• 한국초등수학교육학회지
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• 제8권1호
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• pp.1-21
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• 2004

이야기 틀(story shell)을 활용한 수학 수업에서 학생들이 보여주는 수학적 의사소통의 현상을 분석하고, 이를 바탕으로 이미 규범화되어 있는 수학 수업에서 이루어지는 의사소통 지도 개선에 시사하는 바를 얼고자 하였다. 이야기 틀이란, 수학과 관련 있는 상황을 설정하는 하나의 수업 테크닉이다. 이야기 틀을 활용한 수학 수업에서는 학생들이 제시된 문제를 듣거나 저을 때 자신의 의식을 집중함으로써 문제 해결의 단서를 더 쉽게 찾는다는 것을 일 수 있었다. 따라서 이야기 틀을 수학적 문제해결에서의 이해를 강화하는 수단으로 제안할 수 있다. 또한, 이야기 틀은 그 속에 학생들의 생활과 관련된 것이 담겨 있고, 여러 가지 문학적 요소로 인해 학생들의 수학적 언어 사용에 도움을 준다. 그리고 이야기로 제시되는 문제 상황은 학생들의 흥미를 자극하고 동기를 부여함으로써 수학에 대한 학생들의 태도를 긍정적으로 이끌어 내며, 자신의 의견을 제시할 때 논리적으로 설명하는 것을 볼 수 있었다.

• 한국엔터테인먼트산업학회논문지
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• 제13권1호
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• pp.47-57
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• 2019

20세기 말, 뉴미디어 기술의 보급과 뉴미디어 예술이 대두됨에 따라, 무용은 시각예술과 신체언어예술로써 점점 더 풍부하고, 많은 변화의 특징을 갖게 되었다. 인터넷이 엄청난 속도로 발전하고 있는 오늘날의 뉴미디어 환경에서 수많은 서로 다른 분야(예로 들면, 영화 연극, 컴퓨터 기술, 디지털 예술 등)들이 그 공통성과 특징을 빌려 다양한 교호 창작을 함으로써 새로운 학문적 연구와 이론 모델이 생겨나고 있다. 각 분야의 크로스오버가 화제가 되면서 전통적인 댄스 퍼포먼스 형식도 새로운 돌파구를 찾고 있다. 이 글은 두 부분으로 나누어져 있는데, 첫 번째 부분은 영상 장치의 춤 공연예술에 대한 연구이며, 두번째 부분은 무용예술의 전파 가능성과 영향을 연구하는 것으로, 이 두 부분의 연구를 통해 뉴미디어 환경에서 무용예술의 크로스오버 실현과 전파에 본 연구의 내용이 활용되길 기대한다.

• 유통과학연구
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• 제13권4호
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• pp.77-87
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• 2015

Purpose - This study aims to investigate the current state of distribution terminology usage by retailers and consumers nationwide, and to suggest a practical improvement plan for its standardization. The Korean distribution industry is closely related to consumers' daily lives. However, in reality, there exists a gap among producers, distributors, and consumers in terms of the definition, understanding, and perception of the terminology. Therefore, standardizing this terminology is essential for more smooth communication. This paper suggests the necessity of committing overall research and survey activities to the actual conditions of using Korean distribution terminology by organizations and their respective management situations, and further, the necessity of probing the problem and its measures in line with the objective and mission of the "Fundamental Law of the Korean Language." Research design, data, and methodology - This study's scope is limited to wholesale and retail including some information systems. First, the study covers most written material including lexicons and glossary of distribution terminology, university textbooks and teaching material for national certificate of qualification, and related laws and ordinances. Second, the survey covers retailers' management situations by store format. The retailers used as the sample for the survey include department stores, discount stores, SSM, and convenience stores. Altogether, 20 specialists were interviewed in their respective sectors or retail formats. Finally, the project team surveyed a sample of 1,300 consumers nationwide on 50 distribution terms mainly used by consumers, including those about awareness, understanding, usage, and attitude. Results - In total, 1,249 terms are drawn through literature research including distribution terminology used in the related literature, glossary and lexicons, distribution terminology in textbooks, and legal terminology. A classified table comprises four large categories including general distribution, distribution marketing, distribution information, and merchandise. The results of the three-step research including literature survey, field survey of retailers, and consumer survey were advised to be screened by academia (retail associations, faculty etc.), retailers (major retail management by store format), retail specialists and consultants, consumers, and Korean linguists. In total, 1,300 questionnaires for 50 terms of the distribution terminology closely associated with consumers were distributed to subjects nationwide. Conclusions - The desired and expected results from this study are summarized from three perspectives as follows: First, from retailers' perspective, a new concept, or coinage of new terms of the distribution industry stems from advanced countries such as America and Europe. However, the original meaning and definition are diluted and distorted with changes in the language users' situations and context. This study provides basic guidelines for standardization of distribution terms used among various retail formats in most daily life situations that consumers encounter. Second, from the nation's perspective, this study suggests optimal choices of distribution terminology in the context of laws and ordinances regarding concerned Ministries. Last, from the consumers' perspective, this paper enables consumers to understand and use distribution terms properly in their daily life.

