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박은덕 한국조형교육학회 1996 造形敎育 Vol.0 No.12
The review of 13 empirical studies that examined children's perceptual behavior in terms of preference for color and form is carried out Most of the studies fell into two categories : those which examined children’s discrimination of color and form, and those studies which examined discrimination or other factor's like size position" relation as well as color and form. In this Study, the research strategies, stimuli, subjects, statistical strategies, and relative variables within, the 13 studies are reviewed. The studies about color/form classification showed children's preference of developmental advance from color to form but disagreed with the age of transition.
1LG-1 금속 촉매상에서 CO와 CO<sub>2</sub>의 수소화 반응
박은덕 한국공업화학회 2017 한국공업화학회 연구논문 초록집 Vol.2017 No.1
탄소수가 1개인 C1 가스는 CO, CH<sub>4</sub> 및 CO<sub>2</sub>를 포함하며 이는 철강산업과 석유화학산업에서 발생하는 부생가스의 주요 성분중의 하나이며 메탄의 경우는 천연가스와 셰일가스의 주요 성분중의 하나이다. 이를 이용하여 에너지 자원이나 고부가 화학제품을 제조하는 것은 궁극적으로 이산화탄소 발생을 억제하는 효과를 기대할 수 있다. 본 발표에서는 C1 가스 리파이너리 사업단에서 현재 진행중인 C1 가스를 전환하여 고부가 화학제품을 만드는 일련의 과제들을 소개하고 각 과제들의 주요 성과를 공유하고자 한다. 이와 더불어 신재생에너지를 이용하여 이산화탄소를 수송이 용이한 에너지자원인 메탄으로 전환시키는 촉매계에 대한 연구내용도 발표하고자 한다.
박은덕 한국조형교육학회 1997 造形敎育 Vol.0 No.13
Numerous investigators have reported about representation of the occlusion of objects in children’s drawings. Various form and size of the stimuli and different instruction influence then point to represent the occlusion. The effect of more explicit instruction showed around the age of eight. When occlusion occurs in the drawings. Young children are not sensitive to social context and draw what they know rather than what they see because they are egecantric. They draw the object as if they look at them at the point of which gives maximum information. The more different size. Form and volume of the things and the more familiar context to children, the faster representation of the occlusion emerged. The occlusion of two same object in more difficult for children to draw the correct array.
박은덕,양윤정,김성연 한국조형교육학회 2002 造形敎育 Vol.0 No.20
This study was conducted to develop the performance assessment of portfolio for the seventh grade art class in junior high school in Korea. Along with the reformation efforts of the national public education program, the performance assessment may plays an important role in its educational settings for encouraging our students in their creativity. Portfolio is one of the typical the performance assessment tools. To improve validity and reliability of the grading of art activities by students, an evaluator's subjective opinion should not be included in the evaluation and it is essential to develop the more rigorous assessment. This study developed five portfolio performance assessment samples to evaluate the seventh graders' art learning abilities in aesthetic understanding, studio art and art appreciation. The sample includes unit title, contents areas in art curriculum, evaluating grade, evaluating purpose, assessing question, grading standards, assessment tool, and sample answer. Evidence materials like proposal about artwork, report, and self or fellow evaluation report as well as artworks were assessed together at each assessment. Self and fellow evaluation report can supplement a teacher's assessment and give students an opportunity of introspection. The results of this study are the followings: First, art evaluation could be diversified, specialized and characterized by portfolio assessment. Second, portfolio could assess various aspects as activity, thought, feeling and emotion of students, through evident materials, in art process as well as artwork outcomes. Third, performance assessment could be trusted by evidence materials in portfolio and grade standards. Fourth, portfolio assessment make it possible qualitative assessment in art education. Fifth, portfolio make students familiar with subject and participate positively.
아트 프로펠 모형을 활용한 초등학교 미술과 평가모델 개발 연구
박은덕,정은희 한국교원대학교 초등교육연구소 2015 초등교과교육연구 Vol.22 No.-
Assessment model based on the art proprl model has been developed and tested in 5th and 6th level elementary school art follows; The developed assessment model comprehends teaching and learning plans, objective period, procedure and attentive points, assessment tool, items of preparation and related materials. It also times and overall. Therefore, immediate app;ocation of the developed assessment model is possible in art class. This model also reinforces the strategy of feedback to foster the growth and learning of students.