Silane-conjugated PAN as a Negative Electrode Binder for LIB

박교리,문성준,이경진,Nurzhan Umirov,김성수 한국고분자학회 2018 한국고분자학회 학술대회 연구논문 초록집 Vol.43 No.2

Synthesis of crosslinkable Si-PU for LIB binder

박교리,문성준,이경진 한국공업화학회 2018 한국공업화학회 연구논문 초록집 Vol.2018 No.0

The silicone has been received many attentions due to its high capacity for Lithium ion battery (LIB). However, it is necessary to solve some problems such as larger volumetric change than general graphite anode. Although the great mechanical properties of polyurethane (PU) can be a good solution to solve the problem, it is hard to ues because the TPU have low affinity with the inorganic material. Herein, the Si-PU was synthesized using urethane condensation reaction of diol-terminated glycidyl azide polymer (GAP-diol) and, azide-alkyne click reaction of azido-silane. In addition, to enhance physical properties of the synthesized polymer, the crosslinkability was introduced by 2-Hydroxyethyl methacrylate (HEMA). The great mechanical properties of the crosslinked Si-PU can provide stability of capacity, and the conjugated silane can give the high affinity between the polymer and the inorganic material.

Synthesis of functionalized fluorinated polyimide

박교리,이경진 한국공업화학회 2020 한국공업화학회 연구논문 초록집 Vol.2020 No.-

Polyimides(PI) has been received many attentions in various fields because of its heat resistant, chemical stability and mechanical properties. Although these advantages, there are several problems such as insoluble, infusible properties. PI is generally insoluble, so it has a low process ability. In this reason, recently the fluorinated polyimides (FPI) which has a good solubility received more attention. Herein, we prepared the functionalized FPI to more increase thermal stability and properties. FPI were synthesized from4,4′- (hexafluoroisopropylidene) diphthalic anhydride (6FDA) containing a fluorine group (CF3), 4,4-Oydianilline (ODA) which has aromatic structure and 1,6-diaminohexane (DAH) with an aliphatic structure. We prepare both aromatic FPI and aliphatic structure FPI, and Fourier-transform infrared spectroscopy (FT-IR), Nuclear magnetic resonance spectroscopy (NMR), Thermogravimetric analysis (TGA) were used to compare mechanical properties and chemical properties.

Solvent-free dry process of electrodes forNCM811 based Lithium-ion batteries

박교리,이경진 한국공업화학회 2022 한국공업화학회 연구논문 초록집 Vol.2022 No.-

NMP free-dry process for NCM811 based lithium ion battery cathode cell

박교리,이경진 한국공업화학회 2022 한국공업화학회 연구논문 초록집 Vol.2022 No.1

상호작용식 모형을 적용한 초급단계 받아쓰기 실험 연구- 하향식처리를 중심으로 -

박교리 한국중국언어학회 2013 중국언어연구 Vol.0 No.49

聽力理解不是聽話者對外界語音刺激簡單接收的被動過程, 而是對自己所聽到的話語進行解碼信息、重構語義、儲存記憶、匹配邏輯等一系列的複雜過程, 卽聽話者主動參與的過程。按照第二語言習得順序硏究, 第二語言學習者首先要努力提高聽力能力, 並通過聽力水平的提高能促進口語能力的發展。筆者認爲, 聽寫是提高聽力能力的有效敎學手段, 卽聽力理解能力、基礎語法知識及其應用、社會知識、邏輯推理能力、標點符號知識和書寫能力等等, 能準確反映一個人的總體語言水平。同時, 聽寫是有效的測試手段, 因此, 筆者爲了驗證用不同方式進行聽力敎學如何影嚮學習者的聽力能力, 進行了兩次聽寫實驗。本硏究受試是某大學一年級漢語專業學生, 共61人(實驗組30人, 對照組31人), 實驗爲期16週, 每週進行一次50分鐘的聽寫練習, 要求兩組被試將所聽短文復原。 實驗採用了全文聽寫, 要求受試完整記錄所聽到的內容, 然後給受試足够的時間根據記錄進行信息重組。 在此重要的是, 針對實驗組, 筆者在開始聽寫前先激活學習者大腦中的相關圖式, 卽採用自上而下的方法, 將使新輸入的信息與大腦已知信息或背景知識聯係起來, 並引導學習者根據標題或主題詞語産生聯想, 對卽將聽到的相關情節進行豫測。實驗的評分項目主要有4種, 分別爲生詞評分、詞語豫測評分、句型評分和總字數評分。 T檢驗結果顯示, 實驗組在詞語豫測和總字數上的成績都顯著大於對照組, 證實了採用自上而下的方法進行聽寫訓練, 有助於提高學習者的聽力水平。

Enhanced electrochemical performance via surface sputtering on dry process-solvent-free cathode sheet for Lithium-ion batteries

