Earticle

This paper examines Korean speakers' knowledge of semantic computation of telicity in English. Precisely, it addresses the question of whether Korean learners are aware that telicity in English is encoded by the cardinality of objects. To this end, six different types of object NPs were used: eat an apple/the apple/two apples/a piece of cake/apples/cake. Only the first four objects of specified cardinality make a predicate telic. Results of a temporal modification test show that Korean learners have largely acquired that telicity in English relies on the cardinality of objects; crucially, they were able to accept the telic predicates but to reject the atelic predicates with the in X time adverbial. However, they failed to make the telic-atelic distinction regarding the event cancellation test, incorrectly accepting the telic predicates with the continuation denoting the cancelled event. It is argued that this fluctuation is attributable to L1 transfer. The transferred properties of Korean perfectives (i.e., partial completion interpretations) overrode their developing knowledge of telicity in English.

이 연구의 목적은 대학 교양교육의 교수학습 방법이 지나치게 강의식 교 수법에 의존하고 있고 대부분의 교양교육 과정이 학습자 보다는 교수자의 의도에 따라 교수학습이 이루어지고 있다는 문제의식에 따라 이를 해결하 기 위한 체제적 교수학습 실천 방안을 제안하는 데 있다. 전통적인 방식에 서의 교수학습 방법만을 중요시하는 것이 아니라 교육공학적 관점에서의 체제 접근을 중심으로 교양교육의 교과 특성에 따라 교수학습을 설계하고 학습자간 협력적 지식창출 과 정을 포함한 혼합학습 방법을 통해 교양교 육의 교수학습 내용과 방법을 구성하는 것이 필요하다. 또한 평가에 있어 서 교양교육의 목적이 학습자의 단순 지식 획득에만 있는 것이 아니라 대 학이 배출하는 인재가 갖추어야 할 교양 및 전문인으로서의 자질을 양성 해야 한다는 점을 고려하여 교육 후 학습자의 만족도나 성취도 등 양적인 결과 평가에만 의존할 것이 아니라 교수학습 목적과 연계하여 교수학습이 진행되는 동안 학습자의 교수학습 활동, 태도의 변화 등을 평가하는 질적 인 과정 평가가 이루어지는 것이 중요하다. 결과적으로 이 연구는 교수학 습의 내용, 방법, 목적 등을 고려한 교수학습 과정에서 교양교육의 체제적 교수학습 요소들과 실천 모형을 제안함으로써 향후 교양교육과정을 운영 하는 데 유의미한 시사점을 제공할 것으로 기대한다.

The purpose of the study is to propose practical plans to implement effective instruction for general education at universities. Most general education courses have used lecture-centered instructional methods that instructors have mainly led the courses without considering students’ involvements. However, it can not be an unique method for general education but there are more effective instructional methods to improve students’ learning performance. To implement effective instruction of general education, it is necessary to consider a systems approach based on educational technology perspectives. With the systems approach, the study presents three practical plans of effective instruction in general education: (i) the design of instructional contents and methods through knowledge objects of each subject; (ii) the use of blended learning including collaborative knowledge creation process among learners; and (iii) implementation of qualitative process evaluation methods including instructional activities and learners’ attitudes related to instructional purposes during instruction. In conclusion, to implement effective instruction in general education at universities, three practical plans based on systems approach including instructional purposes, contents, and methods will provide crucial implications for successful general education in the future.

There are considerable challenges in analysing and reporting on word-based data. Infobright data warehousing technology was used to build knowledge around qualitative data that are subject to human interpretation. Infobright was chosen as a system for implementing the data set because its rough set based intelligence appears to be extensible with moderate effort to implement the data warehousing requirements for automatic interpretation of word based data. An example of social sciences research data was used for illustration.

