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소뇌-교각종양 수술시 수술 중 전기생리학적 신경감시에 따른 수술 후 기능적 결과
이상구,박관,박익성,서대원,엄동옥,남도현,이정일,김종수,홍승철,신형진,어환,김종현,Lee, Sang Koo,Park, Kwan,Park, Ik Seong,Seo, Dae Won,Uhm, Dong Ok,Nam, Do-Hyun,Lee, Jung-Il,Kim, Jong Soo,Hong, Seung Chyul,Shin, Hyung Jin,Eoh, Whan,Kim, 대한신경외과학회 2000 Journal of Korean neurosurgical society Vol.29 No.6
Objectives : Intraoperative neurophysiologic monitoring(INM) is a well known useful method to reduce intraoperative neurological complications during neurosurgical procedures. Furthermore, INM is required in most cerebellopontine angle(CPA) surgery because cranial nerves or brain stem injuries can result in serious complications. Object of this study is to the correlation between the changes of intraoperative monitoring modalities during cerebellopontine angle tumor surgery and post-operative functional outcomes in auditory and facial functions. Material and Methods : Fifty-seven patients who underwent intraoperative neurophysiologic monitoring during CPA tumor surgery were retrospectively reviewed. Their lesions were as follows ; vestibular schwannomas in 42, other cranial nerve schwannomas in seven, meningiomas in five and cysts in three cases. Pre- and postoperative audiologic examinations and facial nerve function tests were performed in all patients. Intraoperative neurophysiologic monitoring modalities includes brainstem auditory evoked potentials(BAEP) and facial electromyographies(EMG). We compared the events of INM during CPA tumor surgeries with the outcomes of auditory and facial nerve functions. Results : The subjects who had abnormal changes during CPA tumor surgery were twenty cases with BAEP changes and facial EMG changes in twenty one cases. The changes of intraoperative neurophysiologic monitoring did not always result in poor functional outcomes. However, most predictable intraoperative monitoring changes were wave III-V complex losses in BAEP and continuous neurotonic activities in facial EMG. Conclusion : These results indicate that intraoperative neurophysiologic monitoring in CPA tumor surgery usually provide predictive value for postoperative functional outcomes.
이상구 ( Sang Koo Lee ) 청람어문교육학회(구 청람어문학회) 2013 청람어문교육 Vol.48 No.-
이 연구는 우리의 현행 2009개정 교육과정의 바탕이론이자 오늘날 가장 영향력이 큰 언어교육 패러다임인 장르 중심 접근법의 개념과 특성, 교육 내용과 방법을 살펴보고, 앞으로의 전망을 바탕으로 한 과제가 무엇인지를 살펴보기 위한 목적으로 시도되어졌다. 장르 중심 접근법이 우리나라에 소개된 것은 2000년대에 접어들면서 부터였다. 처음에는 쓰기영역에서 시작되었으나 2007개 개정 국어과 교육과정에서부터 교육과정의 바탕이론이 되었다. 장르 중심 접근법은 다양한 맥락에서 사용되는 언어 형태를 "장르"라 하고, 장르에 관한 지식 즉 장르지식을 가르침으로써 장르의 이해와 생산 능력을 길러 주는데 목표를 두고 있다. 따라서 교육 내용은 장르 지식이며, 교육 방법은 비고츠키의 근접발달 영역 이론을 바탕으로 하고 있다.장르가 사용되는 맥락을 점검하고, 그 맥락에서 사용되는 장르의 시범을 보고,교사와 함께 그 장르의 글을 구성하면서 익힌 후에 학생이 독립적으로 구성해 나가는 절차를 바탕으로 하고 있다. 장르의 유형 구분 및 배열(sequence)의 문제, 각 장르의 장르 지식의 개발 문제,교육 방법의 구체화 문제를 해결하는 연구가 진행되어야 할 것이다. The genre-based approach has been introduced to Korea in early 2000. It started with the writing(composition) area, but it soon became the background theory of 2007 revised Korean education curriculum. The similarly repeated type of language in certain circumstances is called "genre" in genre centered approach. It aims to make better understanding of genre, and the productivity by teaching the usage of different genre. So, the content of education is the "genre knowledge", and the teaching method is based on Vygotsky`s ZPD theory. The process of education is as follows : After examining the context usage of genre, demonstrating of genre in that context, and composing the text in that genre, the student composes independently. The genre-based approach is expected to affect more on our Korean education continuously. Therefore, we need to discuss listening· speaking, reading, literature area, besides the writing(composition) area. The content of education, and both method and strategy of teaching for each area should be developed.
일반논문 : 반응중심 문학교육과 구성주의 문학교육의 기본 관점과 교육 내용 비교 고찰
이상구 ( Sang Koo Lee ) 한국문학교육학회 2013 문학교육학 Vol.40 No.-
This study is in an attempt to take a look at the commonalities and differences between ``Response based on literature education and ``Constructivism based on literature education.`` The literature educational commonalities are as follow. First, both criticize the ``New criticism`` and overcoming its limitations at the same time. Second, both agree that the ``text`` is just ``paper and ink``. Third, both deny the unity of the response or interpretation about the literary and pursuing its diversity. Fourth, both are strongly opposed to rote teaching on conceptual knowledge in literature. Fifth, both emphasize the importance of debates and discussions among the learners. The differences are as follow. First, the former pursues variations of ``reaction`` of reader, while the latter pursues their ``interpretations``. Second, The former encourages and highlights the individual reader``s response to the each text. The latter claims the ``communny cart``, the subjective reactions that occur after the individual readers to read the text, which is not recognized as the meaning or interpretation, but only to the interpretation or meaning obtained through the process of communication between members of social and cultural ``intersubjectivity``. Third, when it comes to in the evolution of the educational paradigm, The former belonging to the ``Cognitivism`` that respect for the individual readers`` subjective responses, and The latter belongs to constructivism, especially ``German radical constructivism``. The commonality in educational contents is that both are strongly opposed to conceptual knowledge teaching from the new criticism perspective. The difference, on the other hand, the former minimizes conceptual knowledge teaching on the literature, and encourages teachers to improve and diversify the reactions of learners. Meanwhile, the latter claims that teachers should teach the empirical knowledge, the ``Genre scherma`` that needed no interpret the literature text.