제5차 교육과정에 의한 중학교...

우상규 國民大學校 1990 국내석사

극점 배치 기법을 이용한 도립진자 제어와 안정성 및 성능 분석

우상규 광운대학교 대학원 1993 국내석사

본 논문에서는 도립진자를 제작하여 제어하여 보는 것이 주된 목적이다. 도립진자(Inverted Pendulum)는 극점 배치 기법을 이용하여 제어하였으며 성능 및 안정성 분석은 LQG/LTR 이론의 분석 방법을 적용하였다. [1] : 시스템 모델링은 뉴우튼 제2법칙과 Lagrange 방법을 이용하였으며 두 식으로 얻은 결과 값이 같음을 보임으로써 도립진자(Inverted Pendulum)의 모델링을 검증하였다. [2] : 설계사양은 다음과 같다. 정착시간(settling time) 2초, 감쇠비(damping ratio) 0.5. [3] : 페루우프 시스템에 대한 주파수 영역에서의 안정성 및 성능의 한계를 LQG/LTR 이론을 이용하여 결정하였다. [4] : 컴퓨터 시뮬레이션은 Runge-Kutta 방법을 이용하여 비선형식과 선형화된 식을 비교하며 거리(x), 속도(x), 각도(θ), 각속도(θ)가 모두 0으로 수렴함을 보였다. [5] : 실험 제작 ⅰ) : 증폭기 제작. ⅱ) : 인터페이스 카드 제작. ⅲ) : 도립진자 제작과 실현. In this thesis, main object is to control an inverted pendulum which has been built in the laboratory. The control of the inverted pendulum is done by pole placement, and its performance and stability are analyzed through the LQG/LTR theory. [1]. The modeling of system is done by the Newton's 2nd law and Lagrange method. The result of each modeling of the inverted pendulum are proved by showing that the result of two methods are same. [2]. Design specifications are given as follow: The settling time is set to two seconds and the damping ratio is set to 0.5. [3]. The boundary of stability and performance of the closed-loop system is decided by using the LQG/LTR theory. [4]. The computer simulation compares the nonlinear equation and the linearized equation by using the Runge-Kutta method and shows that the distance(X), velocity(X), angle(θ), and angular velocity(θ) are limited around 0. [5]. Experimentation ⅰ) : Design of an Amplifier. ⅱ) : Design of an Interface Card. ⅲ) : Design and Implementation of an Inverted Pendulum.

실루엣 선 추정을 통한 비쥬얼 헐 모델 보정

우상규 서강대학교 2012 국내석사

When multiple cameras shot an object, the information of view differences can create a geometric entity. This is object restoring technique using sihlouette, foreground object in an image can be separated from the background, and called SFS(Shape-From-Sihlouette). It has the advantage that does not require expensive special machines, such as 3D scanner, or designer. In addition, it has better performance to make a continuous model for dynamic scenes. Visual Hull is one of the common technology on the processing of this SFS, accelerated by GPU processor shows a very fast processing speed recently. When restore a three-dimensional objects using visual hull, it casues angled surface by limted number of cameras or blind spot. At this point, this paper describes how to nd less accurate mesh and reduce it, while maintaining the silhouette without depth map or template model. For this purpose, this paper uses Signed Distance Field(SDF). This paper describes how to dene a velocity eld for adjusting mesh, and apply the velocity eld to SDF using Level Set Method. 여러대의 카메라에 하나의 물체가 촬영되었을 때, 서로 다른 카메라의 시차에 의하여 찍힌 물체의 3차원 복원이 가능하다. 이러한 기술은 배경으로부터 구분된 물체의 실루엣에서 물체를 복원하는 기술(Shape-From-Sihlouette, SFS)으로써 3D 스캐너와 같은 고가의 특수기계나 디자이너의 손을 거치지 않고 원하는 물체의 역동적인 모습을 복원할 수 있다는 장점이 있다. 또한, 동적인 장면에 대하여 연속적인 모델이 생성 가능하므로 앞으로의 영상 처리에 있어서 기대받고 있는 기술이다. 비쥬얼 헐(VisualHull)은 이러한 SFS 처리에 관한 일반적인 기술 가운데 하나이고, 최근 GPU 프로세서를 통한 가속으로 매우 빠른 처리속도를 보여주고 있다. 3차원 물체 복원시, 실루엣만을 통한 비주얼 헐 기반의 추출방법은 카메라의 개수, 위치에 의한 사각으로 인하여 표면이 각지게 되는 현상이 발생한다. 이 때, 깊이정보나 템플릿 모델을 사용하지 않고 정확도가 떨어지는 메시를 찾아내고, 이를 각 카메라에서 찍힌 실루엣을 유지하면서 부피를 줄임으로써 보다 원본 물체에 가까운 모델을 만들어 내는 기술에 대하여 설명한다. 이러한 처리를 해 줌에 있어서 본 논문에서는 유동적인 물체 표현을 위하여복셀필드상에서물체표면까지의거리를저장한필드인부호거리장(Signed Distance Field, SDF)을 사용한다. 이 SDF 상에서 메시 변형을 위한 속도장(Velocity Field)을 정의하고, 비쥬얼 헐 처리된 모델에 대한 SDF와 본 논문에서 정의된 속도장에 대하여 레벨 셋 방법(Level Set Method, LSM)을 적용하는 것으로 보다 원본 물체에 가까운 모양으로 추정하고복원하는 기술에 대해 설명한다.

