Earticle

본 연구에서는 바둑학습에서의 중요한 부분인 사활문제의 분류체계를 정립하고자 하였다. 기존의 사활문제집에서는 사활문제에 대한 체계적인 분류체계가 정립되어 있지 않은 관계로 문제의 구성과 체계에 있어서 난삽함을 노정하고 있다. 이러한 문제점은 결국 사활 학습의 어려움을 초래 한다. 본 연구에서는 사활의 분류체계를 7가지 하위 차원으로 구분하고, 이러한 분류체계에 따라 사활문제집의 구성을 제안하였다.

The study tried to establish the classification system for life and death problems in Go. The classification system is composed of 7 sub-dimensions, such as level of difficulty, eye space, method of solving, location of board, dual life, race, ko. It is very important to make life and death problems adjusted to level of learner. Decomposing problems into sub-dimensions would make learning of life and death problems much easier. The study proposed the method of composing the problems according to several dimensions.

This article presents findings from a classroom-based research project examining the innovative integration of the ancient board game Go in third-grade classrooms within a suburban U.S. school district. The study involved six teachers and over 100 students. In Phase 1, the Go teacher provided six weekly on-site lessons and four monthly lessons in Phase 2. Each lesson consisted of approximately 10-15 minutes of instruction and 20 minutes of gameplay. The research sought to answer three key questions: 1) What adaptations are necessary for implementing Go as a game-based learning tool in classrooms? 2) What natural opportunities for learning and using mathematics arise from playing Go? 3) How do teachers and students perceive the game of Go? Adapting the Go game was essential to make it better suited to the practical demands of the classroom setting. Smaller boards allow Go to fit easily within class periods and match students’ beginner levels. Emphasizing the “natural” objective of the game — ensuring stones survive forever on the board — along with a simplified scoring rule based on counting surviving stones provided a student-friendly, concrete approach to gameplay. Additionally, rearranging the remaining stones into recognizable number shapes helped students count, recognize numbers quickly, and easily calculate and verify scores. These key adaptations also created a low-pressure, interactive way for students to practice foundational math skills in a game-based learning environment. Data analysis revealed that students employed essential math skills aligned with the Common Core State Standards for Mathematics (CCSS-M) during Go games. Students with varying mathematical abilities demonstrated high levels of engagement and focused attention during Go lessons and games. As the project progressed, students moved away from counting stones individually and using skip counting to more efficient approaches to calculating their final scores, such as using number shapes and arrays for multiplication. This practice allowed students to engage in perceptual and conceptual subitizing - critical number sense skills that promote mastery of arithmetic. Arrays also helped students grasp the critical concepts of commutative and distributive properties of multiplication, which are visually evident on the Go game board. This research provided empirical support for the connections between Grades K-3 CCSS-M standards and Go. Teachers observed that their students frequently applied math skills during Go gameplay and experienced valuable opportunities to reinforce concepts from their ongoing math curriculum. Students reported using their math skills while playing Go. For example, when asked how to introduce Go to their friends, they noted that it can help them learn how to be a good leader and help them practice math skills. Some students described Go as “a cool, fun strategy game that’s sometimes challenging and uses a lot of math skills.” Notably, students with special needs, including those with Attention Deficit/Hyperactivity Disorder and Autism Spectrum Disorder, actively participated in Go games with their peers without disabilities, without needing their classroom aides. Teachers noted that Go games created an alternative low-anxiety math learning space in their mathematics classrooms. In addition to its mathematical benefits, teachers recognized that Go improved students’ attention, engagement, collaborative learning, and decision-making.

The endgame stage of Go presents a unique challenge for scientific research. Contrary to previous stages, in the endgame the key to a successful analysis is board decomposition into smaller, independent local positions. Go players typically analyze these positions separately and prioritize moves based on their value. In this paper, I introduce a novel program that automates this decomposition-based analysis for the endgame stage of Go. AlphaZero has revolutionized Computer Go, by applying a generic move-selection mechanism, based on neural network judgments and the MCTS search algorithm. However, it does not specifically address the complexity of endgame in the aforementioned manner. On the other hand, by leveraging the decomposition-based analysis, my program reaches decisions in the endgame with relatively little computation. Additionally, it offers insights for Go practitioners by providing accurate move value evaluations. Notable prior work on automated endgame analysis was done by Martin Müller (1995). His program Explorer checked all possible variations in every undecided position and aggregated the results based on an algorithm inspired by the Combinatorial Game Theory (CGT). However, due to the exponential growth of the number of variations, Explorer’s application was limited to small, tightly bounded local positions. In contrast, my program leverages a neural network to predict optimal local moves, dramatically reducing the number of variations that need to be explored. Provided that the neural network’s predictions are correct, the program can accurately evaluate move values by considering relatively few variations, just like human Go experts do. Thanks to this approach, it is the first program capable of analyzing large, unbounded local positions, which are commonly encountered in real games. The neural network was fine-tuned from a pre-trained AlphaZero reimplementation on the task of optimal local move prediction. Training data was gathered from KataGo self-play games, utilizing KataGo’s network to perform board decomposition.

