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김선유 晋州敎育大學校 科學敎育硏究所 1997 科學敎育硏究 Vol.23 No.-
The purpose of this thesis is to study the basic principles of the constructivism, which can be the theoretical background of Open Education in preparation for 21century. The basic principles of constructivism are as follows; 1. The knowledge of mathematics is actively constructed by the cognitive subject 2. The knowledge of mathematics is constructed by the reflective thought thought and modified and refined by social interaction 3. The knowledge of mathematics deals with the individual interpretation of the emprical world, not the absolute or objective truth. There are various types of the constructivism classified by its basic principles, this study introduces the radical constructivism among them and also considers the conventional constructivism mode which is adaptable to the mathematics learning in the real classroom circumstances by modifying and supplementing the radical constructivism. Finally, this study considers the teaching and learning task of mathematics by the conventional constructivism.
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金善有 晋州敎育大學校 科學敎育硏究所 1991 科學敎育硏究 Vol.17 No.-
The purpose of this study is to enable more interesting teaching-learling activity and to raise the efficiency of learning in the preservation of clear concepts through developing, making,and applying teaching materials depending on child's cognitive developmental process. According to Bruner's EIS theory about cognitive developmental process, cognitive development is divided into the first stage-enactive representation stage, the second stage-iconic representation stage, and the third stage-symbolic representation stage. Presenting the sensiteve, visual, and concrete teaching materials in the first and second stage can raise problem solcing ability and cultivate applivable and creative ability on the basis of preservation of clear concepts. Students' experiencing the development and production of teaching materials in teachers college life will enable better teaching-learnign activity in the future classroom and have them build better educational foudation by equipping each school with teaching materials appropriate for arithmetic education.
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김선유,윤종학,김진석,김중현 한국자원식물학회 2014 한국자원식물학회지 Vol.27 No.2
We investigated the flora of Yeoseo-do (N 33°58’, E 126°55’), located in Wando-gun, Jeollanam-do, South Korea and discussed the vascular plants found there. Four separate field trips were completed from April to October of 2013. The vascular plants were summarized as 463 taxa; 112 families, 306 genera, 409 species, 6 subspecies, 42 varieties, 5 forms and 1 hybrids. The number of endemic species of Korea were 6 taxa, and 12 taxa designated by the Ministry of Environment as red data of endangered vascular plants were investigated in this region. There were a total of 98 taxa of floristic regional indicator plants and one taxon of level Ⅰ endangered species, Neofinetia falcata (Thunb.) Hu, as designated by the Ministry of Environment. 33 taxa have shown their southern distributional limit ranges, and 10 taxa of halophytes were confirmed in the Yeoseo-do (Isl.). In additon, 27 taxa of the naturalized plants were recorded. 대한민국 전라남도 완도군에 속하는 여서도(N 33°58’, E126°55’)의 관속식물상을 조사하고 분포가 확인된 주요 식물들에 대하여 논의하였다. 총 4회에 걸친 현지조사는 2013년 4월부터 10월까지 수행되었다. 그 결과 관속식물은 총 112과 306속409종 6아종 42변종 5품종 1교잡종으로 총 463분류군으로 정리되었다. 한반도 고유종은 6분류군, 멸종위기 야생식물 적색자료에 따른 관속식물은 12분류군이 조사되었다. 본 조사지역의식물구계학적 특정식물은 98분류군이며, 멸종위기야생식물Ⅰ급종으로 풍란이 관찰되었다. 한반도 남부에 분포하는 남방계식물 33분류군과 염생식물 10분류군의 생육도 확인되었다. 귀화식물은 27분류군으로 조사되었다.