人蔘抽出物이 Glutathione 및 Glutathione S-transferase에 미치는 影響

우상규 명지대학교 대학원 1980 국내석사

The effects of ginseng on glutathione (GSH) contents and GSH S-transferase activity in animal tissues were-studied. Experimental conditions of GSH S-transferase activity were measured. Also, the effects of petroleum ether extracts of ginseng on GSH S-transferase activity in liver and kidney and on GSH contents in blood, liver and kidney of Albino rats were investigated. Finally, the effects of ethanol extracts of ginseng on GSH S-transferase activity in rabbit liver were also observed in vitro. The results obtained were as follows. 1. The experimental conditions of GSH S-transferase activity were satisfied with 1 mM 1-chloro-2, 4- dinitrobenzene and 1mM GSH at pH 6. 5. 2. The 1mg of ethanol extracts inhibited 40 per cent activity of the GSH S-transferase in the rabbit liver in vitro. 3.The petroleum ether extracts increased significantly the GSH concentration in the rat blood. 4.The effect of petroleum ether extracts on the GSH concentration and GSH S-transferase activity in rat liver and kidney was little.

자료포락분석(DEA)을 통한 대학평가의 효율성에 관한 연구

우상규 경운대학교 2018 국내박사

오늘날 우리대학은 국제사회로부터 교육개방과 경쟁에 따른 끊임없는 도전을 받고 있으며, 내적으로는 교육의 체질개선을 위한 개혁 노력을 경주해야 하는 중요한 시점에 직면하고 있다. 그러나 우리나라 대학들은 이러한 외부 교육환경의 변화에 민감하게 대응하지 못하 였다. 따라서 국가는 대학들이 스스로의 대학운영의 효율성을 제고하고, 자구적으로 대학 개혁을 수행할 수 있는 동인을 제도적 장치로서 제공해 줄 필요가 있으며, 가장 널리 활용되는 것이 대학평가이다. 그러나 그동안 대학평가가 대학의 경쟁력을 높일 수 있도록 효율성 개선에 효과를 거두지 못하고 있다. 본 연구는 그동안 실시되어온 대학평가정책이 보다 합당하게 이루어지고 있는지를 알아보기 위하여 2011∼2014년 간에 걸쳐 실시된 정부의 대학 평가관련 자료를 분석해 보고 그에 대한 개선방안을 제시하는데 목적을 두고 있다. 연구방법은 교육정보공 개법에 따라 정보공시 된 대학정보공시자료를 활용하였으며, 이를 바탕으로 자료포락 분석(DEA)를 실시하였다. 분석을 위한 변수선정은 대학평가 중 많이 활용된 주요지표와 선행연구를 바탕으로 타당성을 확보하였다. 투입변수는 교직원, 교직원 및 학생 지원, 교육시설 영역을 대상으로 선정하였다. 교직원의 경우는 전임교원확보율, 직원1인당재학생수를, 교직원및 학생 지원은 장학금지급률, 전임교원1인당교내연구비를 그리고 교육시설은 교육비 환원율, 교사확보율이 선정하였다. 그리고 산출변수의 경우 학생 교육성과, 학생선발, 교직원 성과 영역을 대상으로 선정하였다. 또한 학생 교육성과의 경우는 취업률(전년도 12월 취업률), 학부정원내외재학생충원율을, 학생선발은 정원내신입생충원율을, 그리고 교직원 성과는 전임교원1인당논문수와 전임교원1인당교외연구비수혜실적을 선정하였다. 또한 시계열 자료를 활용하기 위하여 2011년부터 2014년까지의 대학평가 데이터를 활용하였다. 그리고 대학 특성별로 권역별(비수도권·수도권), 재학생 규모별(5 천명 이하, 5천명이상~1만명 이하, 1만명 이상), 설립 유형별(국공립·사립)로 상대적 효율성을 분석하였다. 연구결과 2011∼2014년간 사립대학의 지표가 가장 효율적으로 개선되었으며, 중규 모대학이 가장 저조하게 개선되었다. 그리고 대학평가지표는 대학운영의 효율화에 기여도 면에서 균등하게 적용되지 못한 측면을 보였으며, 권역별, 규모별에서는 2011∼ 2014년간 3년 치 효율성 평균이 향상되었으나, 설립유형별은 저조한 것으로 나타났다. 따라서 정부의 대학평가정책은 대학의 권역, 규모, 설립유형 등을 충분하게 고려하지 않고 졸속적으로 이루어져 대학운영의 비능률과 낭비를 초래한 측면이 있다. 이러한 연구결과를 바탕으로 제시된 시사점은 다음과 같다. 첫째, 대학평가는 권역, 규모, 설립유형에 따른 차등적인 지표를 적용해야 하며, 대학 경쟁력을 높일 수 있는 지표개발이 무엇보다 중요하다. 둘째, 대학평가는 규제나 통제보다 자율성을 토대로 대학의 본질적 가치를 존중해 주는 방향으로 이루어져야 한다. 셋째, 정부는 대학평가를 체계적으로 관리하기 위한 독립적인 전담부서를 설치할 필요가 있다. 넷째, 정확한 대학평가에 따른 선택과 집중적인 지원이 가능하도록 올바른 평가 기제의 정립이 요구된다. 다섯째, 정부는 대학들이 대학의 특성화에 집중할 수 있도록 대학평가 시스템을 개발 하여야 한다. 이와 같은 대학평가 방식과 지표개발을 통하여 대학운영의 효율화와 대학평가정책의 발전방향을 모색할 수 있도록 해야 한다.

