• 한국지능시스템학회:학술대회논문집
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• 한국퍼지및지능시스템학회 2003년도 ISIS 2003
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• pp.608-611
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• 2003

Performance assessment was introduced to improvement of self-directed learning and method of assessment for differenced learning as the seventh educational curriculum is enforced. Performance assessment is overcoming limitation about problem solving ability and higher thinking abilities assessment that is problem of a written examination and get into the spotlight by way for quality of class and school normalization. But performance assessment has problems about possibilities of assessment fault by appraisal, fairness, reliability, and validity of grading, ambiguity of grading standard, difficulty about objectivity security etc. This study proposes fuzzy performance assessment system to solve problem of the conventional performance assessment. This paper presented an objective and reliable performance assessment method through fuzzy reasoning, design fuzzy membership function and define fuzzy rule analyzing factor that influence in each sacred ground of performance assessment to account principle subject. Also, performance assessment item divides by formation estimation and subject estimation and designed membership function in proposed performance assessment method. Performance assessment result that is worked through fuzzy performance assessment system can pare down burden about appraisal's fault and provide fair and reliable assessment result through grading that have correct standard and consistency to students.

• International Journal of Fuzzy Logic and Intelligent Systems
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• 제3권2호
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• pp.138-145
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• 2003

Performance assessment was introduced to improvement of self-directed learning and method of assessment for differenced learning as the seventh educational curriculum is enforced. Performance assessment is overcoming limitation about problem solving ability and higher thinking abilities assessment that is problem of a written examination and get into the spotlight by way for quality of class and school normalization. But, performance assessment has problems about possibilities of assessment fault by appraisal, fairness, reliability, and validity of grading, ambiguity of grading standard, difficulty about objectivity security etc. This study proposes fuzzy performance assessment system to solve problem of the conventional performance assessment. This paper presented an objective and reliable performance assessment method through fuzzy reasoning, design fuzzy membership function and define fuzzy rule analyzing factor that influence in each sacred ground of performance assessment to account principle subject. Also, performance assessment item divides by formation estimation and subject estimation and designed membership function in proposed performance assessment method. Performance assessment result that is worked through fuzzy performance assessment system can pare down burden about appraisal's fault and provide fair and reliable assessment result through grading that have correct standard and consistency to students.

• 대한수학교육학회지:수학교육학연구
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• 제8권2호
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• pp.527-540
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• 1998

In the teacher's guide of mathematics textbook for the 1st grade of the middle school, the clear and logical reason why the multiplication of negative number to negative number makes positive number, and $a^{-m}$ with a>0 and m>0, is defined by ${\frac{1}{a^m}}$ is not given. When we define the multiplication or the power by successive addition or successive multiplication of the same number, respectively, we encounter this ambiguity, in the case that the number of successive operations is negative, In this paper, we name this number, negative counting number, and we make the following more logical and intuitive definition, which is "negatively many successive operations is defined by positively many successive inverse operations." According to this new definition, we define the multiplication by the successive addition or the successive subtraction of the same number, when the multiplier is positive or negative respectively, and the power by the successive multiplication or the power is positive or negative, respectively. In addition, using this new definition and following the E.R.S Instruction strategy which revised and complemented the Bruner's E.I.S Instruction strategy, we develope new teaching model available in the 1st grade class of middle school where the concept of integers, three operations of integers are introduced.ntroduced.

• 한국산업정보학회논문지
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• 제8권1호
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• pp.112-120
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• 2003

본 논문에서는 웹 환경에서 객체 데이타베이스를 위한 그래픽 질의어인 OGQL(Odysseus Graphical Query language)의 설계 및 구현에 대하여 논하였다. OGQL은 객체 질의어에 포함된 객체 개념을 간단한 시각적 도구로 표현함으로써 사용자에게 편리한 질의 환경을 제공한다. 특히, OGQL에서는 클래스 계층구조(class composition hierarchy) 상에서 질의 조건을 표시하는데 널리 사용되는 순환(cycle)을 가진 경로식(path expression)을 그래프 형태의 직관적인 표현 방식으로 시각화하고 있다. 순환을 가진 질의의 시각적 표현은 복잡한 이유로 대부분의 그래픽 질의에서 다루지 않고 있다. 또한, 클래스 간의 상속(inheritance)과 같은 객체 질의어의 고유 특성도 시각적으로 표현하고 있다. OGQL은 JDBC를 이용한 자바응용 프로그램이므로 웹 환경에서 원격지 데이터베이스에 접근이 용이하고, 컴퓨터 시스템 플랫폼에 독립적이라는 장점도 가진다.

