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남선우 한국수자원학회 1978 한국수자원학회논문집 Vol.11 No.1
This study is concerned with the analysis of the formulas which give both the quantity of the total, suspended and bed loads as functions of stream and sediment characteristics. The numerical analysis of sediment discharge formulas is described and the computer program for the following 4 formulas are developed; (1) Einstein's Formula (2) Toffaleti's Formula (3) Brown's Formula (4) Kikkawa's Formula In the analysis of these formulas, the hydraulic data of the river in the downstream of the Han River are used, and these formulas have been tested by application and comparison with observed data and the results computed by the computer. In these methods and procedures, the most satisfactory and convenient formula is selected. The design and planning of the river channel regulation works are determined by computing the river bed variation by using the sediment discharge computed from the selected formula.
에듀테크를 활용한 상호작용적 비대면 실시간 수업 설계 및 개발 연구 : 기독교교육과 수업 사례를 중심으로
남선우,Nam, Sunwoo 한국기독교교육학회 2021 기독교교육논총 Vol.- No.66
본 연구는 에듀테크를 활용한 상호작용적 비대면 수업을 기독교교육과 수업에 적용한 사례 연구로 수도권에 위치한 A대학교의 기독교교육과에 개설된 교직필수 과목인 '교육방법 및 교육공학' 과목 수강생 20명을 대상으로 2020년 1학기에 진행되었다. 이를 위해 비대면 수업과 상호작용, 에듀테크와 상호작용에 관한 이론적 연구를 진행 한 후 에듀테크를 활용한 상호작용적 비대면 수업을 설계 및 개발했다. 에듀테크를 활용한 상호작용적 비대면 수업은 Flipped-PBL을 기반으로 상호작용적 에듀테크를 적용시키는 과정으로 개발했다. 또한 비대면 상황가운데서 진행될 Flipped-PBL 과정에 따라 적극적인 상호작용이 가능한 에듀테크를 선정 및 활용할 수 있도록 했다. 특히 수업 설계 및 개발의 과정에 있어서는 기독교교육과를 대상으로 하는 교직과목인 '교육방법 및 교육공학'의 특성을 살려 기독교교육적인 특성을 살려 실천적 사역현장인 교회를 중심으로 문제를 개발하고 수업을 진행했다. 수업 적용결과 첫째, 학습자들은 수업에 대해 높은 만족도와 흥미도는 보였으며, 둘째, 학습의 공간과 생활의 공간에 긍정적인 전이가 나타났다. 셋째, 에듀테크를 활용한 상호작용적 비대면 수업은 학습 간에 적극적인 상호작용이 가능하도록 했다. 특히 상호작용적 에듀테크와 학습방법은 적극적인 상호작용이 가능하게 하는 주요한 요인이 되었다. 이를 통해 학습자들은 학습의 효율성과 몰입, 그리고 만족도가 높아짐으로 인해 대면수업의 대안으로서 온라인 수업을 경험할 수 있었다. 즉 앞선 학습의 만족도와 흥미, 학습 공간의 전이 또한 수업 간에 상호작용적 에듀테크를 활용한 교육방법을 통해 발생된 적극적인 상호작용을 통해 가능했다. 그러나 학습에 대한 만족의 저해 및 상호작용의 방해 요인으로는 통신(인터넷) 환경적 요인과 학습자의 온라인 기반 환경에 대한 인식이 주요함이 나타났다. 학습 중에 통신 환경의 장애는 상호작용적 에듀테크를 활용하는데 방해를 일으켜 적극적인 상호작용이 발생하지 못하게 하였고, 이로 인해 학습의 만족과 흥미를 하락시키는 결과를 가지고 왔다. 또한 학습자에게 익숙하지 않은 온라인 학습환경도 적극적인 상호작용의 방해 요인으로 제시되었다. 그럼으로 에듀테크를 활용한 상호작용적 비대면 수업을 설계함에 있어서 사전에 에듀테크 및 학습 방법에 대한 충분한 학습자 교육과 통신(인터넷) 환경에 대한 점검이 필요함을 알게 되었다. 이에 본 연구는 온라인 시대 가운데에 적극적인 상호작용과 학습과 생활의 일치적 전이가 가능한 대안적 교육방법으로서 에듀테크를 활용한 상호작용적 비대면 수업을 기독교교육과 수업에 적용하여 그 가능성을 확인했다. 제한적인 기간과 인원이라는 한계성을 가지고 있는 사례 연구임에도 불구하고, 대면수업의 대안으로서 온라인 수업의 방향성을 제시해야 할 시대 속에서 대안적 기독교교육방법으로서의 가능성을 제시해보고자 했다. This study is a case study in which the interactive non-face-to-face classes using Edutech were applied to the Department of Christian Education. The subjects were 20 students from the Christian education department of A University located in the metropolitan area. The course was 'Instructional Methods and Educational Technology' in the first semester of 2020. In theory, I studied non-face-to-face classes and interaction, and edutech and interaction. Afterward, it designed and developed interactive non-face-to-face classes using edutech. The interactive non-face-to-face classes using edutech were developed as a process of applying Flipped-PBL based interactive edutech. In addition, Edutech was selected for active interaction according to the Flipped-PBL process to be carried out in a non-face-to-face situation. In particular, in the process of developing the problem of PBL, it was built around the situation of the church. As a result of applying the class, first, learners showed high satisfaction and interest in the class. Second, positive transference appeared in the space of learning and the space of living. Third, interactive non-face-to-face classes using Edutech have generated active interaction. In particular, interactive edutech and learning methods have become the main factors enabling active interaction. Through this, learners have improved learning efficiency, immersion, and satisfaction. Also, as an alternative to face-to-face classes, I was able to experience online classes. In other words, the satisfaction and interest of learning, and the transference of learning space, were also possible through active interactions generated through learning methods using interactive Edutech used in class. Furthermore, disabilities in the online communication(Internet) environment and learners' unfamiliarity with the online environment have been found as factors that hinder learning satisfaction and interaction. During learning, obstacles to the online communication environment hinder the utilization of interactive Edutech, preventing active interactions from occurring. This results in diminishing satisfaction and interest in learning. Therefore, we find that designing interactive non-face-to-face classes using Edutech requires sufficient learner learning and checking of the online communication(Internet) environment in advance for Edutech and learning methods. In response, this study confirmed the possibility by applying interactive non-face-to-face classes using Edutech to Christian education classes as an alternative method of education that allows active interaction and consistent transference of learning and life. Although it is a case study with limited duration and limitations of the number of people, I would like to present the possibility as an alternative Christian education method of an era where the direction of online classes should be presented as an alternative to a face-to-face class.
