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The recent development of a high-speed Internet network has greatly advanced the learning methods based on computers. Especially, the advent of the World Wide Web has changed the traditional face-to-face teaching methods by allowing a new way the educators and educates can communicate with each other anytime and anyplace. The purpose of this study is to help students build a proper view of value about 'sex', and desirable human relations by changing misinformation about sex and sexual indentity into a positive, sound direction of thinking about 'sex' through a web based educational program.
Korean women’s literature played a central role in modern Korean literature of the 1990s. A large number of women writers and their noteworthy literary works emerged and prevailed in the field of modern Korean literature during that era. In the meantime, Korean feminist literary criticism addressed a variety of issues and questions regarding the value and limitations of Korean women’s writing. Responding to this topic, this paper initially analyzes the characteristics and importance of feminine writing in Korean women’s novels of the 1990s. In examining them, I will seek to explore the potential of feminine writing in the context of feminist literary discourse and women’s writing practice. This work focuses mainly on the two types of Korean women’s writing: autobiographical and confessional. Furthermore, this work goes on to investigate the broader literary implications and social meanings of women’s writing. Lastly, I will point out the limitations of ‘feminine’ writing in Korean women’s novels of the 1990s. In terms of feminist aesthetics, Korean women’s autobiographical and confessional writings have striven to involve a wide range of literary discourses and feminist criticisms. With this persistent process, Korean women’s writing becomes capable of acquiring the power and possibility to uncover the rou-tinized problems in relation to women’s oppression and subordination in a male-centered society. Feminist literary poetics, within/through women’s differences, should be grounded in/upon diverse women’s lived experiences and then seek to explore not only an aesthetic but also a social value of their lived experience/reality and the feminine content. Through it, ‘feminine’ writing of women’s literature will be able to thrive within modern Korean literature.
This paper is a case study on the Turkish-Korean translation course in the department of Korean language and literature at Erciyes University in Turkey. It examines in detail the development process and contents of the Turkish-Korean Translation Practice course, which was first offered in the spring semester of 2016. Through a careful review of the class’s syllabus and methods, the goal is to correct any issues identified and establish a foundation for improving the quality and effectiveness of Turkish-Korean translation education in Turkey. In developing the course, local needs, the contents of the other courses in the Korean language department, survey results, and the students’ Korean ability and study habits were taken into account. The specific course objective is for students to improve their Korean ability and acquire basic translation skills. It was determined there would be three types of course content used in conjunction with translations into Korean: Turkish expressions, Korean grammar, and specific texts. Students progressed from translating sentences to paragraphs to everyday conversations; they were expected to translate the texts accurately and naturally into the target language of Korean. In light of the fact that there are no Turkish-Korean translation programs at Turkish universities, this case study can provide a concrete model for how to develop and teach a Turkish-Korean translation course at an university in Turkey.
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본 연구는 우리나라의 STEAM교육을 이끌고 있는 교사들을 대상으로 STEAM에 대한 인식을 조사하고, 학교급별 차이를 분석하고자 하였다. 이에 STEAM 심화과정 교사연수에 참여한 초·중등교사 326명을 대상으로 STEAM교육에 대한 교사들의 이해 정도, STEAM 교수효능감, STEAM의 현장적용의 수월성 정도에 대한 인식을 묻는 설문조사를 실시하였다. 연구결과는 다음과 같다. 첫째, STEAM 심화과정에 참여한 교사들임에도 불구하고 상당수의 초·중등교사들이 STEAM에 대해 표상적인 이해수준을 보여주고 있었으며, 중등 교사들이 이러한 경향이 더욱 두드러졌다. 둘째, ‘STEAM 교수효능감’, ‘STEAM의 현장적용 수월성 정도’에 대한 인식 모두 초등교사가 중등교사보다 높게 나타나, 초등교사들이 중등교사들에 비해 STEAM에 대해 긍정적으로 인식하고 있었다. 셋째, 초·중등교사들 모두 STEAM 교수효능감은 비교적 높게 나타났으나, 현장적용에 대한 수월성에 대한 인식은 낮게 나타나면서 효능감과 실행에서의 괴리감이 있음을 알 수 있었다. 또한 초중등교사의 수월성에 대한 인식의 차이를 바탕으로 학교급별 교사들이 STEAM 실행에 있어서 느끼는 어려움에 차이가 있음을 알 수 있었다. 