• 한국수학교육학회지시리즈A:수학교육
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• 제54권1호
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• pp.83-98
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• 2015

By analysing the examination papers for geometry, we classified the errors occured in the proofs for geometric problems into 5 main types - logical invalidity, lack of inferential ability or knowledge, ambiguity on communication, incorrect description, and misunderstanding the question - and each types were classified into 2 or 5 subtypes. Based on the types of errors, answers of each problem was analysed in detail. The errors were classified, causes were described, and teaching plans to prevent the error were suggested case by case. To improve the students' ability to express the proof of geometric problems, followings are needed on school education. First, proof learning should be customized for each types of errors in school mathematics. Second, logical thinking process must be emphasized in the class of mathematics. Third, to prevent and correct the errors found in the proofs for geometric problems, further research on the types of such errors are needed.

• 한국압력기기공학회 논문집
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• 제15권1호
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• pp.18-27
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• 2019

The Advanced Power Reactor 1400 (APR1400) Steam Generator (SG) uses alloy 690 as a tube material and SA-508 Grade 3 Class 1 as a tubesheet material to form tube-to-tubesheet joint through hydraulic expansion process. In this paper, the residual stresses in the SG tube-to-tubesheet contact area was investigated by applying Model-Based System Engineering (MBSE) methodology and the V-model. The use of MBSE transform system description into diagrams which clearly describe the logical interaction between functions hence minimizes the risk of ambiguity. A theoretical and Finite Element Methodology (FEM) was used to assess and compare the residual stresses in the tube-to-tubesheet contact area. Additionally, the axial strength of the tube to tubesheet joint based on the pull-out force against the contact joint force was evaluated and recommended optimum autofrettage pressure to minimize residual stresses in the transition zone given. A single U-tube hole and tubesheet with ligament thickness was taken as a single cylinder and plane strain condition was assumed. An iterative method was used in FEM simulation to find the limit autofrettage pressure at which pull-out force and contact force are of the same magnitude. The joint contact force was estimated to be 20 times more than the pull-out force and the limit autofrettage pressure was estimated to be 141.85MPa.

• 지능정보연구
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• 제16권1호
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• pp.93-116
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• 2010

불법현금융통 적발모형 개발에 앙상블 접근방법을 사용하였다. 불법현금융통은 국내 신용카드사의 손익에 영향을 미치며 최근 국제화되고 있음에도 불구하고 학문적인 접근이 이루어지지 않았다. 부정행위 적발모형(Fraud Detection Model, FDM)은 데이터 불균형 문제로 인하여 좋은 성능을 얻기 어려운데, 다수의 모형을 결합하는 앙상블이 대안으로 제시되어 왔다. 앙상블에 포함된 모형들의 다양성이 보장된다면 단일모형에 비해 더 좋은 성능을 보인다는 점은 이미 인정되고 있으며, 최근 연구 결과는 학습된 모든 기본모형들을 사용하는 것보다 적절한 기본모형들만 선택하여 앙상블에 포함시키는 것이 바람직하다는 것이다. 본 논문에서는 효과적인 불법현금융통 적발을 위하여 축소된 앙상블 기법을 사용하는데, 정확성과 다양성 척도를 사용하여 앙상블에 참여할 기본모형을 선택하는 것이다. 다양성은 앙상블을 구성하는 기본모형들 사이의 불일치 (Disagreement or Ambiguity)를 의미하는데, FDM에 내재된 데이터 불균형문제를 고려하여 두 가지 측면에 중점을 두었다. 첫째, 학습 자료의 추출 과정에서 다양성을 확보하기 위한 소수 범주의 과잉추출 방법과 적절한 훈련 방법에 대해 설명하였다. 둘째, 소수범주에 초점을 맞추어 기존의 다양성 척도를 효과적인 척도로 변형시키고, 전진추가법과 후진소거법의 동적 다양성 계산법을 도입하여 앙상블에 참여할 기본모형을 평가하였다. 실험에 사용된 학습 알고리즘은 신경망, 의사결정수와 로짓 회귀분석이었으며, 동질적 앙상블과 이질적 앙상블을 구성하여 성능평가를 하였다. 실험결과 불법현금융통 적발모형에 있어 축소된 앙상블은 모든 기본모형이 포함된 앙상블과 성능 차이가 없었다. 축소된 앙상블은 앙상블 구성의 복잡성을 감소시키고 구현을 용이하게 한다는 점에서 FDM에서도 유력한 모형 수립 접근방법이 될 수 있음을 보였다.

