• 대한수학교육학회지:수학교육학연구
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• 제8권1호
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• pp.313-326
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• 1998

The purpose of this study is to verify the meaning of preformal proof and its didactical significance in mathematics education. A preformal proof plays a more important role in mathematics education, because nowadays in mathematics a proof is considered as an important fact from a sociological point of view. A preformal proof was classified into four categories: a) action proof, b) geometric-intuitive proof, c) reality oriented proof, d) proof by generalization from paradiam. An educational significance of a preformal proof are followings: a) A proof is not identified with a formal proof. b) A proof is not only considered from a symbolic level, but also from enactive and iconic level. c) A preformal proof generates a formal proof and convinces pupils of a formal proof d) A preformal proof is psychologically natural. e) A preformal proof changes a conception of what is a proof. Therefore a preformal proof is expected to teach in school mathematics from the elementary school to the secondary school.

• 정보처리학회논문지B
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• 제8B권6호
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• pp.685-692
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• 2001

본 논문은 일한기계번역에서 일본어 진행표현 "ている" 형태로부터 한국어 대역어의 선정과정에서 발생하는 애매성을 해소하기 위하여 연구한 것이다. 대부분의 일한 기계번역 시스템은 양궁어의 문법적인 유사엉에 기초하여 어휘적인 단계의 처리만으로 고품질의 번역이 가능한 직접 번역방식을 채용하고 있다. 그러나, 직접 번역방식에 기초한 일한 기계번역에서는 술부에 존재하는 "ている"형태의 상적인 의미를 구별할 수 있는 방법론이 아직 제안되지 않았다. 일본어에서 "ている"형태는 동작진행과 상태진행을 모두 나타내지만 한국어에서는 "고 있다."와 "어 있다."로 나누어 표기한다. 양 언어간의 상적인 의미 대응은 간단하지 않지만, 술부의 의미 정보, 부사와 부사어의 의미정보 등을 이용하여 "ている"형태의 상적인 의미를 결정하는 것이 가능하다. "ている"형태의 적절한 대역어 선정을 위하여, 사전 속의 모든 일본어 술어에 다섯 종류의 의미코드를 입력한다. 즉 "1:동작진행만으로 사용되는 술어", "2: 일반적으로는 동작진행으로 사용되지만, 수동인 경우에는 상태진행의 형태로도 사용되는 술어", "3: 상태진행으로만 사용되는 술어", "4: 동작진행, 상태진행의 구별이 애매한 술어", "5: 기타" 당의 상적인 의미분류코드를 술어별로 입력한다. 그리고 "2","4"형태의 술어로부터 진행형은 구별하기 위하여 부사와 부사어를 사용하는 방법을 제안한다. 실험에는 아사히 신문의 기사 중에서 임의로 약 15,000문을 추출하여 이용하였다. 제안한 방법은 실험문장에서 83.6%의 성공률을 보였으며 단순히 동작진행과 상태진행, 기타만으로 나누어 처리하던 종전 시스템에 비하여 약 5.7%정도 더 좋은 결과가 얻어졌다.아사히 신문의 기사 중에서 임의로 약 15,000문을 추출하여 이용하였다. 제안한 방법은 실험문장에서 83.6%의 성공률을 보였으며 단순히 동작진행과 상태진행, 기타만으로 나누어 처리하던 종전 시스템에 비하여 약 5.7%정도 더 좋은 결과가 얻어졌다.

• 한국수학교육학회지시리즈A:수학교육
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• 제47권1호
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• pp.49-59
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• 2008

In this paper, we discuss two representations of a curve. One is a static representation as set of points, the other is a dynamic representation using time parameter. And we suggest needs of designing a computer microword where we can represent a curve both statically and dynamically. We also emphasize the importance of translation activity from a static representation to a dynamic representation. For this purpose, we first consider constructionism and 'computers and mathematics education' as a theoretical backgrounds. We focus the curve of a parabola in this paper since this is common in mathematics curriculum and is related to realistic situation such as throwing ball. And we survey the mathematics curriculum about parabola representation. And we introduce JavaMAL microworld that is integrated microworld between LOGO and DGS. In this microworld, we represent a parabola using a dynamic action, and connect this dynamic parabola action to recursive patterns. Finally, we remake a parabola for a realistic situation using this dynamic representation. And we discuss the educational meaning of dynamic representation and its computer microworld.