• 한국가정과교육학회지
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• 제30권1호
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• pp.43-63
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• 2018

본 연구는 실천적 추론 과정을 통해 생활문화에 영향을 미치는 다양한 맥락을 살펴보고, 건강한 통일공동체를 형성하기 위해 중학교 가정교과에서의 통일교육의 목표와 내용 체계를 선정하고 이를 적용한 교수 학습 과정안을 개발하고자 하였다. 한국교육과정평가원의 교수 학습 콘텐츠 개발 모형 단계에 따라 통일교육지침서와 통일교육 선행 연구, 북한이탈주민 관련 선행 연구와 2015 개정 실과(기술 가정) 교육과정 분석을 통해 중학교 가정교과에서의 통일교육 목표 및 내용 체계를 선정하였다. 이를 바탕으로 실천적 문제 추출한 뒤 실천적 추론 과정을 적용한 교수 학습 과정안과 학생 활동지를 개발하였고, 두 차례의 전문가 집단 평가 결과를 토대로 최종 개발안을 마련하였다. 본 연구의 결과를 요약하면 다음과 같다. 첫째, 중학교 가정교과 통일교육의 목표는 '사회문화적 맥락을 바탕으로 남북한 생활문화의 차이를 존중하고 공동의 가치를 발견하며, 통일사회에서의 발생 가능한 실천적 문제를 이해하고 해결하는 과정을 통해 건강한 통일공동체 형성을 위한 능력을 배양한다.'로 선정하였다. 둘째, 중학교 가정교과 통일교육의 내용 체계는 '생활문화 중심의 통일교육'을 핵심주제로 선정하고 내용 요소들은 남북한 생활문화에 영향을 미치는 사회문화적 맥락 이해, 남북한 소비생활환경의 이해, 남북한 생활문화 관련 언어, 북한 음식을 포함한 지역별의 식생활 문화의 다양성 유지, 사회적 규범과 옷차림, 올바른 주거가치관과 공동주거생활 예절의 6가지로 구성하였다. 그리고 앞서 도출된 중학교 가정교과에서의 통일교육의 목표를 바탕으로 실천적 문제를 '건강한 통일공동체를 형성하기 위해 우리는 무엇을 해야 하는가?'로 선정하였다. 셋째, 중학교 가정교과 통일교육의 교수 학습 과정안은 통일에 대한 문제 인식하기, 남북한 생활문화에 영향을 미치는 요인 분석하기, 행동의 결과 및 파급효과 파악과 대안적 방법 선택하기, 건강한 통일공동체 형성을 위한 실천하기의 4가지 주제를 포함한 총 8차시의 교수 학습 과정안과 35개의 학습 자료를 개발하였다.

