• Proceedings of the Korean Society of Computer Information Conference
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• 2013.01a
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• pp.259-260
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• 2013

본 논문에서는 1년 과정의 컴퓨터 프로그래밍 수업에 참여한 상위 수준 학습자들을 대상으로 맞춤형 학습을 위한 다양한 학습공동체를 운영하였을때 어떤 유형이 상위 학습자들에게 효과적인지를 분석하였다. 분석 결과, 동일한 상위 학습자가 튜터로 참여했을 때와 그렇지 않았을 때 성적 변화가 눈에 띄게 나타났으며 이것은 가르치는 활동이 본인의 학습 이해도를 높이는데 얼마나 영향을 미치는지를 보여주고 있다.

• Proceedings of the Korean Society of Computer Information Conference
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• 2012.01a
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• pp.245-246
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• 2012

본 논문에서는 컴퓨터 프로그래밍 수업에서 상위 수준 학습자들을 위한 맞춤형 학습 모형 사례들을 살펴본다. 동일한 학습자들에게 여러 가지 학습 모형들을 적용하였을 때 보다 효과적인 학습 유형이 어떤 것인지 탐색해보고 그 학습 효과를 검증하기 위해 이들의 성적 변화를 분석해봄으로써 상위 수준 학습자에 적합한 맞춤형 학습 모형을 탐구해가는데 본 연구의 목적이 있다.

• Phonetics and Speech Sciences
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• v.10 no.2
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• pp.39-44
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• 2018

The purpose of this study is to investigate the English pronunciation for high-leveled adult Korean speakers based on pronunciation proficiency test. For this purpose, one native English speaker and eight Korean speakers' suprasegmental features such as sentence F0, standard deviation of vowels and stressed / unstressed vowels' F0, duration and intensity were measured and analyzed. The major results show that (1) high-leveled adult Korean speakers' sentence F0 was similar to that of native English speaker, (2) vowel durations, were less diverse than those of native English speakers, and (3) high-leveled adult Korean speakers utilize vowel duration more actively than F0 to indicate the stress assignment of vowels.

• Proceedings of the KSPS conference
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• 2005.11a
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• pp.189-192
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• 2005

This study investigates the asymmetry effect between acoustics and perception. The examined cues are closure duration, closure voicing, VOT, release, pre-vowel duration, post-vowel duration. Five native speakers of English and 30 Korean college students participated in the present study. The results showed that high level Korean English learners parallels native speakers in their responses, while mid and low level Korean learners are substantially different from natives.

• Journal of the Korean School Mathematics Society
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• v.1 no.1
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• pp.165-174
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• 1998

This is the study on a teaching method for improving problem-solving ability in mathematics. If this method is performed step by step in solving problems, learners can approach problems in a variety of ways. This step-by-step teaching method will create some changes among learners. The purpose of this experiment was to determine what effects resulted from this method, especially which effects arose in the affective areas of learning math. For the experiment, learning materials were divided into 73 parts. And the subjects, who are low-leveled and have negative attitudes towards mathematics, were divided into two groups. One group was exposed to this method for four months (treatment group), and the other group(control group) was not. According to the result, though there were few changes, the treatment group came to be more interested in math than before and also negative attitudes towards math were reduced gradually, as compared with the control group. In this study, three factors were investigated: interest in math, attitudes toward math, and learning -achievement in math. Significant changes were found in two factors: interest in math and learning-achievement in math. No significant changes were found in the area of attitudes towards math. In conclusion, if this method is adopted and performed regularly, it is likely that the problem-solving skills will be improved and the negative attitudes towards math will be reduced.