작문 교육 내용을로서의 설명과 논증

이대규 배달말교육학회 1986 배달말교육 Vol.4 No.1

망막분지정맥폐쇄와 연관된 황반부종에 대한 레이저치료 및 유리체내 트리암시놀론 주입의 효과

이대규,조남천,Dae Gyu Lee,Nam Chun Cho 대한안과학회 2005 대한안과학회지 Vol.46 No.2

Purpose: To examine the clinical effect of combination method of laser treatment and intravitreal triamcinolone (TA) injection for patient of macular edema with branched retinal vein occlusion (BRVO). Methods: fifteen patients,-(15 eyes), 7 malse and 8 females, with macular edema associated with BRVO were included in the study. The mean age was 59.47 years old. The response to treatment was monitored functionally by visual acuity assessment and anatomically by Optical Coherence Tomography(OCT) for macular thickness. Four milligrams of TA were injected into the vitreous cavity. The clinical outcome and complication were reviewed, retrospectively. Results: After the combination method of laser treatment and intravitreal TA injection, 13 (87%), 12 (80%), 13 (87%) of the 15 eyes showed improved the mean visual acuity at 1-, 2-, and 6-month follow-ups retrospectively. Central macular thickness as measured by OCT decreased by 37% (312.5±9 ?m), 42% (282.1±556 ?m), and 56% (276.9±76 ?m), at the same follow-ups from an initial pretreatment mean of 495.9±114 ?m. The post-operative complications were intraocular pressure elevation (1 eye, 7%), and cataract (3 eyes, 20%). However, there were no serious postoperative complication such as retinal detachment, vitreous hemorrhage, and endophthalmitis. Conclusions: The combination method of laser treatment and intravitreal TA injection may be useful for treating patient of macular edema with BRVO

문법 수업설계 방법

이대규 서울대학교 국어교육과 1994 先淸語文 Vol.22 No.1

고려가요 '정석가' 해석

이대규 釜山大學校 人文大學 國語國文學科 1998 國語國文學 Vol.35 No.-

문학교육의 문제와 개선 방향

이대규 한국문학교육학회 1997 문학교육학 Vol.1 No.-

This article was prepared for those who attended the first meeting of Korea Society of Literary Education. At that time I wanted to get the members to realize together what serious problems teachers and students have in their literary classes in schools. I thought that by considering those problems we could be certain about what kind of study or research about literary education could helpvour schools improve current literary teaching. Severe problems in lierary educaion have been caused mainly because enormous numbers of literary terms which students are forced to memorize have been introduced into lierary classes in scools. But leaning about those terms mostly are not helpful for students to understand and appreciate literary works such as poems, fictions, or plays. It is because most of the literary terms being taught in litery classes are jargon created arbitrarily or distorted by intellectually low level Korean literary critics who did not have opportunity to be trained in professional literary study. So the terms could not be actually understood and learnt by students. This kind of teaching and learning should be abolished as soon as possible. For substitution of such an undesirable literary teaching for another more desirable one, I am making some suggestions follows: 1. The final goal of literary education ought to get students to develop the ability of interpreting and appreciating literary works. If they develop such an ability, they will become more interested in reading literary works and be able to enjoy them. 2. In order to achieve such a goal, we have to change the current teachig contents into other ones which will help students approach literary works more easily with pleasure. 3. We also have to create more effective literary teaching-learnig procdure model. Such a teaching-learnig procedure model is suggested in detail in this paper. This article also include some considerations about what subfield of study could be here in the field of literary educational study because our members are respectively majoring in different subjects. I think we might have such subfield as study for poetic education, fiction education, literary essay education, and play education. According to researchers' majors in college, there could be such subfield as study for classical and modern literature education. And according to shool level, there could be study for literay educaion in primary school, junior and senior high scool, and in general course of college. This sort of study may be much more useful for school teachers because it would be applied more easily into literay teaching in school classes. Members who are interested in educatioal theory may be able to study about literary curriculum, instructional design of literature, and evaluation of literary educational objectives. Members from College departments of foreign language and literature would be able to make great contributions to the development of literary educational study in our country by research based on studying foreign literature education in countries such as several English speaking nations, France, Germany, Japan, China, and others.

