also less formal as popular novels and newspapers are available world-wide. Movies and popular songs have added to the range of informal communication available. Finally travel has ensured that people from different cultures will meet easily and regularly. This informal communication requires less emphasis on grammar and vocabulary and more emphasis on comprehension and confidence to speak. Placing communication central to language learning has important implications for the Education system and for teachers.

• 대한음성학회:학술대회논문집
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• 대한음성학회 1997년도 7월 학술대회지
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• pp.176-178
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• 1997

To make a long story short I made up my mind to experiment with a multimedia approach to my classroom presentations two years ago because my ways of giving instructions bored the pants off me as well as my students. My favorite ways used to be sometimes referred to as classical or traditional ones, heavily dependent on the three elements: teacher's mouth, books, and chalk. Some call it the 'MBC method'. To top it off, I tried audio-visuals such as tape recorders, cassette players, VTR, pictures, and you name it, that could help improve my teaching method. And yet I have been unhappy about the results by a trial and error approach. I was determined to look for a better way that would ensure my satisfaction in the first place. What really turned me on was a multimedia CD ROM title, ELLIS (English Language Learning Instructional Systems) developed by Dr. Frank Otto. This is an integrated system of learning English based on advanced computer technology. Inspired by the utility and potential of such a multimedia system for regular classroom or lab instructions, I designed a simple but practical multimedia language learning laboratory in 1994 for the first time in Korea(perhaps for the first time in the world). It was high time that the conventional type of language laboratory(audio-passive) at Hahnnam be replaced because of wear and tear. Prior to this development, in 1991, I put a first CALL(Computer Assisted Language Learning) laboratory equipped with 35 personal computers(286), where students were encouraged to practise English typing, word processing and study English grammar, English vocabulary, and English composition. The first multimedia language learning laboratory was composed of 1) a multimedia personal computer(486DX2 then, now 586), 2) VGA multipliers that enable simultaneous viewing of the screen at control of the instructor, 3) an amplifIer, 4) loud speakers, 5)student monitors, 6) student tables to seat three students(a monitor for two students is more realistic, though), 7) student chairs, 8) an instructor table, and 9) cables. It was augmented later with an Internet hookup. The beauty of this type of multimedia language learning laboratory is the economy of furnishing and maintaining it. There is no need of darkening the facilities, which is a must when an LCD/beam projector is preferred in the laboratory. It is headset free, which proved to make students exasperated when worn more than- twenty minutes. In the previous semester I taught three different subjects: Freshman English Lab, English Phonetics, and Listening Comprehension Intermediate. I used CD ROM titles like ELLIS, Master Pronunciation, English Tripple Play Plus, English Arcade, Living Books, Q-Steps, English Discoveries, Compton's Encyclopedia. On the other hand, I managed to put all teaching materials into PowerPoint, where letters, photo, graphic, animation, audio, and video files are orderly stored in terms of slides. It takes time for me to prepare my teaching materials via PowerPoint, but it is a wonderful tool for the sake of presentations. And it is worth trying as long as I can entertain my students in such a way. Once everything is put into the computer, I feel relaxed and a bit excited watching my students enjoy my presentations. It appears to be great fun for students because they have never experienced this type of instruction. This is how I freed myself from having to manipulate a cassette tape player, VTR, and write on the board. The student monitors in front of them seem to help them concentrate on what they see, combined with what they hear. All I have to do is to simply click a mouse to give presentations and explanations, when necessary. I use a remote mouse, which prevents me from sitting at the instructor table. Instead, I can walk around in the room and enjoy freer interactions with students. Using this instrument, I can also have my students participate in the presentation. In particular, I invite my students to manipulate the computer using the remote mouse from the student's seat not from the instructor's seat. Every student appears to be fascinated with my multimedia approach to English teaching because of its unique nature as a new teaching tool as we face the 21st century. They all agree that the multimedia way is an interesting and fascinating way of learning to satisfy their needs. Above all, it helps lighten their drudgery in the classroom. They feel other subjects taught by other teachers should be treated in the same fashion. A multimedia approach to education is impossible without the advent of hi-tech computers, of which multi functions are integrated into a unified system, i.e., a personal computer. If you have computer-phobia, make quick friends with it; the sooner, the better. It can be a wonderful assistant to you. It is the Internet that I pay close attention to in conjunction with the multimedia approach to English education. Via e-mail system, I encourage my students to write to me in English. I encourage them to enjoy chatting with people all over the world. I also encourage them to visit the sites where they offer study courses in English conversation, vocabulary, idiomatic expressions, reading, and writing. I help them search any subject they want to via World Wide Web. Some day in the near future it will be the hub of learning for everybody. It will eventually free students from books, teachers, libraries, classrooms, and boredom. I will keep exploring better ways to give satisfying instructions to my students who deserve my entertainment.