기초 화학 개념에 대한 고등학생의 전과학 개념

우상규 단국대학교 2000 국내박사

日本·中國 海軍力 增强이 韓國의 海洋安保에 미치는 影響 硏究

우상규 동국대학교 행정대학원 2003 국내석사

Even though the breakdown of the Cold War era and the consequent transition of international order and structure have brought many changes to the Northeast Asia, there still remains the vestige of the era today. These include the conflicts regarding the maritime territory between the East Asian nations, the unceasing tension arising from the partition of the Korean Peninsula, the unification issue between China and Taiwan, and the bolstering of Chinese and Japanese military system for the purpose securing a superior position in regional conflicts. Especially, the contention for hegemonism by Japan and China are triggering the other Northeast Asian nations to strengthen national defense. China and Japan are building up navy and air force―concentrating especially on their Navy―and attribute it to the precarious and unstable regional situation. This paper is targeted to analyze the trend of Japanese and Chinese naval power as a function of their view of security environment, to provide its influence on Korean maritime security, and to offer a direction for ROK Navy to properly respond. To achieve these objectives, following questions must be addressed: Firstly, what are the characteristics of the transition in the Northeast Asian security environment and what causes maritime conflicts? Secondly, how does the way in which China and Japan perceive the changing international structure and Northeast Asian security environment affect their national interests and military strategies? Thirdly, what is the Chinese and Japanese lookout for building up their navy? And finally, what kind of changes in Korean maritime security does this military trend bring and what are the possible responsive measures by the ROK Navy? From pondering upon these questions, the following conclusions can be made: Firstly, for China and Japan, the absence of symmetric balance that existed between Russia and the United States and the mitigation of tension mean the propensity for instability in security environment. The two countries view the collapse of the Cold War era as a challenge as well as opportunity to start dominating the world. Secondly, the security threat in the 21st century is focused on protecting the economic interests through maritime security, and consequently, the naval power is becoming of paramount importance. Thirdly, this emerging significance of naval power has caused the maritime tactics to shift to defensive tactics. Fourthly, the aggressive maritime defense tactics by China and Japan involves their perception of naval power as the major means to secure regional dominance over regional conflicts regarding territory and economic interests which requires securing the line of sea transportation for supplying resources. The ultimate goal for both of these two countries is to construct the oceanic navy through securing the aircraft carriers, implying their intention to secure the firm command of regional hegemony over economy and military. While China and Japan have a similar viewpoint on the issues mentioned above, their position differ in the following matters. Firstly, they identify different sources of threats at the end of the Cold War era; China recognizes U.S., Japan, Taiwan, and Korea as potential threats while Japan apprehends about China, Russia, and North Korea. This signifies that while China rejects the United States as the continuing regional supremacy and Japan as the emerging supremacy, by coordinating military technology with and importing weapons from Russia, Japan wants to prevent China from gaining control over the region by reinforcing the alliance with the United States. Secondly, despite outnumbering Japanese navy, Chinese navy owns outmoded vessels and underperform the Japanese vessels. Although the short-term focus is on the acquisition of conventional submarines such as importing “K” class submarines and domestically producing “song” class submarines, making improvements to the old models such as 2nd generation SSBN (Type-094) from 2005 to 2006 and commissioning new models such SSN (Type-093) from 2002 to 2004by coordinating with foreign countries are the long-term goals. In contrast, the main focus of Japanese navy is to produce large vessels with automated equipment adopting advanced shipbuilding technology and to adding stealth technology to frigates and submarines. Some of the evidences include importing 4,600t-class Type Murasame, which constitutes the major naval frigate, and 7,250t-class AEGIS,constructing a 2,700t-class―world’s largest―diesel submarine, and commissioning 8,900t-class transportation ship which can mount large-scale helicopters as well as V-STOL Harriers. The observed enhancement of naval power by the two neighboring countries can be an enormous threat to Korea, which relies its energy and resource import on sea transportation. In addition, without strengthening the navy along with these two countries, the inferior naval power may eventually lead to the blockade of major sea lines of transportation and establishment of unequal determination of sea boundaries under a unilateral condition. Although Korea needs to build an equally strong navy in order to prevent these problems from occurring, the confrontation with North Korea being the absolute priority concern, Korea has not achieved a corresponding naval power. Despite the current promotion of a plan to build up navy in the open sea for operational purposes, the completion period tends to be late. As a result, instead of targeting to secure the symmetric naval power, the best possible alternative is to satisfy the minimum required to stand on a level footing in case of conflicts among neighboring countries including Korea itself. This minimum is estimated to be 70% of neighboring countries’ naval power. As a result, Korea needs to formulate a strategy to properly respond to increasing maritime threats such as North Korean military threat, territorial conflicts with neighboring countries, protection of oceanic line of transportation, disturbance of order in international waters, and sea contamination. In addition, ROK Navy needs to deter war in Korean Peninsula, to coordinate with neighboring navies to stabilize the region and preserve peace, and to further play a major role in maintaining a balance in the region.

