• Strategy21
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• 통권42호
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• pp.154-195
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• 2017

This paper is to analyse conflict between the US and China over the South China Sea and Korea's responses. To this end the paper is composed of 6 chapters titled instruction; the current status of South China Sea sovereignty disputes; changes in US and Chinese maritime security strategies and the strategic values of the South China Sea; key issues and future prospects for US-China conflicts in the South China Sea; South Korea's security and diplomatic responses; and conclusion. The recent East Asian maritime security issue has evolved into a global issue of supremacy between the US and China, beyond conflicts over territorial disputes and demarcation among the countries in the region. China is pursuing offensive ocean policy to expand economic growth. The core of the maritime order that the United States intends to pursue is the freedom of navigation in the oceans and the maintenance of maritime access. China is making artificial islands in the South China Sea, claiming the sovereignty of these islands, building strategic bases in East Asia, and securing routes. The United States has developed several "Freedom of Navigation Operations" to neutralize the declaration of the territorial sea surrounding Chinese artificial islands. We can not be free from marine conflicts in the South China Sea and the East China Sea. Regarding the South China Sea dispute, it is expected that the strategic competition and conflict between the two countries will intensify due to China's failure to make concessions of core interests and adherence to the US compliance with international norms. In the midst of conflict over the South China Sea, we need a harmonious balance between our alliance security and economic diplomacy. We must continue our efforts to strengthen the ROK-US alliance but not to make China an enemy. Considering the significant impacts of the oceans on the survival and prosperity of the nation, we must continue to develop our interest in the oceans, appropriate investments and tactical strategies.

• 한국과학교육학회지
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• 제25권4호
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• pp.465-471
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• 2005

이 연구에서는 과학 성취도, 과학 학습 동기, 자아존중감의 측면에서 상호동료교수 전략의 효과를 조사하였다. 남녀 공학 중학교에서 2학년 3학급(94명)을 비교 집단, 협동학습 집단, 상호동료교수 집단으로 배치하였다. '혼합물의 분리' 반원에 대하여 13차시 동안 수업을 실시하였다. 이원 공변량 분석 결과, 과학 성취도 검사에서 상호동료교수 집단의 점수가 비교 집단에 비해 높았음에도 불구하고, 세 집단간에 유의미한 차이는 없었다. 과학 학습 동기의 모든 하위 영역에서는 상호동료교수 집단의 점수가 비교 집단보다 유의미하게 높았다. 특히, 과학 학습 동기의 자신감 영역에서는 상호동료교수 집단의 점수가 다른 두 집단에 비해 유의미하게 높았다. 자아 존중감에서는 상호동료교수 집단 하위 학생들의 점수가 협동학습 집단에 비해 유의미하게 높았다.

• 한국과학교육학회지
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• 제21권4호
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• pp.738-744
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• 2001

본 연구에서는 문제 해결 교수 방법의 효과를 조사하였다. 새로운 교수 방법은 계획과 검토 단계를 강조한 4단계 문제 해결 전략과 학생들의 문제 해결 수행을 점검하기 위한 해결자 청취자 활동으로 구성되어 있다. 고등학교 이과 2학년 2개 학급을 처치 집단과 통제 집단으로 무선 배치하였다. 수업 전에 수업참여도에 대한 인식과 자아효능감 검사를 실시하여 그 점수를 공변인으로 사용하였다. 수업 후에는 학생들의 화학 문제 해결력, 수업 참여도에 대한 인식, 자아효능감을 조사하였다. 연구 결과, 화학 문제 해결력 검사와 수업 참여도에 대한 인식 검사에서는 처치 집단의 접수가 통제 집단에 비해 유의미하게 높았다. 그러나 자아효능감 검사에서는 두 집단 간에 유의미한 차이가 없었다.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제13권2호
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• pp.75-90
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• 2009

There are concepts in calculus which are difficult to teach and learn. One of these concepts is integration. However, problem posing has not yet received the attention it deserves from the mathematics education community. There is no systematic study that deals with teaching of calculus concepts by problem posing oriented teaching strategy. In this respect this study investigated the effect of problem posing on students' (prospective teachers') academic success when problem posing oriented approach is used to teach the integral concept in Calculus-II (Mathematics-II) course to first grade prospective teachers who are enrolled to the Primary Science Teaching Program of Education Faculty. The study used intervention-posttest experimental design. Quantitative research techniques were employed to gather, analyze and interpret the data. The sample comprised 79 elementary prospective science teachers. The results indicate that problem posing approach effects academic success in a positive way and at significant level.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제12권1호
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• pp.67-83
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• 2008

Promoting students' mathematics understanding is an important research theme in mathematics education. According to general theories of learning, mathematics understanding is close to active learning or significant learning. Thus, if a teacher wants to promote his/her students' mathematics understanding, he/she should pay attention to the students so that the students' thinking is in active situation. In the first part of this paper, some mathematics teachers' ideas about paying attention to their students in Chinese high school are given by questionnaire and interview. In the second part of this paper, we give some teaching episodes about how experienced mathematics teachers promote their students' mathematics understanding based on paying attention on them.

