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We notice that GIS learning is newly appeared in the first chapter highschool koren-geography book which will become effective from 1996. So It's natural for geography teachers and students majoring in geography education in teachers' college to feel strongly the necessity of havhg knowledge about GIS and acquiring basic skills to use this system, But the Dept. of geography education, which belong to the national Univ, has no financial aids, therefore we cannot ostablish GIS system for workstation, However, considering the importance of GIS in teaching geography in the future the intensity of social demands, or the difficulty of teachers' employment, we should emphasize and reflect the necessity of GIS learnig in teaching curriculum. In this way, we can produce efficient teachers who can cope with this Information Age and comply with students' desires for GIS learning. On this current demandes and actual limitation, the Dept. of Geography Education thinks about establishment of some PC Ave/Inf, which is a little expensive than OSU MAP software or Idrisi that doesn't need an input unit like Digitiger or Scanner. Otherwise, Students would feel lack of GIS learning or surrounding equipment. On the contrary, if they take Computer initiative subjects for GIS learning, or if they trear various softwares and surrounding equipments they can participate in the practical GIS project with ease. As a whole, the GIS learning in the Dept. of Geography Education and in the Dept. of Geography is just in the first stage, and so is system establishment. However, the GIS learning is widely accepted as an important tool throughout the Geography field, so we are now in the course of accepting students' desires for the GlS learning. Basically, Students who are concerned is GIS learning should have a good stock of knowledge about general fields of geography study, for we have to consider manpower problems in teaching in University, or job-openings and also we have to be equipped with creativity to fix our own sphere, and at the same time we have to solve many problems for the efficient conduct of project achievement.
This article discusses the field of geography as accepted by the leading professonal geographers in America with emphasis upon concepts and methods of geography. As the following table to contents shows, it offers a picture of the latest trends, the newest concepts, and the most recent suggestions regarding methods of study, that characterizes. American geography today. Contents 1. the main stream and deviants of geographic scholarship 2. concepts of geography (a) the newest concepts (b) the possible role of geography 3. the answer to the traditional questions for (a) Physical Geography versus Human Geography (b) Topical Geography versus Regional Geography 4. methods of geography (a) definition of region (b) two kinds of concepts of geographical research; regional system and causal relations (c) two conclusions regarding geographic method 5. the new trends or emphasis hi American geography after World War Ⅱ. The following characteristics are summarized as the latest trends in American geography. 1) Development of regional study 2) positive investigation of natural resources 3) emphasis on training in cartography 4) development of field techniques 5) growing cooperation with neighbouring fields 6) increasing application of Mathematical methods 7) increasing contribution to practical Aspects
This is to review the recent tendencies of educational sociology in Japan on the basis of "Fall, 1966, Vol. 39 No. 4, Sociology of Education, pp. 397-407" As Korea and Japan are similar in the aspect of the fact that they are all under the influence of American scholastic movement, this may be the valuable as a reference or research data. Out of the 20 years of Japanese educational sociological activities, the first half has no more valuable results than the translation of American literatures and the latter half, 1956-1966, revealed researches oh practical and Specific problems. Among these researches and investigations, notable topics are educational problems for social class than the social mobility through education, university and college education, enterance examination system, repeaters, school career of industrial workers, historical investigation of educational policies and the gap of economic development and education. It is highly appreciated that they made effort to develop the scientific theories of the teaching process and to investigate the promotion system of university and. college faculty members. We can easily find that no few problems are common to Korea and Japan, in some given areas of education.
The pufose of this study is to clarify the optimum level and connection of place name learning in elementary and middle schools. The main results are as follows: 1. The spatial bounds of place name in elementary and middle schools extend from county, city and province to Korea and the world with the increase of the grade. Also the contents of place name learnings change from experiential and concrete place names to unexperiential and abstract place names with the grade. 2. From the viewpoint of the relative importance of place name learning, the Korea geography is attached importance in elementary school, and the systemetic and world geographies are considered important in middle school. 3. The analyses of the place name. 1) The number and frequency of place names in middle school increase as about two times as those of elementary school. The number of place name by grade is the most in the fourth and seventh grades. 2) The number of human place names is as about two times as that of physical place name in elementary and middle schools. But in frequency, physical place names in elementary school are more than middle school. Therefore place name learning in elementary school is conducted in relation to human beings and the nature. 3) In elementary school, the number of place name connected with the southern part of Korea is over 50% and upward in the whole number. In particular, place name of Kyungsangbuk-do amount to about 28% in the whole number by necessity of regional study. But in middle school, place names of the central part of the country are more than any other part. In world place names, the number of place name of Asia is most in elementary school, because the area has a close connection of culture and history with Kerea. On the other hand, in the aspect of politics and economy, the number of place name of Anglo-America is the most number in middle school. 4) The contents related with place names are described in the concepts of man and nature or space in elementary school, and in middle school, in man and environment, space, distribution and region. 4. The optimal number per school hour in elementary and middle school is eight and nine or less respectively, but the number of place name in the present elementary and middle school are as 1.3-2.6 times as the optimal number. In particular, regional geography units in the fourth grade and seventh grade are as 1.9-3.5 times as the optimal number, and this grades have the lowest connection relatively to the before and after grades. Therefore the number of place names in these grades should be reconstructed to the reasonable level. In conclusion, place name learning in the present elementary and middle schools have not the optimum and connection between schools and grades. Especially, place name learning in the fourth and seventh grades performs with the disregard of spatial and general recognition standard of students. These are unfit for the theme of geography eduction in elementary and middle schools, and only deepen the cognition that geography is the subject which memorizes all sorts of place names and produces. Therefore, teachers free from uncritical place name learnings and should instruct students in place names by the optimal number. Also planners of curriculume and authors of text books have to make a plan for the optimal number and connection of place names that considers cognition standard of students.
Ⅰ. Introduction The aims of this thesis are to clarify the structures and problems of geographic learning contents by weights and to advise the geography-teachers in senior high school Ⅱ. The structures of geographic learning contents by weight 1. The structures of regional and systematic contents ◁표 삽입▷(원문을 참조하세요) 2. The structures of Geography(Ⅰ) by unit ◁표 삽입▷(원문을 참조하세요) 3. The structures of Geography(Ⅱ) by unit ◁표 삽입▷(원문을 참조하세요) 4. The structures of Geography(Ⅱ) by major nation ◁표 삽입▷(원문을 참조하세요) Ⅲ. Conclusion 1. Geography(Ⅰ) ; regional versus systematic contents, 3:7 2. Geography(Ⅱ) ; regional versus systematic contents, 1:1 3. the structures of Geography(Ⅰ) and Geography(Ⅱ) are above Ⅱ. Those structures must be improved by the internal and external circumstances of Korea