Optical properties of strained GaAsSb/GaAs quantum wells grown by movpe

우상규 成均館大學校 2006 국내박사

GaAsSb/GaAs 양자우물을 성장시키고 레이저 다이오드를 제작하는 실험과 이론연구를 통해 strained GaAsSb/GaAs 재료와 이종접합구조에 대하여 특성을 분석하고, 물리적인 이해를 높이기 위한 연구이다. 저압 MOCVD에서 성장된 strained GaAsSb/GaAs 양자우물의 최적화된 성장 조건을 실험을 통하여 구하였으며, 또한 self-consistent 접근 방법을 통하여 type-II strained GaAsSb/GaAs 양자우물의 전자적인, 광학적인 특성을 고찰하였으며, 이론적 고찰과 함께 실험결과와 비교하여 이론이 타당함을 검증하였다. 논문에서 이용된 self-consistent 접근 방법으로 캐리어가 주입되는 경우에 strained GaAsSb/GaAs 양자우물의 중간으로 정공들이 끌리며, 양자우물의 장벽 쪽으로 전자들이 끌린다는 것을 발견하였는데, 이를 통하여 carrier-screening 효과가 발생하며 이로 인하여 파동 함수와 대역 구조가 변형됨을 관찰할 수 있었고, 또한 광학 매트릭스 요소를 구하여 캐리어 밀도의 증가에 따라 광학 매트릭스 요소가 증가함을 발견할 수 있었다. 위의 연구에 이어서 strained GaAsSb/GaAs 구조의 전자적인 특성에 장벽의 두께가 어떠한 영향을 미치는가를 연구하였다. 낮은 캐리어 밀도에서는 매트릭스 요소가 장벽 두께에 따라 빠르게 감소하며 장벽 두께가 150Å을 넘어서면서 포화되었다. 이러한 결과를 통해서 strained GaAsSb/GaAs의 대역 구조와 파동 함수를 결정함에 있어서 self-consistent 접근 방법이 매우 중요함을 알 수 있었다. 에피성장된 GaAsSb/InGaAs 양자우물을 포토리소그래피와 에칭 공정을 통하여 레이저 다이오드를 제작하였으며, 저온 77K에서 측정결과 이 레이저는 1150nm 근처의 파장에서 발진함을 발견하였다. 제작된 GaAsSb/InGaAs 레이저 다이오드의 특성으로는, 발진 전류는 약 265mA였으며, 문턱전류밀도는 0.33kA/cm2였다. 미분양자효율은 0.0895였으며 외부양자효율은 2.1%였다.