Unlike other games such as chess, draughts and backgammon, computers are currently quite weak at the game of go ( baduk). Brute force is difficult due to the higher branching factor and game length. Human made algorithms become very complex before even approaching human strength on a subproblem of the game. One possible approach to this challenging problem is to use machine learning to let the program learn and improve without increased human effort. Machine learning has been successful in other games (e.g. draughts, backgammon). In this paper we give an overview of existing techniques. We discuss different aspects of learning, and propose some directions of research. In particular we believe that a first order representation language combined with a multistrategy learning system can achieve much more than what currently exists.

제스， 드러우트스 （draughts), 오셀로 （othello）와 백게몬 （backgammon）과 같은 다른 게임들과는 틀리게 컴퓨터는 바둑이라는 게임에서 현재 상당히 약하다． 주먹구구식 방법은 프로그램의 상위에 가르는 요인과 게임의 소요시간 때문에 어렵다． 완전한 개막과 끝내기의 표는 폭넓고 다양한 가능성들로 인해서 불가능하다． 게임의 하위 문제점들에 대한 인간의 힘에 접근하기조차도 전에 인간이 만들어 낸 알고리듬 （algorithms）이 매우 복잡하게 된다． 이러한 도전적인 문제에 접근할수 있는 한가지 방법은 기계 학습법 (machine learning）을 사용하여 인간의 증가된 노력 없이 프로그램 자체가 학습을 하고 발전을 하는 것이다． 기계 학습법은 다른 게임들 （예， 드럿스， 백게몬） 에서는 성공적이었다． 본 논문에서， 우리는 기존의 기술들의 전체적인 상황을 이야기한다． 우리는 학습의 다른 측면도 논의하고 연구의 방향도 제시하고자 한다． 특별히， 첫번째 명령 표현 언어가 다전략 학습 체계와 결합된다면 현재 존재하고 있는 것들보다 훨씬 더 많은 것을 이루어 낼 수 있다고 우리는 믿는다．

In order to truly integrate e-Learning system into regular curriculum at a university, mobile access to Learning Management Systems has to be enabled. Mobile devices have the potential to be integrated into the classroom, because they contain unique characteristics such as portability, social interactivity, context sensitivity, connectivity and individuality. Adoption of Learning Management Systems by students is still on the low rate, mostly because of poor usability of existing e-Learning systems. Our initial research has confirmed this hypothesis. Usability issue is rising to the higher level on the mobile platform, because of the mobile devices' limited screen size, input interfaces and bandwidth, and also because of the context of use. Our second hypothesis was that it is wrong to consider a mobile device as a surrogate for desktop or laptop personal computer (PC). By just adopting the existing Learning Management System on mobile devices with adaptive technologies such as Google proxy, we do not acquire the satisfactory results. Usability can prove to be even lower compared to desktop application. One possible solution to the problem could be development of rich client applications for today's mobile devices that would raise the usability to a higher level. We developed a PocketPC prototype application by using user-centered design principles, which we presented as a third alternative in usability research conducted among university students. Results gathered in such a way have confirmed that development of e-Learning system, in order to be widely accepted by students, needs to have the user(student) in the center of development process.

In response to rapid social changes, such as the development of Artificial Intelligence, the need to educate individuals to adapt to the uncertain future has risen. Accordingly, the recently announced 2022 revised National Curriculum emphasizes "general, numerical, digital literacy," "deep learning in subject areas," "interdisciplinary and converged learning," and "learning linked to life." These keywords are not limited to education reforms in South Korea but also apply to countries around the world. This study explores the direction in which history education should progress within the discourse. To do so, it analyzes a recent history curriculum that promotes both "interdisciplinary learning" and "deep learning in history." The target of the analysis is the World History Project by OER Project, which aims to connect various subjects with world history education while pursuing historical thinking in history education. The study analyzes not only declarative curriculum objectives but also the content of the curriculum. Focusing on the seemingly conflicting approaches between interdisciplinary and deep learning, the analysis results provide specific implications that can contribute to the structuring and development of South Korea's education curriculum.

본 논문은 高峯 奇大升이 과거 합격을 전후로 본격적으로 당대의 학자들과 철학 논쟁을 전개하기까지의 學習過程을 再演하는 데에 초점이 있다. 여기에는 고봉이 16세기의 典型的인 學人官僚라는 점에서 그를 통해 당시 선비들의 학습과정을 이해할 수 있고, 또 주로 成人期의 활동에 국한되었던 기존의 연구를 보완하여 그에 대한 보다 충분한 조명이 이루어지질 수 있으리라는 기대가 들어 있다. 고봉의 학습 과정에 대해서는 基礎 學習 段階, 小科 準備 段階, 大科 準備 段階로 구분하여 각 단계 마다 敎育課程과 學習 動機를 살펴보았다. 교육과정은 소과준비까지는 시험과목에 맞추어 구성되어 있지만, 대과준비단계에서는 과거 공부와 함께 별도의 학문 연구가 진행되었음에 주목하였다. 학습 동기의 측면에서는 소과 준비 단계까지 과거를 의식하는 측면이 강하였지만, 대과 준비 단계부터 爲己之學의 動機가 분명해지고 있음을 확인할 수 있었다. 그러나 고봉의 경우, 과거 공부와 위기지학 또는 정치와 학문에 대한 관심이 완전한 조화를 이루지 못한 채 내적 갈등을 겪게 되며, 이러한 葛藤은 당시 상당수의 학자들이 共有하는 것이라고 解釋하였다.

