3 research outputs found
Playful approaches to news engagement
From crossword puzzles and quizzes to more complex gamification strategies and serious newsgames, legacy media has long explored ways to deploy playful approaches to deliver their content and engage with the audience. We examine how news and games fit together when news organizations, game creators and news audiences welcome gameful forms of communication and participation. Moreover, we reflect on the theoretical and empirical significance of merging news with games as a way to reformulate normative assumptions, production practices and consumption patterns. As a result, the boundaries between journalism and gameβs logics start to erode, and they begin to find new ways of converging
A waste of time? Or an effective learning tool? - Assessing the effectiveness of a digital games-based learning approach in music education
This research is a multiple case study on four participants who had access to the game Rocksmith 2014 remastered for sixty days. Following the sixty-day period, a post-test was conducted. The participants were assessed by two guitar experts and then interviewed by the researcher to understand if Rocksmith was an effective way to learn how to play the guitar. At the time of the interview, these participants were aged between 25 and 28 years and had varying levels of experience playing the guitar and video games. The findings suggested that as a learning tool, Rocksmith can teach certain guitar playing skills. These include (but are not limited to): teaching technical skills (such as knowing how to hold the guitar, correct and efficient left and right-hand technique, tremolo picking, sliding, and moving across the fretboard efficiently). Despite this, the interviews revealed that the participants did learn about other aspects of guitar playing, such as being able to play hammer-ons and pull-offs. In their interviews, the participants expressed a belief that Rocksmith is a useful tool for learning. Still, they also said that it was hard to find the motivation to continue playing. While they described their experience of playing Rocksmith as enjoyable and immersive, they also expressed having little motivation to continue playing. The study further tried to assess whether the skill of being able to read guitar tablature was transferable outside of the game. The findings revealed that this was inconclusive and that further study needed to be conducted
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Όλ¬Έ(λ°μ¬) -- μμΈλνκ΅λνμ : μ¬λ²λν κ³Όνκ΅μ‘κ³Ό(μ§κ΅¬κ³Όνμ 곡), 2023. 2. κΉμ°¬μ’
.This study considers scientific technological citizenship as one of the educational goals in a risky society due to the development of science and technology. In a modern society in which the global risk of climate change coexists, science and technology citizenship emerged based on the need for a reflective approach to the past and future direction of science and technology, which is identified as the primary culprit of the risk. It can be said that the participating learners possess the qualities and capabilities they should have as citizens.
Most climate change education currently being conducted at school sites is a one-off type in class size by unit teachers, and the goals for science and technology citizenship presented above, such as watching videos on climate change, submitting impressions, and solving workbooks, remain at a level that is difficult to achieve. Therefore, this study considers the application of gamification, and as a specific tool for it, attention was paid to the use of educational board games.
Therefore, based on the recognition that many students of various ages should be able to participate in climate change education in an easy and fun manner and approach the goal of climate change education, a board game for climate change education applied with gamification was created. In addition, by further developing a climate change education program through this board game, the goal was to enable a new form of learner-led climate change education to be achieved, breaking away from the existing uniform method. In addition, this study sought to explore the science and technology citizenship of students who participated in climate change education.
To this end, this study was conducted as follows. First, for the development of climate change educational board games and the educational programs using them, previous studies were analyzed to extract the key elements of climate change education goals and contents, and a new board game was added to the analysis results of the seven existing board games. Then, the development direction was established. Based on this, a draft prototype of the board game was designed and developed, and a final prototype was completed by repeating the test play, modification, and supplementation by a group of experts in various fields. Afterward, to develop an educational program using the final prototype of the board game for climate change education, the content, format, and goal were determined via a literature analysis, and the method of using the board game was determined. Then, a final program was developed that could reflect the contents, format, and goals established here.
Second, an educational program using board games was applied through a special after-school class for a total of 6 hours, once or twice per week at M High School in Seoul, targeting 24 first-year high-school students who participated in the study to explore science and technology citizenship. As research data for this purpose, data recorded during classes, observation diaries, student activity results, and in-depth post-interview results were collected. Using the data analysis strategy of the qualitative case study methodology, this data was collected as sub-categories of science and technology citizenship as defined in this study. It was described according to the elements "recognition of the interaction between science and technology and society," "value judgment and decision-making," and "social and individual participation and practice and efficacy of science and technology issues."
The results of this study are summarized as follows. First, to incorporate game elements into the context of climate change education, an educational board game using gamification was developed. The board game, which involves rebuilding the Earth threatened by climate change, consists of a game board, country, climate action, three types of disaster game cards, cubes, tokens, coins, and dice. The development process of the ADDIE model followed the procedures of analysis, design, development, implementation, and evaluation.
In addition, a 6-hour climate change education program was created using the board game developed in this way. The educational program consisted of three stages, with the goal of allowing elements such as interest in, immersion in, and motivation for board games to result in natural learning. Step 1 aims to immediately understand the cause and effect of climate change and the problem situation. Next, step 2 aims to cultivate attitudes toward climate change issues through playing the board game. Finally, step 3 aims to respond to climate change. Ultimately, the goal was to develop the will to participate and practice.