Pure Mg과 Mg-Al 합금의 부식 거동에 미치는 불순물 및 공정 이력의 영향

우상규 과학기술연합대학원대학교 2019 국내박사

최근 수송기기의 경량화 추세에 따라 비강도가 높은 마그네슘합금의 활용을 위한 연구가 활발하게 진행되고 있으나, 마그네슘의 낮은 내식성은 광범위한 사용을 제한하는 장애물이 되고 있다. 이러한 문제를 해결하기 위해 마그네슘 부식 메커니즘 규명을 위한 많은 연구가 진행되고 있으나, 각각 인자의 영향에 대한 메커니즘이 매우 복합적이고 민감하기 때문에 아직까지 명확하게 규명되지 못하고 있다. 또한 마그네슘의 부식에 지배적인 영향을 미치는 불순물의 함량 및 공정 이력에 따른 영향이 명확하게 제어되지 않은 상태에서의 마그네슘합금에 대한 부식 거동 평가는 이를 더욱 어렵게 하는 요인이 되어 왔다. 따라서 본 연구를 통해 불순물의 함량이 제어된 고순도 원소재를 사용하여 pure Mg 및 Mg-Al 합금의 부식 거동을 평가하고, 이를 바탕으로 제조 공정이 달라지거나 합금 원소가 첨가되었을 때 부식 거동이 어떻게 달라지는지를 체계적으로 분석하고자 하였다. 부식 거동의 평가를 위해, 침지 시험에서의 무게 감소량을 측정하여 부식 속도를 계산하고 비교하였다. 또한 각 합금에서의 부식 속도 및 부식 거동의 차이를 Factsage 프로그램을 이용한 열역학적 해석을 바탕으로, SEM, TEM, in-situ IT 및 AFM-KPFM 등을 활용한 미세조직적 분석과 PDT, EIS 및 GDS 등을 활용한 전기화학적 분석 및 표면 특성 분석을 통해 다양한 관점에서 분석하였다. 본 연구에서는 고순도의 pure Mg 주조재 및 압출재와 합금 원소로 Al을 첨가하여 제조한 Mg-xAl(x=0.5, 3, 6, 9) 합금 주조재 및 압출재의 부식 속도를 각각 측정하고 이를 비교하였다. Pure Mg 주조재의 매우 낮은 부식 속도가 압출재에서는 크게 증가하였는데, 이는 주조 과정에서 마그네슘 격자 내에 과포화 고용체 상태로 존재하던 Fe 및 Si이 압출 전 균질화 열처리에 의해 Fe-Si 상으로 석출되었기 때문이다. Fe-Si 상이 마그네슘 기지와의 심한 미소 갈바닉 부식을 야기하여 강한 국부 부식이 발생하며, 부식이 진행됨에 따라 Fe의 재증착에 의해 지속적인 부식이 발생하게 된다. 이로 인해 고순도의 원소재임에도 불구하고 주조재와 달리 압출재에서 매우 높은 부식 속도를 나타내게 된다. 한편 Mg-Al 합금의 경우, 주조재에서는 Al 첨가량에 따라 부식 속도가 증가하였는데, 이는 주조 과정에서 Al-(Fe,Mn) 상 및 Mg17Al12 상(β 상)의 석출에 의한 미소 갈바닉 부식의 증가에 기인한다. 반면 pure Mg 압출재에서의 높은 부식 속도는 Al을 첨가함으로써 크게 감소하였는데, 이는 Fe-Si 상과 달리 액상에서 안정한 Al-(Fe,Mn) 상의 형성으로 인해 열처리에 의한 Fe의 민감도가 크게 제어되기 때문이다. 그러나 Al 첨가량이 증가함에 따라 부식 속도가 감소하다가 다시 증가하는 경향을 나타내는데, 이는 Fe-Si 상 및 Al-(Fe,Mn) 상의 열처리에 따른 거동 차이와 β 상의 형성에 따른 미소 갈바닉 부식의 영향 그리고 고용된 Al에 의한 부식 피막 특성의 변화 영향이 복합적으로 작용하기 때문으로 판단된다. 본 연구의 결과를 통해, 합금 및 공정 설계 과정에서 단순히 불순물의 함량이 아닌 온도, 공정 조건 등의 부식 거동에 영향을 미치는 다양한 인자의 영향을 포괄적으로 고려한 실제적인 Fe tolerance limit의 제어가 필요함을 확인하였다. 또한 이를 바탕으로 하여, 합금 원소의 첨가 영향을 종합적으로 고려한 합금 및 공정 설계가 반드시 필요하다는 점을 본 연구를 통해 확인함으로써, 고내식 마그네슘합금 개발을 위한 새롭고 효과적인 합금 설계 방안을 구축하는데 기여할 수 있을 것으로 기대한다. Recently, as the demand for lightweight material in automotive increases, researches for the magnesium alloys with high specific strength have been widely conducted. However, the poor corrosion resistance of magnesium is an obstacle that limits its widespread use. To solve this problem, corrosion mechanism of magnesium alloys has been investigated by many authors. Nevertheless, the mechanism for the influence of each factor is too complex and sensitive to be completely understood. In addition, evaluation of corrosion properties in a condition, in which the influence of the impurity level and the processing history are not clearly controlled, makes it more difficult. In this study, pure Mg and Mg-Al alloys were prepared using high purity raw material with controlled impurity level and the variation of corrosion behaviors was systematically studied in view of processing history and alloying element. For the evaluation and analysis of the corrosion behavior, the corrosion rate was calculated by weight loss via the immersion test and compared. And, the differences in corrosion rate and corrosion behavior in each alloy were compared and analyzed from various perspectives such as microstructural analysis using SEM, TEM, in-situ IT and AFM-KPFM based on the thermodynamic analysis using the Factsage program, and electrochemical analysis and surface characterization using PDT, EIS and GDS. In this study, the corrosion rates of as-cast and as-extruded high purity pure Mg and Mg-xAl(x=0.5, 3, 6, 9) alloys were measured and their corrosion behaviors was compared. The extremely low corrosion rate in the as-cast pure Mg was dramatically increased in the as-extruded pure Mg because the Fe and Si which existed as supersaturated solid solution in the Mg lattice during the casting process were precipitated into the Fe-Si phases by the homogenization heat treatment before extrusion. It causes strong localized corrosion by micro-galvanic corrosion with Mg matrix and the corrosion occurs continuously due to Fe re-deposition process. It results in a very high corrosion rate in the as-extruded pure Mg despite the high purity raw material. On the other hand, the corrosion rate increased with the amount of Al element in the as-cast Mg-Al alloys, which is caused by the increase of micro-galvanic corrosion due to the precipitation of Al-(Fe,Mn) phases and Mg17Al12 phases(β phases) during casting process. Unlike the cast alloys, the high corrosion rate of as-extruded pure Mg was decreased significantly by addition of Al, because sensitivity of Fe was controlled by heat treatment due to the formation of stable Al-(Fe,Mn) phase in liquid phase unlike Fe-Si phase. However, as the Al content increases, the corrosion rate decreased and then increased again. This tendency is attributed to combined effects of behaviors of the Fe-Si and Al-(Fe,Mn) phases by heat treatment and the surface properties by dissolved Al in Mg, and micro-galvanic corrosion by the formation of the β phases. These results suggest that the control of the practical tolerance limit of Fe is required for proper design of alloy and processing route because the tolerance limit of Fe is affected not only by the content of impurities but also by the processing history. This study is expected to contribute to the construction of a new and comprehensive alloy design concept for the development of high corrosion resistant Mg alloys.