• 한국정보교육학회:학술대회논문집
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• 한국정보교육학회 2005년도 하계학술대회
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• pp.295-303
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• 2005

현재 제 7차 교육과정에서는 1학년부터 정보통신소양교육이 이루어지고 있다. 그러나 컴퓨터 교수-학습방법에 대한 체계적인 논의가 다른 일반 교과에 비해 대단히 부족하다. 따라서 본 연구에서는 컴퓨터 교육의 특수성을 고려하여 교육현실에 맞는 교수학습방법 가운데 하나로 STAD협동학습모형을 적용한 정보통신소양교육의 교수학습 방안을 제시 하였다. STAD협동학습모형을 적용한 교수학습방법과 전통적 교수학습방법을 서로 비교하기 위해 학업 성취도, 활용도 면에서 어떠한 영향을 미치는지 살펴보고자 한다.

• 한국수학교육학회지시리즈A:수학교육
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• 제41권2호
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• pp.189-202
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• 2002

Problem-centered learning reflects learning strategy based on constructivism. In this learning, students should find the solution in a small group discussion, and share their solutions with classmates in whole class discussion. So students participate in mathematics instruction actively and interact with other students about the strategies. We expect students would change their attitudes on mathematics and mathematical learning in these processes. In this study, we analyzed students' attitudes on mathematics and mathematical learning when they participated the problem-centered learning program. We found the change of students' attitudes to mathematics via problem-centered learning.

• 한국멀티미디어학회논문지
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• 제20권6호
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• pp.935-949
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• 2017

The purpose of this study was to analyze the characteristics of virtual manipulatives apps that can be used to teach students struggling to learn mathematics. To achieve this goal, ten general characteristics of 23 virtual manipulatives apps were evaluated. The instructional, interface, and interactive design features of apps were also evaluated on five-point scale ratings of 18 items. In addition, SPSS frequency analysis and the correlation between each feature was analyzed. Frequently presented instructional contents among 23 virtual manipulatives apps were geometry, arithmetic operation, number concept and measurement. The frequently presented level of instructional contents was lower grade elementary school and kindergarten age. The frequently presented instructional type was the simulation. Regarding the design features, instructional design was rated as the highest (mean = 3.7); interactive design (mean = 3.6) and interface design (mean = 3.3) were also rated higher than neural. In addition, as the learning strategy was appropriately presented, it was evaluated that there was less screen linkage and content error.

• 한국정보교육학회:학술대회논문집
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• 한국정보교육학회 2006년도 하계학술대회
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• pp.117-122
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• 2006

고도의 지식기반사회에서는 사고력과 문제해결력을 길러주는 프로그래밍 교육이 필요하며 이를 초등학교 교육과정부터 도입해야 한다는 여러 연구들이 있었다. 본 연구에서는 그러한 프로그래밍의 기초능력을 배양하기 위하여 프로그래밍 변수 개념 형성을 위한 효과적인 학습 모형을 구안하고자 하였다. 구체적 조작활동을 통해 인지를 형성하는 초등학교 아동들에게 LOGO 프로그래밍 활동이 적합하다는 선행연구를 토대로, 영어에 미숙한 아동들을 고려하여 MAL-LOGO 환경을 선택하였으며, 프로그래밍 학습요소 중 변수 개념 형성을 위한 학습요소를 추출하고, 교수-학습 프로그램을 계획하였다. 인지적 모니터링 전략(cognitive monitoring strategy)을 발달시킬 수 있는 안내된 발견식 교수법(guided instruction teaching method)을 기반으로 교수-학습 모형을 구안 적용한 후, 사전 사후 평가를 통해 그 효과를 검증하였다.

• 영어어문교육
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• 제15권4호
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• pp.1-22
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• 2009

This case study aimed to explore proficient EFL readers' perceptions and experiences about reading tasks and how those perceptions and experiences influence their reading processing behaviors, and to examine how the cultural background of a text affects their reading strategies and comprehension. Three college students who were non-English majors participated in this study. Three data sources were employed: questionnaires, interviews, and think-alouds. The results showed that: (1) the participants emphasized comprehension as the goal of reading and considered themselves good EFL readers; (2) their reading purposes were closely associated with personal pursuits; (3) they preferred to read materials that deal with areas of interest but did not try to take a risk in terms of level of difficulty and/or length; (4) they implemented a multistrategic approach to reading in that the majority of their strategy use was in conjunction with their concern about meaning construction; (5) they were able to develop useful understandings of unknown vocabulary; and (6) their clear awareness of the cultural background presupposed in the text helped them invoke prior knowledge and reduce unknown vocabulary hindrances which contributed to comprehension. Pedagogical implications for EFL reading instruction are provided.