http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
박종섭(Jong Sup Park),김철영(Chul Yung Kim),방명석(Myung Suk Bang) 한국강구조학회 1995 韓國鋼構造學會誌 Vol.7 No.3
An analysis method to investigate the characteristics of three dimensional behaviour of a suspension bridge after construction is presented in this study. A nonlinear static analysis program for the suspension bridge is also developed. Three dimensional frame element with 7 degrees of freedom at each node including warping and flexural-torsional coupling effect is used to model towers and stiffening girders. Generally, cable is an element which has no resistance to bending and compression but only resistance to tension. Therefore, main cables exhibit complex nonlinear behaviour because of the large deformation when they are loaded. In order to consider these effects, elastic catenary cable element developed from the exact solution of a nonlinear differential equation of an elastic catenary cable subjected to self-weight is used to model main cable and hangers. Through Nam-Hae bridge analysis, it has been found that procedures suggested in this study can be applied effectively to three dimensional nonlinear static analysis of a suspension bridge.
과학 포트폴리오 체제의 적용이 초등학생의 사회심리학적 교실 환경에 미치는 효과
조선형,김찬종,김범기,김철영,김혜정 한국교원대학교 과학교육연구소 2001 청람과학교육연구논총 Vol.11 No.1
The purpose of the research is to investigate the effects of a portfolio system on students' socio-psychological classroom environments in elementary science class. Two schools were selected from a metropolitan area, a city, and one school from a rural area in central Korea. Two fifth-grade classes were sampled from each school selected, and one class is assigned to experimental group and the other to control group, respectively. The total number of participants of the study is 399. Portfolio system was administered to experimental group, and conventional teaching to control group for two and half month. WIHIC, an inventory to measure socio-psychological classroom environment, was administered as a pre-and post-test. Experimental group gained statistically higher scores on WIHIC after administering portfolio system. They showed more positive perceptions on sub-areas of WIHIC such as teacher support, task orientation, and equity. There is interaction between region and group: the effects of the portfolio system is highest in rural area, lowest in metropolitan area, and the city in between. Portfolio system have positive effects on students' socio-psychological classroom environments. Enhanced socio-psychological classroom environments is expected to contribute to positive self-concept, higher science achievements, and self-directed learning.
과학 포트폴리오 체제의 적용이 초등학생의 사회심리학적 교실 환경에 미치는 효과
조선형,김찬종,김혜정,김철영,김범기 한국과학교육학회 2001 한국과학교육학회지 Vol.21 No.3
The purpose of the research is to investigate the effects of a portfolio system on students' socio- psychological classroom environments in elementary science class. Two schools were selected from a metropolitan area, a city, and one school from a rural area in central Korea. Two fifth-grade classes were sampled from each school selected, and one class is assigned to experimental group and the other to control group, respectively, The total number of participants of the study is 399. Portfolio system was administered to experimental group, and conventional teaching to control group for two and half month. WIHIC, an inventory to measure socio-psychological classroom environment, was administered as a pre-and post-test. Experimental group gained statistically higher scores on WIHIC after administering portfolio system. They showed more positive perceptions on sub-areas of WIHIC such as teacher support, task orientation, and equity. There is interaction between region and group: the effects of the portfolio system is highest in rural area, lowest in metropolitan area, and the city in between. Portfolio system have positive effects on students' socio-psychological classroom environments. Enhanced socio-psychological classroom environments is expected to contribute to positive self-concept, higher science achievements, and self-directed learning.