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This study was conducted with two objectives ; one was to select the suitable soybean cultivars for cultivation in paddy field and the other was to establish the environment-friendly rotational cropping system of soybean instead of rice in paddy field. In order to evaluate growth adaptation and yields, five soybean cultivars were cultivated in Yeoncheon, Keonggi province, with two cultivation methods such as level row and high ridge. Growth of the top plants, such as stem length, number of branches, diameter of stem, were higher in high ridge than in level row, however, the differences among the cultivars were bigger than those between the cultivation methods. Dry weight of top plant was significantly different among the cultivars during whole growth stages, however, it was higher in level row than in high ridge at V5 stage while it became higher in high ridge as growth progressed. Roots were more developed in high ridge than in level row during whole growth stages. T/R ratio in level row was higher than that in high ridge. During whole growth stages, significant differences were observed among the cultivars in growth and yields in each cultivation method and yields of Eunhakong was the highest. In results, number of nodules and T/R ratio at V5 stage, number of pods at R2 stage, and number of seeds and T/R ratio at R5 stage had highly correlated with yields, respectively.
본 연구는 학력향상 다중 지원체제의 구축 요소인 학습부진에 대한 예방-진단-관리 시스템 구축, 개인별 맞춤형 학습지도 프로그램 제공, 교사의 적극적인 관심과 지도 강화, 지역사회와의 연계 등에 대한 실태를 논의하고 그 개선방안을 제시하는데 있다. 이를 위해 포커스 그룹 인터뷰 방법을 이용하여 부산지역 초등 학력향상형 창의경영학교의 업무담당자 4명, 지도교사 7명, 학부모 7명, 총 18명을 대상으로 인터뷰를 실시하였고 그 결과 자료 해석은 수집된 자료의 전사, 약호화, 범주화, 개념화 순서로 해석하였다. 그 개선방안은 다음과 같다. 첫째, 정규수업의 충실한 운영과 진단평가 방법과 학습이력관리의 개선이 필요하다. 둘째, 담임교사를 중심으로 학습보조 인턴교사 및 짝활동을 활용한 학습동기강화 프로그램과 학력신장 프로그램을 운영해야 한다. 셋째, 학생에 대한 믿음과 교원의 책무성을 바탕으로 학교실태 및 지역사회 요구에 맞는 교육과정 운영이 필요하다. 넷째, 학력향상형 창의경영학교 운영목적에 대한 학부모와 교사의 인식이 개선되어 학생의 행복을 추구해야 하며 학교실정을 고려한 행정적·재정적 지원이 필요하다. This research is to propose learning improvement strategy for the underachieved by looking into the factors of initiating a multi-disciplinary supporting system consisting of establishment of “Prevention-Diagnosis-Management” system, provision of individualized learning programs, enhancement of teacher's active interest and guidance, and connection with community. To perform the research, focused group interviews were conducted on total of 18 people from elementary schools in Busan: 4 staff from elementary creative school for learning improvement, 7 instructors and 7 parents. Data analysis was carried out and the collected data was divided into transcription, coding, categorization, and conceptualization. Strategies for learning improvement were devised. The learning improvement strategy consists of the follows. First, in order to establish the Prevention-Diagnosis-Management system for the underachieved, well-organized regular classes, appropriate assessments, and thorough record of learning history will be necessary. Second, to establish individualized learning program, utilizing of intern teachers as learning assistant while conducting pair activities must be initiated to enhance learning motivation and academic performance. Third, to enhance teacher's active interest and guidance, it is necessary to build trust between students and teachers and utilize appropriate curriculum, which reflects the reality of schools and meets the requirement of local communities, accompanied by teachers' accountability. Forth, to establish connection with the community, it is necessary to empower the individual schools. Both parents and teachers should be clearly aware of the main purpose of the creative school for learning improvement in order to pursue students' happiness. In addition, it is necessary to obtain administrative and financial support according to the current state of the individual schools.
본 연구는 학교기반의 효율적인 중재반응모델 체제를 마련하기 위해 중재반응모델을 통한 수학 학습장애 위험아동의 연산능력 향상과 비반응자 선별에 미치는 영향을 검증하였다. 이를 위해 부산과 대구 소재 6개 초등학교 2, 3학년 1072명을 연구 대상으로, 3단계 중재반응모델에 의한 연산중재와 단계별 연산능력 성취도검사, 수학 교육과정중심측정을 실시하였다. 그 결과 연산능력 향상에 있어 1단계 일반교수에 비해 2단계 소집단교수의 영향이 매우 큰 것으로 나타났다. 또한 교육과정중심측정을 통한 이중불일치 준거 적용과 2단계 소집단교수후 비반응자 출현이 크게 줄어드는 것으로 나타났다. 따라서 수학 학습곤란 학생의 연산능력 향상과 수학 학습장애 선별을 위한 학교기반의 중재반응모델은 학습곤란 학생의 선별, 2단계 소집단교수를 중심으로 구축되어야 한다. The purpose of this study was to develop school based response to intervention(RTI) model which screen students with math learning disabilities. So first content of this study was to know the effect of RTI model on math calculation ability of at-risk students with math learning disabilities and second content was to know the effect of RTI model on screening students who didn't respond to multi-tier calculation intervention. For this study, 1072 elementary 2~3 grade students of 6 schools in Busan and Daegu cities were employed and researched by 3-tier RTI model(general instruction, small group instruction and individualized instruction). The testing tools of this study were math calculation achievement test and math-curriculum based measurement(M-CBM). The results of this study were as follows: First, math calculation ability of at-risk students with math learning disabilities was improved by RTI model based on multi tier intervention. Especially the influence of small group instruction of tier 2 was higher than general instruction of tier 1. Second, RTI model using dual non-discrepancy criteria(achievement and progress) was effective for reducing students who didn't respond to multi -tier calculation intervention. According to this results, the conclusions of this study were as follows: First, RTI model should be introduced to school to improve math calculation ability and to screen at-risk students with math learning disabilities. Second, 2-tier RTI model is more effective than others, because it reduces the number of at-risk students with math learning disabilities dramatically and applies to school easily.