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圓形의 位相的 觀察에 對한 指導 : 산수과 3學年을 中心으로 Chiefly on Figure Guidance for 3rd grade in Elementary School
申澤均 대구교육대학교 1970 論文集 Vol.6 No.-
For young pupils who have no ability in observing the whole synthetically to recognize shape of a thing, topological thinking would be required fro its basis. Accordingly, from the viewpoint of new 'figure guidance' or modernization of mathematical education, to cultivate the attitude of observing figures topologically at an early age is an important part of figure guidance. Topological concept of figures is not to be confined, as now, to fragmentary knowledge only or formal treatment of an exceedingly small part, but to be guided more creatively, more systematically, more substantically. Here in this, therefore, the viewpoints or the contents of guidance for topological observation of figures, which I think should be taught, first succeeding the existing guidance material in the 1st grade and then before the definition of geometrical figures in the 3rd grade, will be divided and described as follows: 1. Closed curve and opened curve. 2. Figures on rubber sheet. (topological transformation) 3. Networks.
申澤均 大邱敎育大學校 科學敎育硏究所 1979 과학·수학교육연구 Vol.4 No.-
In this paper, it was intended for the children to develop their concepts of numbers in mathematics and to survey the features of their concepts of numbers. For this purpose, the objectives were the normal 69 kindergarden pupils and 494 pre-school children in Kyeongbuk area. And it was divided into 3 parts to find the concepts as follows: a) Calling the numbers in order b) Counting the materials c) Picking up the materials by number The basic abilities of the concepts were also surveyed for this purpose as follows: a) Equivalence in classifications b) Equivalence in numbers c) Conservation of numbers Here the results of this study were found by the method of proceeding parts of the concepts as follows: a) Children's abilities of calling and counting numbers were growing by their ages and developed by almost the same level. The abilities were able to be caught at the age of 4:3∼5, 5:6∼7,6:11∼20. b) Their abilities of picking up the materials by numbers were able to be caught at the ages of 4:3∼4,5:4∼5,6:8∼10and found to be undeveloped as compared with above two abilities. c) The city living children's concepts were a little more developed than those in the rural community and especially the abilities of calling and counting numbers differ city children from rural children by ther growing ages. d) Their concepts of semi-numbers were different in their circumstances but they were not strongly different. In kindergarten, they were developed quicker a year more than the other general children. e) Their equivalences in classification and number were almost same to both children and the age for this abilities seems to be at the age of 5. f) Their abilities of conservation of numbers were later than the other abilities. The age for this abilities are at the age of 6.
신택균 대구교육대학교 초등교육연구소 1988 초등교육연구논총 Vol.1 No.-
우리의 산수교육 현장은 기능적 구답형의 문제해결에 치중되어 있어 원리나 의미지도에 소홀한 것 같은 인상이 짙다. 앞으로의 산수과의 이해를 목적으로 하는 학습지도에서는 대화학습법의 개발로 원리나 그 의미지도가 강화되는 방향으로 유도되었으면 좋겠다.
基礎圖形 指導의 體系에 對한 一考察 : 國民學校 低學年을 中心으로 for the Lower Grade of Primary Schools
申澤均 대구교육대학교 1968 論文集 Vol.4 No.-
No efforts have ever been made for an understandable system of the basic figure instruction-that is, how and from what point of view the figure materials have to be systematized. With this in mind, my study deals with the figure system for the lower grades of primary schools. On the basis of the results of analyzing the targets and contents of our lower--grade figure instruction and researching the development steps of children's understanding figure, a study on the figure instruction system was made.
申澤均 大邱敎育大學校 科學敎育硏究所 1984 과학·수학교육연구 Vol.9 No.-
The writer intends to show the educational significance of teaching arithmetical problem solving and to accept it as an effective method in the actual process of problem solving for the achievement of the goal of arithmetic education. Leaving untouched the current curriculum and text books, the writer tried to propose the method how to educationally reconstruct the contents of text books. The purpose of doing this is to make children more active in problem solving for themselves, and to give an example of teaching in order that children may be able to apply real-world problems and strategy to mathematics. In that process it is desirable for children to be encouraged and motivated to come to a conclusion of their own. Accordingly the paper show a real model of teaching. The writer intends children to apply arithmetic problems to realworld ones and to gave a clear grasp of the problems. Another particular aim of the paper is to make children have different points of view of any simple problem and try to solve it in a variety of methods. As a tentative plan of curriculum for teaching problem solving, the writer changed the five gradation method by John Dewey to be fit for arithmetic education.