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유현주,최영기,윤영완,양극영 대한건축학회 2000 대한건축학회 학술발표대회 논문집 - 계획계/구조계 Vol.20 No.2
It is a case of difficulty to provide a basis of unit cost computation due to insuficiency of standard breakdown structure and the guide of an itemized statement in the method of liquidated cost computation carried out now by cost accounting. Accordingly the government discontinued the method of liquidated cost computation by existing $quot;poom saem$quot; and established the standard method of measurement calculation by bring in integration based on historical cost data. However unit cost computation of liquidated cost is difficult owing to insufficiency of specific standard breakdown structure in apartment now. At this point the research aims to construction of standard breakdown structure for being applied to historical cost data in apartment. For this aim I would try to find unification in both classification system of apartment and standard method of measurement of historical cost data and suggest the contract cost of liquidated cost.
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유현주 全州敎育大學校 科學敎育硏究所 1997 科學 敎育 硏究 論文集 Vol.19 No.1
Researchers have insisted that mathematics should be learned not as a product but as a process. Nevertheless school mathematics has chosen 'top-town' method and has usually instilled into the mind of students the mathematical concepts in the form of product. Consequently school mathematics has been learned by students without the process of inquiring and mathematical thinking. According to Freudenthal, it is a major source of all problems of mathematical education. He suggested mathematising as the method for "teaching to think mathematically" "Teaching to think mathematically" through the process of mathematization, interpreting and analysing mathematics as an activity, is a means to embody the purpose of mathematics education.
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유현주,이정모,도경수 한국노년학회 2005 한국노년학 Vol.25 No.4
The purpose of the present study was to examine the age-difference effect among adults in their working memory abilities to integrate and coordinate multiple sources of information. The performances of 20 young adult participants and 16 aged (Mean = 59.75 yrs. old) participants in two different levels of integration tasks, comparison task and reasoning task, were compared with their performance in coordination task. Young participants showed a longer response time in coordination task than in comparison task, but showed no difference in response time for reasoning task and for coordination task. In contrast to young participants, the aged participants showed a longer response time in integration task than in coordination task. The results were interpreted as supporting the frontal lobe dysfunction theory, and that aging brain entails a decline in the working memory ability of integrating information from different sources, especially when the integration is of making inferences rather than of simply comparing the information. 전전두엽기능이론이 예상하듯이 시각정보처리와 언어정보처리를 동시에 개별적으로 수행하는 과제보다 통합하여 처리하는 과제가 노인집단에게 더 어려운지 살펴보았다. 이를 위해 20명의 청년집단과 16명의 노인집단 참가자들에게 병행과제, 낮은 수준의 통합과제인 비교과제, 그리고 높은 수준의 통합과제인 추리과제를 수행하게 하였다. 청년집단의 경우 병행과제보다 비교과제의 수행시간이 더 짧았고 병행과제와 추리과제간의 수행시간의 차이는 유의하지 않았다. 그러나 노인집단의 경우 병행과제보다 비교과제의 수행시간이 더 길었고 추리과제의 수행시간이 다른 과제에 비해 가장 길었다. 이 결과는 작업기억에서 중앙집행기의 기능이 노화에 따라 감퇴되어 여러 정보를 통합하여 처리하는 경우 노인집단이 수행의 어려움을 겪는 것으로 해석되었다.
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유현주,설양환 공주교육대학교 2010 公州敎大論叢 Vol.47 No.1
본 연구는 예비교사이면서 동시에 학습자의 입장에 있는 ‘교육대학생’들을 대상으로, 그들이 초등학교 시절에 경험한 수업을 회고, 반성(reflect)하는 방법을 통하여 ‘좋은 수업’의 특징들을 알아보고자 하였다. 또한 예비교수자라는 대상의 특수성을 살려 비판적 시각을 갖고 수업에서의 개선점을 제안해 보도록 하였다. 좋은 수업의 특징으로는 흥미유발 활동, 학생중심수업, 모둠활동, 직접체험활동, 교사의 유능함과 열성 등의 요소들을 포함하였으며, 과목별로는 사회과와 국어과의 경우 흥미유발 활동, 그리고 과학과의 경우는 모둠별 활동을 가장 큰 특징으로 꼽았다. 개선점으로는 활동중심수업에서의 학습능률저하, 다양한 학습 자료의 부족, 학생중심수업에서의 교사역할축소, 특정학생에 편중된 활동, 활동에 앞선 사전설명의 부재 등을 언급하였다. 과목별로는 사회과와 과학과 모두 활동중심수업에서 나타날 수 있는 학습능률 저하를 가장 큰 개선점으로 지적하였다. 이것은 경험에 근거한 실제적이고 구체적인 것들로서 학교현장에 몸담고 있는 교사들에게 학습자 중심의 수업을 위한 방법적 정보를 제공할 수 있을 것이다. This study is to investigate the features of "good instruction" by the method which reflects studies experienced in elementary school days of teacher's college students being a position to both preliminary teacher and learner. A "request-for-improvements for good instruction" was also investigated with a preliminary teacher's viewpoint in order to improve their instructions. The features for "good instruction" were classified in general features and subject features which sub-classified in social studies, in Korean language studies, and in science studies. The general features were obtained in interesting-evoked activity, instruction that students take the leading role, grouping activity, direct-experiencing activity, and teaching competency and passion. The subject features in social studies and Korean language studies were identified an interesting-evoked activity, and the feature in science studies was showed a grouping activity. The general request-for-improvements for good instruction were identified a drop of learning about the lesson theme, a lack of variety learning materials, a reducing of the teacher's role in instruction which students take the leading role, an activity biased to specific student, and an insufficiency of briefing before activity. And The subject's request-for- improvements for good instruction in society studies and science studies were identified an drop of learning about the lesson theme. These empirical results are expected to propose practical and embodied information for establishing methods for good instruction to a schoolmaster.
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