http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
- 中文 을 입력하시려면 zhongwen을 입력하시고 space를누르시면됩니다.
- 北京 을 입력하시려면 beijing을 입력하시고 space를 누르시면 됩니다.
RISS 인기검색어
- 검색키워드
- 저자 : 남가영(Nam Ga Young) (검색결과 5 건)
- 무료
- 기관 내 무료
- 유료
-
談話に見られる文末表現「の(ん)だ」の意味機能 : face行爲を中心に
南嘉瑩(Nam Ga-Young) 동북아시아문화학회 2009 동북아시아문화학회 국제학술대회 발표자료집 Vol.2009 No.5월
Japanese 「noda」 regarding the end expression which bites as the form which the blister copper four 「da」 connects in formal personage 「no」 mainly anger volition it shows modality where it is various. 「noda」 is having the function which explains a situation or the actual condition from the end which bites generally. But from the point of view where 「noda」 is face act theories it shows anti-face-threatening functions which repel to face-threatening in compliance with insufficiency where it exists in face-threatening function which threatens face of relation or relation ignition from conversation. It relates and face saving function face-neutral. When the relation and opinion are different, the case which threatens face of relation in order to assert the opinion of oneself strongly appeared frequently. In anger own relation the case which asserts the opinion of oneself strongly, it had anti-FTA functions where also the counterpart repels to FTA and this it appeared clearly.
-
한ㆍ일 양 언어에 나타나는 형식명사 「こと」 「もの」 「の」에 대한 고찰
南嘉瑩(Nam Ga-Young),曺永湖(Cho Young-Ho) 동북아시아문화학회 2008 동북아시아문화학회 국제학술대회 발표자료집 Vol.- No.-
Though Japanese people use 「koto」 「mono」 「no」 properly with unconsciousness, it is quite difficult and complicated to use properly for foreigner who is learning Japanese. So this study is to investigate the meanings of each 「koto」 「mono」 「no」, and to make clear when to use each of them and whether they can be used as a substitution or a synonym. First, there are propositional use, substitution of a noun substantive, use in nominal sentence, idiom, and conjunction in the use of 「koto」. Second, there are substitution as a noun substantive, use in nominal sentence, abstract use, conjunction in the use of 「mono」. Third, 「no」 can be used as a substitution as a noun substantive and use in nominal sentence of 「koto」 and 「mono」, And also there are independent use, propositional and concrete meaning in the use of 「no」. 「koto」 and 「no」」 can be used as a substitution as follows. Only 「koto」 is used in the predicate noun clause like B in the sentence 「A is B」 or in the sentence that means demand or command. Only 「no」 is used in the predicate noun clause when the sentence means direct, concrete, and condition in progress. 「mono」 and 「no」 can be used together when the noun substantive that 「mono」 or 「no」 substitutes indicates 「specific」 「regular」 「individual」 and concrete thing. Only 「mono」 is used in general meaning and only 「no」 is used in selectional or particular meaning. Each of 「koto」 and 「mono」 has their own meaning in systematic relation. 「koto」 is used for abstract thing and 「mono」 is used for concrete thing as substitution of a noun substantive. As using in nominal sentence, 「mono」 substitutes nouns, and 「koto」 substitutes the other preceding. 「koto」 is used when 「~toiukoto」 or 「~toiumono」 means abstract thing and 「mono」 is used when 「~toiukoto」 or 「~toiumono」 means concrete or sensible thing. It is important to investigate and study the confusion in the use 「koto」 「mono」 「no」 as they correspond with 「것(Geot)」 in Korea.