스토리텔링 기반 게이미피케이션(Gamification)을 활용한 수학과 단원 개발 : 교육과정과 수업 재구성을 중심으로

우상규 경북대학교 대학원 2023 국내박사

Korean students' academic achievement in mathematics is at the highest level, but their interest and confidence remain at the lowest level. This study began by raising the question of this. As a result of the International Academic Achievement Assessment (PISA) by the Organization for Economic Cooperation and Development (OECD), Korea recently ranked first to fourth in mathematical academic achievement. In the International Comparative Study on Academic Achievement (TIMSS) study, the achievement of fourth-grade elementary school students in Korea ranked third in mathematics among 58 countries. On the other hand, 46% of students were confident in math and 40% of students were interested, all of which were lower than the international average. This can be seen as a result of focusing on formal memorization, mechanical repetitive learning, and problem-solving-oriented education due to Korea's competitive educational structure centered on entrance exams. In addition, the cognitive aspect is emphasized in mathematics education, but the affective aspect is neglected. Accordingly, the need to introduce a new educational method was raised in the educational field. Education should change away from education that emphasizes fragmentary knowledge acquisition to improve learners' interest and confidence, and it is necessary to establish learner-centered teaching methods and learning strategies to immerse themselves in learning. To improve these problems, the element of 'storytelling' was added to some units of elementary school mathematics in the 2009 revised curriculum. The Ministry of Education (2015) announced the basic direction of the '2nd Comprehensive Plan for Mathematics Education'. As a result of analyzing the application and performance of mathematics education advancement measures, there was a lack of sufficient consensus and research on storytelling methods, so it was intended to be promoted in consideration of the discovery and distribution of storytelling mathematics best practices and research and development of various teaching and learning materials. In particular, the recent 2022 revised curriculum emphasizes the direction in which the curriculum develops in connection with the context of learners' lives. To reflect this direction in the mathematics curriculum, storytelling must be applied to reorganize the curriculum and reflect it in the class. To meet this purpose, various studies have been conducted to introduce storytelling into mathematics education. As a result of the study, positive effects were found in various fields to improve the class environment by using storytelling. However, problems with storytelling mathematics have also been revealed. As one of the problems with storytelling math classes, many studies have shown that student's motivation to learn does not persist at the beginning of the class. The researcher saw Gamification as an alternative to an improvement plan. To maintain the continuity of immediate feedback and learning motivation, it was considered that game mechanisms elements such as leaderboards, points, and badges could be used to induce interest in classes. In the 2015 revised curriculum, the purpose of elementary school mathematics education is to develop the ability to solve real-life problems as well as math problems by utilizing mathematical knowledge and functions through math learning. Mathematical knowledge should not only stay in the classroom and be far from life, but also be able to observe, interpret, think logically, and solve various phenomena around learners' daily lives. These contents are also emphasized in the 2022 revised curriculum. In other words, mathematical knowledge should not only stay in the classroom and be far from life, but also observe, interpret, and think logically about various phenomena around learners' daily lives so that they can be reasonably solved. Accordingly, the researcher saw that 'storytelling' was necessary to construct meaning in the context of life in mathematics subjects. To reach the purpose of elementary school mathematics education, the achievement standards must be known and the achievement standards must be reached. To reach the achievement standard, interest must be required, and it is necessary to use 'Gamification' to increase this interest. To achieve the educational purpose of the elementary school mathematics department, this study attempted to develop a mathematics curriculum unit using storytelling-based Gamification. The purpose of this study is to develop a math curriculum unit using storytelling-based Gamification. Accordingly, the previous study and the 2015 revised elementary school mathematics curriculum were analyzed, and the curriculum was reorganized. Although the 2022 revised curriculum was not directly covered in this study, the content system of the elementary school mathematics department is similar, so applying the 2022 revised mathematics curriculum to this study does not affect the research results. After developing the first unit, classes using storytelling-based Gamification were conducted for fifth graders in elementary school. At this time, implications were derived through the process of verifying its effectiveness by conducting pre- and post-academic interest and academic achievement, and expert advice was provided to revise and supplement the first development unit and develop the final unit. To reach the purpose of the study of developing a mathematical curriculum unit using storytelling-based Gamification in the mathematics department of elementary school, three research problems were set up to solve the problem. This study focused on classes by viewing the curriculum and classes as a cyclical relationship. The results of this study are as follows. First, the contents of the first unit development plan were presented through the reorganization of the mathematics curriculum. The mathematics curriculum of the 5th grade of elementary school revised in 2015 was analyzed and the 2 units were reorganized into 12 sessions. The reason why two units were selected instead of one unit in the first unit development process is to analyze them more comprehensively. This study adopted Mixed Methods Research in the process of verifying the effectiveness of classes to students after the development of the first unit and developing the final unit as a practical mixed research method. The simultaneous triangulation strategy applied in this study relates to a parallel integrated design later proposed by Tashakkori & Creswell (2007b). A parallel integrated design is a design with at least two parallel and relatively independent fields. The results from quantitative and qualitative factors were triangulated. In this study, a triangulation technique of data and methods was used. First, the goals of the unit were set according to the curriculum achievement standards. Learning goals and learning contents were selected according to the level of students who participated in the study. Storytelling elements were added to the learning content according to the subject. The story was selected as a story material familiar to the lives of students so that it could be naturally assimilated into the class during the storytelling process. In the unit development process, the focus was on classes, and elemental Gamification such as points, badges, missions, and leaderboards was used for continuous learning motivation during class. The mission was carried out so that students could reach a true understanding. Rather than teaching a lot of content, it was considered important to structure the content around the structure of knowledge embodied as major ideas or core concepts in the subject. The structure of knowledge, that is, the structure of the subject, which is the core concepts or principles of the subject, should be the focus of teaching and learning as it brings ‘permanent understanding’ to students. In mathematics education, 'understanding' is a state of knowledge when new knowledge forms an appropriate relationship with existing knowledge, that is, 'new information is assimilated into similar organizations and structures formed', and newly learned facts must be connected to existing knowledge networks. In the Department of Mathematics, 'understanding' is viewed as knowledge generation and utilization, and when students learn knowledge