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FACOM 230 -25 Batch Operation System에서 문자 변환에 관한 연구
姜鉉錫 陸軍士官學校 1974 한국군사학논집 Vol.12 No.-
Several kinds of Character-Conversion programs are widely used in the computer system which has the differences between the registered inner code table of the computer and the system providing the input media. Any program of these kinds could bring out the required results in any way, but on accaount of the differences in the operation systems, these programs must be programmed to be applied effectively to their operating system. The best programming is to make out a program which could bring out the required results with the least core memory and the least working time of the computer. This paper deals with a Character-Conversion program for the FACOM 230-25 Batch Operation System by means of converting the numbering system.
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강현석 사단법인 인문사회과학기술융합학회 2017 예술인문사회융합멀티미디어논문지 Vol.7 No.7
최근 인문사회과학에서 융복합 연구 경향이 강하다. 특히 교육학 분야에서 과거 전통적인 통합연구와 유사한 융복합 연구가 설득력을 얻고 있다. 본 연구는 교육 분야에서 주요 이슈인 백워드 설계와 내러티브 이론을 통합적으로 연구한 것이다. 백워드 설계는 교육과정에서 새로운 설계 방식을 제공해주고 있다. 교육과정의 궁극적인 목표는 교과내용에 대한 진정한 이해에 있다. 이러한 목표를 달성하기 위하여 최근에 백워드 설계가 강조되고 있다. 피상적 내용의 직접적 전달보다는 진정한 이해력 개발을 강조하는 수업이 중요하다. 그러나 현재 수업에서는 진도 나가기식의 피상적 수업, 무목적적 활동이 범람하는 수업, 목표와 평가의 비연계성, 성취목표보다 내용전달에 치중하는 수업의 문제들이 노출되고 있다. 이 문제를 개선하기 위하여 백워드 설계와 내러티브를 통합하는 방안을 탐색해보고자 한다. 특히 내러티브는 목표 설정, 수행과제 작성, 학습 경험의 조직에서 중요한 역할을 할 수 있다. 목표에서 이해의 해석과 공감 측면에 관련이 있으며, 수행과제 작성에서는 맥락 설정에, 학습경험 조직에서는 이야기식 배열이 유효한 것으로 나타나고 있다. There are strong tendencies about fusion and integration research in the sphere of human-social science. This study focuses on the integrative research of backward and narrative. Backward design includes new forms of curriculum design toward for authentic understanding. The essential objectives of curriculum includes authentic understanding of subject matter. To achieve this educational objectives, we can apply backward design within curriculum and instruction. It is more important to emphasize authentic-based instruction than to transmit meaningless contents in schooling. There are many problems in instructional context: coverage-based instruction, instruction with surface understanding, purposeless activity-based instruction, loosely coupled objectives to evaluation, instruction with not standard but content etc. In this paper, I discuss the strongpoint of backward design and propose new strategy of curriculum integration with narrative. Narrative can play an important role in backward-based curriculum development; establishment of objectives, writing performance task, and sequencing learning experiences. In the future, we should study and apply backward design to practical pedagogy setting. As the integration of backward design and narrative is well done, the condition of instructional and curricular work of teachers is motivated. In line of these positive culture, we can construct the possibility of authentic understanding.
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강현석,이경섭 한국교육과정학회 1999 교육과정연구 Vol.17 No.1
본 연구는 교육과정 설계시 제기될 수 있는 주요 문제들을 교육과정 설계의 구조적 체계에 따라 분석하였다. 교육과정 설계의 문제는 철학적이고도 실제적이면서 기술적인 성격을 내포하고 있는 복잡한 주제이다. 여기에서는 설계의 문제를 크게 3가지 측면으로 제한하여, 교육과정 설계의 개념과 근거에서는 철학적 쟁점을, 설계의 구조와 방법 및 수준에서는 실제적 쟁점을, 설계의 핵심 도구에서는 기술적 쟁점을 분석하였다. 교육과정 설계의 독특성과 차별성은 그 주요 쟁점들을 어떻게 해결하는가에 따라 상이하게 드러나며 그 점이 바로 교육과정 설계의 전문성을 가늠하는 기준이 된다. Curriculum design is a statement of the pattern of relationships which exist among the elements of curriculum. A variety of issues in designing a curriculum are raised from the expansion of this definition. Many issues due to the different conception of the curriculum and design are identified and discussed along the major concerns of curriculum design. This problem raise the philosophical issues of the curriculum design. This study analysises the major problems which are raised in designing a curriculum according to the structural framework of the curriculum design. The problem of curriculum design is a complicated subject that encompasses a philosophical, practical, and technical dimensions. The identification and the discussion of the issues on curriculum design are largely constructed in terms of the limitation of the problem. First, the concept and the basis of the curriculum design depends of philosophical issues. Second, Many practical issues are resulted from structures, methods, and levels of a design. Third, basic concepts and tools of curriculum design raise various technical issues. Critical problems of curriculum design guide the task and the procedure of curriculum design. First of all issues related design tool are essential to a uniqueness of curriculum design. The basic concepts of a design are as follows : scope, sequence, continuity, integration, balance, articulation, coherence, etc. These tools of curriculum design firstly bring about various dimensions of issues in curriculum design.
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강현석 역사교육학회 2011 역사교육논집 Vol.46 No.-
The discussion of the meaning and the value of narrative can be approached in various ways. At a educational perspectives, we may find various possibilities of narrative in many academic genres. Therefore we would better pay attention to meaning and new value of narrative and search the nature of narrative in educational settings. The purpose of this study is to search the meaning and the value of narrative in subject matter education. Nowadays there are many concerns about the meaning and nature of narrative in discourse of human science. The narrative ways of knowing in discourse of various discipline are very effective and meaningful to search human mind and society. We may approach the various meanings of narrative: story and storytelling, mode of thought for making meaning, cognitive scheme, and forms of world making. The value of narrative in education focuses on the value of integrative narrative. In line with this perspectives, we propose various values of narrative: to remember, to parallel life, to make meaning, to learn in a meaningful context, to accommodate individual difference, to join a community etc. Also narrative contributes to make a educational imagination through the sense of self identity and mode of representation. In the line of narrative thinking, we should explore the key roles of narrative in developing a curriculum, teacher participatory narrative inquiry, and curriculum reconstruction.
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