• 가정∙방문간호학회지
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• 제3권
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• pp.75-85
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• 1996

Nursing Intervention Classification(NIC) includes the 433 intervention lists to standardize the nursing language. Efforts to standardize and classify nursing care are important because they make explicit what has previously been implicit, assumed and unknown. NIC is a standardized language of both nurse-initiated and physician-initiated nursing treatments. Each of the 433 interventions has a label, definition and set of activities that a nurse does to carry it out. It defines the interventions performed by all nurses no matter what their setting or specialty. Principles of label, definition and activity construction were established so there is consistency across the classification. NIC was developed for following reasons; 1. Standandization of the nomen clature of nursing treatments. 2. Expansion of nursing knowledge about the links between diagnoses, treatments and outcomes. 3. Devlopment of nursing and health care information systems. 4. Teaching decision making to nursing students. 5. Determination of the costs of service provided by nurses. 6. Planning for resources needed in nursing practice settings. 7. Language to communicate the unigue function of nursing. 8. Articulation with the classification systems of other health care providers. The process of NIC development ; 1. Develop implement and evaluate an expert review process to evaluate feedback on specific interventions in NIC and to refine the interventions and classification as feedback indicates. 2. Define and validate indirect care interventions. 3. Refine, validate and publish the taxonomic grouping for the interventions. 4. Translate the classification into a coding system that can be used for computerization for articulation with other classifications and for reimbursement. 5. Construct an electronic version of NIC to help agencies in corporate the classifiaction into nursing information systems. 6. Implement and evaluate the use of the classification in a nursing information system in five different agencies. 7. Establish mechanisms to build nursing knowledge through the analysis of electronically retrievable clinical data. 8. Publish a second edition of the nursing interventions classification with taxonomic groupings and results of field testing. It is suggested that the following researches are needed to develp NIC in Korea. 1. To idenilfy the intervention lists in Korea. 2. Nursing resources to perform the nursing interventions. 3. Comparative study between Korea and U.S.A. on NIC. 4. Linkage among nursing diagnosis, nursing interventions and nursing outcomes. 5. Linkage between NIC and other health care information systems. 6. determine nursing costs on NIC.

• 재활복지
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• 제15권4호
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• pp.351-375
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• 2011

본 연구의 목적은 u-Learning 학습매체인 IT 기기와 웹 기반의 e-Learning 교육을 서로 호환할 수 있는 IT 직업교육과정을 개발하기 위해 청각장애인의 접근성에 대한 문제점과 개선 방안, 그리고 u-Learning 기반 차세대 IT 학습 매체로서의 교육적 활용 가능성에 대한 기초자료를 제공하는데 그 목적이 있다. 이 연구를 수행하기 위해서 장애인 기관협회의 수화통역사 사전교육을 통하여 경북·대구광역시에 거주하는 100명의 청각장애인을 대상으로 설문조사를 실시하였다. 이 연구를 통해 나타난 결론은 다음과 같다. 첫째, 오프라인 컴퓨터 교육과 웹 기반의 e-Learning 교육에 대한 청각장애인에게 고려되어야 할 요소로는 청각장애인들을 위한 수화 동영상 및 자막 서비스를 제공해 주지 않는 점과 더불어 강의내용에 대한 청각장애인의 의미파악에 어려움으로 인해 학습효과가 낮아 수화통역이 가능한 교수와 꾸준한 상호협력 및 멘토링이 필요하며, 또한 자막의 크기와 색상 및 배치, 수화동영상의 크기와 배치 등의 청각장애인을 위한 사용자환경 설정 및 강의 내용과 자막서비스를 동시에 텍스트를 제공이 중요한 것으로 나타났다. 둘째, u-Learning 학습매체인 IT 기기와 웹 기반의 e-Learning 교육을 서로 호환할 수 있는 IT 직업교육과정 개설 시 수업참여 여부가 74%로 나타나 청각장애인에게 높은 기대감을 보여 IT 직업교육과정 개발이 필요한 것으로 나타났다. 셋째, IT 직업교육과정을 수강하기 위한 선호하는 IT 기기로는 태블릿 PC가 가장 높았으며, IT직업 교육과정의 개설과목으로 IT 관련 자격증 과목개설을 가장 많이 선호하여 취업을 연계하기 위해서 컴퓨터 중급부터 고급과정까지 체계적으로 습득할 수 있는 IT 직업교육과정의 다양한 콘텐츠가 필요할 것이다.