through understanding, they can use the knowledge to solve new topics, problems, or unfamiliar problems. Only when it can be transferred to such a new problem can it be said to be a true understanding, and the curriculum was reorganized to meet the need to solve the problem based on mathematical knowledge in real-life situations, which is the purpose of the math department. A badge was assigned when a given mission was performed. If you solve more than five questions in the formation evaluation, you were given a badge, which gave you a chance to try again, and allowed hints if necessary so that all students could participate in the class. The point was to contribute to a positive change in learning attitude by giving students who actively make presentations or answer questions hard. The points and badges obtained are recorded on the leaderboard and disclosed. Students were organized to actively participate in classes to receive a lot of rewards in learning just as competitive desire occurs to level up in games. The contents of the compensation they obtained were recorded on the leaderboard so that they could intuitively check their location. The input of these Gamification elements enables immediate feedback, enabling observation evaluation and process-oriented evaluation. Second, it was intended to reveal how the final unit development was carried out. This study was an implementation study that was applied to the class as the content of the first unit development plan and then verified its effectiveness to lay the basis for the development of the final unit. At this time, a mixed research method was adopted, and quantitative and qualitative studies were conducted simultaneously to analyze them in multiple ways. The researcher participated in the class as a research observer and evaluated the process while observing the classes of teachers and students. Through quantitative research, significant results were derived from the analysis of both personal and situational interests in students' pre- and post-academic interests. In other studies, it was largely classified into interests and values in terms of cognition, but in this study, personal interests and situational interests were examined by subdividing. Pre- and post-evaluation was conducted to confirm the average trend of academic achievement, and the upward effect was shown. Since the study was conducted as a single group, the changed trend of the pre-and post-average was confirmed, not the technical statistical analysis. In the qualitative study, after receiving responses from students with semi-structured questionnaires, interviews were conducted to listen to the students' inner stories. Students responded that the class was fun and interesting, resulting in confidence and a sense of accomplishment and learning harder. On the other hand, some students found math classes interesting but felt burdened by solving math problems, which seems to be a task to be solved in future research. The classes of students who participated in the study were observed and evaluated. It was intended to improve the quality of the class by recording the teacher's reflection notes. To investigate students' perceptions, they received responses to the questionnaire and conducted interviews. The contents expressed by the students were categorized by the question and organized. There was no separate coding procedure because the students' questionnaires or interviews were not extensive. FGI was conducted and reviewed by experts. The expert group consisted of seven people, with advice from two elementary school teachers, two secondary math teachers, two Ph.Ds in pedagogy, and one professor in mathematics education. The inclusion of secondary math teachers other than elementary school teachers is intended to be examined from various perspectives. FGI can collect a lot of data in a short time, and it was easy to collect data intensively as discussions on a single topic focused on the researcher's research purpose were held. The opinions of experts regarding the development of the final unit were synthesized and reflected in the development of the final unit. First, the relationship between the curriculum and the class was summarized, and the unit was developed through curriculum reorganization, applied to the class, and the results were analyzed, and the final unit was developed again. It was also revealed that the reorganization of the curriculum is not a national curriculum, but a microscopic approach in school or classroom classes. Second, the research model was confirmed by reflecting the opinion that the research model for the development of the final unit would be revealed, and a 10-step design process for teaching and learning was presented. Readers were encouraged to look at this paper and help anyone develop a unit. Third, the evaluation question was descriptive, but an example question was developed using the story applied to the class, and a descriptive example question related to the story of the text was presented by reflecting the opinion that it would be nice to have consistency in class and evaluation. Fourth, evaluation criteria were prepared for students' story-making classes. Learning goals, math curriculum content, problem-solving skills, life context, and practical context were classified into five levels, and the evaluator's opinions could be subjectively commented on in addition to the objective overall score. Fifth, in the process of developing the first unit, the story material was based on a friendly story in real life. Friendly stories in life tended to be naturally accepted by students, but it was difficult to say that they were interesting, so in the final unit, conflict elements were added to real-life materials to form an interesting story. Sixth, only offline leaderboards were used in the development of the first unit, but Class123 online leaderboards were used in parallel in the development of the final unit. If you use the online leaderboard at the same time, you can always check your current location where the Internet is available outside of class. Seventh, 3D print design, an engineering tool, was introduced. In the field of shapes, it is important to visually check 3D shapes, so it is expected to help students intuitively understand shapes through the 3D design process. Eighth, in the development of the final unit, the advanced problem was solved in the problem situation through a math room escape game. By gaming the entire class, the student was designed to become the main character in the game and perform a given mission like a game. Based on the development of the final unit, the researcher drew implications from previous studies through literature research and practical studies that analyze the results after the development of the first unit and developed the final unit based on interviews with expert groups. Third, the contents of the final unit development are as follows. After the development of the first unit, there was a developmental change in the process of developing the final unit. The ultimate purpose of elementary school mathematics and learning is to develop the ability to solve problems by incorporating them into real life based on mathematical thinking learned in school classes. Therefore, the 'rectangular parallelepiped' unit in the figure area was selected by comparing and analyzing the 2015 revised curriculum achievement standards. Except for the figure area, the expressions "in real life situation," "in a real-life problem situation," and "in real life" are used in the number and operation, measurement, rules, data, and possibility areas. It is presented so that students can recognize the importance of the actual situation. Therefore, the researcher judged that the figure area was also an important part of the students' real-life situations, and the final unit was selected as the figure area. However, in the figure area, "teaching and learning methods and precautions" appear in the expression 'in problem situations' by comparing problem-solving strategies in the figure area, finding unnecessary or insufficient information in a given problem, and creating new problems by changing conditions.' However, it is allowed to teach and learn, but it is not shown in the evaluation. Therefore, in this study, it was suggested to compare problem-solving strategies in problem situations, so to evaluate students' stories to evaluate them related to real