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생명의 신비에 대한 시각화 연구 : 태고(太古)의 여행 Travel of ancient times
황철환 한국사진학회 2003 AURA Vol.0 No.10
It is said that life itself is not an entity observed from the objective point of view. We often say that life is an substances not apprehensible in the terms of our cognitive description such that death itself is an unobserved substance not comprehensible in the our cognitive description. Our attempts, hence, to comprehend the world with our cognition is just kind of a confidence to enter the mystic world we have not known yet. It has been said that human DNA system consists of the combination of DNA cords A.G.C.T just like the combination of computer digital cords 0,1, giving much meaning to us. That is to say that we can't know completely the mystery of life. This scientific DNA study can't tell everything to the mystery of life. If we decipher one combination of DNA cords, the human DNA system makes up new combinations of Cords manifesting the much more mystic world. It is said that life is not just thing we are conscious of being alive but contains inorganic thing which contains life within life. So life has some peculiar energy to sustain on its own and hold its universe meaning which is marvelous and awesome to us.
코로나-19로 인한 원격교육이 학습몰입도에 미치는 효과 : 방사선학 전공자를 중심으로
황철환,양성희 국제차세대융합기술학회 2022 차세대융합기술학회논문지 Vol.6 No.5
코로나-19로 인한 원격수업에서 방사선학 전공자들이 경험한 학습몰입도를 확인하고, 이에 미치는 영향 을 분석하였다. 경상권 소재 3년제 방사선과 대학생 373명을 대상으로 2021년 11월 2일부터 12월 14일까지 학습 몰입도, 수업만족도, 교수실재감, 학습동기, 통제적 신념, 자기주도학습전략에 대해 온라인 설문 조사를 시행하였다. 학습몰입도는 학습자가 선호하는 수업 방식과 원격수업의 형태, 자가 복습시간에 따라 유의한 차이를 보였으며, 수업만족도, 교수실재감, 자기주도학습전략과 강한 양적 상관관계를 보였다. 학습몰입도를 종속변수로 한 중회귀모 형에서는 수업만족도, 자기주도학습전략을 통해 79.4%의 설명력을 보였으며, 수업만족도, 자기주도학습전략 수준 이 높을수록 몰입도는 향상됨을 확인할 수 있었다. 코로나-19 사태 이후 지속해서 확대가 예상되는 대학 내 원격 수업의 질적 향상을 위한 기초자료로 활용되기를 기대한다. The purpose of this study was to examine the learning immersion of radiological science majors in remote classes due to COVID-19, and influencing factors were analyzed. An online survey was conducted from November 2, 2021 to December 14, 2021, learning immersion, class satisfaction, teaching presence, learning motivation, controlling beliefs and self-directed learning of remote classes for 373 college students in the department of radiology in Gyeongsang area. Learning immersion showed a significant difference according to preferred class, type of preferred remote class and self-review time. In addition, learning immersion showed a significant positive correlation with the class satisfaction, teaching presence and self-directed learning. In the multiple regression model, learning immersion showed a significant explanatory power of 79.4% through class satisfaction and self-directed learning. It was confirmed that the higher the level of class satisfaction and self-directed learning, the higher the level of learning immersion.