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김보경 한국사회교과교육학회 2010 사회과교육연구 Vol.17 No.4
This study was conducted to search for the creativity implemented and expressed in the social studies problem solving instruction, focusing on the social creativity. In this study, the social studies creativity was reconceptualized as the social creativity. Moreover, it intended to interpret the social studies instruction in the new view of the social creativity. The design of the lessons specified as problem solving model centered on the social creativity'(Kim, 2008). As for Social studies creative problem solving process, I, firstly, divided personal creativity process and social creativity process, and then I distinguished cognitive and affective dimensions of each sub-element dimensions. In personal process, I focused on the problem recognition and thought about how to solve for it oneself. In social process, I examined that students knew how to accept, compromise, combine, and transform personal alternatives through interpersonal interaction. As a result, students showed some of the reaction type throughout the course of social interaction. Namely, an individual's personal suggestion, which is formed on the premise that dialogue and cooperation is necessary in the communication process, was persuaded, smoothed, or rejected. In addition, an internal condition or basis that includes consideration, compromise, understanding of others, and cooperation, which are necessary condition of the social creativity, is implemented in the process of social creativity. In order to seek and understand the essence of the social studies creativity, more practical research about social creativity should be made continuously. 본 연구의 목적은 창의성이 사회과 문제해결 수업에서 어떻게 구현되고 발현되는지 사회적 창의성을 중심으로 살펴보는 것이다. 본 연구에서는 사회과 창의성을 사회적 창의성으로 재개념화하고, 사회적 창의성이라는 새로운 관점에서 사회과 창의성 수업 실천을 해석하는 데에 중점을 두었다. 수업의 설계는 ‘사회적 창의성 중심 문제해결 모형’(김보경, 2008)을 구체화시켰다. 사회과 창의적 문제 해결 과정을 크게 개인적 창의성 과정과 사회적 창의성 과정으로 나눈 다음, 각각을 인지적 차원과 정의적 차원의 두 하위 요소로 다시 구분하였다. 개인적 과정에서 문제를 인지하고 스스로의 해결 방법을 생각해 보는 것에 초점을 두었고, 사회적 과정에서는 개인 간 상호작용을 통해 여러 가지의 의견 및 대안을 어떻게 수용, 절충, 조합, 변형시켜나가는지 살펴보았다. 그 결과 학생들은 사회적 과정을 통한 상호 작용을 하면서 몇 가지의 반응 유형을 나타내었다. 즉, 대화와 협동을 전제로 한 개인 간의 상호 작용을 통하여 개인적 과정을 통한 개인의 의견이 설득되거나, 다듬어지거나, 사장되는 등의 반응을 보였다. 아울러 사회적 창의성의 내부적 조건 또는 기제로서의 배려, 타협, 타인의 이해, 협동 등이 어떻게 이행되는지 알 수 있었다. 앞으로 사회적 창의성 과정 속에서 사회과 창의성의 본질을 찾고 이해하려는 실천적 연구가 계속적으로 이어져야 할 것으로 본다.
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김보경 한국언어문화교육학회 2020 언어와 문화 Vol.16 No.4
This research aims to analyze patterns of auxiliary predicate element usage by intermediate-level Korean-language learners. The findings revealed that the auxiliary predicate elements frequently used by the learners were limited to some of the items taught in basic-level classes; auxiliary predicates that had been newly taught in intermediate-level classes were not actively used. Errors were analyzed and categorized by their causes. The findings revealed that for accurate production of auxiliary predicate elements, Korean-language learners must be able to (1) understand the meanings and functions of auxiliary predicate elements; (2) identify types and extents of predicates that can be combined with auxiliary predicate elements (3) comprehend change in form according to person; (4) abide by restrictions on clauses that follow auxiliary predicate elements; and (5) discern similar auxiliary predicate elements. This paper concludes with a discussion on classroom interventions to assist Korean-language learners in effectively acquiring the five capabilities and apply them outside of the classroom. .
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FDM 3D 프린팅을 활용한 아트메이크업의 아이 오브제 제작 기법 연구
김보경,최은미 한국미용학회 2019 한국미용학회지 Vol.25 No.5
3D printing has emerged as high-tech media technology that can lead the Fourth Industrial Revolution. In fact, it has had considerable growth in the manufacturing business, primarily in the prototyping market. Considering these aspects, this study attempted to add 3D printing technology to eye objet. Using FDM 3D printing, a test designed for the development of eye objet was performed. Based on the test results needed for stable output, the lines and planes of eye objet were utilized. Then, 3D outputs by line thickness were compared, and 3D printing by texture was expressed through the development of the work. The results found the following: First, according to a test on line thickness, ‘0.4 mm (double layered, 0.2 mm each)’ was most suitable. Second, in terms of plane thickness, ‘1.7 mm’ was the best in expressing plane texture on support 30. In eye objet, therefore, it is necessary to improve the long processing time and complicated process for 3D printing. The time from 3D programming to the output of the eye objet is reduced up to less than one (1) hour, making it possible to create more elaborate work. Furthermore, it is a good process for the creation of eye objet, enabling output at a relatively low weight (up to 3 g).
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