life. First, based on Ellis & Brewster's model, the final model was confirmed by combining the model schematized by the researcher. In the 2009 revised curriculum, textbooks were developed to reflect storytelling elements, but suitable models have not been developed, so the researcher conducted the study with an interest in model design. In the development of the final unit, a 10-step process of teaching and learning design was presented according to this model devised by the researcher. The final unit was developed by reorganizing the curriculum according to this step. When the first unit was developed, the story was composed by adding elements of conflict, confrontation, and reversal to the final draft if the story was selected as friendly story material in real life. Since the developed unit is a three-dimensional figure unit, 3D printing is designed so that students can not only intuitively understand shapes but also develop spatial perception skills while executing 3D designs themselves. It was considered possible because most schools have imaginary production centers or provide 3D print education. In the development of the final unit, one lesson was designed to make students' stories. To ease the burden of storytelling, students' storytelling time was shortened in most cases. The mathematics contents learned through the making of students' stories were linked to real life. In the process of making a story, students think twice about mathematical content and connect it with real life. As a result, it is expected that the ability to mathematically solve problems that appear in real life will be developed. When evaluating story making, rather than ending with students' story making, the criteria for evaluating learning goals, math curriculum content elements, problem-solving skills, life context, and practical context were set at level 5. Each score was summed up to display the overall score quantitatively, and the evaluator's opinion was subjectively presented. Students can grasp misconceptions and reflect on themselves based on the opinions of evaluators. The escape game of the math room consists of two classes. At this time, procedural Gamification elements were introduced to completely game the entire class. Students were made to feel a sense of accomplishment in the problem-solving process. The room escape game is conducted experientially, but it does not end as a one-off but can be applied to each unit or time to arouse students' interest and confidence in mathematics. As for the formation evaluation problem, descriptive evaluation questions were presented as examples. The story applied in class was linked to narrative problems to maintain consistency in the curriculum, class, and evaluation. A teaching and learning course plan was developed for each time. The reason is the completeness of the class. This is because students may forget the given goal if they do not reach the given goal each time and move to the next time. The meaning of the development of these curriculum units is as follows. First, with the introduction of storytelling mathematics, textbooks were developed, but the model was not developed, and teachers are teaching at school. As a result, field teachers have difficulty guiding students. Teachers are conducting classes by adding storytelling elements to general mathematics teaching and learning models. Mathematical models using storytelling-based Gamification developed in this study and 10-step courses in teaching and learning design are expected to help teachers in the field. Second, the mathematics curriculum applied in the implementation stage of this study is meaningful that there was a significant difference in both personal and situational interest in students' academic interests. Students who had a negative view of mathematics became fond of mathematics and had a positive attitude toward mathematics. Even if elementary school students grow up and go to higher schools, they receive math education. However, if a negative image of a math subject is formed and fixed, students who learn math will not enjoy studying math but will be obligated to study it. If that happens, it is clear that academic interest in mathematics will gradually weaken. However, if students' images of mathematics can be changed through these studies, it can be said that it is educational meaning. Third, looking at previous studies, it was said that there was a positive effect in the storytelling class case, but as a problem, it motivated the introduction of the class. However, studies have shown that it is difficult to maintain continuity until the development or organization stage. However, they saw the possibility that combining Gamification elements could continuously arouse interest in the class. In the case of classes using Gamification, there are also research results that induced competitiveness through game factors and positively affected academic achievement. However, it should be designed so that Gamification can immerse itself in learning activities, not just to entertain students. To do so, it is necessary to construct the meaning of life through stories. When selecting the subject of the story, it is meaningful to induce motivation to organize the story by analyzing the needs of students. This is because the teacher's interest and the student's interest may coincide, but they may be inconsistent. Some stories may be interesting to the teacher's eyes, but they may not be interesting or interesting at the student's level and eye level. Therefore, it is most important to find materials that students are interested in and interested in. Students in urban areas and students in Tashi City may have different interests. Teachers should carefully understand the needs of the students they teach and select the subject matter of the story. Accordingly, the researcher wanted to find out the interest of students by presenting a mind map through brainstorming and recommending it to teachers. In light of the results of this study, it is believed that unit development through curriculum reorganization can have a positive effect on students. However, suggestions for the continuous development of this curriculum are as follows. First, the researcher devoted a lot of time and effort to the process of developing a math curriculum unit. Through the process of developing a storytelling-based Gamification model, creating a 10-step teaching and learning design process, finding the subject of the story, and making the story, teachers felt the need to collaborate and create these curriculum units together rather than alone. It is necessary to form a teacher community and cooperate because there is a practical difficulty for each teacher to prepare a vast amount of class materials. In addition, the educational authorities' teacher support system for the development of curriculum units is required, rather than leaving everything to each teacher. Second, in this study, the first unit was developed and implemented to verify its effectiveness. In addition, a model using storytelling-based Gamification was confirmed and 10 stages of teaching and learning design were presented. It is believed that storytelling and Gamification can be well combined into a complementary relationship to be an alternative to a new curriculum development model. Regrettably, the final unit was developed through this process, but the implementation study was not conducted. Therefore, it is necessary to check the possibility by applying it to the class as the final unit of the curriculum developed in this study. Third, through practical research conducted in the process of unit development, statistically significant results were found in students' academic interests, and academic achievement also showed an upward trend. In addition, positive results were derived from the survey of teachers' and students' perceptions. Based on that, elementary school mathematics units were developed. At this time, FGI was conducted, and the advice of experts was reflected in the development of the final unit. However, there is a limit to generalizing the interpretation to students at all levels because the subject of this study consists of a small number of elementary school students who study math at a specific educational institution. Therefore, follow-up research on the development of mathematics and units using storytelling-based Gamification at various school levels is needed.