• 전자공학회논문지B
• /
• 제33B권3호
• /
• pp.159-168
• /
• 1996

In this paper, the natural language dialogue understanding sytem, based on discourse information and plan recognition, is designed and implemented. The system needs to analyze the user's input utterance and acquire the discoruse information to perform plan recognition and facilitate cooperative response. This paper proposes the mehtod of controlling a dialogue, based on the algorithm for extracting the discourse information. When the discourse information for dialogue understanding is extracted, the information-based value in feature structure that is obtained form korean parser is used. And the system makes use of the structure. Thus it can offer the response that the user wants to take, and let the dialogue to study in utterance level and enhance the efficiency of dialogue understanding. In this paper, we apply the system to the hotel reservation domain and show the mehtod of using the discoruse information to control the dialogue.

• 가정과삶의질연구
• /
• 제24권5호
• /
• pp.1-15
• /
• 2006

This study explored the relationship between children's emotional competence, aggression and peer relationships. Participants were 164 third and 134 fourth grade children from five elementary schools in Seoul and Chenan. Emotional competence, aggression and peer relationships were assessed by means of a questionnaire, interview and observation. Results indicated that emotional understanding of self and others, sex, age, emotional expression and passive regulation strategies were significant variables in predicting children's aggression. Emotional understanding was the most predictable variable in relation to peer relationships. Emotional understanding, emotional regulation and emotional expression made independent contributions to aggression and peer relationships. Mediation analyses revealed that the significant connections between children's emotional competence and negative peer relationships were mostly mediated by aggression.

• 한국학교수학회논문집
• /
• 제6권2호
• /
• pp.117-126
• /
• 2003

본 논문에서는 실생활문제에서 Skemp의 수학학습이론을 토대로 학생들이 나타내는 분수 개념에 대한 유형을 연구하였다. 4-6학년을 대상으로 학생들의 분수 개념에 대한 개념적 이해도를 조사하기 위해 3개의 문항에 대한 학생들의 반응을 분석하였고, 이를 바탕으로 바람직한 몇 가지 교수-학습 방법을 함께 제안하였다.

• 공학교육연구
• /
• 제13권5호
• /
• pp.61-65
• /
• 2010

As an activity of one working group for the Good Practice program at Kumamoto University, we proposed a questionnaire survey on the degree in which students understand the uppermost points of importance in their classes in addition to the usual type of class questionnaire. Each class lists three uppermost points of importance which are essential for understanding the class content. The degree of understanding is classified into four levels: full, most, insufficient, and not at all understandings. Through the analysis of questionnaire replies, the degree of understanding for bachelor students in the Department of Engineering was discovered to be meaningfully affected by the degree of difficulty, the effectiveness of audiovisual aids, self-study time, and class attendance.

• 한국초등수학교육학회지
• /
• 제3권1호
• /
• pp.41-59
• /
• 1999

수학 수업에 있어서 문제 해결을 강조하는 것과 이해를 강조하는 것은 상호 버팀이 되는 관계가 된다. 교사들이 문제 해결을 통해서 수업할 때, 문제 해결에 대하여 뿐만 아니라 학생들에게 그들 자신의 이해를 계발시키기 위한 강력하고 중요한 도구를 제시한다. 학생들이 수학을 깊게 그리고 풍부하게 이해하게 됨에 따라 수학 문제를 푸는 데 수학을 이용하는 능력은 더 증가된다.

• 한국수학교육학회지시리즈D:수학교육연구
• /
• 제6권1호
• /
• pp.39-51
• /
• 2002

This study described an elementary teacher's practical knowledge of selecting and using mathematical tasks for promoting students' understanding and discourse. The informant of this ethnographic inquiry was a third grade teacher and has 10 years of teaching experience. According to the analysis of multiple data sources, this study showed that based on his beliefs about the development of understanding of mathematics and discourse, he continually employed two different types of tasks: open-ended tasks and tasks from students' mistakes and comments during discourse. Teachers' practical knowledge of teaching mathematics and the classroom norms for students' understanding and discourse are suggested to be given attention for further research on this area.

• 한국수학교육학회지시리즈D:수학교육연구
• /
• 제11권2호
• /
• pp.127-141
• /
• 2007

This paper compares and analyzes mathematics teachers' understanding of students' mathematical comprehension after experiences with the Cognitively Guided Instruction (CGI) or the Development of Mathematical Ideas (DMI) teaching strategies. This report sheds light on current issues confronted by the educational system in the context of mathematics teaching and learning. In particular, the declining rate of mathematical literacy among adolescents is discussed. Moreover, examples of CGI and DMI teaching strategies are presented to focus on the impact of these teaching styles on student-centered instruction, teachers' belief, and students' mathematical achievement, conceptual understanding and word problem solving skills. Hence, with a gradual enhancement of reformed ways of teaching mathematics in schools and the reported increase in student achievement as a result of professional development with new teaching strategies, teacher professional development programs that emphasize teachers' understanding of students' mathematical comprehension is needed rather than the currently dominant traditional pedagogy of direct instruction with a focus on teaching problem solving strategies.

• 한국경영과학회:학술대회논문집
• /
• 대한산업공학회/한국경영과학회 1995년도 춘계공동학술대회논문집; 전남대학교; 28-29 Apr. 1995
• /
• pp.891-895
• /
• 1995

This paper describes a solid modeling system based on a systematic description of techniques for analyzing and understanding on engineering drawings. Main stress is placed on clarifying the difference between the drawing understanding and the drawing recognition. The former, in which we feel major interest, is intrinsically a difficult problem because it inherent contains combinatorial search to require more than polynomial time. Actually, understanding drawings is regarded as a process to recover the information lost in projection 3-D objects to 2-D drawings. But, solid modeling by automatic understanding of the given drawings is one of the promising approach, which is described precisely in the text. Reviewing the studies performed so far, we summarize the future direction of the project and inevitable open problems left.

• 아동학회지
• /
• 제26권3호
• /
• pp.29-42
• /
• 2005

In this study on the development of children's understanding of varieties of expertise, forty-seven 3-, 4- and 5-year old children were asked to differentiate expertise in the minds of adults, using twenty-four questions consisting of 3 levels of inferences, False belief tasks were also provided to discover correlations with knowledge of various pockets of expertise, Results revealed that 4- and 5-year olds made more correct attributions than 3-year olds. Children also inferred attributions properly on familiar experts, understanding of stereotypical roles, normal functioning, and underlying principles, in that order. Children's concepts of varieties of expertise were correlated with their understanding of false beliefs.

• 한국과학교육학회지
• /
• 제32권3호
• /
• pp.415-427
• /
• 2012

In this study, we conducted preliminary survey, diagnostic test and in-depth interview in order to study Korean pre-service chemistry teachers' understanding on entropy and investigate how Korean pre-service chemistry teachers deal with the natural phenomenon which is related to entropy conceptions. Firstly, as a result of the preliminary survey, it was found that pre-service chemistry teachers strongly recognized entropy as the degree of disorder. Secondly, the diagnostic test showed pre-service chemistry teachers were mostly confused about whether the entropy of the universe increases during a spontaneous change, and they had a tendency to interpret the natural phenomenon related to entropy change as the change of disorder. Finally, during in-depth interview, after we explained entropy change in all diagnostic test questions with the concept of microstate, pre-service chemistry teachers revealed a better understanding about entropy. Through this research, pre-service chemistry teachers had an opportunity to reflect on their deficiencies of entropy conceptions, which will ultimately help students to approach the concept of entropy more correctly.