국어 교육 내용의 특성과 체계

이대규 한국국어교육학회 1981 새국어교육 Vol.33 No.1

화법 교육의 내용과 목표

이대규 釜山大學校 師範大學 2003 교사교육연구 Vol.42 No.-

The questions raised in this study is summarized as follows : First, what kind of contents are chosen for the education of speech communication and how are they organized in the current curriculum? Second, If the contents chosen in the current curriculum were not helpful and they were not organized for leaning speech communication skills sequentially well, what kind of contents should be chosen for developing students' speech communication skills and how should they be organized for effective learning of the same skills? Third, are the contents and objectives presented in the speech communication units of the language arts textbook useful and is their sequence effective for learning? Fourth, if the contents and objectives, and their sequence in the speech communication units of the textbook were inappropriate and ineffective for learning, what measures should be taken? The results of this study concerning the major four questions raised in the introduction of this paper are summarized as follows : The result of research concerning one of the first questions shows that most contents chosen in the curriculum are not useful for developing speech communication skills. Contents helpful for developing such skills are only two such as informative speech and persuasive speech from grade 1 to grade 10, and five such as conversation, speech(informative speech and persuasive speech), discussion, debate, and parliamentary procedure from grade 11 to grade 12. According to the result of research concerning the other aspect of the first questions, the contents are organized without considering sequence and continuity. The organization shows that all of the contents begin to be learned from grade 1 and continue until grade 10, no matter whether each of the contents is easy or difficult to be learned. For example, some of contents relatively difficult for lower grade students are planned to be learned for grade 1 through 10, but some of very easy contents are planned to begin and end at 11 or 12 grade. Concerning one of the second questions, the contents useful for developing speech communication skills are selected from books on speech communication. Concerning the other aspect of the second question, the structure of contents from grade 7 through grade 11 or 12 organized by the principles of sequence and continuity is suggested as an example for replacing the content organization of the current curriculum. In this structure, the contents are divided into three groups, which begin at 7th grade, 9th grade, and 10th grade. The contents are also divided into three groups, which end at 8th grade, 9th grade, and 11th or 12 grade. Such division is based on the difficulty level of learning. And the principles of sequence and continuity were applied to the organization according to this division. To get answers to the third question, the contents and objectives of three speech communication units in the Language Arts textbook for 7th grade were analyzed. The result of analysis shows that the same abstract contents as the ones presented in the current curriculum, most of which are not useful for developing speech communication skills, are used in the units. Even though the main contents are divided into specific ones, these would not construct learning hierarchy. So learning specific contents could not be expected to be increasingly built into understanding one main content. More serious things discovered in analyzing these units are that even when learning these contents are totally completed, the learners will not be able to develop any skills. The fourth question is related to suggestions for solving the problems found in the study concerning the third question. To get the answer to the fourth question, some efforts were made to categorize contents and behavior from lower levels to higher ones. As such efforts, contents were divided into three categories such as concept, proposition, and procedure. A proposition consists more than one concept. A procedure consists ordering stages to make a product or solve a problem. Each stage of a procedure is represented by a procedural proposition. Therefore, concepts should be taught before making students learn a proposition, and propositions should be taught before helping them learn a procedure. Behavior is classified into three categories such as recalling, regenerating and generating. Recalling refers to being able to remember contents such as concepts, Propositions, and procedures previously learned. Regenerating refers to being able to understand, summarize, analyze interpret, evaluate, or reorganize given materials by using contents previously learned. Generating refers to ability to make new materials by using contents learned earlier. By integrating three content categories to three behavior categories, nine categories of objectives have been made as follows : recalling, regenerating and generating concepts; recalling, regenerating and generating propositions; recalling, regenerating and generating procedures. The order of the objectives just presented above could also be applied to the process of teaching and learning. Such categorizing and integrating enables to build sequentially organized hierarchy of objectives and to provide effective learning condition for each objective. If units for teaching speech communication based on such hierarchy of objectives are provided in the units of textbooks, learners may be able to achieve objectives much more effectively.

문체

이대규 수원대학교 국어국문학회 1994 畿甸語文學 Vol.8-9 No.-

문학교육과 텍스트 상호성-송수권 시 산문에 기대어를 중심으로-

이대규 한국언어문학회 1997 한국언어문학 Vol.39 No.-

대학의 변화와 대학 교양 국어 교육의 개선 방안

이대규 국어국문학회 1996 국어국문학 Vol.- No.117