-
Suppression Subtractive Hybridization을 통한 Venturia Nashicola 접종후 ‘93-3-98’에서 유도된 저항성 후보 유전자 선발
천재안(Jae-An Chun),남가영(Ga-Young Nam),김세희(Se-Hee Kim),조강희(Kang-Hee Cho),김대현(Dae-Hyun Kim),최인명(In-Myeong Choi),신일섭(Il-Sheob Shin) 한국육종학회 2015 한국육종학회지 Vol.47 No.1
Suppression subtractive hybridization was carried out to identify resistant genes against to pear scab caused by Venturia nashicola using leaves harvested at 24 and 48 hours after inoculation into ’93-3-98’ (highly resistant) and ‘Sweat Skin’ (highly susceptible). As a result of the ESTs analysis, nine and 14 unique genes were expressed on 24H (tester, mRNA at 24hr after inoculation of ’93-3-98’; driver, one of ‘Sweet Skin’) and 48H (tester, mRNA at 48hr after inoculation of ’93-3-98’; driver, one of ‘Sweet Skin’), respectively and genes related to defense or stress response were accounted for 40% (24H) and 42% (48H). Differential expressed genes classifying into PR protein family were pathogenesis-related protein 1a, major allergen Pyr c1 and allergen mal d 1 at 24H and major allergen Mal d 1.03B at 48H, respectively. Major allergen Pyr c1, F-Box/kelch-repeat protein, Flavoprotein wrbA, and hypothetical protein POPTRDRAFT_783792 are expected to closely connecting to scab resistance of pear following strongly expressed in highly resistant cv. ‘Bartlett’ and ‘93-3-98’ compared with moderately susceptible cv. ‘Gamcheonbae’, susceptible cv. ‘Wonhwang’, and highly susceptible cv. ‘Niitaka’ and ‘Sweat skin’.
-
-
교사의 반성적 수업 평가의 요소 및 수준에 관한 사례 연구
고호경,남가영,맹은경 이화여자대학교 교과교육연구소 2013 교과교육학연구 Vol.17 No.3
본 연구에서는 중등 국어, 영어, 수학 교사 6명을 대상으로 하여 자신의 수업 동영상을 보고 사고 구술의 방식으로 수업을 반성적으로 평가하도록 하고 비구조화된 면담을 통해 경력과 수업관 등을 확인으로써, 교사들의 수업 반성의 요소와 수준을 각기 반성적 수업 평가의 횡적, 종적 양상으로 나누어 살펴보았다. 연구 결과, 첫째, 교사들은 교육과정 지식(교과 내용에 대한 인식, 수업 재구성), 교수 전략(수업기획, 수업의 짜임새, 수업 유형, 자료 및 교구의 활용, 평가), 학생 이해(학생의 수준, 상호작용, 학생 반응에 따른 피드백), 수업 기술(수업 외적 기술), 수업 환경(교실 환경, 수업 분위기) 등의 세부요소를 중심으로 분석적으로 수업 평가를 수행한다는 점이 확인되었다. 즉, 수업 전반에 대한 총체적이고 거시적인 평가보다 세부 요소 등을 중심으로 한 분석적 평가가 주를 이루고 있었다. 둘째, 교사들은 대부분 기술적, 기계적 수준의 반성에 그치고 있으며, 비교적 수준의 반성이 이루어지는 경우에도 이는 일부 교사에 국한되어 있어 교사들 간의 반성적 수업 평가에는 수준 차가 존재함이 확인되었다. 이를 통해, 세부 수업 요소 중심의 분석적 평가보다 총체적이고 종합적인 평가가 가능하도록 하는 반성적 수업 평가 기준의 마련이 필요하며, 좀 더 높은 수준으로의 반성적 수업 평가 능력 신장을 위해 명시적이고 체계적인 교사 교육이 기획, 제공되어야 함을 확인할 수 있었다. This study examines teachers' reflective thinking on their instruction; then, analyzes the factors and levels of their reflective thinking. To achieve this aim, we recorded six secondary school teachers' (two Korean, two English, and two Mathematics teachers) one-unit instruction periods. Afterward, we conducted a 'think-aloud' session in which they reflected on their instruction while watching the tapes. We also conducted semi-structured interviews with them, discussing their educational background, teaching careers, and their thoughts about 'good teaching or good instruction'. Our conclusions are the following: Firstly, teachers' reflective thinking on their instruction progresses analytically around the specific dimensions of instruction, such as curriculum knowledge, pedagogical content knowledge, knowledge of learners and their characteristics, class milieu, etc. They do not seem to reflect on their instruction generally and synthetically. Secondly, most teachers seem to reflect upon their instruction at a descriptive or technical level. They do not reflect upon their instruction at a comparative or critical level. There are notable differences with respect to the level of reflective thinking among teachers. Only one teacher with various experience about instruction-consulting showed reflective thinking at a comparative level. The results of this study suggest a need for explicit and systematic teacher education to enhance teachers' levels of reflective thinking, and so eventually to extend their teaching capacity.
ScienceON연관 검색어 추천
이 검색어로 많이 본 자료
활용도 높은 자료
