• 한국주거학회논문집
• /
• 제12권2호
• /
• pp.65-76
• /
• 2001

The study background is that Mo-Jung happens as the produce of the agricultural society but it is not easy to find it beside Ho-nam area. Because of this, it results construction has. The study progress is to understand the happening time, and regional cause the Mo-Jung construction has. The study progress is to understand the happening time of Mo-Jung, constructional meaning, and the meaning of Mo-Jung with the investigation method of literature consideration of the village society, data of the existing study, survey investigation, interview, and question through the process of analyzing the characteristics of differentiation of the village and Dure organization. 1. Mo-Jung construction has the meaning of vernacular construction reflecting the meaning of village community intensively as an element comprising the village, and the territory of Mo-Jung space is revealed as the male space. 2. The economic wealth of the village community and the image reflecting the community sense are stood out. 3. It is the reason why Mo-Jung construction is limited to Ho-nam area and is explained as the life style difference each village community has, the regional characteristic difference Dae-dong play of Yong.Ho-nam areas have, etc. so to speak. 4. It is estimated that the happening time of Mo-Jung is after the 18th century when the agricultural As my suggestion, Mo-Jung construction is the construction phenomenon reflecting the phenomenon of social change directly and it is to suggest the possibility of approaching the regional housing construction as the life style difference the life community of each area has is reflected. production quantity was increased and Dure organization was activated.

• 한국학교수학회논문집
• /
• 제20권2호
• /
• pp.119-139
• /
• 2017

고대 그리스 시대 작도는 현 교육에서의 작도 이상의 의미를 지닌 것이었다. 본 연구는 이러한 사실에 입각하여 현 교과서의 작도 의미를 살펴보고, 이와 대비되는 에서의 작도 의미를 추출해 보았다. 더불어 에서의 작도 의미를 현 교육에 반영하였을 때 나타나는 이점을 숙고해 보고, 그 이점을 활용하는 방안을 제안하였다. 그 결과 현 교과서의 작도는 삼각형의 합동 조건 도입과 이해를 위한 수단임을 확인할 수 있었다. 반면, 에서 작도는 4가지 의미를 지니고 있었다. 공준으로 타당성을 확보한 추상적 활동, 도형의 존재성 입증 및 논증에서 보조선 도입의 타당성 확보 수단, 보조선 도입 이외의 논증 개입 자제, 수와 대수를 다루는 수단이 곧 작도였다. 이로부터 논증에 보조선 도입의 타당성 확보 수단으로서의 작도 활용의 이점을 논의하였다. 아울러 Euclid 도구로 작도 불가능한 보조선에 대하여 가상적 도구의 개입에 의한 작도 관점을 제시하였다.

• 한국실내디자인학회논문집
• /
• 제24권6호
• /
• pp.107-118
• /
• 2015

Today, The representation of the modern space is experimented with shape and surface of the de-structural point of view to make architecture and space, in terms of not being able to make defined by single regulation. However, it can correspond to the rapidly changing modern, but it is easy to fade of architecture fundamental meaning. Along with the need for the rise of the construction of fundamental space, should be built a 'tectonic' spatial, which is said to be building of logos. Tectonic, as norms for expressing the fundamental meaning of architecture, as to expression of construction, be unfolded with dualism such as science and art, technology and express, structure and formation, and it was introduced into the architecture through the construction expression of space that was a tectonic discussion of 19c german architects. On the other hand Constructivism which is avant-garde formative movement with Russia revolution, constructed 'sculpture' with the formative principles as tectonic. Tectonic's Formative characteristics can draw a conclusion with of tectonic characteristics of constructivism sculpture, space of logos will be realized through its study. Other hand, The pavilion, as symbol space, can be analyzed by tectonic properties, Pavilion, meaning the space is expressed in a variety of tectonic expression. As tectonic construction, fundamental ideology and symbolization of space is revealed metaphorically and visually.

