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남ㆍ북한 수학 교육과정 비교ㆍ분석 : 국민공통기본과정 9-가, 9-나를 중심으로
유시규,안순주 동국대학교 교육연구원 2005 교육문제연구 Vol.16 No.-
2002년도 발행된 고등중학교 1, 2, 3학년의 북한의 수학교과서와 2004년도 발행된 제7차 수학교육과정의 교과서를 중심으로 학교수학의 내용의 현상학적 특징을 비교ㆍ분석 하고자 한다. 본 논문에서 언급하는 바와 같이, 북한의 수학교과서에서는 상당히 많은 용어들이 이해하기가 난해한 한글용어로 자리메김하고 있다. 원래 중등학교 수학용어들의 대부분은 광복 이전에 사용하던 한자용어를 남북한에서 각각 독자적인 변화과정을 거쳐서 오늘에 이르게 되었다. 물론, 그의 핵심적인 변화는 한자 용어를 한글화하는 것이었다. 또한, 기존의 여러 논문들은 북한의 수학교육의 내용만 다루어고 있는데 비하여, 본 연구에서는 우리의 제 7차 교육과정 수학과 해설서에 준해서 북한의 통합 후의 교과서를 분석하여, 북한 수학 교과의 성격, 목표, 내용, 교수 학습 방법, 평가에 대한 부분을 조사 및 분석하였다. A half century has passed since Korean peninsula was divided into South and North Korea. So there are many differences in the society, politics, economy, culture and education between South and North Korea. Recently, there has been increased concerning reunification of South and North Korea. As a response to this growing mood of unification, the people who are related with mathematics education start to study North Korea's education ideology, goals and system. This paper attempts to analyze secondary mathematics curriculum in North Korea published by 2002 compared with South Korea's curriculum. As the results of this analysis and comparison, We can find some similarities and differences. Although there are some similarities in the form and content, many differences are also found ; view points of teaching, approach methods, and terms. On the basis of the above findings, We attempted to make some suggestion for the researches preparing for the unification in the area of secondary mathematics education. We would like to become a guide in the preparation for the unified mathematics curriculum ; for the unified Korea in the future.
양자역학계에서 SL(2,R)과 SU(1,1)의 표현에 관한 동형사상
유시규 東國大學校 1992 東國論叢 Vol.31 No.-
In the study of the role of canonical transformatins in quantum mechanics, the work of Moshinsky and Quesne was started from linear transforms between coordinates and momentum observables and lead to the oscillator metplectic representation of SP(2. R). In this paper we build the operator which intwines the two algebrares lizations (3.8) and (3. 12) or, more precisely, the unitary transform ation kernel mapping on the space L^2(R^2) described in section Ⅳ. This is the proper quantum analog of the canonical transformations.
유시규 東國大學校 1994 東國論叢 Vol.33 No.-
The dynamical symmetries is no less important than the geometrical one, and is also called the dynamical invariance, or the accidental or hidden symmetry. According to the analogy of a simple dynamical system, we find out the conditions of linear and quadratic first integrals in a discrete dynamical system in concerning the symmetries problem.
柳時珪 敎育問題硏究所 東國大學校 1995 교육문제연구 Vol.10 No.-
Even though it is good in the achievement condition of the memory reproducing type questions as like the formal calculations or the applications of the formulas, it is not in the questions that are requiring problem student's own judgment. That's why only formulas and skills to solve them are being conveyed to the students tin our classrooms. current school education's goal is to provide the students the basis of their lifelong study by emphasizing on the self-motivation to learn something for themselves and on bringing on their abilities to voluntarily react to the social changes. The daily practice to get knowledge and skill makes students face new problems. That means they are required to handle new problems on the daily base. So far the study of the mathematics education has a tendency to place a strong stress on its theory itself. but now the practical studies about it are prevailing on the reflection of it. In developing the open-ended approach that enhances the problem solving abilities, it is reasonable to think that whatever dealt in the classroom should be based on the joint thinking and the joint work of the teachers and the students, but teacher tends to rush into a hasty conclusion and fail to induce appropriate outcomes. It is, however, one of the most important thing to let the students be interested in and is involved in the process, considering the difference of every each one of the individuals' problem solving abilities or their various thinking patterns and thking care of when or how to give them hints that could lead them to the right conclusion. The thinking process to the answer, that is, how to place the step of conclusion from posing a question to arriving at the solution is more important than any other things. And also it is thought that a lot of practical studies as well as a lot of methods to evaluate the process of the teaching and learning theory are needed accordingly.