• Title/Summary/Keyword: narrative questions

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Mother-Child Interaction in Storybook Reading and Children's Narrative Competence (그림책 읽기에서 유아와 어머니의 언어적 상호작용 전략과 유아의 이야기 구성능력)

  • Han, Eugene;Yoo, An Jin
    • Korean Journal of Child Studies
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    • v.22 no.1
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    • pp.147-162
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    • 2001
  • This study examined the relation between mother-child verbal interaction strategies and children's narrative competence. Forty-eight 4-year-old middle class children(25 girls and 23 boys) and their mothers were observed in their homes. All the children were asked to produce a new story. Mothers used more descriptive statements and questions, more inferential questions and more evaluative questions than children. Children gave more answers and used more negative feedback than mothers. Mother's use of high-mental demanded question and positive feedback strategies were positively correlated with children's level of narrative structure. Mothers' use of inferential and evaluative questions were positively correlated with narrative length. Children's use of high-mental demanded statements and positive feedback strategies were positively correlated with their level of narrative structure and their use of descriptive and high-mental demanded strategies were positively correlated with narrative length.

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A Comparison between Wordless and Narrative Picture Book of Mother-Child Verbal Interaction Strategy and Type (글 없는 그림책과 이야기 그림책의 유아와 어머니의 언어적 상호작용 전략 및 유형 비교)

  • 한유진
    • Journal of the Korean Home Economics Association
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    • v.41 no.3
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    • pp.17-30
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    • 2003
  • The purpose of this study was to explore the difference mother-child verbal interaction between wordless and narrative picture book. Forty-two 4-year-old middle class children(21 girls and 21 boys) and their mothers were observed in their home. Major findings were as follows: 1) Mothers' verbal interaction strategies shows difference according to the genre of the book. Mothers used more descriptive statement, descriptive questions, inferential statements, evaluative statements and elaborative feedback when sharing the wordless book than the narrative book. 2) Children differently interact when reading picture books of different genres. Children used more descriptive statements, inferential statements and elaborative feedback. 3) Compared with the narrative picture boot mother and child engaged in more turn-taking when reading the wordless picture book. 4) While the proportion of collaborative type was higher when reading the wordless boot the proportion of passive type was higher when the narrative book.

The Problem of Teachers' Narrative Reporting of Children's Science Learning in Elementary School Report Cards (초등학교 통지표의 과학 교과 내용 서술의 문제)

  • Song, Myung-Seob
    • Journal of Korean Elementary Science Education
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    • v.25 no.4
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    • pp.407-418
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    • 2006
  • The purpose of this study was to survey the problem of teachers' narrative reporting of children's science learning in elementary school report cards. For the purposes of this study, a questionnaire, comprised of 6 questions and an analysis tool (Cronbach's $\alpha=.70$) were developed to categorize the answers. The survey was conducted by 53 teachers, who are currently taking 5th ade in elementary school, and the results are as follows: First, they interpreted the same content of report cards in a variety of different ways. Second, they exhibited a number of different principles and criteria in terms of preparing the content of narrative report cards. Third, they experienced difficulties in preparing narrative report cards on science teaming which required explanation of complete processes. Fourth, most teachers surveyed answered that the content of their narrative reports on science learning did not communicate specifically the students' achievement and further studies. Fifth, the activities related to preparing the content of the science learning on narrative reports was widely perceived to be useless for teachers' professional development. Finally, teachers made a number of alternative proposals to overcome the current, perceived problems of teachers' narrative reporting for children's science learning in report cards. Based on the results of this analysis, alternative forms and content of narrative reports on science learning were discussed.

