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宣博의 場으로서의 폴리스 劇場 : 아이스킬로스의 <오레스테스>를 중심으로
尹光鎭 龍仁大學校 1996 용인대학교 논문집 Vol.12 No.-
The ninety fears during the 5th century B.C. was the period of the most vigorous changes and reforms in the history of the theater, when the 'Three Great Tragedian' were playing an active part. this therefore dose not allow us to properly evaluate this 'ninety years' if the period is considered simply as 'a period' of a certain theatrical trend. When we take the example of [Orestia] by Aeschylus, tragedy as defined by Aristole's Poetics is not applicable to this work. Aeschylus used 〈Illiad and Odyssey〉to revise and add new content reflecting through his plays he threw 'questions' or intellectual stimulus to the audience. In this vein, the polis theater served as an effective place for propaganda and education.
메타분석을 통한 웹기반 영어 교육이 학습자의 영어능력에 미치는 효과 분석
윤광진,맹은경 언어과학회 2017 언어과학연구 Vol.0 No.83
The purpose of this study is to analyze the effectiveness of web based English instruction (WBI) on L2 learning by providing reliable common effect sizes. Forty six experimental studies published in Korea were selected for this meta-analysis and ninety eight samples were analyzed to compute the effect sizes using Comprehensive Meta-analysis software. The results are as follows: 1) Overall a medium effect size of WBI is shown. More specifically a large effect size of WBI on L2 listening, a medium effect size on L2 reading, and a small effect size on L2 writing are shown. A medium effect size of WBI on L2 interest and attitude are also found. 2) Overall no moderating effect of age (school levels) is found. However, moderating effect exists only in elementary schools: the effect size of WBI in a cognitive domain (four skills) is larger than that in an affective domain (interest, attitude, motivation, and confidence). .
윤광진(Yoon Kwang Jin) 경성대학교 사회과학연구소 2010 社會科學硏究 Vol.26 No.4
한국과 캘리포니아州간 복권기금의 운용 효율성에 대해 비교분석하였다. 분석결과를 살펴보면 첫째, 기금운용에 있어 한국은 공무원이 담당하고 있는 반면 캘리포니아州는 Surplus Money Investment Fund와 州재무부 채권에 투자하고, 투자분석가를 채용하여 투자정책을 지원하고 이를 통해 투자수익을 창출하고 있음을 볼 수 있다. 둘째, 사업수에 있어 한국은 법정사업 및 공익사업에서 총14개의 사업목적으로 배분되고 있는 반면 캘리포니아州는 교육사업에만 전액 투자되고 있음을 볼 수 있다. 또한 한국은 성과관리에 대한 법규정이 미비한 반면 캘리포니아州는 회계감사의 의무화를 통해 성과관리를 강화하고 있음을 볼 수 있다. 셋째, 기금규모에 있어 두 국가간 큰 차이를 보이지 않고 있으나 전문인력의 충원에 있어 한국은 미충원되고 있는 반면 캘리포니아州는 외부 전문가의 확충을 통해 전문성을 확보하고 있음을 볼 수 있다. 이상의 논의를 통해 우리나라 복권기금의 운용 효율성을 확보하기 위해서는 사업수에 있어 소수핵심사업으로 전환, 기금운용 전문인력의 충원 및 외부 기금운용기관과의 연계가 요구된다. A comparative analysis was performed on the efficiency of lottery fund operations between Korea and the state of California. Analysis findings indicate, first, that in contrast to Korea, where public officials are in charge of fund management, the state of California invests in the Surplus Money Investment Fund and state treasury bonds, and employs investment analysts to support investment policies, through which investment profits are made. Second, while Korea invests in 14 different projects, the state of California makes full investments into education. There is almost no legal or regulatory framework in Korea for performance management, whereas California is strengthening performance management by making financial audits mandatory. Third, there is no major difference between Korea and California with respect to volume of funds. However, Korea lacks adequate expertise, while the state of California hires external experts. There are, clearly, several changes that need to be made for Korea to achieve efficiency in its lottery fund operations: designating only a small number of key projects; securing experts for fund management; and establishing a connection with external fund management organizations.
AI를 활용한 PBL 기반 블렌디드 수업이 영어학습에 미치는 영향
윤광진,맹은경 현대영어교육학회 2021 현대영어교육 Vol.22 No.3
The purpose of this study is to investigate the effect of PBL based blended instruction utilizing AI platforms on L2 learning. For this purpose, PBL based online and offline instruction utilizing various AI tools was implemented for one semester with 33 middle school students. Data were collected via English achievement tests and surveys on students’ affective factors and satisfaction on this instruction and t-test, ANOVA and Post-Hoc test were used to analyze the data. The results of this study were as follows. First, PBL based blended instruction utilizing AI platforms enhanced students’ overall English achievement. Especially students’ speaking and writing skills were improved significantly. Second, this instruction improved students’ affective factors significantly: interest, participation, motivation, and confidence. Third, students showed a high level of satisfaction toward this PBL based blended instruction overall. Findings and pedagogical and research implications are discussed.