• 대한음성학회:학술대회논문집
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• 대한음성학회 2000년도 7월 학술대회지
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• pp.235-240
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• 2000

In the age of global communication, more human exchange is extended at the grass-roots level. In the old days, language policy and language planning was based on one nation-state with one language. But high waves of globalizaiton have allowed extended human flow of exchange beyond one's national border on a daily basis. Under such circumstances, homogeneity in Japan may not allow Japanese to speak and communicate only in Japanese and only with Japanese people. In Japan, an advisory report was made to the Ministry of Education in June 1996 about what education should be like in the 21st century. In this report, an introduction of English at public elementary schools was for the first time made. A basic policy of English instruction at the elementary school level was revealed. With this concept, English instruction is not required at the elementary school level but each school has their own choice of introducing English as their curriculum starting April 2002. As Baker, Colin (1996) indicates the age of three as being the threshold diving a child becoming bilingual naturally or by formal instruction. Threre is a movement towards making second language acquisition more naturalistic in an educational setting, developing communicative competence in a more or less formal way. From the lesson of the Canadian immersion success, Genesee (1987) stresses the importance of early language instruction. It is clear that from a psycho-linguistic perspective, most children acquire basic communication skills in their first language apparently effortlessly and without systematic and formal instruction during the first six or seven years of life. This innate capacity diminishes with age, thereby making language learning increasingly difficult. The author, being a returnee, experienced considerable difficulty acquiring L2, and especially achieving native-like competence. There will be many hurdles to conquer until Japanese students are able to reach at least a communicative level in English. It has been mentioned that English is not taught to clear the college entrance examination, but to communicate. However, Japanese college entrance examination still makes students focus more on the grammar-translation method. This is expected to shift to a more communication stressed approach. Japan does not have to aim at becoming an official bilingual country, but at least communicative English should be taught at every level in school Mito College is a small two-year co-ed college in Japan. Students at Mito College are basically notgood at English. It has only one department for business and economics, and English is required for all freshmen. It is necessary for me to make my classes enjoyable and attractive so that students can at least get motivated to learn English. My major target is communicative English so that students may be prepared to use English in various business settings. As an experiment to introduce more communicative English, the author has made the following syllabus design. This program aims at training students speak and enjoy English. 90-minute class (only 190-minute session per week is most common in Japanese colleges) is divided into two: The first half is to train students orally using Graded Direct Method. The latter half uses different materials each time so that students can learn and enjoy English culture and language simultaneously. There are no quizes or examinations in my one-academic year program. However, all students are required to make an original English poem by the end of the spring semester. 2-6 students work together in a group on one poem. Students coming to Mito College, Japan have one of the lowest English levels in all of Japan. However, an attached example of one poem made by a group shows that students can improve their creativity as long as they are kept encouraged. At the end of the fall semester, all students are then required individually to make a 3-minute original English speech. An example of that speech contest will be presented at the Convention in Seoul.

• 정보교육학회논문지
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• 제15권1호
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• pp.137-146
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• 2011