• 대한수학교육학회지:수학교육학연구
• /
• 제8권1호
• /
• pp.299-312
• /
• 1998

In this study, we have investigated the meaning and mechanism of the 'construction' in the operational constructivism and the social constructivism. According to Piaget, a mathematical concept is the operational sch me, which is constructed through the reflective abstraction from a general coordination of activities and operations. The process of the reflective abstraction consists of 'reflechissement'and 'reflexion'. The reflechissement starting from 'intriorisation' concludes with 'thematisation', and the reflexion consists in the 'equilibration' of the result of reflechissement. The 'construction' in the social constructivism includes two process. One is the process from the individual, subjective knowledge of mathematics to the social, objective knowledge of mathematics, and the other is vice versa. The emphases is placed on the 'social interaction' and the 'representation' in this two processes. In this context, if we want to apply the social constructivism, we should clarify the meaning of 'society', and consider the difference between the society of mathematicians and the society of students.

• 한국보육지원학회지
• /
• 제11권5호
• /
• pp.261-292
• /
• 2015

본 연구는 유아기 자녀를 둔 어머니의 자녀 행복 의미 구성과정을 탐색하는 데에 목적을 두었다. 연구 참여자는 유아기 자녀를 둔 어머니 16명이었고, 2회에 걸친 1:1 면담을 통해 자료를 수집하였으며, 어머니의 자녀 행복 의미 구성과정을 분석하기 위해 근거이론방법의 개방코딩, 축코딩의 패러다임 분석, 과정분석을 실시하였다. 유아기 자녀를 둔 어머니의 자녀 행복 의미 구성과정은 분리되지 않은 욕망을 따라가기, 나의 욕망과 아이의 행복 돌아보기, 얽혀있는 욕망을 조정하기, 아이와 나의 행복 찾아가기로 나타났다. 그리고 이들은 어머니의 개인적 맥락, 사회문화적 맥락, 시간체계와 상호영향을 주고받는 것으로 나타났다. 본 연구는 이상의 결과를 바탕으로 어머니가 자녀의 행복 의미를 구성해 가는 각 과정에서 나타나는 시간관, 자녀 양육과 교육에 대한 태도 및 행동과의 상호작용 특성, 행복 의미 구성에의 영향성을 논의하였다.

• 비교문화연구
• /
• 제39권
• /
• pp.329-354
• /
• 2015

The major goals of this paper are to identify the degree into which the meanings of 'see' verb can be extended, focusing on the extended meanings shown in the expressions that denote our instinctive actions for survival, such as eating or drinking, etc., and to clarify the doubt on whether any syntactic pattern can be associated with the meaning in the process of meaning extension of 'see' verb. For doing this task, this paper picked out 2,000 examples randomly from COCA (Corpus of Contemporary American English), in which the verb 'see' is used. This paper classified the sentences into thirteen different sentence types, according to the syntactic patterns. This research showed that these thirteen syntactic types lead us to figure out the process of the meaning extension of the verb 'see'. With this result, this paper made an attempt to provide the four steps toward the meaning extension of verb 'see'. The verb 'see' in the first step denotes the meaning of purely seeing the visualized objects. This verb in the second step expresses the shifted function, under which the agent in the subject position takes the seeing action as a secondary task in order to carry out other main task. The verb in the third step denotes the extended meanings irrelevant to the seeing action, because the sentences on this step do not contain any visualized objects. In the last step this verb functions as conventional implicature whose meaning does not contribute to the whole meaning of a sentence. In addition, this paper identified that the syntactic properties are deeply associated with the process of meaning extension of the verb 'see', and tried to formalize this relationship between the syntax and semantics within the framework of Construction Grammar based on A. Goldberg.

