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제 7 차 교육과정에 따른 7 학년 과학 1 생물영역에서의 교과서 체제 분석
신영준,박선미 韓國生物敎育學會 2001 생물교육 Vol.29 No.1
The purpose of this study was to compare and analyze the external form, the frequency of organization of content of the biology area of science textbook based on the 7th curriculum with science textbook based on the 6th curriculum. The results of this study are as follows. 1. In the comparison of external form of the 6th and 7th textbook, shape of print is expanded to Crown 4×6, paper quality is improved from pale yellow paper to high quality paper, color is clear from 2 colours to 4 colours, space is used to the maximum. 2. In the frequency of the organization of content of 6th and 7th textbook, average number of page is diminished from 78.8 to 64.6, the average number of picture is diminished from 44.1 to 58, the average number of table is increased from 1.5 to 3.5, the average number of research is increased from 24.6 to 41.1, the average number of question is increased from 14.6 to 99.1, the average number of reading material is increased from 2.1 to 11.1' and 'differentiated science education' is reflected and 'further study or complementary study form' is once introduced in three units in the 7th curriculum. 3. The 7th content is divided into knowledge and investigation like the 6th content, the average number of the 6th and 7th investigation area is increased from 18.9 to 22, and high frequency of textbooks on investigation is 36. Therefore, the textbook on biology area of the seventh grade science 1 by the 7th curriculum enables students to learn through activities and to approach for themselves and it reflects 'self directed learning' by the 7th curriculum.
신영준,양일용 大田大學校 社會科學硏究所 1998 社會科學論文集 Vol.17 No.1
A Study on the Management Envirenment and Strategy of Korea Casino Industry
폴리에틸렌 테레프탈레이트에 對한 分散染料의 染着機構에 關한 硏究
申榮俊 건국대학교 1983 論文集 Vol.17 No.1
In order to know dyeing properties and the mechanism of disperse dyes with poly (ethylene terephthalate) (PET), the dye diffusion behavior was investigated at the temperatures of 80℃, 97℃ and 100℃. Two sets of PET filaments with draw ratios of 1.0 and 3.0 were used after pretreatment with surfactant and scouring agent at 100℃ for 3 hours, and dyes used were C.I. Disperse Orange 29 of auto type and C.I. Disperse Red 60 of anthraquinone type. The equilibrium adsorption values, diffusion coefficients and activation energies have been derived. From these values the following results have been obtained. 1.With the raise of temperature, the saturation values and diffusion coefficients of undrawn PET filament hate been increased as drawn PET filament. 2.The equilibrium adsorption values and diffuion coefficients of anthraquinonoid disperse dye, C.I. Disperse Red 60, were larger than disperse dye of azo type, C.I. Disperse Oramge 29. 3.The activation energy of undrawn PET filament was smaller than that of drawn PET filament.
高等學校 文科 學生들의 生命工學과 遺傳工學에 대한 知識과 態度調査
申榮俊,鄭玩鎬 한국교원대학교 과학교육연구소 1995 청람과학교육연구논총 Vol.5 No.1
The major purpose of this study was to identify high school students' knowledge and attitudes on biotechnology/genetic engineering. For this study, a five-page questionnaire was administered to students in two schools. Students' knowledge of biotechnology and genetic engineering were investigated using open questionnaires. And attitudes were investigated using a Likert-type scale. There were 27 statements and students were instructed to tick the relevant box to indicate the extent of their agreement or disagreement with each statement. For this study, total 189 students (92 males and 97 females) in a literary course of grade 12 were sampled from high school in Seoul. The major results of this study are as follows: 1. Many students of the sample did not know what biotechnology of genetic engineering was (21%, 12%, respectively). Of those who claimed to know biotechnology, approximately 52% gave a simplistic explanation in terms of life science. Of those who claimed to know genetic engineering, about 43% of the respondents made reference to manipulating or changing genes. 2. About one third of the sample did not give an example of biotechnology. Of those that could, the most common example was 'Test-tube babies'(51%). Few gave modern examples of biotechnology(less than 12%). About 16% of the sample did not give a single example of genetic engineering. That the example of genetic engineering quoted by 55% of respondents were non-seeded watermelon is misconcepiton. 3. The respondents got information about biotechnology and genetic engineering largely from mass-media (45%). 4. Attitudes of students on biotechnology and genetic engineering were context-dependent. There was broad approval of genetic engineering applied to microbes and plants but not of genetic engineering applied to animals. Respondents, particularly more females than males, were unsupportive of genetic engineering applied to dogs. 5. Attitudes were influenced by the terminology used: statements involving the terms 'biotechnology' and 'selective breeding' led to lower levels of student disagreement than a term such as 'changing genes'.
2015 개정 교육과정에 제시된 적정기술, 지속 가능 발전, 기후변화, 에너지 교육 내용 분석
신영준 에너지기후변화교육학회 2017 에너지기후변화교육 Vol.7 No.1
본 연구는 2015 개정 교육과정에 제시된 적정기술, 지속 가능 발전, 기후변화, 에너지 관련 교육내용을 분석하는데 그 목적이 있다. 분석을 위하여 초등학교에서 고등학교에 이르기까지 고등학교의 선택 교과를 제외한 모든 교과의 성취기준을 분석하였다. 연구 결과를 보면, 이들 4가지 분석 내용 중 가장 많이 언급한 내용은 에너지(13회)이고, 그 뒤를 이어 지속 가능 발전(11회), 적정기술(4회), 기후변화(2회)였다. 교과별로 보면 과학교과(14회)에서 가장 많이 언급되고 있었다. 학교 급별로는 고등학교(14회)에서 가장 많이 언급되고, 중학교와 초등학교가 그 뒤를 따랐다(각각 8회). 전체적으로 보면 대체로 교육과정 계열성을 고려하지 않고 언급되는 경향을 알 수 있었다.