박교리,( Subhashree Behera ),이경진,김현석 한국공업화학회 2023 한국공업화학회 연구논문 초록집 Vol.2023 No.0

한국인 학습자의 한중동형사 습득 동태에 관한 실험연구

박교리 한국중국언어학회 2015 중국언어연구 Vol.0 No.60

韓語裏的漢源詞由於經歷了漫長的歷史發展進程,形成了自己獨特的音韻體系和相應的不同用法,在詞類、語義範圍、語氣 輕重、 感情色彩、 單詞的組合關係和修辭方面都體現出相當大的差異。因此韓漢同形詞在漢語詞敎學中旣是重點又是難點, 因爲它們曾經發揮着正遣移的優勢, 但隨着學習的積累反而成爲學習者的負擔,成爲阻碍其進一步發展的絆脚石。我們應該對 此加以重視, 以免出現化石化現像。 筆者認爲過去對韓漢同形詞的硏究主要是根據詞典中的核心義、理性義來考察其詞義的對應關係,, 沒把詞類、搭配關 係、具體用法和使用場合等在實際語言生活中不可忽略的其他重要因素考慮進去, 因此韓漢同形詞對韓國學習者起到正遷移作 用的結論不全面, 竝在本文中採用實驗的方式有效地證實了此一觀點。 實驗對象分成三個組, 卽初中級被試19人(A組)、中高級被試17人(B組)、高級被試19人(C組), 共55人。同時, 設計了有關 韓漢同形詞的不同詞類活用的測試問卷,竝且不讓被試推測實驗目的,問卷中還加了一些其他類型的詞彙,則非韓漢同形詞。測 試問卷由各班敎師在課堂上發給被試,不限時當堂獨立完成,以保證實驗的眞實性和有效性。實驗結果顯示,B組、C組在韓漢同 形詞和非韓漢同形詞的成績顯著大於A組。A組在韓漢同形詞和非韓漢同形詞上的成績接近, 而B組、C組在韓漢同形詞和非韓 漢同形詞上的成績顯示出顯著差異, 表明外語學習者較難擺脫母語干擾。最後, 針對實驗結果,提出了一些對韓國學習者學習 韓漢同形詞的敎學對策。

모국어 표현 방식이 중국어 산출 활동에 미치는 영향에 관한 연구 - '對'구문을 중심으로

박교리 한국중국언어학회 2016 중국언어연구 Vol.0 No.66

"對"sentence as a special sentence, there is a corresponding general SVO sentence. Compared to the SVO sentence, the sentence is not a mainstream form, but they are all adapted to the different ways to express the same meaning. The words belong to judgment, appraisal, SVO sentence is the narrative sentence, subject all have a certain attitude or behavior to determine the implementation of a person or thing of sentence is expressed, there are positive color, expression function, SVO sentence is the general narrative of an event. From the style of writing, "對" sentence more than the SVO to express a written color. "對" corresponding to the Korean word "에 대해", and "에 대해" words can be converted to "對"sentence, this sentence can be converted to another Korean word "을/를" sentence, this sentence can be converted to Chinese SVO sentence. In view of this, this article has carried on the experiment, inspects South Korea to be tested from L1 to L2 in the transformation how to display the situation which the mother tongue restriction. At the same time, with the improvement of their language, subjects evolved into what types of errors committed by the way. The results showed that the intermediate stage was seriously disturbed by the L1, the acquisition of Chinese preposition structure is not perfect, the advanced stage was not affected by L1 interference, in L2 use too monotonous, to cultivate rich and lively L2 use ability, therefore, teachers must strive to explain the use "對" sentence conditions, encourage effective learners use "對" sentence and other special sentence. “對”字句作爲一種特殊句式, 也有相應的一般主謂賓(SVO)句式。“對”字句與SVO句相比算不上主流形式, 但它們都是以適應於不同語境用不同方法表達出同一個意義的。“對”字句屬於判斷、評議句, SVO句則屬於敍述句, “對”字句是表達主語對確定的人或物俱有某種態度或實施某種行爲, 俱有積極主動的色彩, 表達評論的功能, SVO句則是一般性地敍述某一事件。從語體上說,“對”字句比SVO句較多地表達出書面色彩。 那麽, “對”字句强調的是甚麽?是介詞的賓語, 還是謂語動詞? 對此, 硏究者各持所見, 卽有些人認爲, 選擇使用“對”’字句是說話人有意强調謂語動詞所支配的對象, 將其作爲一個重要的信息處理達於廳者, 有些人認爲, “對”字句强調的不是謂語動詞所支配的對象, 而是謂語。 “對”字句的構成是“施事+對事+動核”, 施事主要是指動作行爲的發出者, 在句法上作主語, 它一般由具體名詞或名詞性短語充當, 多用來指人, 對事指施事發出動作所針對的對象, 主要用介詞“‘對”來引出, 置於動詞前, 作狀語, 它旣可以指人, 也可以指物., 將施事和對事聯繫起來的動詞或動詞短語是及物性的, 謂詞與對事有潛在的塔配關係。 “對”字句中介詞“對”對應於韓語助詞“에 대해”, 而 “對”字句可以轉換爲用“에 대해”的韓語句式, 此一句式又可以轉換爲用另一種韓語助詞“을”的句式, 此一句式又可以轉換爲漢語SVO句式。鑑於此, 本文進行了實驗, 考察韓國被試從L1到L2的轉換中如何表現出母語制約的情況。同時, 隨着語言水平的提高, 被試所犯下的偏誤類型演變成甚麽樣子。結果顯示, 中級階段的被試嚴重受到L1干擾, 習得漢語介詞結構不够完善, 高級階段被試雖不受L1的干擾, 在L2活用上過於單調, 有待培養豐富生動的L2活用能力, 爲此, 敎師須努力講解能使用“對”字句的條件, 勉勵學習者有效使用“對”字句和其他特殊句式。