We propose a knowledge-based algorithm for extracting an object boundary from low-quality image like the forward looking infrared image. With the multi-classes training data set, the global shape is modeled by multispace KL(MKL)[1] and curvature model. And the objective function for fitting the deformable boundary template represented by the shape model to true boundary in an input image is formulated by Bales rule. Simulation results show that our method has more accurateness in case of multi-classes training set and performs better in the sense of computation cost than point distribution model(PDM)[2]. It works well in distortion under the noise, pose variation and some kinds of occlusions.

본 연구는 『대승기신론소‧별기』를 인식론적 관점에서 분석하여 인식의 근원과 본질에 대해 해명하고, 이를 통해 유아교육이 갖는 교육적 함의를 알아보았다. 우선 『대승기신론소‧별기』에 나타난 인식의 근원은 마음(二門一心)이고, 마음은 본체적인 진여(眞如)와 일체의 인식을 나타내는 현상적인 생멸심(生滅心)의 두 측면으로 서로 다르면서 하나인 중층 구조를 이룬다. 또한 인식 본질에 대해서는 인식 대상은 별도의 실체적 존재가 아닌 마음이 구성한 것으로, 대상은 마음의 구성물이라고 보았다. 『대승기신론소‧별기』의 이러한 인식론적 관점에서 볼 때, 유아교육에서 앎의 과정은 맑고 참된 보편적 진여가 원인이 되어 생멸하는 마음이 현상적 이해를 하며, 동시에 이러한 이해는 진여를 구현해가는 순환적 과정이다. 또한 유아교육내용에 있어서 지식이 갖는 주체의 주관성과 구성적 특성이 충분히 반영될 것을 제시하고 있다.

This study explores the epistemological implications to early childhood education in Taeseung Kieshin non So?Byelkie. The analysis on this Buddhist literature is focused on the sources of knowledge and the natures of knowledge. According to this analysis, the source of knowledge is mind-only, which has two different but identical structures, the ultimate mind and the phenomenal mind. Also, the nature of knowledge on objects is based on idealism that what seems real and objective to us is merely the result of our conceptualizations, thus the external world is not different from the consciousness that perceive it. The implication to early childhood education is that educational settings are where the circulation process between the ultimate mind and the phenomenal mind can take place, and ultimate mind is logical cause for learning knowledge and accomplished by the process of learning knowledge.

This research examined age differences in the way 3-, 4-, 5-year-old children solve scientific problems involving magnetic and nonmagnetic objects. Their scientific process skills and scientific concepts were examined in 1) hypothesis setting, 2) hypothesis verification and 3) hypothesis application. Data was analyzed by one-way and two-way ANOVA and Scheffe. Children's scientific process skill presented differences by age in each phase of problem solving. That is, the scientific concept level demonstrated by 4-year-olds was higher than that of the 3-year-olds. That of the 5-year-olds was higher than the 4-year-olds. In addition, in all age groups, the children showed a higher level of understanding about magnetic and non-magnetic objects in the hypothesis application phase than in the hypothesis setting phase.

Since March 2013 the Nuri curriculum has been the national early childhood curriculum in South Korea. It focuses on five basic areas of children’s life, including physical activity, social relationship, mutual communication, exploration of nature, artistic experiences. The purpose of this study was to analyze the area of Social Relationship for students aged 3 to 5 in the Nuri curriculum teacher’s guidebook, as well as their social scientific knowledge. The researchers examined 1,105 activities in the area of Social Relationship in 32 teacher’s guide books for students aged 3 to 5 in the Nuri curriculum. After they classified the activities on Social Relationship by children’s age, life themes, and type of activities, the researchers proceeded to analyze the activities related to social scientific knowledge by the categories consisted of six items. The results of this study can be summarized as follows: First, there were differences in the frequency of social relationship activities by life themes. On the other hand, it showed similar levels in the frequency of social relationship activities by children’s age and type of activities. Second, there were more activities related to social scientific knowledge in the category of History and Civics. The study provided insights into understanding basic information about social studies for young children and improving the Nuri curriculum.