이상의 연구 결과를 바탕으로, STEAM교육의 현장 확산을 위해서는 교사교육의 필요성과 초중등 학교급의 차별화된 접근이 필요하며, STEAM 교수 실행을 위한 실제적 지원이 이루어져야 함을 제안할 수 있다. In an effort to better understand the status of the Korean STEAM education and to provide some guidelines for future STEAM in Korea, this study investigated the perceptions on STEAM education by the primary and secondary school teachers who participated in the advanced STEAM teacher training program. These in-service teachers were expected to play leading roles in STEAM education. A total of 326 teachers responded to the survey that inquired how they would define STEAM education, to what extent they had teaching efficacy about STEAM, and how they considered the expediency of applying STEAM in their classes. The findings were as follows. First, even though the teachers were supposed to be pioneers for STEAM education, approximately 30% of the teachers did not have sufficient understanding about STEAM education, which is the case for the secondary teacher more than the primary teachers. Second, the primary teachers had higher “teaching efficacy about STEAM” and more positive perceptions about applying STEAM education than the secondary teachers. And third, there was a considerable gap between the teachers’ beliefs and practices about STEAM. The scores of the teachers’ teaching efficacy were high, while the teachers evaluated that implementing STEAM into their own classes was not easy. As a result, it can be suggested that in order to improve STEAM in Korea, it is necessary to employ different approaches considering the level of schools and provide more practical supports for teachers who implement STEAM in their classes.
This study was designed with non-equivalent control group pretest-posttest design to evaluate the effectiveness of structured nursing information program on open heart surgery(OHS) children's parents' anxiety, knowledge and nursing satisfaction. Data were collected from July 2000 to March 2001. The 36 subjects were collected : 16 experimental group, 20 control group. The method was like that : At pre operation day, the researcher measured trait-state anxiety on both group and gave the structured nursing information program to only experimental group. After OHS, Pediatric Intensive Care Unit(PICU) nurses explained the children's condition and care through checklist to experimental group. After the children were transferred to general ward, the researcher measured state anxiety, knowledge degree and nursing satisfaction on both group. The tools of this study were pre-operation visiting education program and information book about post-OHS children care in PICU which were made by researcher, satisfaction measurement questionnaire, knowledge measurement questionnaire, Spielberger's trait-state Anxiety Scale. The data were analyzed using the SPSS win program. The results can be summerized as: 1. The difference between pre-operation and post-operation state anxiety of experimental group which got structured nursing information program was wider than the control group which didn't get that. 2. The knowledge acquisition score of experimental group which got structured nursing information program was higher than the control group which didn't get that and was statistically significant. 3. The nursing satisfaction degree of experimental group which got structured nursing information program was higher than the control group which didn't get that and was statistically significant. Based on the results, the following is recommended : 1. Structured nursing information program lessens the anxiety of OHS children's parents and improves the knowledge degree & nursing satisfaction degree. So, we recommend to apply this program. 2. The research study on the educational need of OHS children's parents is required.
There have been many approaches to Subject-Aux Inversion (SAI), which were based on the sentence level and were mostly about functions served by SAI and factors involved in SAI based on semantics. A remarkable result from these studies is that the preposed element contains [+affective] features, suggested by Klima (1964), Jackendoff (1972), Liberman (1974), among others. This study, based on the discourse level, aims to argue that the suggested [+affective] features need further elaboration because of counterexamples and suggest that the preposed element of the SAI construction functions to signal the modality continuity marker, which is an expended one from the text-strategic continuities by Virtanen (1988), defined as a thematic or topical uniform text-structuring orientation chosen for coherence between textual segments. This study demonstrates that the modality continuity marker signaled by the preposed elements concomitantly observes the information packaging principle, suggested by Ward et al (2002) and others, who argue the exclusion of SAIs from the categories of the information packaging constructions.