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- 저자 : 공지은 ( Kong¸ Ji Eun ) (검색결과 6 건)
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공지은(Kong Ji-Eun),권광호(Kwon Kwang-Ho),김진구(Kim Jin-Koo) 대한건축학회 2011 대한건축학회 학술발표대회 논문집 - 계획계/구조계 Vol.31 No.2(구조계)
In this study the seismic performance of axi-symmetric structures were evaluated by nonlinear static analysis. For analysis models, thirty three-story convex, concave, and gourd-type axi-symmetric buildings were designed using diagrid structure system, and their performances were compared with that of a regular moment frame building. According to the pushover analysis results, the stiffness of the regular moment frame turned out to be the largest and that of the gourd type building turned out to be the smallest.
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공지은(Kong Ji-Eun),김진구(Kim Jin-Koo) 대한건축학회 2011 大韓建築學會論文集 : 構造系 Vol.27 No.6
In this study the progressive collapse resisting capacities of rotor-type diagrid structural system buildings were evaluated by nonlinear static and dynamic analyses. For analysis models, thirty three-story buildings with cylindrical, convex, concave, and gourd type elevations and circular plan shape were designed and their performances were compared. The effect of design variables such as angle of diagrids, and the location of removed members were also investigated. According to the analysis results, the rotor-type diagrid structures showed sufficient progressive collapse resisting capacity regardless of the differences in shapes when a couple of diagrid were removed from the first story. The diagrid slopes of 60°-75° turned out to be appropriate for resisting progressive collapse. The location of the removed members did not affect the results significantly.
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A Study on Middle School Students’ Perceptions on Remote English Learning During COVID-19
공지은(Kong, Ji Eun),이다은(Lee, Daeun) 영상영어교육학회 2021 영상영어교육 (STEM journal) Vol.22 No.2
The world has experienced an unprecedented era for education being conducted online due to COVID-19. Thus, this study explored South Korea’s middle school students’ perception of emergent remote English learning (EREL) in terms of satisfaction, interest, self-directed learning, achievement, and interaction during the pandemic. Valid data from 263 participants were collected from the survey conducted in Seoul and Gyeonggi area. SPSS was used to conduct descriptive analysis, frequency analysis, and an independent sample t-test. This study’s findings showed that participants are generally satisfied with EREL because of convenience, a sufficient amount of material covered, the possibility of self-paced learning, and a high level of interaction between teachers. Participants also revealed a high level of interest in EREL because of the contents provided through multimedia and added that they were able to enhance their abilities to use mobile devices through EREL. However, participants responded that EREL lowered their concentration in class due to the lack of interaction with their peers, decreasing their interest in the learning process. Thus, the quality of EREL must be enhanced for them to focus more on learning through carefully designed courses that include collaborative activities, interesting learning materials, and an appropriate assessment approach for EREL.
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중학교 영어 교과서의 문화적 배경 분석과 문화 교육에 대한 교사의 견해
공지은 ( Kong¸ Ji Eun ),성기완 ( Sung¸ Kiwan ) 한국외국어대학교 외국어교육연구소 2021 외국어교육연구 Vol.35 No.3
본 연구의 목적은 우리나라 중학교 영어 교과서의 문화 내용의 배경 분포를 조사함과 동시에, 문화 교육에 대한 교사의 견해를 조사하는 것이다. Cortazzi와 Jin(1999)의 문화 배경 유형을 수정한 Chao(2011)의 분류를 바탕으로 한 전체 35개 교과서를 대상으로 한 문화적 배경 분석 결과 일부 교과서에는 충분한 자국 문화 내용이 포함되어 있지 않았으며 여전히 미국 문화 내용이 다른 영어권 국가에 비해 많았다. 또한 다양한 국가에 대한 문화 내용이 포함되어 있지만 일부 특정한 국가의 문화가 교과서 전반에 걸쳐 반복적으로 제시되고 있었다. 10명의 현직 영어 교사들을 대상으로 한 개방형 질문을 주요 어구 및 주제별 코딩 분석(key word & thematic coding)을 한 결과 교사들은 교과서에는 문화내용이나 의미 있는 활동이 많이 포함되지 않았다고 생각하였다. 이들은 학년이 올라감에 따라 문화학습에 대한 흥미 감소하고 또한 시험 위주의 학습으로 인한 제한점 등에 대해 언급했다. 10명의 현직 교사 중 1명을 제외하고는 모두 문화 수업을 할 때는 교과서의 자료를 보완하기 위해 교과서 이외의 다양한 자료, 수업 전략과 도구를 사용하고 있다고 밝혔다. 따라서 영어교과서에는 보다 의미 있는 문화 학습을 위해 다양하고 양질의 문화 내용과 활동을 제공하여야 한다. 이를 위하여, 교육과정 및 교재 개발 전문가들은 교사가 학습자들이 다양한 문화를 이해하는 교육과정의 목표를 달성할 수 있고 자문화 및 다양한 문화를 존중하는 세계시민이 될 수 있도록 다양한 자료와 적절한 교수적 방향을 제시하여야 한다. The purpose of this study is twofold; to look into the distribution of cultural backgrounds in middle school English textbooks and to examine teachers’ views on culture teaching. According to the cultural background analysis of all the 35 textbooks based on Chao’s classification (2011) modified from Cortazzi and Jin’s (1999) categorization, not all textbooks included enough source culture content, whereas there was still a dominant coverage of the U.S. culture compared to other English-speaking countries. There were also cultures from diverse countries but cultural content on some major countries was repeatedly presented throughout the textbooks. The key word and thematic coding analyses of the responses on the open-ended questions by the ten in-service teachers showed that there was not enough content or meaningful activities in the textbooks. There were also some constraints in teaching culture such as learners’ lack of interest and excessive focus on high-stakes tests. Accordingly, all the teachers except one mentioned they used various materials, teaching strategies, and tools to complement shortcomings of the cultural content and activities in the textbooks. Therefore, the study revealed that middle school English textbooks should include diverse yet quality cultural content and activities for meaningful culture learning. In order to do so, curriculum and materials developers should provide teachers with diverse resources and appropriate pedagogical directions to achieve the curricular goal of helping learners’ understanding of diverse cultures to become global citizens who respect their own and other cultures.
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