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In the Korean filmdom, scenarizing an internet novel is booming. About ten internet novels are now being manufactured as a movie by an influential and newly emerging film company. One reason is that it can reduce a risk index as a manufacturer because one-round inspection was already completed by ' the number of inquiry' called click, and another reason is that it is possible to have expectations for good box office in the respect that the consumption bracket of internet novel equals the major spectator bracket of the movie. An internet novel is now being in charge of a role for which literature has been responsible as the subject matter of a movie for decades. These movies show the narrative and the mode different from the existing movies as the internet novels show writing form and technology different from existing paper novels. It composes daily stories and happenings which are trivial and juicy based on an individual' s experience rather than classic narrative pattern centering on a plot of big event. The contents mainly show teenagers' love and friendship sensuously, vividly and funnily in addition to social issues of the current age through the overturned relation between a man and a woman. As the internet novel shows another world by expanding denotative reality as a role of a prosumer (producer+consumer), even the internet-novel movie is showing another cinematic reality and aesthetics through diversity of the subject matter and a story, with the environment and consciousness of that everybody is a writer and a director. One part capable of filling in the lack of the subject matter and diversity which has been pointed out as a weak point, is just the internet-novel movie, even though the adaptations, the important creative process, depend on the final share of a filmmaker. A modem movie is reliant on internet and netizen' s fervor which are occupying a position as an axis of center for mass culture. The power of Korean f i is just spurted from a new passage of a story called internet, and from originality and imagination amid it.
정보화ㆍ세계화 시대에서 중요한 것은 단순히 지식을 암기하는 것이 아니라 스스로 정보를 탐색해 보고 이를 바탕으로 새로운 지식을 창조해내며, 미지의 문제에 직면하였을 때 이를 자주적이며 능동적으로 해결할 수 있는 능력을 기르는 것이다. 이에 수학 교육에 있어서도 이러한 시대적 요구를 반영할 수 있는 새로운 변화가 필요하게 되었고 1997년 12월에는 교육 개혁의 일환으로 추진되어 온 제 7차 교육 과정이 확정ㆍ고시되었다. 제 7차 교육 과정에서는 수학적 힘의 신장을 개혁의 기본 방향으로 정하고 있는데 최근 수학 교육에서는 학습자들의 수학적 힘을 개발하기 위한 학습 방법 중의 하나로 문제 중심 학습(Problem Centered Learning)이 주목을 받고 있다. 본 연구에서는 중학교 2학년 일차함수 단원에 알맞은 과제를 개발하여 문제 중심 학습을 실시하였을 때 교사와 학생, 학생과 학생 사이에 나타나는 상호작용을 분석하고, 교사의 역할과 지도과정을 살펴봄으로써 중등학교 수학과에서 문제 중심 학습의 활용 방안과 과제의 개발 방향을 찾고자 하였다.
So far the exchanges and cooperation between the South and the North Korea have taken place intermittently in the areas of arts, sports, and other social and cultural sectors. However, the inter-Korean relations are moving into a more favorable atmosphere recently with the historic summit between the two leaders of the South and the North Korea and the following ceremonial event of family reunion. As two Koreas are entering into the new era of detente and reconciliation, the expectation and prospect also grow on the more vigorous South-North film exchanges which can be made through governments, civilian organizations, individual experts, and other channels. However, there must be neither a gloomy view nor an hasty optimism on the South-North film exchanges. There are an array of problems and things to be tackled by the South before the full activation of film exchanges i.e., revision and reform of related laws and rules, reorientation of the cold war mentality into the more receptive outlook, and understanding of the North Korean film properly. Also, South Korea should devise appropriate measures to assign proper roles to the government, civilian organizations, and individuals, respectively, in expanding cooperation with the North. As we all know, North Korea has so far utilized films as a political and ideological means for propagandizing the Party's policy and its regime as well as cultivating its people. This is because socialist countries tend to treat films as one of the important mass media with which they can persuade as well as amuse their people. In this context, North Korea maintains its own film style and method by emphasizing the social ideological impact of films. Furthermore, Kim Jong-ill, known as a film mania, has personally a strong interest in film. Therefore, the contrast between the South and the North Korea in the purpose and usage of films has been as conspicuous as the regime characters of the two countries themselves. Accordingly, South and North Korea would not easily find a way of film exchanges unless they are on the resolute process of reunification. In conclusion, increasing the film exchanges between the two Korea needs the following five premises : ① progressive attitude and policy position for the South-North exchanges and cooperation ② revision and reform of related laws and rules for inter-Korean exchanges and cooperation including the National Security Law, Copyright Law, etc. ③ establishment of an appropriate institutional framework such as the "South-North film exchanges committee" that functions as a cooperative body ④ a full-scale opening of the North Korean films in South Korea ⑤ more favorable perceptional change toward the North Korean films and retrieval of national homogeneity. Based on these premises, more concrete measures should be followed such as establishment of film exchange programs, co-production of films, installation of joint film festival, co-funding research on Korean film history, and exchanges of film archives and film studios.
The purpose of this study is to make out teaching-learning method for developing mathematical abilities of the 1st grade children in elementary school by investigating cognitive effects which mathematical pre-experiences given intentionally by teachers have on children's learning mathematics. The research questions for this purpose are as follows: In learning effects through mathematical pre-experiences given intentionally by teachers, 1) is there any differences between children with pre-experiences and children without them in Mathematics Achievement Test? 2) is there any differences between children with pre-experiences and children without them in Transfer Test for learning effects? For this study, a class with 41 children in H elementary school located in a Myon near Chong-ju was selected an experimental group and a class with 43 children in G elementary school in the same Myon was selected as a control group. Nonequivalent Control Group Design of Quasi-Experimental Design was applied to this study. To give pre-experiences to the children in experimental group, their classroom was equipped with materials for pre-experiences, so children could always observe the materials and play with there. The materials were a round-clock on the wall, two pairs of scales, fifty dice, some small pebbles, two pairs of weight scales, two rulers on the wall, and various cards for playing games. Pre-experiences were given to the children repeatedly through games and observations during free time in the morning (08:20-09:00) and intervals between periods. There was a pretest for homogeneity of mathematics achievement between the two groups and were Mathematics Achievement Test (30 items) and Transfer Test (25 items) for learning effects as post-tests. The data were collected from the pretest on April 8 (control group), on April 11 (experimental group) and from the Mathematics Achievement Test and Transfer Test on July 15 (experimental group) and on July 16 (control group). T-test was used to analyze if there were any differences in the results of the test. The results of the analysis were as follows: (1) As the result of pretest, there was not a significance difference between the experimental group (M=17.10, SD=7.465) and the control group (M=16.31, SD=6.974) at p<.05 (p=0.632). (2) For the question 1, in the Mathematics Achievement Test, there was a significant difference between the experimental group (M=26.08, SD=4827) and the control group (M=22.28, SD=5.913) at p<.01 (p=.003). (3) For the question 2, in the Transfer Test for learning effects, there was a significant difference between the experimental group (M=16.41, SD=5.800) and the control group (M=11.84, SD=4.815) at p<.001 (p=.000). From the results of the analyses obtained in this study, the following conclusions can be drawn: First, mathematical pre-experiences given by teachers are effective in increasing mathematical achievement and transfer in learning mathematics. Second, games, observations, and experiments given intentionally by teachers can make children's mathematical experiences rich and various, and are effective in adjusting individual differences for the mathematical experiences obtained before they entered elementary schools. Third, it is necessary for teachers to give mathematical pre-experiences with close attention in order to stimulate children's mathematical interests and intellectual curiosity.