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Lee Dong Yeun Consuming Spaces in the Global Era: Distinctions between Consumer Spaces in Seoul
이동연 한국학중앙연구원 한국학중앙연구원 2004 Korea Journal Vol.44 No.3
The urbanization process of marginalized locals can be observed within the globalization process of capital. Seouls consumer spaces in the global era have diversified in a complicated pattern. When the changing logic of consumer spaces is examined closely, it can be described as a process of decentralization of and distinctions within spaces. The re-centralization and specialization of spaces constitute a factor that deepens the distinction of cultural capital within diversified consumer spaces. How the enormous consumer space of Seoul becomes distinct on the basis of cultural tastes will be reviewed through a detailed analysis of two different consumer spaces, Apgujeong-dong and Dongdaemun.A comparison of Apgujeong-dong with Dongdaemun as consumer spaces has three cultural implications. First, Apgujeong-dong and Dongdaemun are defined here not as mere individual consumer spaces, but as symbolic spaces possessing different living standards and lifestyles. Second, the comparison deals with the economic base of customers of these consumer spaces, along with their related lifestyles and cultural tastes. Distinctions within consumer spaces expose disparities between consumption standards by class. Third, a spatial analysis is needed to understand what regional significance Apgujeong-dong and Dongdaemun hold in this age of global consumerism.
(자유)계약동거결혼관과 축복의 결혼관 비교·분석 : 통일 윤리를 중심으로
이동연 선문대학교 신학대학 2002 선문대학교 신학대학논문집 Vol.2002 No.-
변화하는 사회 속에서의 많은 결혼관 중에서 자유계약동거에 대해서 살펴보고자 한다.
고등역사교육자료 활용 모형 개발에 관한 연구 : 도서관의 역사교육자료 평가와 이용방법을 중심으로
이동연 이화여자대학교 교육대학원 2007 이화교육논총 Vol.17 No.-
Due to the introduction of the 7th curriculum, creative, independent learning is emphasized and various -learning models which use discussion learning and research learning is also recommended in history courses. This study intends to introduce and show the way to use history teaching data easily based on the fact that the library has data which can possibly be used in the learning of history course. To accomplish this goal, I did the literature research, questionnaire survey, and evaluation. For literature research, I studied the history teaching data which the library has. For the questionnaire survey, I studied the aspects of teaching materials and opinions about the library with 25 randomly chosen middle and high school teachers in Seoul and Kyonggi. In presenting the usage model, I showed concrete examples of usage methods for the types of history teaching data. At that time, I made a checklist for the history teachers to evaluate the database, I also made a model of the usage method and used it to evaluate 2 history teachers. Here are the contents about the model of using history teaching data in this study. First, there are 11,793 libraries in Korea according to research based in late 2005. In a public library, we can use books, especially rare books, official gazettes, newspapers, data about Korea, or articles about the independence movement to teach history. Among the research libraries, there is the National History Compilation Committee Library. We can use the rare books, serial publications, data on modem Korean characters, a chronicle table of Korean history classified into age and theme, and multimedia data found there to teach history. Second, the history teaching data which is available in the university library can be separated into Off-Line data and On-Line data. Above all, there are monographs, serial publications, maps, chronicle tables, dictionaries, and information about people in the Off-Line history teaching data. We can check the location of copies to read directly or request document delivery services after doing a computer search for title, keyword, or author in KORIS-NET, RISS, or a home page of foreign libraries. They have various On-Line history teaching data in the universities. The history teaching data of major university libraries is separated into local data and foreign data, and there are 25 to 30 databases in it. I evaluated valuable databases useful for teaching history among the various databases using an evaluation form made up of 7 criteria (correctness, consistency, authority, content, completeness, currency, and arrangement) with 3 history teachers from the E middle school in Seoul. We can log-in and gain campus access after choosing a library from which to use Qn-Line history teaching data. You can search the appropriate data in full text by entering the book name, keyword or the name of the author in the checklist of the library database. Third, I presented the model to search the concrete data in Off-Line history teaching data and On-Line history teaching data by specifying the history teaching theme, which in my case was "the Holocaust." There are 4 levels (keyword selection, library selection, retrieval, and result evaluation) of using model of Off-Line history teaching data. The model of the using On-Line history teaching data is made of 5 levels which are keyword selection, database selection, Boolean retrieval, conducting research, and result evaluation. Off-Line history teaching data is reliable and easy to use however, the amount of data is limited and the data is not updated very often. Qn-Line history teaching data can be used everywhere, and we can use the curriculum about learning history, hand outs, and proposals about an evaluation, although it is not easy to use. After I presented the two models to history teachers who want various teaching data, I evaluated the models using an evaluation form which has 3 criteria (believability, conformity/ and efficiency) and researched user satisfaction by interview afterwards.