http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
박기용,김동원,박병규,박영명,김한철,최경훈,강병일 한국스포츠리서치 2007 한국 스포츠 리서치 Vol.18 No.3
This research was conducted in an intention to provide systematic training method of domestic soccer tactics enhancements, techniques acquisition, and competitiveness improvement, by clarifying multi-faceted scoring processes observed in the international game, World Cup, and tactical characteristics and changing phases shown in each match, while most of the preceding researches were merely limited to the analyses on the simple scoring types of each game. Firstly, reflecting on the result that the assist type in the scoring stages gradually tend to be highly from corner kick, free kick, and penalty kick, the leaders are demanded to foster specialized kickers who can demonstrate low fast strong yet elaborate kicks in set piece and to raise athletes that can penetrate through any situations and positions to the destined point and eventually pull such achievements out to the final scores. Secondly, the most frequent positions of scoring have been the front within the penalty area with in-step kick. However, it appears that diversification of tactics and acquisition of shooting techniques in various angles are needed, considering the tendency that the ratio of scoring with shooting and passing gradually rises not only in the penalty area but also in the flanks because of their tactics that are even diversified with their physique body strength, and technical level enhanced. Thirdly, as for the scoring directions in the course of scoring, the upper left corner areas and the lower right corner areas have shown the highest scoring ratio, and the central upper and lower areas have shown very low scoring ratio. Therefore, in order to connect to solid scores, shooting toward the corner areas may be effective, which are hard to be protected by the goal keepers, and systematic shooting programs need be developed for the implementation of such kicks.
유산소성 운동이 비만 아동의 신체 구성, 혈액 성분 및 기초 체력에 미치는 효과
박기용,신민식,최경훈 한국스포츠리서치 2003 한국 스포츠 리서치 Vol.14 No.6
This study aims on examining the effect of aerobic exercise program on obese children's body composition, blood components and basic physical strength, and on searching for effective management method for betterment on obesity. After 9-weeks experiment subjecting 10 obese children(who were divided into control group and over-burden group), and I got following results. 1. On the point of the effect on body composition, there was meaningful difference in weight and BMI item, was not meaningful difference in %fat and Skinfold thickness but was decrease trend in average. 2. On the point of the effect on blood components, there was no meaningful difference in all items, but Triglyceride, Blood pressure, Blood glucose average were decreased and HDL-C average was increased. 3. On the point of the effect on basic physical strength, there was meaningful difference in 50M dash, Standing long jump, Sit-up. There was no meaningful difference in Sit and reach, 1000M run-walk but was improving trend in average. 4. On the point of the effect according to the program management methods, there was meaningful difference in BMI, 50M dash, Standing long jump in control group. There was not meaningful in Midaxilary Skinfold thickness, Standing long jump, Sit-up, 1000M run-walk in over-burden group. Although there was no meaningful difference in the change of blood components and %fat, there was wide decrease in average in over-burden group.
박기용 한국교원교육학회 2013 한국교원교육연구 Vol.30 No.3
본 연구의 목적은 교사가 개발해야할 수업설계 전문성의 본질을 규명하기 위한 하나의 방법으로써, 수업설계 과정에서 숙련교사의 사고과정을 초임교사 및 예비교교사와 비교해 심층적으로 분석하는 것이다. 이러한 연구목적 달성을 위해, 숙련·초임·예비교사 9명을 대상으로 수업설계 사고과정에 대한 설문, 사고발화, 심층면담을 실시하였다. 연구결과, 숙련교사는 1)수업에 영향을 미치는 여러 요인들을 다각적으로 검토하고 예측하며, 수업내용 특성과 목적 달성에 필요한 여러 대안적 방법과 활동들의 가능성을 모색한다. 2)수업설계모형이나 초임 및 예비교사와 달리 순차적이고 단계적인 절차로 수업을 설계하는 것이 아니라 설계 단계를 동시·반복·순환하는 특징을 가지며 동일한 설계요소라 할지라도 반복·구체화·정교화시켜 나간다. 3)수업설계 초기에 전체 수업을 대략적으로 설계한 뒤, 계속해서 모든 수업설계 대상들을 재검토하여 수정·보완·정교화한다. 4)각 수업설계 판단에 있어서 이전 경험과 지식을 많이 활용하고자 한다. 5)수업 설계 시 수업이 이뤄지는 과정이나 학생들의 반응 등 실제 적용했을 때의 수업 상황을 머릿 속에 구체적으로 그리면서 설계안을 구체화한다. 6)수업 전체의 시간, 흐름, 특징과 더불어 각 수업의 연계성을 고려하는데 더 많은 주의를 기울인다. 7)목표와 학습활동을 계속해서 수정 및 재구성하며, 평가·수업매체·학습지 등에 더 많은 시간과 주의를 기울인다. 이 연구결과들을 교사가 개발해야할 수업설계 전문성과 관련지어 논의하였다.