http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
- 中文 을 입력하시려면 zhongwen을 입력하시고 space를누르시면됩니다.
- 北京 을 입력하시려면 beijing을 입력하시고 space를 누르시면 됩니다.
RISS 인기검색어
- 검색키워드
- 저자 : 이명숙 (검색결과 1,050 건)
- 무료
- 기관 내 무료
- 유료
-
-
-
-
이명숙 中央醫學社 1988 中央醫學 Vol.53 No.9
The growing Aging Population has multiple impact on many, problems in individual, family lives, the society as a whole. The purpose of this study is, to older people not only to survive but to live an enhanced life within their communities. Today, elderly people has desperately felt isolation& desolation due to the ,loss of, Activityat home and society by the change of sociale structure-and the tendency of nuclear family. Home care is important to solve the problem of elderly peoples' heath. Education of nursing student in.gerontological nursing . wiA..,not,.. only -enhance. the quality of the care .of the aged but also is the most -important part contributing for,-the: development of the field of gerontology. The contents which are dealt with study for good gerontological nursing care are as follows: 1. chronic degenerative diseases in the aged 2. nursing needs of the aged 3. medical delivery system (medical insurance), 4. self care model approach to care of the aged 5. education of nursing student in gerontological nursing.
-
-
-
이명숙,전평국 ( M . S . Lee,P . K . Jeon ) 한국수학교육학회 1992 수학교육 Vol.31 No.1
The purpose of this study is to make out teaching-learning method for developing mathematical abilities of the 1st grade children in elementary school by investigating cognitive effects which mathematical pre-experiences given intentionally by teachers have on children`s learning mathematics. The research questions for this purpose are as follows: In learning effects through mathematical pre-experiences given intentionally by teachers, 1) is there any differences between children with pre-experiences and children without them in Mathematics Achievement Test? 2) is there any differences between children with pre-experiences and children without them in Transfer Test for learning effects? For this study, a class with 41 children in H elementary school located in a Myon near Chong-ju was selected an experimental group and a class with 43 children in G elementary school in the same Myon was selected as a control group. Nonequivalent Control Group Design of Quasi-Experimental Design was applied to this study. To give pre-experiences to the children in experimental group, their classroom was equipped with materials for pre-experiences, so children could always observe the materials and play with there. The materials were a round-clock on the wall, two pairs of scales, fifty dice, some small pebbles, two pairs of weight scales, two rulers on the wall, and various cards for playing games. Pre-experiences were given to the children repeatedly through games and observations during free time in the morning (08:20-09:00) and intervals between periods. There was a pretest for homogeneity of mathematics achievement between the two groups and were Mathematics Achievement Test (30 items) and Transfer Test (25 items) for learning effects as post-tests. The data were collected from the pretest on April 8 (control group), on April 11 (experimental group) and from the Mathematics Achievement Test and Transfer Test on July 15 (experimental group) and on July 16 (control group). T-test was used to analyze if there were any differences in the results of the test. The results of the analysis were as follows: (1) As the result of pretest, there was not a significance difference between the experimental group (M=17.10, SD=7.465) and the control group (M=16.31, SD=6.974) at p<.05 (p=0.632). (2) For the question 1, in the Mathematics Achievement Test, there was a significant difference between the experimental group (M=26.08, SD=4827) and the control group (M=22.28, SD=5.913) at p<.01 (p=.003). (3) For the question 2, in the Transfer Test for learning effects, there was a significant difference between the experimental group (M=16.41, SD=5.800) and the control group (M=11.84, SD=4.815) at p<.001 (p=.000). From the results of the analyses obtained in this study, the following conclusions can be drawn: First, mathematical pre-experiences given by teachers are effective in increasing mathematical achievement and transfer in learning mathematics. Second, games, observations, and experiments given intentionally by teachers can make children`s mathematical experiences rich and various, and are effective in adjusting individual differences for the mathematical experiences obtained before they entered elementary schools. Third, it is necessary for teachers to give mathematical pre-experiences with close attention in order to stimulate children`s mathematical interests and intellectual curiosity.
-
이명숙 범한철학회 2006 汎韓哲學 Vol.40 No.1
“Historicism” is an approach to the social sciences which assumes that historical prediction is their principal aim, and which assumes that this aim is attainable by discovering the “rhythms” or “patterns”, the “laws” or the “trends” that underlie the evolution of history.The aim of this article is to give a refutation of Historicism. The argument is as follow: The course of human history is strongly influenced by the growth of human knowledge. We cannot predict, by rational or scientific methods, the future growth of our scientific knowledge. We cannot, therefore, predict the future course of human history. This means that we must reject the possibility of a theoretical history; that is to say, of a historical social science that would correspond to theoretical physics. The fundamental aim of historicist methods is therefore misconceived; and historicism collapses.Every version of historicism expresses the feeling of being swept into the future by irresistible forces. 사회 문제와 사회 개선에 열정적인 관심을 가졌던 포퍼는 우리 사회의 미래가 우리 자신이 아니라 역사의 필연성에 달려있다고 보는 역사 법칙주의에 반대한다. 특히 포퍼는 역사의 필연적 발전 과정을 지배하는 사회의 운동 법칙을 밝히고 그 법칙에 의거해서 사회주의 낙원을 예언하고 낙원의 도래를 위한 계급 간의 투쟁과 혁명을 역설했던 마르크스의 역사 법칙주의 사회 이론을 비판의 표적으로 삼는다.이 글은 역사 법칙주의가 무엇인지를 이해하기 위하여 우선 역사 법칙주의의 여러 유형을 살펴본 다음, 역사 법칙주의의 이론적 기초 역할을 하는 역사 법칙론, 본질주의. 전체주의, 유토피아주의에 대한 포퍼의 비판적 검토를 통해서 역사 법칙주의가 사회 과학의 방법론으로서 지지될 수 없다는 점을 밝히고. 사회 과학이 하나의 학문으로서 발전하고 성과를 올릴 수 있으려면 다른 과학들과 마찬가지로 비판적 합리주의의 노선 위에서 시행착오 방법을 취하지 않을 수 없다는 입장을 밝히는 데 역점을 두고 있다.
-
-
KCI연관 검색어 추천
이 검색어로 많이 본 자료
활용도 높은 자료
