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- 저자 : 백욱현(Baek, Wook-Hyun) (검색결과 14 건)
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UK Hyeon Baek(白旭鉉) 공주대학교 교육연구소 1993 교육연구 Vol.9 No.-
This study examined the validity of the inactive learner hypothesis and the possibility of its application to LD children education. Learning disabled children have often been characterized as inactive or passive problem solver as compared to their non-learning disabled peers. Many researchers interested in the hypothesis have studied on the domain of problem solving because it enables an examination of children’s learning process. As a result, learning disabled children are ineffective in planning, problem representation, self-monitoring, and approaching the task in an organized fashion. That is, learning disabled children have been descrived as “inactive” or “other regulated” learner. Recently, Short and Weissberg-Benchell(l989) explained the significance of cognitive, metacognitive, and motivational factors for successful learning in their Triple Alliance Model. According to this model, skilled learner must achieve a delicate balance among these three process. Inactive learner form faulty alliances among three process. This model offers diers direct support for the inactive learner hypothesis. Thus, the researches related with this model were investigated. Also the effects of the intervention techniques promoting active self-regulated learning disabled children applied to practical education were examined. As results of examination of the literature on the inactive learner hypothesis, the following conclusion could be made. The hypothesis held theoretical and educational appeal in that it was an all-inclusive theory, but now appears in hindsight to be plagued with the common problems of the field. These problems include imprecision in sample definition, measurement, and causality. Also the evidence clearly exist that the hypothesis only applicable to a subgroup of the learning disabled population. The future of the hypothesis as a viable descriptive and experimental tool lies in our ability to classify reliable subgroups of inactive learner and to pinpoint the underlying causes for this inactivity.
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Uk Hyeon Baek(白旭鉉) 공주대학교 교육연구소 1989 교육연구 Vol.6 No.-
As children grow older, they gradually acquire a broad repertoire of motor skills. Some skills emerge more or less spontaneously and later perfected with practice. These kills, emerging perhaps through mimicry, but without the need for specific tuition, may be termed endogenous skills. Other skills tend to emerge in response to demand by an external agent such as a parent, teacher or another child. Such skills, which come to be superimposed on the basic repertoire, may be termed exogenous. Motor skill development is an extremely important issue in the overall development of the child, for often a failure to manifest appropriate motor behavior is a signal that cognitive function may be impaired. This article provided a brief theoretical background to motor skill development in children, and also provided an update on the approach to the assessment and program of motor activity. Much of the assessment of early child development focuses on the motor area, since (1) motor abilities are more easily and reliably observed at a very early age than are cognitive abilities ; and (2) motor development is held by many to be the foundation of later cognitive development. In this article, four major approaches taken in motor skill development assessment were reviewed and some of the strengths and limitations associated with each approach were discussed. First is the descriptive or product oriented approach, in which a group of motor tasks is selected and each child’s performance is compared with the average performance of children in his or her age group. The second approach, temed process oriented or diagnostic, consists of evaluating tasks which are indicative of an underlying process of motor performance based on theoretical postulates. In the third termed process/descriptive approach, children are observed in activities such as running, throwing, and catching, and their performance is judged on the basic of a qualitative analysis of their movement pattern. In reflex testing, the fourth approach, children are evaluated on the bases of the appearance and/or inhibition of certain reflex movements according to age level. Programming motor activities for the young child may be divided into three district approaches : the traditional approach, the movement education approach, and the perceptual motor approach. programs and activities to develop the motor abilities of children during their formative years are integral to the process of normal development. Programs of motor activity for the young child should begin with emphasis on informality and self-discovery, to allow children to appreciate their movement capabilities. For young children, informal play setting with play equipment that encourages a variety of large muscle movement are important. Developing children must be able to appreciate the scope and potential of their abilities before the refinements and constraints of formal motor skills are placed upon them. As strength, motor skills, and flexibility develop, young children will participated actively in the more formal motor skill activities.
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Uk Hyeon Baek(白旭鉉) 공주대학교 교육연구소 1988 교육연구 Vol.5 No.-
How do children become curious, learn to master their environment, and perceive that they are effective and competent? Theories of the development of intrinsic motivation can be grouped into three categories-cognitive, competence, and attribution theories-since each emphasizes different aspects of intrinsic motivation. Cognitive theorists assert that intrinsic motivation is produced when children encounter experiences discrepant from their current cognitive level and they attempt to understand the new experiences. Such behaviors as curiosity, exploration, investigation, and manipulation may be indicators of children s attempts to reduce this cognitive discrepancy (conceptual conflict). Competence theorists focus upon children s mastery of their environment as the core of intrinsic motivation. Children seek to interact effectively with their environment. Through mastery the child experiences a feeling of efficacy, which is an intrinsic motivation. The indicators of competence motivation are selectivity, persistence, and exploration. Attribution theory deals with how children perceive the cause of their behavior. When children attribute the cause of their behavior, to their own efforts, competence, or self-selection of goals, intrinsic motivation is likely to be enhanced. Across theories, children are not viewed as being either high or low in intrinsic motivation, but rather their motivation varies depending on specific content areas and conditions influencing cognitive conflicts, competence, or attribution. While these three broad divisions have provided different perspectives for research, there may be interrelationships between cognitive, competence, and attribution intrinsic motivation, but may allow for the child s experience of mastery and competence through developing understanding of unfamiliar materials. People seek out incongruity to experience competence through resolution of cognitive conflict. Further, if the environment provides feedback to children about their competence, both mastery and attributions of mastery should be enhanced. Childhood educators should therefore attempt to develop all three aspects of intrinsic motivation. Reviewing the research concerned with the intrinsic motivation development, the researcher makes the following conclusions. All adults and teachers who work with children should be aware of the importance of (1) providing a novel, varied, and challenging home environment from birth. (2) providing experiences in which children have a noticeable effect on the environment. (3) providing an environment that is responsive to the child s actions. (4) responding positively to children s questions, and encouraging children to find their own solutions to problems. (5) rewarding children with praise which gives them a feeling of competence. (6) providing children with opportunity to investigate individual areas of interest and curiosity. (7) giving children choices about their preferred activities. (8) establishing an atmosphere of trust so that children are not anxious about asking questions or making mistakes.
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백훈현(Hoon-Hyun Baek),유신원(Shin-Won Ryu),우영찬(Young-Chan Woo),이병인(Byung-In Lee),김봉호(Bong-Ho Kim),백욱현(Wook-Hyun Baek),백수곤 대한기계학회 2015 대한기계학회 춘추학술대회 Vol.2015 No.11
Power plant piping and pipe support/hanger failures cause forced outages at log time operation power plants. To prevent the power piping and support/hanger, piping systems surveillance program designed to evaluate existing piping installations will be helpful plant managing tools. These piping surveillance program is composed as piping displacement monitoring, Hot and cold walk-downs, hanger/support performance test, piping stress evaluation, etc. In most power plants, piping displacement monitoring devices are installed to each hanger. In this paper, optimization of power plant piping systems using reduced piping displacement monitoring devices are described.
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