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채영수(Chae, Young-Soo),문한중(Moon, Han-Joong),김대규(Kim Dae-Kyu) 한국산학기술학회 2006 한국산학기술학회논문지 Vol.7 No.2
본 연구에서는 배면성토에 의하여 발생하는 연약지반의 측방유통 판정기준을 평가하고 분석하였다. 이를 위하여 군장신항만 잔교구조물 현장의 측방유통을 계측하였으며, 계측결과와 판정기준을 비교, 분석하였다. 연구결과, 비배수강도로 표현되는 측방유통 한계하중, 일본 도로공단 측방이동지수, 일본 건설성 토목연구소 측방이통판정수, 한국 도로공사 수정 I 지수 등이 각 기준값보다 작은 값에서 측방유동이 발생하였다. In this paper, the criteria of the lateral displacement in soft soil due to embankment were evaluated. The lateral displacement was measured at a pier structure in a new harbor construction site, and the measurement was compared with the criteria. The results by the measurement such as the critical pressure causing lateral movement in terms of undrained strength, the lateral movement index by Japan Highway Co., the lateral displacement index by Japan Construction Ministry, the modified index by Korean Highway Co. were estimated to be lower than the respective index values.
제7차 교육과정에 의한 초등학교 과학 교과서의 STS 내용 분석
고한중 ( Han Joong Koh ),전경문 ( Kyung Moon Jeon ),노태희 ( Tae Hee Noh ) 한국초등과학교육학회 2002 초등과학교육 Vol.21 No.2
The purpose of this study is to analyze STS contents in the elemementary school science textbooks developed under the 7th national curriculum. Major findings from the analyses are as follows: (1) The percentage of STS contents included is 26% by the number of pages, and 40% by the lesson hour. Higher proportions of the STS contents are found in the domains of `energy` and `material`. By grade level, the coverage of 5th grade textbooks is relatively low. (2) Most STS topics are related to science rather than technology or society. (3) In many cases, STS contents are used in the whole processes of a lesson. (4) Most activities are `group activity` or `experiment·observation`. There are few activities of `role playing`, `spot study` or `interview`. These results indicate that recent STS education trends are reflected on the revised textbooks well. However, it is suggested that some improvement is needed, such as diversification of topic or activity.
강석진,이유영,고한중,전경문,노태희 한국초등과학교육학회 2004 초등과학교육 Vol.23 No.1
In this study, we investigated the effects of using concept mapping as an instructional tool on 4th graders' achievement, science learning motivation, and attitude toward science classes. T재 classes (38 students) from an elementary school were respectively assigned to a control group and a treatment group. Students were taught about "expansion of matter by heat" and "heat transfer". These topics were chosen because they require students to understand more concepts as well as relationships among them. A science learning motivation test and an attitude toward science classes test were administered as pretests. A researcher-made achievement test, the science learning motivation test, and the attitude toward science classes test were administered as posttests. The results indicated that using concept mapping in 4th-grade science classes was not significantly effective in improving students' achievement though a statistically significant positive effect was found in the subcategory of knowledge. No statistically significant effect of using concept mapping was found in the scores of the science learning motivation test and the attitude toward science classes test. Educational implications are discussed.