• 한국수학교육학회지시리즈A:수학교육
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• 제45권2호
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• pp.165-176
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• 2006

In this paper, we consider changes of algebra strands around the world. And we suggest needs of designing new computer environment where we make and manipulate geometric recursive patterns. For this purpose, we first consider relations among symbols, meanings and patterns. And we also consider Logo environment and characterize algebraic features. Then we introduce L-system which is considered as action letters and subgroup of turtle group. There are needs to be improved since there exists some ambiguity between sign and action. Based on needs of improving the previous L-system, we suggest new commands in JavaMAL microworld. So we design a microworld for recursive patterns and consider meanings of letters in new environments. Finally, we consider the method to integrate L-system and other existing microworlds, such as Logo and DGS. Specially, combining Logo and DGS, we consider the movement of such tiles and folding nets by L-system commands. And we discuss possible benefits in this environment.

• 한국조경학회지
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• 제24권2호
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• pp.117-133
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• 1996

The etymological meaning of 'the Picturesque' is "after the manner of painters." It had begun to be used from the end of Classical era and become popular in Romantic era. The concept of the Picturesque in the Classical era is an allusion to the Classical paintings, history paintings or ideal landscapes. As the idea of these paintings was the Beautiful Nature, the most crucial of the Classical Picturesque were that a painting should represent some significant human action; that all the parts of this painting should contribute to the whole; that verbal commentaries were needed. The influence of the Picturesque on the garden design can be summarized as the invention of 'the Landscape Garden.' In the Landscape Garden, human action was central and formal and painterly techiniques were used to highlight human action. The subjectivization of concept of of the beauty resulted in the cult of the Picturesque. In the controversy by Price and Knight, the Picturesque and its influence on the garden design was contended variously. Price criticized the monotonous gardens of Brown's and named "roughness, sudden varitation and irregularity" as the three hallmarks of the Picturesque. Knight contended " that the Picturesque consisted only in a manner of viewing things with an eye and mind educated in the principles of painting" and "that gardens should reproduce as fully as possible the qualities that made the pictures of Rosa or Hobbema delightful."

• 한국콘텐츠학회논문지
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• 제14권9호
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• pp.598-612
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• 2014

이 연구는 기업교육 방법의 하나로 실시된 H금융기관 연수원 액션러닝 프로그램에 참여한 성인학습자를 대상으로 액션러닝 프로그램에 대한 경험 의미를 탐색하기 위한 것이다. 연구목적은 액션러닝 프로그램이 학습에 참여한 학습자들의 학습동기 증진과 직무문제해결능력 향상과 액션러닝 프로그램 구성요소 중 학습동기 증진과 직무문제해결능력 향상에 영향을 미치는 핵심 요소를 탐색하는 것이다. 연구방법은 액션러닝 프로그램에 참여한 학습자 9명을 대상으로 학습동기, 직무문제해결능력, 액션러닝의 구성요소관련 중심 질문 3개와 하위질문 15개를 구성한 후 포커스그룹 인터뷰(F.G.I)를 실시하였다. 연구결과, 액션러닝프로그램은 주의집중과 직무관련성이 연계하여 학습동기가 향상되고, 학습 팀 구성 정도가 학습동기 향상의 핵심 요소로 나타났다. 또한 대안개발과 계획/실행을 통하여 참여자의 직무문제해결능력 향상에 영향을 미치는 것으로 나타났고, 스폰서의 관심과 지지가 직무문제해결능력 향상의 핵심 요소로 탐색되었다. 결론적으로 기업의 직무교육활동에서 액션러닝프로그램은 참여자의 학습동기를 향상시킴으로, 직무교육 참여자의 직무문제해결능력 향상을 위해서는 프로그램 운영 시 주의집중과 직무관련성 강화 그리고 액션러닝 프로그램 구성 요소 중 적절한 학습 팀 구성에 관심과 주의를 기울여할 것이다. 이와 함께 계획/실행력을 증진시키기 위해서는 스폰서가 참여자의 문제인식을 파악하고 이들에 대한 지속적 관심과 지지가 필요하다.

• 한국의류학회지
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• 제44권4호
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• pp.594-609
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• 2020

This study investigated how experience of creative dressing tasks influences consumers' perceptions and behavior towards clothing consumption. Consumer creativity can solve several problems in consumption practices; however, few studies have analyzed it in the consumption context. This study adopted an action research method so that consumers could experience creative clothing consumption in their daily lives. In-depth interviews and participant observations were conducted on eight adults in their 20s and 30s. Participants had to dress creatively 10 times and recorded their creative fashion styles, the ideas they used, and their feelings during the tasks in a consumer diary. The main results were as follows. Participants regarded the meaning of creative dressing as a 'visually novel, transformative, and hiding the physical flaws'. Based on these characteristics of creative dressing, they showed many creative ideas by expanding the product usages or varying coordination among the fashion items. As a result of the task experience, participants became aware their stagnant fashion style and reflected on shopping habits and low clothing usage-efficiency. This study is meaningful in that it systematically explored creative clothing consumption behavior step by step from a consumer perspective.

