• Journal of Applied and Pure Mathematics
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• 제5권1_2호
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• pp.55-68
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• 2023

Character education is an important educational purpose in the current situation of secondary mathematics education. In the current mathematics curriculum, character education is mentioned in terms of core competencies. However, it is very difficult to concretely practice character education in secondary mathematics education. This paper examines the theoretical background of character education in the tradition of mathematics education, and suggests that mathematics is regarded as a practical tradition by the nature of mathematics from a value-intrinsic perspective. In this respect, mathematics education is defined as an intrinsic and nurturing character through long history of practice. This paper searched for an integrated approach to practicing character education in of secondary mathematics education, and argued that the teacher's personal approach including the class model approach of the human factors by an example of the exponential law a^maⁿ = a^m+n and the value-oriented activities according to the nature of the mathematics was the core.

• 수산해양교육연구
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• 제26권5호
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• pp.1096-1107
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• 2014

The purpose of this study was to investigate teachers' recognition on field practice and effectiveness of creativity and character education. This study used post tests to examine the effects of teacher training for creativity and character education on 451 teachers. The results were as follows. Firstly, the average in satisfaction of teacher training for creativity and character education was 4.65 for elementary teachers and 4.35 for secondary teachers in summer, and 4.55 for elementary teachers and 4.42 for secondary teachers in winter. Secondly, effectiveness of teacher training on creativity and character education was showed highly as more than 4.0 and was higher in winter than in summer. Thirdly, in the case of field practice and effectiveness of teacher training for creativity and character education, the average of elementary teachers(3,66) was higher in respect of educational environment than that of secondary teachers(3.20) and the averages of elementary teachers and secondary teachers were 3.85 and 3.42 in respect of subject activity, respectively. In practising creativity and character education, it was analyzed that both elementary(ave. 3.89) and secondary(ave. 3.84) teachers went through some difficulties for curriculum reconstruction, development of instructional model, program development, and human and physical supports.

• 복식문화연구
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• 제29권4호
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• pp.603-615
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• 2021

The aim of this study was to analyze the semantic network structure of keywords and the visual composition of images extracted from Instagram in relation to the multi-persona phenomenon with in fashion imagery, which has recently been attracting attention. To this end, the concept of a 'secondary character', which forms a separate identity from a 'main character' on various social media platforms as well as on the airwaves, was considered as the spread of multi-persona and #SecondaryCharacter on Instagram was investigated. 3,801 keywords were collected after crawling the data using Python and morphological analysis was undertaken using KoNLP. The semantic network structure was then examined by conducting a CONCOR analysis using UCINET and Netdraw to determine the top 50 keywords. The results were then classified into a total of 6 clusters. In accordance with the meaning and context of the keywords included in each cluster, group names were assigned : virtual characters, relationship with the main character, hobbies, daily record, N-job person, media and marketing. Image analysis considered the technical, compositional, and social styles of the media based on Gillian Rose's visual analysis method. The results determined that Instagram uses fashion images that virtualize one's face to produce multi-persona representation s that show various occupations, describe different types of hobbies, and depict situations pertaining to various social roles.

• 교육녹색환경연구
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• 제12권1호
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• pp.1-14
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• 2013

This study focuses on the criteria for lessons that develop secondary students' creativity and character in mathematics classes. Literature used in this study is related to the future direction of education (e.g., Core competencies, Information and Communication Technology, Constructivism education) and intent of the revised mathematics curriculum. Lesson criteria for developing students' creativity and character include educational content associated with the real-world contexts, use of tools and resources, active participation and interaction, problem-solving skills, teachers' attitudes, and the classroom environment. This study suggests ways to implement mathematics lessons that build students' creativity and character.

• 한국컴퓨터그래픽스학회논문지
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• 제18권2호
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• pp.55-62
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• 2012

본 논문에서는 GPU의 정점 셰이더에서 각 정점별 질량-스프링 모의 실험을 수행하여, 매우 빠른 속도로 피부의 2차 변형을 표현하는 새로운 방법을 제안한다. 3차원 캐릭터의 각 피부 정점에 대해, 길이가 0인 스프링으로 가상 정점을 연결하고, 캐릭터 동작에 따라서 피부 정점의 위치 및 속도가 변화하면, 질량-스프링 모의 실험을 통해 렌더링 될 가상 정점의 위치를 GPU의 정점 셰이더를 사용하여 병렬적으로 계산한다. 본 논문에서 제시하는 방법을 통해 피부의 재질 특성을 반영하는 2차 변형을 매우 빠르게 표현할 수 있으며, 각 피부 정점에 제안한 방법을 동적으로 적용하면 전통적인 2차원 애니메이션에서 관찰되는 수축-팽창(squash-and-stretch), 추종(follow-through)과 같은 효과도 매우 빠른 연산시간에 효과적으로 표현할 수 있다. 따라서 본 논문의 결과는 게임과 같은 실시간 응용분야에서 가상 캐릭터의 피부 변형을 표현하는데 효과적으로 사용될 수 있다.

