http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
적출백서 심방에서 3H-Norepinephrine 유리에 미치는 KT-362의 영향
유상은,곽용근,은홍배,김용기,김기원,조규박 의과학연구소 1994 全北醫大論文集 Vol.18 No.1
KT-362(5-[3[[-2-(3,H-dimethoxyphenyl)-ethyl] amino] -1-oxopropy]-2,3,4,5,-tetrahydro-1, 5-benzothiazepine fumarate) is one of the potential drugs that can be used in some of cardiovasular divdases such as arrhythmias, hypertension or myocardiac infarction. Recently it has been reported that KT-362 has inhibitory actions on intracellular Ca^2+ release, Na^+ influx and Ca^2+ influx. However, the action of this drug on sympathetic activity is still unclear. In this study, effect of KT-362 on the release of ³H-NE from isolated rat atria porloaded with ³H-NE and its mechanism of action were investigated. 1. KT-362 elicited a dose-related increase in the release of ³H-NE. 2. The ³H-NE-releasing effect of KT-362 was not affected by LiCl₂, 2, 3-dinitrophenol or yohimbine, but was potentiated by cocaine. 3. KT-362 inhibited ³H-NE uptake and ^45Ca^2+ uptake in naive or KCl-stimulated preparations. 4. KT-362 decreased tyramine-induced ³H-NE release, while reserpine diminished ³H-NE releasing effect of KT-362. The above results indicate that Kt-362 has augmentory action on NE release as well as inhibitory actions on NE-uptake and Ca^2+ uptake, and that Ne-releasing effect of KT-362 is due to the direct action on the catecholamine store.
Jigsaw 모형을 적용한 수학수업이 특성화고 학생의 정의적 발달에 미치는 영향
유상은,손홍찬 한국학교수학회 2016 韓國學校數學會論文集 Vol.19 No.3
본 연구에서는 특성화 고등학교 학생을 대상으로 직소모형을 적용한 수학 수업의 특징을 분석하고 이 수업이 학생들의 정의적 특성 중 호기심과 동기 및 가치인식에 어떤 영향을 미치는지 살펴보고자 하였다. 연구 결과 Jigsaw 모형을 적용한 수학수업에서 학생들을 동료들에 대한 의무감 때문에 의사소통이 늘었고, 보다 즉시적이면서도 빈번하게 의사소통하는 것을 알 수 있었다. 또한 학습자의 호기심과 동기를 긍정적인 방향으로 변화시키는 데 도움을 줄 수 있음을 알 수 있었다. In this study we aimed to find out if a mathematics lesson with Jigsaw model can help to change such negative affective characteristic to a positive one. The results of the study subject were as in the following. First, the mathematics lessons that applied Jigsaw model can help to inspire curiosity and motivation of students. Through the Jigsaw model, students have responsibilities and obligations to teach their peers that led to communication among students and such communication was more vitalized as the it took place within the relationship with peers, which is more comfortable and friendlier than that of instructors. they revealed their own ignorance and misconception during the process as vitalized communication inspired learner’s curiosity and learning motivation, and these were supplemented and modified. Besides, the expert group and home group activities in the Jigsaw model made the learner’s question and answer activities more instantaneous and frequent, which more effective as well. Second, it can help students to become aware of the mathematical concepts, especially the value of a formula. The Jigsaw model vitalized communications through the responsibility of study to students and created acceptable environments where sharing what each other has learned was not awkward.
韓國語 類似 文法 項目 敎育을 위한 입력 기반 과제 適用 硏究
유상 한국어문교육연구회 2020 어문연구(語文硏究) Vol.48 No.3
The purpose of this paper is to discuss the importance and educational effectiveness of input-based tasks, based on the consideration of the complexity of the educational contents for Korean similar grammar items. After presenting the design principles and examples of interpretation tasks and consciousness -raising tasks for teaching Korean similar grammar items, in order to examine the educational effectiveness of these two types of input-based tasks, an experimental class was conducted by dividing ten intermediate-level learners into two groups and selecting guess expression ‘-겠-, -(으)ㄹ 것이다, -는/(으)ㄴ/(으)ㄹ 것 같다’ as the target grammar items. By analyzing and comparing the results of pre-, post- and post-delay test, it is revealed that the application effect of the interpretation task and the consciousness-raising task varies according to the extent to which the grammatical rule is related to the context. The present study indicates that in terms of teaching the correct use of grammatical information, the consciousness-raising task is more effective in the way that learners are required to discover and induce grammatical rules through input. On the other hand, in the aspect of appropriate usage education in the discourse dimension, learners can benefit more from the interpretation task in that it provides the opportunity of input processing. 유상, 2020, 한국어 유사 문법 항목 교육을 위한 입력 기반 과제 적용 연구, 어문연구, 187 : 385~416 본고는 한국어 유사 문법 항목 교육 내용의 복잡성을 감안하여 입력 기반 과제의 중요성을 강조하고 실제적으로 적용하는 데 목적이 있다. 본고는 한국어 유사 문법 항목 교육을 위한 해석 과제와 의식 상승 과제의 설계 원칙과 예시를 제시한 후에, 적용 효과를 검토하기 위해 추측 표현인 ‘-겠-, -(으)ㄹ 것이다, -는/(으)ㄴ/(으)ㄹ 것 같다’를 목표 문법 항목으로 선정하여, 10명의 중급 학습자를 대상으로 해석 과제 수업 집단과 의식 상승 과제 수업 집단으로 나누어 실험 수업을 진행하였다. 집단별로 사전․즉시 사후․지연 사후 테스트의 결과를 분석하고 비교함으로써 본고는 유사 문법 항목 교육에 있어서 변별 규칙의 사용 맥락과의 연관도에 따라 해석 과제와 의식 상승 과제의 적용 효과가 다르다고 밝혔다. 다시 말하면 문법적 정보의 정확성 교육 측면에서는 의식 상승 과제가 학습자에게 주어진 입력 자료를 통해 변별 규칙을 발견하고 귀납하도록 함으로써 더 효과적이다. 반면에 담화 맥락에 따른 적절성 교육 측면에서는 해석 과제가 학습자에게 입력 자료를 개별적으로 처리하도록 함으로써 변별 능력을 함양하는 데 더 많은 도움이 된다.