• 비교문화연구
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• 제37권
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• pp.361-382
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• 2014

This study aims to investigate the change of functions of duibuqi and analysis other fuctions of duibuqi apart from apology from pragmatics and conversation analysis perspectives. Duibuqi consists of dui(face) and buqi(be not capable of performing), and means 'be not capable of facing'. After that, it is assumed to have changed to 'ashamed' and finally 'sorry'. In terms of functions, duibuqi is generally regarded as meaning 'sorry' typically, so mei guanxi is considered to consist adjacency pair with it, but in this investigation, mei guanxi is very little adjacent to duibuqi contrary to expectation(n=2/28, per.=7.1/100). About half of duibuqi(n=15/28, per.=53.6/100) functions in apology action sequence, and in the sequence, duibuqi functions much more for take the lead in apology(n=11/15) but not for a reaction against scolding(n=4/15). And the other half of duibuqi(n=13/28, per.=46.4/100) functions for softening the impact of reject or direct action, or for switching situations, e.g. from favorable situation to unfavorable situation, or for expressing speaker's emotion to the other's repair etc. Consequently, duibuqi has being changed its meanings and its functions is being changed accordingly.

• International Journal of Advanced Culture Technology
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• 제9권4호
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• pp.180-187
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• 2021

This thesis explores the place and role of a performer's action from a perspective of a director and playwright David Mamet's concept for performer training. This thesis takes inspiration from the idea of Mamet's simple and practical investigation specifically in text-based approach with a performer's bodily function on stage. For Mamet, the writings and practices of many different body-centered training are not rooted in the principle and nature of acting/performance. Reconsidering complicated approaches particularly psychological-oriented theory, practice, and assumption draw on several practitioners takes us beyond the field of visible and/or outer appearance of a performer which in turn leads the performer's body to be as abstract therefore not to being in the moment on stage. Arming the points, we argue that whatever disciplines and/or methods necessarily need to meet the principles and demands of acting/performance/theatre to connect to the materials, an action/objective given by a specific playwright which the performer must inhabit through his/her body. Out of the context, any 'method' serves no purpose. That is, the mechanics of an action is an extension of addressing what a performer's specific needs which shifts his/her body to respond appropriately to the theatrical demands. Taking this argument further, we claim that the purpose of performer training should not be understood as learning and improving techniques or skills for his/her self-perfection. The research finding shows that this resembles to the phenomenon that the visible very often precedes the invisible where the performer's body lose a clarity with no more chance to happen and/or change the event(s). Rather, it is a process of learning what/how to learn which in turn brings us back to the central question of why we do training for what purpose in this contemporary era. Exploring and answering these questions is not only a way to employ the key materials applicable to the theatrical demands but also to achieve the identify as a professional performer/doer on stage.

• 디지털융복합연구
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• 제13권8호
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• pp.439-447
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• 2015

본 연구의 목적은 융복합 사회에서 대학구조개혁정책을 Habermas의 의사소통행위이론 관점에서 논의하고, 한국대학구조개혁정책에 시사점 제공이다. 본 연구는 문헌연구이고 한국대학구조개혁정책과 Habermas의 의사소통행위이론을 분석하여 Habermas의 의사소통행위이론 관점에서 한국대학구조개혁정책에 주는 시사점을 분석하였다. 한국대학구조개혁은 대학의 재구조화와 대학교육의 질적인 향상을 위하여 추진되었으나, 국가통제의 성격이 강하다. Habermas의 의사소통행위이론의 주요개념은 상호이해이며, 사회를 체계와 생활세계로 파악한다. 생활세계는 의사소통적 합리성을 추구하며 이해지향적이다. 체계는 합리성을 추구하며 화폐와 권력을 매체로 하여 성공(목적)지향적이다. 한국 대학구조개혁정책은 국가권력에 의하여 화폐(지원금 등)를 강제적으로 배분하는 것이 아니라, 생활세계의 영역에서 국가와 대학구성원 간의 상호이해와 의사소통을 통하여 추진해 나가야 한다.