현재 초등학교에서는 이루어지는 영어 교육은 기본적인 의사소통 능력을 기르기 위해 언어의 4기능(듣기, 말하기, 읽기, 쓰기)을 통합적으로 사용할 수 있도록 내용이 구성되어 있다. 그러나 6학년 영어 쓰기 학습 내용의 구성을 보면, 영어 문장 쓰기 학습은 하고 있으나 단순히 문장 따라 쓰기, 단어 넣어 문장 완성하기 등으로 한정되어 있고, 영어 쓰기 학습을 할 시간이 절대적으로 부족하다. 또한, 학생들의 영어 쓰기 학습은 영어 단어 암기 학습으로 생각하여 영어 쓰기 학습에 대해 부정적인 생각을 가지고 있다. 이러한 문제점을 해결하기 위해 본 연구자는 웹을 기반으로 한 협동 영어 쓰기 학습 시스템을 개발하여 시간과 장소의 제약 없이 정규 수업 시간 외에 방과 후 시간 또는 가정에서 학습할 수 있도록 하였다. 또한, 학생들은 시스템을 활용해 자신의 생각을 영어로 표현하고, 동료들과의 협동학습을 통해 영어 쓰기 활동에 적극적으로 참여한 결과 영어 쓰기의 정의적 영역과 영어 쓰기 능력에 향상되었다.

• 무역상무연구
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• 제44권
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• pp.257-279
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• 2009

The underlying purpose of this paper is to interest scholars in 'Trade English'. 'Trade English' has to be recognized as one area of 'International Trade' disciplines and more studies have to be carried out with more attention from the scholars. Although there are many areas to be dealt with in 'Trade English', this paper discusses about the syllabus design of 'Trade English' from an educator's point of view. First of all, this paper reviews some theoretical background researches about needs analysis and syllabus design in 'Trade English' teaching and learning as ESP. With a systematic structure under the decent syllabus, selection and sequence of contents get clear and easier. Secondly, along with the rationals based on theoretical researches, how these theories are being or can be applied to the real classroom are discussed for further studies. A different syllabus would be designed according to needs analysis. In reality, the syllabus for practitioners who are doing their jobs in International Trade areas has to be definitely different from the one for pre-practitioners who are studying in International Trade areas at the tertiary education level. Namely, different learners present different needs and different needs make up the different syllabus. In order to provide these learners with the syllabus which can address their own needs, more researches or studies have to be done in the future. Since 'Trade English' is the discipline where two areas-International Trade and English as a second/foreign language-are mixed, the researches or studies also have to be carried out collaboratively by scholars from both areas.

• 영어어문교육
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• 제5호
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• pp.259-272
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• 1999

The real nature of the west wind in Shelley's Ode to the West Wind is the divine providence which influences all things in this world- that is, whether they are on land, in the sky, or in the sea. The divine providence is the manifestation of something beyond the present and tangibel object. In the first stanza, the real nature of the west wind in this poem is the wild wind, the breath of Autumn's being, the unseen presence, the azure sister of the Spring, a Destroyer, a Preserver, the winged seed, a creator, a philosopher, a poet, Shelley, and the wild spirit moving everywhere. In the second stanza, the real nature of the west wind in this poem is cloud, the angel of rain and lightning, fierce Maenad, the approaching storm, the congregated might, the black rain, the fire, hail, solid atmosphere, the tremendous power of revolutionary change, and the power that influences all things in the sky. In the third stanza, the real nature of the west wind in this poem is the voice that makes the oozy woods which wear the sapless foliage of the Atlantic, and the power makes the blue Mediterranean wake from his summer dream. the fit medium of expression which Shelley's soul was seeking for, Shelley's passion, Shelley's partner, Shelley's co-worker, and a strong presence which influences in the sea. In the fourth stanza, the real nature of the west wind in this poem is the mightest presence, the power, the strength, the free presence, the uncontrollable, the wanderer over heaven, a vision, the tameless, the swift, the proud and the God who can save Shelley form the heavy weight of hours and lift Shelley as a wave a leaf, a cloud. In the fifth stanza, the real nature of the west wind in this poem is the mighty harmony, the fierce Spirit, Shelley's spirit, the impetuous spirit, incanation of this verse, spark, the trumpet of a prophecy, the Providence which can make the Winter depart and call Spring, and the prophet. To conclude, the real nature of the west wind in this poem is Shelley's accumulated insight that he visulize his impulse of revolutionary thought.