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권태현,강태곤 한국분말야금학회 2002 한국분말재료학회지 (KPMI) Vol.9 No.4
In this paper we presented numerical method for the simulation of powder injection molding filling process, which is one of the key processes in powder injection molding. Rheological properties of powder binder mixture such as slip phenomena and yield stress were introduced into the numerical analysis model of powder injection molding filling simulation. Numerical model can be classified into two types. One is 2.5D model which can be introduced to a arbitrary thin geometry and the other is full 3D model which can be applied to a general 3D shape. For 2.5D model we showed the validity of our CAE system with several verification examples. Finally we suggested flow analysis model for 3D powder injection molding filling simulation.
인공지능 시대의 글쓰기와 작문 교육의 방향 탐색 -생성형 인공지능의 교육적 활용을 중심으로-
권태현 한민족문화학회 2023 한민족문화연구 Vol.83 No.-
본 연구에서는 챗GPT 등 생성형 인공지능에 대한 이해를 바탕으로 인공지능 시대의 작문교육 방안에 대해 논의하였다. 인공지능 글쓰기는 일관성과 유창성이 높으나 독창성, 창의성이 떨어지고 방대한 지식 기반의 글쓰기라는 특성을 지닌다. 반면 허위 정보의 확대 재생산, 개인정보의 노출, 인간적 세부 맥락의 이해 부족 등의 한계가 있는 것으로 분석되었다. 인공지능 시대의 필자에게는 상위인지에 초점을 둔 문제 해결 능력, 비판적 읽기 능력에 기초한 쓰기 능력, 인공지능 시대에 맞는 쓰기 윤리 역량 등이 새롭게 요구되는 것으로 나타났다. 이러한 능력을 함양하기 위한 작문교육의 방안은 다음과 같다. 첫째, 쓰기 발달을 고려한 인공지능 활용의 균형적 접근이 요구된다. 기초 문식성과 비판적 읽기 능력을 갖추기 전인 저학년에서는 기본적인 작문 능력과 창의력을 발전시키는 데 초점을 두고 고학년으로 올라가면서 점진적으로 인공지능을 활용하는 방법을 학습할 필요가 있다. 둘째, 인공지능 맥락에 부합하는 과정 중심 쓰기 교육 방안을 구안해야 한다. 쓰기 과정별 인공지능 활용 방안을 설계하고 실제 교수․학습 맥락에서 쓰기 과정별 하위 질문 전략 등을 개발할 필요가 있다. 셋째, 작문 평가 맥락의 다변화를 통해 실제적 작문 능력을 평가해야 한다. 생성형 인공지능 시대에는 에세이 쓰기나 과제물 제출 등 하나의 결과물에 의존하는 쓰기 평가를 지양하고 학습자의 쓰기 과정 산출물과 필자의 반성적 자기 평가에 초점을 둔 작문평가를 더욱 적극적으로 활용할 필요가 있다. In this study, we discussed writing education in the era of artificial intelligence based on the understanding of generative artificial intelligence such as ChatGPT. First of all, AI writing is characterized by high consistency and fluency, but low originality and creativity, and a vast knowledge base. On the other hand, it was analyzed that there are limitations such as expanded reproduction of false information, exposure of personal information, and lack of understanding of human context. It was found that writers in the A.I. era require new skills such as problem-solving skills focused on higher cognition, writing skills based on critical reading skills, and writing ethics skills for the A.I. era. In order to cultivate these abilities, writing education should take the following measures. First, a balanced approach to utilizing A.I. that considers writing development is required. In the lower grades, before basic literacy and critical reading skills, students should focus on developing basic writing skills and creativity, and gradually learn how to utilize AI as they progress to higher grades. Second, we need to design process-centered writing instruction that fits the context of AI. We need to design writing process-specific AI applications and develop writing process-specific sub-questioning strategies in real-world teaching and learning contexts. Third, we need to diversify the context of writing assessment to evaluate actual writing skills. In the era of generative AI, it is necessary to avoid writing assessments that rely on one output, such as essay writing or assignment submission, and more actively utilize writing assessments that focus on learners’ writing process output and writers’ reflective self-assessment.
응급의학과 전공의 총조사 자료를 이용한 전공의의 교육 요구도 분석
권태현,박경혜,기동훈,김인병,김호중,박송이,서범석,윤유상,이의선,이형민,조광현,최석재 대한응급의학회 2021 大韓應急醫學會誌 Vol.32 No.1
Objective: This study was conducted to identify the needs assessment for education and training of emergency medicine (EM) residents. Methods: The results of a national survey of EM residents of the Korean Society of Emergency Medicine in 2019 were used. Education was one of the five categories in the survey. The preferred learning methods and their perceived importance and ability to perform in nine competencies were assessed. The Borich’s needs assessment model was used to analyze their needs. Results: Among 591 EM residents, 382 responded, and 371 responses were finally analyzed. Regarding the learning methods, junior residents preferred in-hospital conferences, staff lectures, internet resources, and textbooks. Overall, medical knowledge and procedural skills were the most important, and research was less important to recognize. Medical knowledge showed the highest rank in the needs assessment in all years, and ethics and professionalism showed the lowest ranks. The needs for procedural skills were higher in junior years but lower in senior years. Conclusion: These results will form the basis for the design of training programs to meet the educational needs of EM residents for each grade. Furthermore, an analysis of the educational needs should be done periodically according to the changes and demands of the times.