• International Journal of Advanced Culture Technology
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• 제4권4호
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• pp.51-56
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• 2016

Although character education has been done for many years in Korea, it has not been sufficiently implemented in Korean schools. Recently it has become more important and consequently a law for it has been announced by government. But studies and discussions about character education have focused on the primary and secondary education rather than higher education including university. In this paper, a character development program in university is proposed. It is using 49 character qualities to develop character in university students. A liberal arts course has been implemented using the program in Chungwoon University.

• 한국도서관정보학회지
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• 제14권
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• pp.181-215
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• 1987

Reading education is very important in order to promote the refinement, cultivate the emotion and complete the character to the secondary school students. This thesis deals with the establishment of reading education as a formal course in secondary schools, responsibility of teaching and problems related to recommended reading lists. Reading education must separate from the national language education because of literature centered education in reading education. If reading education was separated from the national language education, students can a n.0, pproach to the other cultural boundary besides other own and exchange their information and ideas. So, reading education must be included to the elective subjects in a independent course or become a compulsory subject in secondary school curriculum. The teacher of reading education must become the teacher librarian who has a firm faith and an intellectual accomplishment. But, teacher-librarian has much disadvantages such as the problems of promotion, the division of qualification between elementary school and secondary school, and a short-term training courses for teacher-librarian. Hence, theses problems music be solved in national administrative level. Recommended reading lists must be provided to the student in order to prevent confusion of the sense of value, to estimate their own reading ability by themselves and to establish life long reading plan. Therefore, both Korean Library Association and the Ministry of Education should re-examine and develop recommended reading lists. Finally, problems of a juvenile delinquency in the post industrial society have to be solved through reading education. To solve the juvenile delinquency problems, adolescents should cultivate their moral character and possesses abundant knowledge through reading education. Then, young adults will grow as sound citizen in the society.

• 한국수학교육학회지시리즈A:수학교육
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• 제55권4호
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• pp.485-501
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• 2016

This study was to explore the factors that mathematics teachers actually need to improve their students' creativity and character to pursue education in the direction of the revised curriculum. We first temporarily extracted the elements to reinforce mathematics teachers' professionalism for creativity and character education through literature review, and then conducted the modified delphi technique and interview by targeting secondary school mathematics teachers. Based on the discussion of previous studies, we divided into five areas for mathematics teachers' professional development of creativity and character education: 1. understanding of creativity and character education, 2. creating an environment, 3. understanding curriculum for creativity and character education, 4. instructional design and apply for creativity and character education, 5. evaluating for creativity and character education. Actually content elements highly required by mathematics teachers were reset 17 items. The results of this study are expected to be used as the basis for teachers' professional development of creativity and character education in mathematics education.

• 수산해양교육연구
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• 제26권6호
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• pp.1342-1351
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• 2014

The purpose of this study was to analyze qualitatively perception on creativity and character education of teachers who participated in winter training and workshop which the Southeast Regional Center for Creativity and Character Education arranged. The results are as follows. Firstly, it was shown that teachers perceived close corelation between creativity and character and competency necessary for students who will make a living for future society. Secondary, Teachers perceived that creativity and character education will benefit students in their cognitive, emotive, and affective aspects. Lastly, teachers thought that an administrative assistant and financial help such as securing classroom had to be supported so that they were able to freely conduct creativity and character education and teaching materials provided by the Regional Center for Creativity and Character Center were helpful in establishing a whole foundation when they started to conduct creativity and character education.

• 수산해양교육연구
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• 제26권6호
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• pp.1306-1314
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• 2014

The purpose of this study was to analyze qualitatively implementation in schools through perception on creativity and character education of teachers who participated in winter training and workshop which the Southeast Regional Center for Creativity and Character Education arranged. The results are as follows. Firstly, teachers responded that they used most often a variety of students' experiential and participant activities associated with the subject in practising creativity and character education. Secondary, they showed a wide variety of responses from 'not to able to measure' to 'to practice in every class' for how often to apply to and practise creativity and character education in class. Thirdly, for the question of 'How do you think environment for creativity and character education in your school', while parts of them responded 'sufficient educational environment', some of them did 'poor or not completely supported environment'. Lastly, most of them utilized teaching materials for creativity and character education periodically or in reconstructing according to instructional form in their class.