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A Comparative Analysis of Elementary Students' Content Understanding and Perceptions by Different Types of Informational Science Texts (정보적 과학 텍스트의 유형에 따른 초등학생들의 내용 이해도와 인식 비교)

  • Lim, Hee-Jun;Kim, Yeon-Sang
    • Journal of Korean Elementary Science Education
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    • v.29 no.4
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    • pp.526-537
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    • 2010
  • The purpose of this study was to compare the effects of two different types of texts, which were narrative and expository, on the understanding of content. Elementary students' perceptions of the two types of the texts were also investigated. In the comparison of the effects on the understanding of the text contents, test scores of mind-mapping, closed-answer question, and essay test were used. The analyses of mind-mapping tests showed narrative text was more effective to figure out main concepts of the text throughout the mind-mapping test. But expository text was more effective in the hierarchical organization of the concepts. In the closed-answer questions and essay test, narrative text was more effective than expository text. However when the contents of text were difficult and complex, there was no meaningful difference between the two types of texts. The analyses of students' perceptions of the texts showed that narrative texts were preferred. Students perceived that the narrative text was more interesting and familiar. However, the perceptions of helpful text for their science learning were not different by the types of texts.

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Narrative Characteristics in High School Students' Geological Field Trip Reports: the Relationship Between the Narrative Mode of Thought and the Academic Achievement (지질 답사 보고서에 나타난 고등학생들의 내러티브 특성: 내러티브적 사고와 학업 성취도의 관계)

  • Chung, Sue-Im;Shin, Dong-Hee
    • Journal of The Korean Association For Science Education
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    • v.35 no.4
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    • pp.735-750
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    • 2015
  • The purpose of this study is to draw an educational implication by analyzing the context of narrative texts, students' narrative thinking, and their academic achievement. We investigated text types in students' geological field trip reports, the reason why students favors narrative texts, the relationship between narrative texts and their scientific knowledge recall, and the relationship between narrative thought and academic achievement. All students used expository texts, 82% of them expressed argumentative texts, and 36% of them used narrative texts. It is likely that students use more narrative texts because students were in the context of outdoor activity and so, their emotional feelings were more activated than when they are doing lab activities. The academic characteristics of earth science seemed to contribute more narrative texts in students' reports. The post-test revealed that students with narrative texts recalled better than the others. On the other hand, there were no statistically meaningful differences in academic achievement between the two groups. However, we have noted that female students whose reports contain narrative texts achieved significantly higher scores than female students whose reports are without narrative texts. From in-depth interviews, we found that students who properly used both paradigmatic and narrative mode of thought were in a more advantageous position than those who used narrative thought only. It was also found that some narratively thinking students tended to feel uncomfortable with the way of learning or evaluating questions about science. In the future, a complementary approach of narrative and paradigmatic mode of thoughts would be encouraged by understanding students' tendency of thinking.

Analysis of Visual Characteristic of Directing For Dramatic Narrative -Focusing on Composition Technique of (극적 내러티브의 시각적 연출 특성 연구 -<도가니>의 구도기법을 중심으로-)

  • Ahn, Byung-Taek
    • The Journal of the Korea Contents Association
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    • v.12 no.9
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    • pp.68-79
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    • 2012
  • In film various techniques interact organically in order to bring a story to life and, by doing so, influence the audience's perception. The techniques composing the form of a film are part of a format-system and therefore have to be well adjusted to the content of the film to trigger an intended effect. It is then that these techniques boost the intensity of the audience's emotional experience. The subject of analysis in this study of aesthetic composition, which is part of the concept of visual narrative, is the movie "Silence", which depicts a disturbing story based on real events. The goal of this study is the analysis of composition techniques used to support the film's narrative structure, where elaborate frame-composition and techniques are applied with great efficiency. Another goal is also to illustrate the meaning of film-format and its importance. Looking deeper into the question of how meaning and emotions, which are inherent in a film, finally manifest themselves on screen through a single shot, where the cinematographer's ideas and aesthetic vision come together and also the question of how a narrative structure in the context of a film works- these questions are the essence of this study.