This study aims at reenact the process of Learning of Go-bong. He was a typical scholar-bureaucrat in the 16th century Korea. Therefore his case would give many hints to understand the character of learning in those days. But because current studies about him mainly focus on his adult life, his earlier learning history is not clear. This study may give some help to understand him more fully. The results are as follows: First, his earlier learning stages can be graded in three levels. The first level(7-14 yr.) can be called as the elementary stage, the second level(15-22 yr.) as the preparation stage for minor civil service examination('So-Ggwa'), and third level(23-32 yr.) as the preparation stage for major civil service examination('Dea-Ggwa'). Second, each stage had its own characteristic curriculum and proceedde by different learning motives. For example, in the first stage he studied hard because of other's praises and encouragements. In the second stage, he advanced his learning by the desire for success in civil service examination and in the third stage he was motivated by both some hope to become a sage and the earlier desire. Third, the entire process of learning of Go-bong could shed lights on the understanding the nature of his learning and others' in 16th century. He and others felt great discord between two kinds of learning. One is the test-oriented learning and the other is the self-transformation learning to become a sage. The conflict can be said to be a foundation of the learning in those days.

‘-고 있-’과 ‘-어 있-’은 동일한 문법 형태가 서로 다른 상적 의미(aspectual meaning)를 나타내기도 하고 다른 문법 형태가 같은 상적 의미를 나타내기도 한다. 본고는 한국어 교육이라는 측면에서 ‘-고 있-‘과 ‘-어 있-’의 상적 의미에 대한 올바른 이해와 문법 형태의 효율적인 습득을 위해 구체적인 교수 방안을 제시하였다. 문법 제시 순서에 있어 기능이 확실한 문법이 먼저 제시되어야 하므로 가장 문법화 되어 기능이 확실한 ‘-고 있1-(동작 계속)’을 먼저 제시하고 ‘결과 계속’의 ‘-고 있2-‘ 와 ‘-어 있-‘의 순서로 제시하여야 한다고 제안하였다. 동일한 상적 국면을 나타내는 ‘-고 있2-‘와 ‘-어 있-‘의 배열 순서는 사용 빈도, 문법의 난이도와 선행하는 동사의 난이도를 고려하여 결정하였다. 한국어 교육에서는 어떠한 의미와 순서로 문법 항목이 교육되고 있는지 알아보기 위해 6종의 한국어 교재를 분석하였는데 본고에서 제안한 문법 항목의 순서와 동일한 교재는 1종에 불과하였다. 4장에서는 문법 항목의 도입, 제시, 설명 부분을 구체적으로 기술하였다. ‘-고 있-’과 ‘-어 있-’의 상적 의미는 선행 동사가 크게 관여하므로 초급 어휘를 대상으로 형태와 의미를 잘 드러낼 수 있는 동사를 고려하여 교수 •학습 방안을 마련하였다.

Auxiliary verbs ‘-go iss2-’ and ‘-eo iss-’ are grammatically different but they have the same aspectual meaning while auxiliary verb ‘-go iss-’ has different aspectual meanings (‘-go iss1-’ and ‘-go iss2-’) and it can stay in the same grammatical forms. This paper presents a specific teaching method in regard to Korean language education aimed to facilitate effective acquisition of their grammatical forms and a better understanding of the aspectual meanings of auxiliary verbs ‘-go iss-’ and ‘-eo iss-’. For sequencing grammar rules, grammar items with definite functions should be presented first. Therefore, this paper suggests that auxiliary verb ‘-go iss1-(Progressive)’ should be presented first followed by ‘-go iss2-(Nonprogressive)’ and ‘-eo iss-’ because ‘-go iss1-’ is more grammaticalized than the other two, thus it has definite functions. Frequency of use, level of difficulty of grammar, and level of difficulty of preceding verbs are considered in deciding the order of auxiliary verbs ‘-go iss2-’ and ‘-eo iss-’ since they have the same aspectual phase. This paper analyzed six Korean language textbooks, only one of which was in the same sequence that this paper suggests. In Chapter four, this paper provides detailed descriptions of the warm-up stage and the presentation stage of the teaching-learning method for these grammar items. Our teaching-learning method is developed by selecting verbs from the vocabulary for beginners that show the clear forms and meanings of the auxiliary verbs after considering that the aspectual meanings of ‘-go iss-’ and ‘-eo iss-’ have been dictated by their preceding verbs.