• 예술인문사회 융합 멀티미디어 논문지
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• 제9권7호
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• pp.175-185
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• 2019

각기 다른 특성을 가진 학습자 모두가 의미 있는 배움에 다다르기 위해서는 교육과정-수업-평가가 일체화되야 한다. 본 연구에서는 일체화를 내용적 적합성, 행위자 합치성, 제도적 연계성 등의 세 가지 측면으로 분류하고, 각각의 관점에서 일반학교 특수학급의 일체화 실태를 관련 연구를 통해 살펴보았다. 연구 결과, 내용적 적합성 측면에서는 특수교육 대상 학생에 대한 교육과정 조정-교수적 수정-평가 조정이 개별화 교수가 이루어지는 과목 외에는 잘 이루어지지 않았다. 행위자 합치성 측면에서는 일반교사와 특수교사의 역할의 모호성으로 인해 교육과정 조정자, 수업자, 평가자 등이 일치하지 못하거나 최소한의 협의조차 이루지 못하였다. 제도적 연계성 면에서는 개별화 교수가 이루어지는 과목 외에는 교육과정 조정, 교수적 수정, 평가 조정의 권한 관계와 역할 주체가 불분명했다. 이러한 문제점을 논의하고 개선하기 위한 대안으로 개별화 교육에 대한 인식 제고, 협의체 의무화, 제도적 정비 등을 제언하였다.

• 한국산학기술학회논문지
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• 제16권12호
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• pp.8416-8423
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• 2015

본 연구는 대학생들의 집단창의성에 있어서 성별에 따른 차이가 있는지 살펴보고 또한 창의적 환경과 집단창의성간의 상관에 때하여 알아보고자 실시되었다. 창의적 환경은 창의적 가정환경과 교실환경으로 구분되며 학생들의 그룹수업 경험에 따른 차이도 살펴보았다. 317명의 대학생을 대상으로 창의적 교실환경검사와 창의적 가정환경 검사가 각각 실시되었으며 창의성을 알아보기 위하여 소집단으로 구성한 뒤 에세이 작성을 실시한 후 전문가에 의해 채점되었다. 수집된 자료를 SPSS 21.0 프로그램에 의해 통계분석한 결과는 다음과 같다. 남학생과 여학생들의 집단창의성 점수는 의미있게 차이가 있는 것으로 나타났다. 또한 여학생들의 집단창의성과 환경과의 상관은 남학생들의 상관과는 다른 양상을 나타내었다. 마지막으로 연구의 시사점과 후속연구에 대한 제안점이 언급되었다.

• 미술이론과 현장
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• 제1호
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• pp.7-22
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• 2003

What is 'Art Theory'? In the western sense, the term poses a vague ambiguity, and in the eastern, it is rather an abstract and metaphysical concept. As for etymology, theory is derived from theoria and theoria from theoros. It refers to an act of viewing or seeing, of course not in a metaphysical sense. Plato understood it as 'eide'. During the time of Plotinus, theoria encompassed gazing at every possible reality, and this gazing, that is theoria, is closely related to reality as aunit that theoriacan perceive. However, we tend to distinguish, as other scientists of dualism have done, studio art from theory since a pre-modern approach to art has been particularly tuned to studio practice, set apart from theory. Therefore, in studio classes, students are expected to learn the subject based on the foundational curriculum methods such as medium, genre, technique:, rather than bringing out their own interpretations and discussing theories. As a result, students have become artists, who are not able to understand their own art. Art professors who conduct class in studio are required to proceed with specific 'theories' as well as 'intellectual reflections'. In this respect, this thesis presents poiesis and an idea of 'acting out'. Although art history and aesthetic theory tend to view art as a finished product, actual art-making and related theories should not only be acknowledged as 'completion' (finition) but also be accompanied by theoretic interpretations of the act itself and process. Accordingly, it is to accept and appreciate art as finished result in view of current theory and aesthetics thus boils down to aisthesis. Likewise, poietics starts from a point where an artist is related to studio and examines the 'work process' that extends as far as to the exact end of work. Through the study of such relationship, it is possible that theory understands 'studio' and 'process', and an artist can grant an independent meaning to studio where s/he pours her/his heart out creating a work of art. Theory is a study on artistic discovery thus should be equipped with functions that can accommodate fortuity, imitation, thinking, culture, and surrounding.