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林在敏(Lim Jaemin) 한국중어중문학회 2020 한국중어중문학회 우수논문집 Vol.- No.-
This study compared the National Curriculum and analyzed the reflection of the four core competencies in the secondary school Chinese textbooks, and then checked the hierarchy and connectivity of the curriculum and the textbooks. As a result of the study, it is confirmed that some of the problems raised were improved. But despite these efforts, some of the contents seem to need improvement in response to situations that can be revised at any time. The boundary between the 2015 revised National Chinese Curriculum’s content system and achievement standards is ambiguous. For this reason, the hierarchy between the 2015 Chinese textbook of middle school and high school seems to be somewhat lacking. The 2015 Chinese textbook for secondary schools reduced the amount of learning to reduce learning burden. However, the composition of the textbooks is complicated and confronts the problem of learning the same contents repeatedly in middle school and high school Chinese class. If we can set different order of core competency in middle school Chinese textbooks and high school Chinese textbooks, we will be able to secure hierarchy and link between the curriculum and the textbook.
임재민 ( Lim Jaemin ) 한국중국언어학회 2023 중국언어연구 Vol.- No.109
This study analyzed the discussion points derived from previous research on the Chinese language curriculum and looked for the cause and reason. As a result of this study, the results show differences between researchers. The reason is that the timing of promulgation(notification) and implementation of the General Guideline of the National Curriculum and the Subject based Curriculum are different, the referenced materials have different standards, and there are errors in the information provided by the National Curriculum Information Center. When conducting research on the change of the Chinese language curriculum in the future, it is necessary to carefully consider various variables to select data, and the National Curriculum Information Center must re-examine its materials to ensure it can provide accurate information.
임재민 ( Lim Jaemin ) 한국중국언어학회 2022 중국언어연구 Vol.- No.102
This study conducted a simulated instruction for Pre-service Chinese teachers, and analyzed the development pattern of simulated instruction based on the self-reflection reports prepared by the Pre-service Chinese teachers. The self-reflection report consists of diagnostic evaluation and reflection evaluation. The components of diagnostic evaluation are introduction, motivation, progression, class composition, question-and-answer, voice, body movement, and media utilization, and the reflective evaluation elements are class preparation, progress, and evaluation. As a result of this study, the development pattern of simulated instruction could be classified into 6 types(development type, distributed type, incomplete type, stagnant type, regressive type and other type), and differences and commonalities were found in the simulated instruction.
급속 확장장치 또는 미니플레이트를 이용한 상악 전방 견인술이 혀 위치에 미치는 효과
최동순(Dong-Soon Choi),임재민(Jaemin Lim),정한나(Hannah Jeong),장인산(Insan Jang),차봉근(Bong-Kuen Cha) 대한치과교정학회 2023 대한치과교정학회 임상저널 Vol.13 No.1
Maxillary protraction treatment has been widely used for growing patients with Class III malocclusion. This report shows two patients who received maxillary protraction treatment using the facemask and the rapid maxillary expander (RME/FM) or the miniplates (Miniplate/FM) as an intraoral anchorage. The first patient was a 7.8-year-old female who received RME/ FM treatment for Class III malocclusion. Her occlusion and maxillomandibular relationship were improved and the tongue was positioned more inferiorly after treatment. The second patient was a 8.1-year-old female who received Miniplate/FM treatment. Her Class III malocclusion was corrected, and the tongue was positioned more superiorly after treatment. A preliminary study on the tongue position after maxillary protraction treatment was performed with a RME/FM group (n=10, 8.7 ± 0.8 years old) and Miniplate/FM group (n=10, 9.8 ± 1.6 years old). Pretreatment and posttreatment cephalometric radiographs were analyzed, and the tongue position was compared. The tongue position was significantly changed more posteriorly in the RME/FM group and more superiorly in the Miniplate/FM group. The tongue position might change after a maxillary protraction treatment, and it may differ depending on the type of the intraoral appliances for maxillary protraction.