중국어 고급단계 학습자의 존재표현 사용현황 연구 -‘NP1+V/着/了+NP2’구조를 중심으로

박교리 한국중국언어학회 2017 중국언어연구 Vol.0 No.73

Existential sentence refers to the basic structure of existence, and out of the sentence. The existential sentence is “NP1+VP+NP2", NP1 is composed of said premises range noun or phrase, noun or time range time noun phrases, VP is composed of “V+着/了+NP2", which is a person or thing in the somewhere there disappear, if verb is an intransitive verb, NP2 is the doer of the action, verb is a transitive verb, NP2 is the object of action. In order to study the advanced stage of Korean learners presentive expression experiments were carried out. The experimental subjects were divided into two groups, the experimental group of Korean subjects are: students in Graduate School of translation 10 people, reach the HSK6 level of the adult learners of 10 people, a total of 20 people, the control group is 20 Chinese people. Through the document survey, collected a total of 1200 cases of corpus, appeared in the process of learning the error type and the causes are analyzed, and then put forward the related teaching strategies and skills. The experimental results show that the Chinese subjects expressed meaning when the widespread use of existential sentences, while Korean subjects mainly choose “V在+NP" structure, the existential sentences often take evasive strategies according to the nature of the error. There, can be roughly divided into the following categories: first, mistaking the existential preposition. The subject of sentence does not need to introduce Korean prepositions, but by the influence of mother tongue, habitually in the sentence first place word before the error with the preposition “在". Second, “V" is an intransitive verb, the subject is misplaced in before the verb, “V" is a transitive verb, error plus verb the agent. Third, there is the main general indefinite noun. No qualitative representation of noun phrases referring in a specific context, the hearer's heart, there is no specific meaning, but the speaker's heart has a specific reference object. The object stored in sentences is the main part of the transmission of information And as the unknown information, so specific and unspecified person or thing, but no qualitative Korean subjects did not realize the existential object, teachers should pay special attention to this. 存現句是指表示事物存在、出現、消失的句式。 存現句的基本結構爲“NP1+VP+NP2", NP1是由表示處所的方位名詞或方位短語、時間名詞或時間名詞短語構成,, VP是由“V+着/了”構成,, NP2是某處所裏存在、出現、消失的人或事物, 若V是不及物動詞, NP2是動作的發出者, V是及物動詞, NP2是動作的對象。 本文爲了考察高級階段韓國學習者的存現表達方式進行了實驗。 實驗對象分爲兩個組, 實驗組的韓國受試是韓漢飜譯專業的硏究生10人以及達到HSK6級以上水平的成人學習者10人, 共20人, 對照組是中國受試20人。 通過文件調査方式, 共收集了1200例語料, 對習得過程中出現的偏誤類型及成因進行分析, 進而提出與之相關的敎學策略和技巧。 實驗結果表明, 中國受試表達存在義時普遍使用存現句式, 而韓國受試主要選擇“V在+NP”結構, 至於存現句式往往採取回避策略。 按照所出現偏誤的性質, 大致可分爲以下幾種:〯 第一, 誤加介詞。存現句的主語不需要介詞的介引, 不過韓國受試受母語的影響, 習慣性地在句首處所詞前誤加介詞“在”。 第二, V是不及物動詞時, 把存在主體錯放在動詞前, V是及物動詞時, 誤加動詞的施事。 第三, 存在主體一般是無定名詞。 無定性表示名詞短語的指稱在特定的語境中, 聽話人的心裏沒有具體的所指, 但說話人的心裏有特定的指稱對象。 存現句中賓語是傳遞信息的主要部分, 視爲未知信息, 因此具體而不確指的人或事物, 不過韓國受試完全沒有意識到存現賓語的無定性, 敎師對此須格外注意。