남선우,최은호 한국수자원학회 1990 물과 미래(한국수자원학회지) Vol.23 No.3
식생계로 피복되고 투수성 토양을 갖는 산지유역에서의 점유출량 결정을 위해 초과우량 추정모형을 유도하였다. 산림에 의한 canopy차단 및 풀, 낙엽, 농작물 등에 의한 지표피복차단저축을 고려하고, 유역 포화시의 증발산량을 계산하여 관측강우로부터 지표 흙에 도달되는 순강우량을 결정하였다. 부정강우사상에 적용할 수 있도록 수정된 Green-Ampt모형으로부터 침투율을 결정하여 초과우량을 산정하였고, IHP 대표시험유역 가운데 장평유역의 실제호우사상에 적용하여 손실율, 유출율 및 유출발생시간 등을 결정, 적용성 여부를 검토하였다. Considering the hydrological los components such as evapotranspiration, interception, surface storage and infiltration, a rainfall excess model for forest watersheds is derived. The Morton model is adopted to estimate the evapotranspration under the wetted environmental conditions. Canopy effects and ground cover interception storage rates are used to determine the net rainfall rates arrived on the surface soil. The infiltration capacity on the permeable surface is estimated from the revised Green-Ampt model derived for the natural unsteady rainfall events. The rainfall excess model derived is applied with the data from Jangpyung watershed, one of the representative watersheds of IHP. Parameters which are calibrated with the data from ten storms, the hydrometeorological, land use and soil informations, and other researchers' papers are presented.
남선우 한국수자원학회 1973 한국수자원학회논문집 Vol.6 No.1
For the simplicity in the analytical solution, the simple surge tank has been chosen for the test where an unsteady flow is porduced by suddenly closing the valve controlling the discharge. The valve is loated immediately downstream from the surge tank. Momentumn equations in the penstock and in the surge column are measured recored on the oscillograph and then the calibration of surge column heights and scale readings on the oscillograph trace are made. The diameter of the penstock are determined by the trial and error method. The water levels in the surge column are computed by numerical integration of the differential equation of the surge tank. The relationships between the results from the experiment and numerical computation are figured, compared and discussed.
원격 수업환경에서 자기주도학습능력이 문제해결력을 매개로 흥미수준에 미치는 영향 탐구
남선우 한국기독교교육학회 2022 기독교교육논총 Vol.- No.72
This study was conducted to explore whether problem-solving ability mediates the effect of self-directed learning ability on interest level in a distance learning environment. The subjects of this study were 64 students in the Department of Christian Education and Early Childhood Education at A University located in Gyeonggi-do. For this study, data were collected through questionnaires on interest level, self-directed learning ability, and problem-solving ability. Collected data are analyzed using SPSS Macro and bootstrapping method. As a result, self-directed learning ability for interest level has a positive effect on .651 level. The influence of self-directed learning ability in step 2, which includes problem-solving ability, which is a parameter. It was lowered to .543 level. And the effect of problem-solving ability was found to be at .360 level. As a result, it can be judged that problem-solving ability mediates the effect of self-directed learning ability on interest level. The research results suggest that the level of interest can be improved by supporting problem-solving skills in a distance learning environment.
남선우 한국기독교교육학회 2022 기독교교육논총 Vol.- No.71
Due to the 4th industrial revolution, which started with the Smart Revolution in the early 21st century, Hyper-Connectivity, Hyper-Convergence and Hyper-Intelligence of our society is accelerating. These changes induced formation of Metaverse as a fused new space that crosses the perimeter of the physical space and virtual(digital) spaces beyond time and place. The characteristics of Metaverse are continuously spread by engaging with the characteristics of the MZ generation, which collects both Millennial generation (M Generation) and Z Generation. With outburst of Covid-19 pandemic, a variety of attempts have been made to utilize Metaverse, even in church education when it was impossible to worship directly. In other words, the usefulness of the Metaverse was confirmed as a new community space of the education of the church. In addition, Metaverse may provide a substantial, experiential and evolving space for church education. However, in order for church education to further develop, the development in the method of education is also required to move beyond mere concept of space. In particular, when the learner-centered education method, one of the common characteristics of the Metaverse and MZ generation, it is thought that the church education in the Metaverse era will be able to go in a more evolving direction.