• International Journal of Computer Science & Network Security
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• 제23권6호
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• pp.162-168
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• 2023

This article presents an examination of the major cognitive-semantic theories in linguistics (Langacker, Lakoff, Fillmore, Croft). The CST's foundations are discussed concerning the educational policy changes, which are necessary to improve the linguistic disciplines in the changing context of higher education, as well as the empowerment and development of the industry. It is relevant in the light of the linguistic specialists' quality training and the development of effective methods of language learning. Consideration of the theories content, tools, and methods of language teaching, which are an important component of quality teaching and the formation of a set of knowledge and skills of students of linguistic specialties, remains crucial. This study aims to establish the main theoretical positions and directions of cognitive-semantic theory in linguistics, determine the usefulness of teaching the basics of cognitive linguistics, the feasibility of using methods of cognitive-semantic nature in the learning process. During the research, the methods of linguistic description and observation, analysis, and synthesis were applied. The result of the study is to establish the need to study basic linguistic theories, as well as general theoretical precepts of cognitive linguistics, which remains one of the effective directions in the postmodern mainstream. It also clarifies the place of the main cognitive-semantic theories in the teaching linguistics' practice of the XXI century.

• International Journal of Computer Science & Network Security
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• 제21권6호
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• pp.7-10
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• 2021

The article analyzes and concretizes the understanding of the differences between the concepts of competence / competence according to the criterion general - personal. Based on the identified characteristics of competence (completed personal quality, activity character, educational result, successful implementation of professional and educational activities), the concept of competence as an integrative dynamic quality of a person, manifested in effective activity in a specific area, is defined. The structure of the IC has been substantiated, including motivational and value; information technology; communicative and reflective components. The content of the named IC components is disclosed. The article analyzes the essence of the characteristics of basic concepts (competence / competence), consideration of information competence in the research of famous scientists in order to concretize the studied phenomenon; concretization of the identified pedagogical conditions in educational process.

• 한국환경교육학회지:환경교육
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• 제8권1호
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• pp.138-150
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• 1995

The quality of environmental education in school depends on the quality of environment teacher, who develops his/her ability through avalible courses such as in-service training and communication et al. This study was performed with the questionnaire to 179 teachers who participated in certificate in-service training for [Environment] subjects on winter of '95 and summer of '96. The questionnaire included 28 items, which could be categorized 5 parts : the environmental consciousness of teachers, their awareness of environmental education in schools, the reason of participation, the limits and requirements of learning field, avalible teaching and learning methods. The improvements and suggestions derived from this study are summarized as follows: First, it is necessary to differentiate in-service training concerning environment, because the motive of teacher's participation is diverse and is not always suitable to the purpose of certificate in-service training for [Environment] subjects. Second, the teaching contents and programs of certificate in-service training for [Environment] subjects have to be various according to the characteristics and major subjects of teachers. Third, it deserves special emphasis that the field trips and survey for the experiential study in field is supplemented in the teaching contents and programs of certificate in-service training for [Environment] subjects. Also, it is necessary to strengthen the environmental ethics and philosophy in the teaching contents and programs.

• International journal of advanced smart convergence
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• 제12권3호
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• pp.141-148
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• 2023

As the direction of education in the fourth industry in the 21st century, convergence talent education that emphasizes the connection and convergence between core competency-based education and academia is emerging to foster creative talent. The purpose of this paper is to present the criteria for evaluating the competency of learning outcomes in order to develop a strategic model for innovation in engineering teaching-learning. In this paper, as a study to establish the direction of implementation of convergence talent education, a creative innovation teaching method support system was established to improve the quality of convergence talent education. Firstly, a plan to develop a teaching-learning model based on computing thinking. Secondly, it presented the development of a teaching-learning model based on linkage and convergence learning. Thirdly, we would like to present educational appropriateness and ease based on convergence learning in connection with curriculum improvement strategies based on computing thinking skills. Finally, we would like to present a strategic model development plan for innovation in engineering teaching-learning that applies the convergence talent education program.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제19권2호
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• pp.141-153
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• 2015

This paper compares and contrasts the perspectives of effective mathematics teaching by 135 elementary school teachers, 132 middle school teachers, and 124 high school teachers using a questionnaire in South Korea. All groups of teachers chose in common the teaching and learning strand as the most important for effective mathematics instruction. However, elementary school teachers placed greater importance on the curriculum and content strand than their counterparts did. Elementary school teachers tended to agree more upon the 48 items related to good mathematics teaching than their counterparts did. The similarities and differences among the groups of teachers are expected to provoke discussion of what constitutes high-quality mathematics instruction and how such perspectives may be situated in the socio-cultural context.

