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이기우(Gi-Woo Lee) 한국창의력교육학회 1998 창의력교육연구 Vol.2 No.1
본 연구의 목적은 유아를 위한 동화지도 후의 질문유형이 유아의 창의성 발달에 어떤 영향을 미치는지를 검증하는 데 있다. 연구의 대상은 만 4, 5세 유아 105명이며, 확산적 질문집단과 수렴적 질문집단으로 무선 배정하였다. 실험처치로는 20편의 동화를 매주 2편씩 10주 동안에 걸쳐 유아들에게 제시한 후 확산적 질문과 수렴적 질문을 하였다. 연구 결과, 확산적 질문이 수렴적 질문에 비해 유아의 창의성을 의의 있게 증진시킨 것으로 나타났다. 즉, 창의성 검사의 하위 변인 중 융통성과 독창성, 상상력, 그리고 창의성 총점에서 확산적 질문 집단과 수렴적 질문 집단간에 통계적으로 의의 있는 차아를 나타내었다. The purpose of this study was to investigate the effects of type of questions on the creativity of young children. To achieve this purpose, 105 young children aged 4 or 5 were sampled and randomly assigned to experimental group and control group. Twenty stories for ten weeks were telled to experimental group and the divergent and convergent questions were followed to the storytelling. The creativity test were administered to the children for the pretest and posttest. The collected data were analyzed by the t-test. The findings of this study were as follows: Firstly, there were no statistically significant deferences in the posttest of creativity scores between the type of question group for the four-years-old children. Secondly, there were statistically significant deferences in the posttest of creativity scores between the type of question group for the five-years-old children. The mean scores on the flexibility, originality, imagination, and total creativity of the divergent question group was significantly higher than that of convergent question group. Thirdly, there were statistically significant deferences in the posttest of creativity scores between the type of question group for the all years of children. The mean scores on the flexibility, originality, imagination, and total creativity of the divergent question group was significantly higher than that of convergent question group.
이기우(Gi-Woo Lee) 한국창의력교육학회 1997 창의력교육연구 Vol.1 No.1
본 연구는 사고력 프로그램이 아동의 사고력을 긍정적으로 향상시키는지에 대한 효과를 밝히고, 아울러 사고력 프로그램이 주는 긍정적 효과가 지능 수준에 따라 다르게 나타나는지를 분석하고자 하였다. 연구 결과, 사고력 프로그램을 훈련받은 실험집단 아동의 언어 추리력, 추상적 사고력 및 논리적 사고력 등 고차적 사고력 점수가 통제집단 아동의 점수에 비해 통계적으로 의의 있게 향상된 것으로 나타냈다. 이와 같은 사고력 프로그램의 훈련 효과는 수 추리력에서 전이효과를 나타내었으나 도형 지각력과 언어 이해력, 그리고 시각 변별력의 세 가지 하위요인에 미친 전이효과는 없는 것으로 나타냈다. 그리고 사고력 프로그램을 통해 언어 추리력 및 추상적 사고력 요인은 지능 상ㆍ하 집단 모두 동일하게 향상되었다고 할 수 있으나, 논리적 사고력 및 수 추리력 요인에서는 지능이 높은 아동이 더 많이 향상되었다. The purpose of this study was to investigate the effects of Thinking Abilities Development Program(TADP) for children. To achieve this purpose, 81 fourth grade children were sampled in a elementary school located in Seoul-city and randomly assigned to the experimental group and control group. The Thinking Abilities Development Program(TADP) were treated to the experimental group for 10 weeks, and the Thinking Abilities Test developed by Korea Creativity Research Institute were administered to them for pre-test and post-test. The collected data were analyzed by t-test for comparing the group means of experimental group and control group. The findinds of this study were as follows : Firstly, there were statistically significant differences between the experimental group and control group on the post-test of verbal reasoning, abstract thinking, and logical thinking abilities. The mean score of the experimental group on the post-test of verbal reasoning[t(67)=2.36. p<.05], abstract thinking abilities[t(67)=2.22, p<.05], and logical thinking abilities[t(67)=2.84. p<.01] were significantly higher than that of control group. Secondly, there were statistically significant differences between the experimental group and control group on the transfer-test of arithmetic reasoning, rather there were no statistically significant differences between experimental group and control group on the transfer-test of figural reasoning, verbal comprehension. and visual discrimination skills. The mean score of the experimental group on the transfer-test of arithmetic reasoning were significantly higher than that of control group[t(67)=2.62, p<.05]. Thirdly, the post-test scores of arithmetic reasoning and logical thinking abilities were more increased in the high IQ group than the low IQ group. This result showed that the Thinking Abilities Development Program were more effective for the high IQ group.
복숭아 패킹하우스의 현황과 발전방향 - 경상북도 청도군 지역을 중심으로 -
이기우(Gi Woo Lee),이호철(Ho Chol Lee),박재홍(Jae Hong Park) 한국농촌계획학회 2001 농촌계획 Vol.7 No.2
This study attempted to proposed the strategies for development of peach packinghouses. The overview of the conditions of existing peach packinghouses located Chongdo county was provided. Then, the grading system of packinghouse was newly suggested. In empirical analysis, the optimal size, location, and equipments were taken into account for the case of establishing new packinghouse. The main finding of this study was that the planning and construction of peach packinghouse should be executed in accordance with the regional peculiarities. Specifically, First, the packinghouse could make higher profit by high-quality goods using realistic grading/standardization. It would be preferred by customers that the effective itemization of fruits like peach. Second, it would be necessary that the scale of packinghouse was examinated in the county or town level. Third, in order to make an effective management of the packinghouse, several alternatives for operation were suggested. Also the software of packinghouse should be arranged to satisfy the packinghouse, producers, and customers.
SOI 프로그램이 아동의 지능 및 사고력 개발에 미치는 영향
이기우(Gi-Woo Lee) 한국영재학회 1997 영재교육연구 Vol.7 No.1
The purpose of this study was to investigate the effects of Structure of Intellect(SOI) program for children. To achieve this purpose, 81 second grade children were sampled in a elementary school located in Seoul-city and randomly assigned to the experimental group and control group. The SOl training program were treated to the experimental group for 10 weeks, and the Thinking Abilities Test developed by Korea Creativity Research Institute were administered to them for pre-test and post-test. The collected data were analyzed by t-test for comparing the group means of experimental group and control group. The results of this study were as follows Firstly, there were statistically significant differences between experimental group and control group on the post-test scores of arithmetic[t(79)=:2.73, p<.011 and visual memory [t(79)-<3.68, p<.001]. The mean scores of experimental group(M=8.63) were higher than that of control group(M=7.34) on arithmetic, and the mean scores of experimental group(M= 16.68) were higher than that of control group(M=15.32) on visual memory. Secondly, there were no statistically significant differences between experimental group and control group on the post-test scores of logistic thinking abilities[t(79)=1.30. p>.05] and abstract thinking abilities[t(79)=0,22, p>.05] Thirdly, the post-test scores of visual memory and logical thinking abilities were more increased in the low intelligence group than the high intelligence group. This result showed that the SOI program were more effective for the low intelligence group. Fourthly, the post-test scores of visual memory and logical thinking abilities were more increased in the low achievement group than the high achievement group. This result showed that the SOI program were more effective for the low achievement group,