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理論的 用語를 土台로한 國民學校 算數科 學習資料 開發에 關한 硏究
梁仁煥,朴根生,黃秉德 淸州大學校 科學敎育硏究所 1977 淸州大學校 科學敎育硏究所 Vol.2 No.-
This research study is aimed more at pursuing the methods of promoting logical thinking to be debated in the present-day mathematical instruction, searching to discover the foundation underlying it, and then at meterializing even more learning effects in coping with the instructional situation forecast in practice. Hence to this end, the study objectives are set up and launched as follows: 1) It provides the materials capable of endorsing view points for the primary school teachers who play a pivotal role on modernizing the mathematical education. 2) It works out the instructional materials bearing relation on logical terms and their definitions 3) It purveys the rudimentary materials for ameliorating the mathematical curriculum. However, put it to the point, taken for granted that logical instruction covers a wide range of contents and methods, this study can't but give lots of limit only to simple principles forming the foundations of logical terms, definitions, and axiomatic methods. Moreover, in the primary school mathematical learning sign logic or logical verification is not in fact directed enough to be suitable for children, but logical learning is undertaken for clarifying mathematical thinking, so with mind on this stand, we allege we addressed ourselves to extract and frame the material concerning logical terms. In chapter Ⅱ the logical terms, logical corallory, logical definition, and axiomatic methods, which this study purports to delve into, are given second thought in light of logical facets. In chaptor Ⅲ we consolidated the teaching stantpoint analyzing the primary school mathematical textbooks(1st grade to 6th grade) and seeking the learning situation given the leeway for bringing logical terms into classroom. In chapter Ⅳ and Ⅴ the learning materials and logical terms, which underlie the learning of logical definition and axiomatic methods, are boiled down and worked out, and simultaneously referenciel materials, serving the intent of the teachers' further prosecution of study thereon, are presented as well. Alongside, pulling ahead with the above work, we will state a few views in point gleaned from this study. The logical learning for orienting logic righteously should deserve all the more emphatic care and systemic inculcation in today's mathematical teaching targeted for modernization. With a view to further doing that now the teachers should take an advanced pace ever farther than they took a luckewarm pose about mathematical education, and should have a close insight into logic to the effect that they can make exact treatment and judgment of them. Foremost of all, they should conduct still more efficient teaching by classifying and arranging logical terms founded on sagacious understanding in children's learning or by guiding them in the direction that they can have a thorough grip of relationships to concepts. If carried out, in particular not less notice should be given to the following issues: 1) Accurate understanding as for the logical terms(be, not be, and, or, all, any, at least, at most, no less than, if-then) or signs(→,⇒,⇔,? etc.) are the cornerstone of logical instruction. 2) Considered that axiomatic methods are a nucleus of modern mathematics, propelling thinking abilitiy underpinned by sound ground is not only a momentum of childlike deductive thinking, but an axis of logical verification to be advancd into a better dimension in the forth coming days. In the fear of knowing what tomorrow will bring, the teachers should deliberate to the full what is to be determined as axiom and what logical learning is to be performed. 3) Keeping in mind that mathematic text books are organized so as to aggrandize laws and concepts into larger and more complex ones by degrees in view of child developmental stages, teachers should teach them to make clearer the definitions of objects. 4) In the current mathematical learning legic bears germane relationships on "set concept", hence logical learning should be progressed on the basis of sets. 5) Teachers should take persistent account of the fact that there still exists the case that analogous, inductive, or deductive thinking is acted upon otherwise than intuitive thinking either in theoretic development or in the disposal of problems. To be exact, the following problems are put forward as the supreme tasks of the future logical instruction: 1) To what extent is the purview of logical teaching fixed and how is the pertinent instructional framework organized in the scope of teaching? 2) The signs(→,⇒,⇔, ? etc.) of logic are included in the mathematical texts, besides, to what degree and in what way are new signs introduced in any grade from now on? 3) In what way is it the most praiseworthy for the concepts of sets to be structured so as to make inalienable ties with logic? 4) In teacher's in-service training what are the concepts concerning logic and the problems of training hour allotment. to be contemplated? In addition to these matters discussed above, the field-study which invokes interest in the front teacher's logical teaching had better be recommended and encouraged even more positively than the past. To sum up, it goes without saying that this study has brought about most limited materials in search of teaching methods making the groundwork for logical terms, definitions and axiomatic methods. Out of this result as such it is very difficult to hazard any rash conclusion on logical teaching with far-flung characteristics. However, we wish the study of this area would gain far open ground sufficiently enough to brush up the teaching methods of the field teacher's and remain meaningful materials later on Conducive to ironing out any thorny problems stemming from furtherance of research meeting our expectation in the foreseeable future and render a major boost to more intensive study, now that to date any convincible studies of this area have not yet come fresh in many years.
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한창현,황병덕 慶山大學校 保健福祉硏究所 1999 保健福祉硏究 Vol.3 No.-
This study was conducted to analyse the utilization rate of medical care with the residents in a community by classifying the result shown in 52 of 108 studies published by the domestic theses for a degree, magazines and reports from 1980 to 1992 into such items as period, area, sex, age, education background, medical security status. The results of this study are summarized as follows. It revealed that the utilization rate of a pharmacy was highest in both rural and urban areas from 1980 to 1985 and from 1986 to 1992. In addition, the utilization rate of the public health center and oriental medical clinic was higher in the rural area than that of the urban area from 1986 to 1992, while the utilization rate of the hospital and clinic was high in the urban area. The utilization rate of a pharmacy was highest, and then the hospital and clinic were high all over the country. Based on the sex, the utilization rate of medical service indicated that the female was higher than the male from 1980 to 1985 and from 1986 to 1992. Based on the age, findings were that the utilization rate of hospital and clinic was highest in the groups with 0-4 years old from 1980 to 1985 and from 1986 to 1992, while the utilization rate of a pharmacy was highest in the groups with 50-90 years old. Based on the educational background, it was shown that the higher the educational background, the higher the using frequency of the dental clinic and pharmacy, while the higher the educational background, the lower the using frequency of Oriental medical clinic, public health center, and public health clinic. The utilization rate of medical care according to the medical security status indicated the the using frequency of hospital and clinic was high for the beneficiaries of medical security program than subjects who were not applied any medical security program from 1980 to 1985, 1986-1992.
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