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이현일(Lee, Hyeonil) 고려대학교 아세아문제연구소 2012 亞細亞硏究 Vol.55 No.4
Taiwan became Japanese colony from April 1895 as the result of the First Sino-Japanese War. As Shimpei Goto was in charge of its Home Affairs, the Government-General of Formosa began to build the modern infrastructure and system in colonial Taiwan. With a current of Taisho Democracy, Japanese leaders changed it to the flexible assimilation policy. Along this line, Taihoku Imperial University was established in 1928. It was aimed at researching Southern China and Southeast Asia for the expansion of Japanese Imperialism. However, founding the medical faculty was postponed due to the budget problem as well as the rearing of anti-colonialists. The Faculty of Medicine had to carry out the research on tropical medicine from 1936. Futhermore, Taihoku Medical College that had trained physicians since 1897 became its affiliated College of Medicine. By investigating the historical course and medical education of Taihoku Imperial University, this article examines the connection with Japanese colonial policy. It would be important to find out the characteristics of higher education in Taiwan.
영어 교사들과 학생들의 수준별 수업 운영에 관한 인식 조사
이현일(Hyeonil Lee),이경남(Kyoungnam Lee) 한국중원언어학회 2012 언어학연구 Vol.0 No.23
The purpose of this study is to research the differences in cognition between English teachers and students on "separating classes by proficiency level" and "differentiated instruction in mixed-level classes". For this research, a survey was conducted on 117 English teachers and 153 students. The study shows some results in three major categories as follows; first, teachers and students" opinions on students" level differences; next, their cognition on separating classes by proficiency level; and finally, their cognition on differentiated instruction in mixed-level classes. Most teachers (more than 90%) and many students (almost 68%) cognize that there are English level differences among students. More than two thirds of teachers consider separating classes by proficiency level to be helpful for students, but just less than half of students (45%) think that they need this. For differentiated instruction in mixed-level classes, almost 90% teachers have positive thinking, while only 30% of students feel its necessity. Furthermore, in respect to the management of "differentiated instruction in mixed-level classes", teachers answered that the main problem is difficulties in management while many students pointed to the problem of grouping and conflicts among different level groups.