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구성주의 관점에 의한 수학 교수-학습 모델의 설정과 수업 전개
김선유 한국초등수학교육학회 1999 한국초등수학교육학회지 Vol.3 No.1
Many educators say that one of the key theory which is widely accepted teaching-learning process in the 7th mathematics curriculum is constructivism. They believe constructivism is very powerful as a background theory in teaching-learning mathematics and in this point of view, each student can construct knowledge by himself in the inner world. Therefore, the aspect of teaching-learning methods in the 7th mathematics curriculum focused on inquiry learning, self-directed learning, cooperative learning. Through this methods, the 7th mathematics text also composed of ease, interesting and dynamic activity oriented subjects. And constructive teaching-learning methods in mathematics is implemented variously by those whom attracted in constructivism. Thus, the purpose of this study is to build up a model that is required to systematize teaching-learning process in mathematics as a guideline for teachers. Another purpose of this study is to make clear that the presented model is appropriate process for teaching-learning in mathematics. 제7차 교육과정은 수학과 교수-학습의 중심 원리로 구성주의 이론을 들고 있다. 그리고 학습방법 면에서도 탐구 학습, 자기 주도적 학습, 협동 학습을 통해서 정말 쉬우면서도 재미있는 활동 중심의 수업이 되도록 교과서를 구성하고 있는데 이러한 교과서 편찬 방향이나 교수-학습 방법도 구성적 방법에 그 뿌리를 두고 있다. 이러한 구성주의적 요소들이 투입된 교수-학습 방법은 관심 있는 교사들에 의해 이미 다양하게 이루어지고 있다. 그들에게 수업 과정의 단계화, 지식 구성의 위계화를 이루는 데 도움을 주고, 교수-학습 방법의 기준이 될 교수-학습 모델을 제시할 필요가 있다. 또한 이 모델을 적용한 수업 사례를 들어 지식의 구성 과정을 살펴봄으로써 모델의 적용 과정을 이해하도록 하여야 한다.
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구성주의 관점에 의한 수학 교수 - 학습 모델의 설정과 수업 전개
김선유 한국초등수학교육학회 1999 한국초등수학교육학회지 Vol.3 No.-
제7차 교육과정은 수학과 교수-학습의 중심 원리로 구성주의 이론을 들고 있다. 그리고 학습방법 면에서도 탐구 학습, 자기 주도적 학습, 협동 학습을 통해서 정말 쉬우면서도 재미있는 활동 중심의 수업이 되도록 교과서를 구성하고 있는데 이러한 교과서 편찬 방향이나 교수-학습 방법도 구성적 방법에 그 뿌리를 두고 있다. 이러한 구성주의적 요소들이 투입된 교수-학습 방법은 관심 있는 교사들에 의해 이미 다양하게 이루어지고 있다. 그들에게 수업 과정의 단계화, 지식 구성의 위계화를 이루는 데 도움을 주고, 교수-학습 방법의 기준이 될 교수-학습 모델을 제시할 필요가 있다. 또한 이 모델을 적용한 수업 사례를 들어 지식의 구성 과정을 살펴봄으로써 모델의 적용 과정을 이해하도록 하여야 한다. Many educators say that one of the key theory which is widely accepted teaching-learning process in the 7th mathematics curriculum is constructivism. They believe constructivism is very powerful as a background theory in teaching-learning mathematics and in this point of view, each student can construct knowledge by himself in the inner world. Therefore, the aspect of teaching-learning methods in the 7th mathematics curriculum focused on inquiry learning, self-directed learning, cooperative learning. Through this methods, the 7th mathematics text also composed of ease, interesting and dynamic activity oriented subjects. And constructive teaching-learning methods in mathematics is implemented variously by those whom attracted in constructivism. Thus, the purpose of this study is to build up a model that is required to systematize teaching-learning process in mathematics as a guideline for teachers. Another purpose of this study is to make clear that the presented model is appropriate process for teaching-learning in mathematics.
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FUZZIFYING FILTERS IN LATTICE IMPLICATION ALGEBRAS
김선유,노은환 호남수학회 2009 호남수학학술지 Vol.31 No.3
We introduce the concepts of a fuzzifying filter and a fuzzifying implicative filter in lattice implication algebras.
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