• 한국과학교육학회지
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• 제25권4호
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• pp.494-502
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• 2005

본 연구에서는 문헌 연구, 설문 조사, 교사 면담 등을 통하여 현행 과학과 수업평가(장학) 실태를 진단하고, 과학과 수업평가의 필요성과 그 개선 방안(지향점)을 고찰하였다. 먼저 과학교사들이 경험한 수업평가의 유형, 현행 수업평가 결과의 활용 사례, 교사들이 진단한 현행 수업평가의 문제점 등을 살펴보았다. 현장 교사들은 관리자 중심의 관료적인 수업평가, 보여주기위한 공개 수업용의 수업 평가, 수업이 교사의 개인적인 영역이라는 교사들의 인식, 교사평가에서 낮은 비중을 차지하는 수업평가, 평가자의 비전문성, 객관적이고 전문적인 평가들의 부재 등을 현행 수업평가의 문제점으로 지적하였다. 또한 본 연구에서는 형성평가로서의 과학과 수업평가의 필요성을 고찰하고, 바람직한 수업평가의 유형, 주체, 대상 등을 제안하였다. 앞으로 나아갈 길은 행정적 상부구조에서 시작되는 것이 아니라, 교사들 스스로 신뢰할만한 전문직으로서 자신들의 활동을 점검할 기초가 되는 교수활동 기준 개발 및 전문적 학습에 대한 책임을 지는 것이다.

• 영어어문교육
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• 제15권3호
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• pp.199-222
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• 2009

As great attention is given to a high quality of English education in Korea, more and more in-service and pre-service English teachers are looking for an opportunity to study in an English speaking country to become better qualified teachers. However, after receiving a degree in an English speaking country, many teachers fail to apply what they have learned to their own teaching due to their tensions of identity, beliefs, knowledge, and professionalism within the changes of sociocultural settings. By using sociocultural theory as a theoretical framework, this paper explores how formal training and Ph.D. studies in the U.S. have influenced a Korean teacher educator in applying theory to practice in relation to her identity, beliefs, knowledge, and professionalism during 30 years of her teaching experience. Rather than facing tensions, the teacher educator has been willing to change her roles, broaden and deepen her beliefs in teaching and knowledge about theory of teaching and learning, and continue her professional development. Limitations and implications of the study are provided.

• 한국의료질향상학회지
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• 제5권1호
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• pp.140-150
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• 1998

A mailed survey with structured questionnaire was conducted to study the demand of private physicians who were operating their own clinics in the community to be a attending physician at the general hospital. The responding proportion was 21.6 percent of the 960 private physicians. A total of 207 responders; 65.2 percent wanted to be a attending physician. In particular, the physicians who were male, young, surgeon and teaching hospital careered after specialist were more highly motivated. The major activities what they wanted as a attending physician were medical care for the admission patients. They responded that the hospital charges for the medical services and the responsibility of malpractice issues should be fairly shared by attending physician and hospital according to their contributions. There is growing consensus that the need of attending physician at the general hospital will become wide spread, but little organizational preparation to assure the quality of medical care of attending physicians including training of resident physicians and students. In addition, the effective reimbursement system should be develop to compensate appropriately according to the medical achievement of the attending physicians.

• 한국간호교육학회지
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• 제18권3호
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• pp.474-485
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• 2012

Purpose: The Quality and Safety Education for Nurses [QSEN] initiative group has identified six competencies (patient-centered care, teamwork and collaboration, evidence-based practice, quality improvement, safety, and informatics) for pre-licensure nursing education along with related knowledge, skills, and attitudes for each competency. The purpose of this article is to illustrate a teaching strategy that uses films to demonstrate the QSEN competencies in undergraduate nursing students. Method: A literature review was conducted to define QSEN competencies, and six feature-length commercial movies were selected through a systematic process. We provided film titles and their synopses that can be useful in teaching the QSEN six competencies to undergraduate nursing students. Results: Patch Adams for patient-centered care, Wit for teamwork and collaboration, Lorenzo's Oil for evidence-based practice, Am$\acute{e}$lie for quality improvement, Blindness and The Island for informatics can be applied in nursing classroom practices. Conclusion: Establishing the connection between QSEN competencies and cinenurducation is novel, yet it would provide a unique opportunity for nurse educators seeking to overcome the challenge of better preparing future nurses. In future studies, additional films should be considered to enhance nursing educational strategies.

• 컴퓨터교육학회논문지
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• 제5권3호
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• pp.1-9
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• 2002

효과적인 교수-학습활동의 전개는 교과교육의 방법론이 교과내용과 대상 학습자의 특성을 제대로 반영할 때 비로소 가능하다. 본 논문에서는 컴퓨터 교육내용의 핵심이 되는 프로그래밍 교육이 어떤 방법적 과정과 교수전략을 통해 진행될 때 보다 효과적일 수 있을지를 탐색해 보고자 하였다. 컴퓨터 프로그래밍 교수의 주요 구성요소에는 언어적 특징, 설계 기능, 일반적 문제 해결 능력을 들 수 있으나 특히 프로그래밍 교수설계시에는 학습자와 학습자 환경의 분석이 중요하다. 프로그래밍 교수 질의 제고를 위해서는 구조화된 강의계획서가 필수적이며, 최종 프로젝트 구성 개발방식, 문제기반 또는 해결학습법, 협동학습, 동료교수, 사례연구 등과 같은 다양한 교수방법들을 상황에 따라 융통성 있게 적용할 필요가 있다. 그 중에서도 현 시점에서는 과정적, 형성적 평가의 개념을 도입하여 수업의 전 과정을 모니터링하고 각 과정별 결과물이 누적되어 최종 프로젝트로 연결되는 방법이 프로그래밍 교수방법 개선에 가장 권장할 만한 접근방법이라고 합 수 있겠다.