Literary Representation of the Holocaust in Martin Amis's Time's Arrow (홀로코스트 문학의 재현방식 -마틴 에이미스의 『시간의 화살』)

  • Hong, Dauk-Suhn
    • Journal of English Language & Literature
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    • v.58 no.2
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    • pp.347-378
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    • 2012
  • Holocaust fiction has always raised the moral and aesthetic questions about the nature of mimesis and the literary representation of atrocity. The Holocaust, defying any representation of it, has been considered as unspeakable, unknowable, and incomprehensible. This essay aims to explore Martin Amis's narrative strategies in Time's Arrow to conduct the difficult tasks of re-creating the primal scene and of discovering a moral reality behind the Holocaust. One of the major narrative experiments in Time's Arrow is the time reversal: the story moves from the present of phony innocence to the past of unrelieved horror. Reversing the temporal order of events reverses causality and generates the revision of the morality, ultimately creating the epistemological and ontological uncertainties. Amis's novel is also narrated from the perspective of a double persona of the protagonist who, as a Nazi doctor, participated in the massacre in Auschwitz and then fled to the United States following the war. As almost a self-conscious storyteller, the narrator shares a sense of retrospective guilt with the reader who finally realizes that the Holocaust was a world turned upside down morally. Amis's postmodern narrative strategies are unusual enough to warrant a new way of representing the Holocaust.

A Constructivist Approach to Understanding Russian's Public Diplomacy through Humanitarian Aid during COVID-19

  • Ignat, Vershinin
    • Journal of Public Diplomacy
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    • v.1 no.2
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    • pp.1-26
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    • 2021
  • Applying discourse analysis of Russia's narrative on humanitarian aid and its perception by the Western collective identity at the beginning of the COVID-19 pandemic, this study identifies several challenges that constructivism poses to the current understanding of public diplomacy (PD). In contrast to the mainstream positivist tendency to evaluate the effectiveness of PD through models, this article expands the PD narrative by inquiring about the role of power, intersubjective knowledge, and collective identities in public diplomacy. In particular, it examines the PD questions often ignored by researchers regarding how collective identities can exercise discursive power to interpret incoming narratives, which challenge domestic intersubjective knowledge. It also argues that, because the Russian political elite failed to ensure a coherent story and provide informational support for its humanitarian aid, the Western intersubjective knowledge on Russia negatively contributed to the perception of PD narratives. Thus, the article underscores the importance for PD practitioners to understand how the socially constructed nature of knowledge can improve or harm PD strategies.

Ethnic Difference in the Construction of War Bride Narrative: Velina Hasu Houston's Tea and Julia Cho's The Architecture of Loss

  • Hyeon, Youngbin
    • American Studies
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    • v.44 no.2
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    • pp.131-158
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    • 2021
  • This paper examines how nation-specific history of Asian war brides affects different representations of war brides in Velina Hasu Houston's Tea (1984) and Julia Cho's The Architecture of Loss (2003). While war brides had long been excluded from American history, Japanese war brides were brought to public attention in the 1980s. Korean war brides, on the other hand, were kept out of sight until the 2000s. Focusing on how this time gap is related to ethnic difference, this paper analyzes dramaturgical differences between the two plays such as the presence/absence of war bride on stage or ethnic solidarity/familial reconciliation as the main device of war bride memorialization. Such differences, the paper suggests, stem from ethnic/historical differences between Korean and Japanese war brides. Through historical interpretations of the plays, this paper argues that America's military relationships with Korea and Japan were reproduced within the Asian-American families of each drama in ways that raise questions about pan-Asian identity.

A study on the applicability of interactive technology in VR video content production

  • Liu, Miaoyihai;Chung, Jeanhun
    • International journal of advanced smart convergence
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    • v.11 no.2
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    • pp.71-76
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    • 2022
  • The continuous development of virtual reality technology in the last five years has brought about a big change in the future film industry. Interactive VR movies using virtual reality technology in movies showed the result of increasing the immersion of the audience due to the characteristics of interaction. This will provide a unique opportunity for a new experience of immersion in various forms of cinema in the near future. In this paper, the interaction of narrative VR movies was studied as an example of the movie , which won the [The Best VR Experience Award] at the Venice International Film Festival, In future development, improve the scene transition, Dizziness, Ways of interaction and other questions, let the audience increase the sense of participation, immersion and curiosity when watching movies, and make watching movies a more interesting thing in life.