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A Study on establishing Professional Standards for Korean Language Teacher Competence in Assessing students' writing Lee, Seong-young The purpose of this study is to explore the standards for Korean Language Teacher Competence in Assessing students' writing. For this, I studied 1) the features of writing, writing ability, and writing assessment, 2) the components of professional competence in assessing writing, and the basis on these results 3) I established a temporary draft of Professional Standards for Korean Language Teacher Competence in Assessing students' writing. Writing is a subjective and performative activity. Writing ability has multi-facets and compoundness. And assessing writing has a similarity with teaching-learning writing. For these reasons, korean language teachers who assess students' writing ability ought to have the high-order professionality. Because writing is a mode of learning, the subject of assessing ought to be widened to all kinds of teachers and object of assessing should be broadened too so that it include teacher, instruction program, and writing assessment itself. The professionality for Korean Language Teacher Competence in Assessing students' writing consists of knowledge category, performance category, and attitude category. So we can establish the standards through analyzing the three categories more detailed. This study made only a temporal draft for a set of standards, so it ought to be confirmed and clarified through deep and various discussions.
The effect of fermented abalone hydrolysate by various strains was studied as a raw material for functional cosmetics. Chondroitin sulfate content of fermented extract was compared with normal extract to measure change of active component content. The anti-oxidant effect was researched by using DPPH radical inhibition activity assay. To confirm whitening and anti-wrinkle effects, fermented abalone extract was measured by melanin assay and sicol collagen assay. The cell viability of fermented abalone extract was measured to induce toxicity in NIH-3T3 and B16F10 cells using thiazolyl blue tetrazolium bromide (MTT). Also, subjects were tested on their irritation, elasticity, wrinkle etc. DPPH radical inhibition activity test of fermented abalone extract showed over 80% at 0.01%. It was higher than that of ascorbic acid. The cell viability was confirmed to no toxicity by the MTT assay. Anti-wrinkle effect showed 70% collagen increase at 1% and similar to adenosine (0.04%). Furthermore, fermented abalone extract were showed 30%-35% skin elasticity in clinical test and area of skin wrinkles was improved 20% in fermented abalone extract compared with normal extract. The pores and pophyrin activity were decreased significantly. These results suggest that fermented abalone extract was available as a natural ingredient of cosmeceutical by anti-wrinkle and elasticity effects.
This study intends to show the content of Vocabulary-Teaching Principles and to confirm the base of it, as basic study for development of VTP to improve our barren realities of VT. I have carried out this study by grasping and analyzing the basic structural elements of VTP. 1) $quot;VTP$quot;, the book for introduction, is supposed to need VP as the basic knowledge on V, and theory and practice of VT in order to train capabilities of teaching and learning and knowledge(theory) of VT. 2) Understanding V is necessary for $quot;VTP$quot; to aim at teaching V. Therefore VTP includes the content on VP in order to help the basic understanding V. 3) If $quot;VTP$quot; deals with VP and basic theory of VT, in the first, as introduction to help general comprehension on instruction like other texts, it requires to introduce the basic concepts related with VT and the position of VT . 4) $quot;VTP$quot; must include VP to make students understand V. But VP is needed not as deep knowledge on it, but as part of VT. s) $quot;VTP$quot; is to teach V and so, it must deal with particulars of VT to introduce theory Abstract the content of $quot;Vocabulary-Teaching Principles$quot; 6) Appendix 2.s of $quot;VTP$quot; is required to help $quot;particulars of VTP$quot; The whole contents of $quot;VTP$quot; consists of the following. I.Understanding VT: 1. the position of VT, 2. basic concepts II .Understanding V: 1. vocabulary, lexeme, 2. lexical semantics, 3. theory of lexical formation III. particulars of VTP: 1. VT and education of Korean , 2. courses of VT and selection of V, 3. V text, 4. method of VT, s. evaluating of vocabulary competence, 7. Vocabulary-Teaching for Teaching Korean as foreign language, 7. VT as preparations for Unification, 8. Vocabulary and national spirit.