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정진수,최종인,Jeong, Jin-Su,Choi, Jong-In 한국벤처창업학회 2008 벤처창업연구 Vol.3 No.1
The objective of Starts-up education rears leading company that minimize a risk & connect them with successful idea. Internet Starts-up education is serviced in public & civil parts, it is insufficient to reach successful Starts-up support. This study is targeting on review the present condition of the Internet Starts-up education, research which it sees Internet Starts-up education actual condition investigation through investigation student of education satisfactorily and education contents and the plan to grope an Starts-up education progress coat problem and developmental plan it did. The current events point which has become research result escape first, age of the students of education, followed in educational background and, education motive and education experience presence education satisfactory boat song it appeared in these demand different, base grudge the form which is various it fixed and the education was demanded. Second, currently the department of pedagogy joining in establishment leader against the technical element which is advanced swip, the education reinforcement against an enterprise accomplishment ability back human factor, an enterprise propulsion environment and an enterprise item back enterprise environment element was demanded. Time after support and consulting, completion lifestyle community construction, completion lifestyle for item connection support and the trade name net after third, establishing an enterprise we the king, after toe ring back educating which carries on shoulder the importance of the civil official was embossed. The study which it sees led and like this investigation analysis the education progress for the successful support of the Internet Starts-up and time after connection setup construction it led and the plan which it will put out advancement of Starts-up education and it groped.
POCoM (Practical On-site Cooperation Model) 확장을 위한 교사 연수 프로그햄의 개발과 적용
정진수 ( Jin Su Jeong ),박종원 ( Jong Won Park ),박종석 ( Jong Seok Park ),김영민 ( Young Min Kim ),박영신 ( Young Shin Park ) 한국과학교육학회 2014 한국과학교육학회지 Vol.34 No.3
본 연구에서는 과학수업의 실질적 개선을 위한 연구자-교사 협력모델(POCoM: Practical On-site Cooperation Model)을 확산시키기 위해 교사 연수 프로그램을 개발하고 적용하여 그 결과를 평가하였다. 연수 프로그램은 다음 3가지 특성을 가지고 개발되었다: (1) 실제 수업녹화 내용을 연수의 주요 소재로 활용한다, (2) 연구자와 교사, 교사와 교사간 활발한 의사소통과 의견교환을 강조한다, (3) 활동중심으로 진행한다. 9시간에 걸친 연수에는 17명의 교사가 자발적으로 참여하였다. 연수과정에서 교사들이 실시한 분석결과에 대해 분석 일치도를 구해 본 결과, KTOP(Korean Teaching Observation Protocol)을 이용하여 과학수업을 분석할 수 있는 교사 전문성이 향상된 것으로 나타났고, 교사들이 과학수업의 개선정도도 판단할 수 있음을 알 수 있었다. 설문지를 통해서는 다양한 측면에서 연수에 대한 긍정적 응답을 얻을 수 있었다. 또 연수 중 교사활동에 대한 관찰을 통해, 교사가 제기한 질문, 교사가 어려워하는 점, 교사가 제안한 개선의견 등을 분석하였고, 이러한 결과를 바탕으로 보다 좋은 연수가 되기 위해 고려할 측면들을 정리한 목록을 제안하였다. 이 목록이 앞으로 보다 효과적이고 의미있는 연수의 계획과 실행에 활용되기를 기대한다. In this study, to disseminate the Practical On-site Cooperation Model (POCoM) for practical improvement of science teaching and learning through cooperation between researcher and teacher, an in-service program has been developed, applied and evaluated. The in-service program emphasizes the following three aspects; (1) video-recording of actual science teaching has been used as a primary resource, (2) communication between teacher and researcher and among teachers have been emphasized, (3) activities have been mainly included. The in-service program has been implemented for nine hours, and 17 science teachers have been recruited as volunteers. The result shows that, by checking the agreements between raters, we found that teachers` expertise in analyzing the science class using the Korean Teaching Observation Protocol (KTOP) has improved, and we have confirmed that teachers are able to judge whether the science class has improved or not. Through the questionnaire, various highly positive responses could be obtained from teachers. And through the observation of teachers` activities during the in-service program, teachers` questions, their difficulties in doing activities, and their comments for improving the program has also been analyzed. Finally, based on the results, a list of recommendations for a more effective in-service program have been suggested. It is expected that this list can be utilized for more effective and meaningful design and implementation of in-service course.
생명과학 공통성 발견 과제의 유사성에 따른 뇌 활성 차이에 관한 sLORETA 분석 연구
정진수 ( Jin-su Jeong ),김용성 ( Yong-seong Kim ) 韓國生物敎育學會 2016 생물교육 Vol.44 No.3
The purpose of this study was to analyze the effects of task similarity on brain activation during commonness discovery. Fourteen pre-service biology teachers participated in this study. This study was designed as block designs for EEG recording. EEG was attached according to international standard electrode method (30 channels). Background EEG for 1 minute, 3 minutes measuring 6 similar tasks, and 6 minutes of break, 6 different tasks were measured for 3 minutes. While the participants discovered commonness, the EEG data were recorded. sLORETA (standardized low resolution brain electromagnetic tomography) was used to analysis the EEG activated during similar and different commonness discovery and to investigate the role of cortical and subcortical structures involved in the similarity of the commonness discover tasks. This study revealed that the precuneus, the cingulate gyrus (BA 31), insula (BA 13), precentral gyrus and middle frontal gyrus (BA 6) were activated during the commonness discovery. Especially, the precentral Gyrus (BA 6 and BA 4) was significantly activated during the different tasks. The results confirmed that commonness discover system of human was related to the frontal lobe, the parietal lobe, and limbic lobe of brain regions.
개념도에 나타난 중학생의 식물 영양기관 개념구조 변화와 오개념
정진수(Jin-Su Jeong),윤성규(Sung Gyu Yun),박소윤(So-yoon Park) 조선대학교 교과교육연구소 2011 敎科敎育硏究 Vol.32 No.1
The purpose of this study was to analyze the middle school students conceptual structure change and misconception about vegetative organ of plant. The subjects were 131 middle school students. To make a statistical analysis of their conceptual structure, x 2 -test was selected, and another concept maps they drew after the experiment were analyzed to see if they had any misconceptions. The findings were as follows: The students investigated had a conceptual structure of their own about the vegetative organ of plant. They had the best conception of photosynthesis (70.2%), followed by fibrous root (54.2%) and movement channel/conveyance (46.6%) before the experiment. The most dominant conceptions that appeared in their concept maps were about the absorption of roots, the conveying action of trunk and the photosynthesis of leaves. After the expository instruction, 80.9 percent showed a change in conceptual structure, and their change was statistically significant (p<.05). In terms of the vegetative organ of plant, there were seven typical misconceptions. The students mistook the roles of vessel and sieve tube for absorption.