• 한국항해학회지
• /
• 제17권2호
• /
• pp.107-119
• /
• 1993

When the breach of contract is at issue between the contracting parties, the decision of the contents of obligation has an important meaning. The contents of obligation is decided by the construction of cont-ract. Therefore, the construction of contract has very important meaning for the decision of the contents of obligation. And the Civil Law of Korea includes provisions to settle disputes related to contract, and most of these provisions have the nature of voluntary law. And when there is no intention of the contracting parties, or it is not clear, the voluntary law comes into application(Civil code art. 105). Ultimately, voluntary law not only becomes the standard of the construction of the contract, but also it is applied as the law to settle dispute. Thus, it needs to clear what is the relation between the construc-tion of contract and the application of law. Therefore, this paper aims to clarify the relationship between the construction of contract and the appli-cation of law.

• 대한수학교육학회지:수학교육학연구
• /
• 제14권1호
• /
• pp.129-142
• /
• 2004

구성주의는 오늘날 수학교육학 분야의 중심적인 이론으로서 많은 연구자들의 관심의 대상이 되고 있다. 구성주의 수학교육론에서 가장 핵심적인 개념은 '구성'이며, 수학적 지식의 구성의 의미와 메커니즘의 이해는 수학교육학 연구 영역의 핵심적인 문제이다. 이 글에서는 Dewey의 지식론을 기초로 하여 '수학적 지식의 구성'의 의미를 보다 명확하게 드러내 보고자 하였다. 이를 위하여 Kant와 Piaget에게 있어서의 지식의 구성의 의미를 고찰하고 그것을 Dewey의 견해와 비교할 것이다. 마음과 세계 사이의 상호작용을 통하여 지식이 구성된다고 보았다는 점에서 Dewey는 Kant, Piaget와 일치하지만 차이점 또한 존재한다. 다음으로 이와 같은 고찰을 수 개념에 비추어 보다 구체적으로 살펴볼 것이다. 마지막으로 Dewey의 구성의 개념이 지식의 본질에 관한 Dewey의 철학적 견해와 밀접히 관련되어 있음을 확인하고 이에 근거하여 구성주의적 지식론의 자연스러운 논리적 귀결인 구성주의적 수학 교수·학습 원리를 제시할 것이다. 그것은 첫째 발생적 구성의 원리이고 둘째 점진적인 의식화의 원리로 요약될 수 있다.

• 비교문화연구
• /
• 제52권
• /
• pp.393-416
• /
• 2018

영어의 부정 스트리핑 구문은 접속사 but, 부사 not, 그리고 하나의 구성성분 NP로 구성되어있다. 해당 구문은 통사적으로는 불완전한 문장처럼 보이지만 의미적으로는 완전한 해석을 전달하며 특히, 이 구문은 중의적인 해석을 가질 수도 있기 때문에 적절한 접근방법으로 의미부를 분석하는 것이 필수적이다. 본 논문에서는 부정 스트리핑 구문의 통사적 구문생성과 중의성 해소를 위해 직접 해석 접근법(Direct Interpretation Approach)을 기반으로 한 구문 규칙을 제안하고자 한다. 이 규칙은 이전의 연구들이 해결하지 못하는 문제점을 설명할 수 있으며, 통사, 의미, 화용론 등 다양한 특성을 설명해준다.

• 한국수학교육학회지시리즈A:수학교육
• /
• 제41권3호
• /
• pp.329-339
• /
• 2002

This study analyzes the epistemological meaning of‘social construction’in mathematical instruction. The perspective that consider the cognition of mathematical concept as a social construction is explained by a cyclic scheme of an academic context and a school context. Both of the contexts require a public procedure, social conversation. However, there is a considerable difference that in the academic context it is Lakatos' ‘logic of mathematical discovery’In the school context, it is Vygotsky's‘instructional and learning interaction’. In the situation of mathematics education, the‘society’which has an influence on learner's cognition does not only mean‘collective members’, but‘form of life’which is constituted by the activity with purposes, language, discourse, etc. Teachers have to play a central role that guide and coordinate the educational process involving interactions with learners in this context. We can get useful suggestions to mathematics education through this consideration of the social contexts and levels to form didactical situations of mathematics.