Second, as a result of using board games to explore the science and technology citizenship of students who participated in educational programs, the development of science and technology resulted in social problems, such as climate change, in the perception of the interaction between science and technology and society; however, in this regard, I was able to confirm that this could work as a means of solving the problem. In contrast, there was a perception of negative future prospects in which science and technology cause social conflict, in turn deepening the inequality between countries and individuals. The students recognized that the development of science and technology should follow a direction within the range that does not oppose the state of nature or providence and does not harm mankind.
While some students felt sympathy and responsibility for those who were alienated or harmed due to the development of science and technology, such as climate refugees, in value judgment and decision-making, such alienation or damage was an unavoidable result of the development of science and technology. However, some students believed that problems should be solved with appropriate compensation. Here, students who felt social sympathy and responsibility generally conceived practical strategies considering their personal circumstances based on the belief that international cooperation and practice are important.
Moreover, they demonstrated a positive sense of efficacy that they could successfully respond to problems if small practices were to gradually spread to society in the elements of social and personal participation and practice as well as science and technology issue efficacy. However, in the case of students who negatively perceived the problems of those around them or the attitude of politicians, it was found that this perception led to a negative sense of efficacy that no matter how hard an individual tried, their efforts would not be effective.
Briefly presenting the conclusion based on these results, this study aimed to develop and apply a climate change education program using board games and explore the science and technology citizenship of students. To this end, it was possible to develop a climate change education program by using a board game, which differs from existing climate change education and includes understanding of the problem, uncertainty, response behavior, the results, introspection, and practical elements. In addition, by exploring science and technology citizenship through case data collected after applying this in a high school, it was confirmed that cases in which this led to positive efficacy were based on positive viewpoints while cases in which negative efficacy was demonstrated were due to negative viewpoints. In particular, students recognize social issues caused by science and technology, such as climate change, judge values based on this, and consider all international, social, and individual aspects throughout the process of designing strategies for practices with consideration for the future. On the other hand, in reality, it was reduced to the context of an individual student, demonstrating the characteristics of mentioning the importance of individual small practice. In this study, by synthesizing these conclusions, it was possible to present an explanation for the relationship between the characteristics of climate change education programs using board games and science and technology citizenship explored in the actual context.
This study raises the issue that "climate change education for all" should be realized by expanding current climate change education, which is primarily being implemented for some students, such as through clubs in elementary school, in terms of target age and size. This effort is expected to serve as a new opportunity to spread climate change education, which can be considered a task of the times. In addition, we considered science and technology citizenship as a citizen's capacity to respond to the crisis of climate change resulting from the development of science and technology. Ultimately, this study will be able to provide suggestions on what direction it should take.λ³Έ μ°κ΅¬μμλ κ³ΌνκΈ°μ μ λ°μ μΌλ‘ μΈν μνμ¬νμμ κ΅μ‘μ μ§ν₯μ μ€ νλλ‘ κ³ΌνκΈ°μ μλ―Όμ±(Scientific Technological Citizenship)μ μ£Όλͺ©νλ€. κΈ°νλ³νλΌλ μ μ§κ΅¬μ μνμ΄ κ³΅μ‘΄νλ νλμ¬νμμ κ³ΌνκΈ°μ μλ―Όμ±μ μνμ λλνκ² ν μ£Όλ²μΌλ‘ μ§λͺ©λλ κ³ΌνκΈ°μ μ κ³Όκ±°μ λ―Έλ λ°©ν₯μ λν μ±μ°°μ μ κ·Όμ νμμ±μ κΈ°λ°μΌλ‘ λ±μ₯νμμΌλ©°, μ΄λ κΈ°νλ³ν κ΅μ‘μ μ°Έμ¬ν νμ΅μκ° μλ―ΌμΌλ‘μ κ°μ ΈμΌ ν μμ§κ³Ό μλμ΄λΌκ³ ν μ μλ€.
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μ λΆμ κ²°κ³Όλ₯Ό λνμ¬, μλ‘μ΄ λ³΄λκ²μμ κ°λ° λ°©ν₯μ μ€μ νμλ€. μ΄λ₯Ό λ°νμΌλ‘ 보λκ²μμ νλ‘ν νμ
μ΄μμ μ€κ³Β·κ°λ°νκ³ , λ€μν λΆμΌμ μ λ¬Έκ° μ§λ¨μμ ν
μ€νΈ νλ μ΄μ μμ ·보μμ λ°λ³΅νμ¬ μ΅μ’
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μ μμ±νμλ€. μ΄ν κΈ°νλ³ν κ΅μ‘μ© λ³΄λκ²μμ μ΅μ’
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μ νμ©ν κ΅μ‘ νλ‘κ·Έλ¨μ κ°λ°νκΈ° μν΄ λ¬Έν λΆμμ ν΅νμ¬ λ΄μ©κ³Ό νμ λ° λͺ©νλ₯Ό κ²°μ νκ³ , 보λκ²μμ νμ© λ°©μμ κ²°μ νμλ€. κ·Έλ¦¬κ³ μ¬κΈ°μμ μ€μ ν λ΄μ©κ³Ό νμ, λͺ©νκ° λ°μλ μ μλ μ΅μ’
νλ‘κ·Έλ¨μ κ°λ°νμλ€.
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μ ν΅ν΄ μ μ©νκ³ , μ¬κΈ°μ μ°Έμ¬ν κ³ λ±νκ΅ 1νλ
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μ λμμΌλ‘ κ³ΌνκΈ°μ μλ―Όμ±μ νμνμλ€. μ΄λ₯Ό μν μ°κ΅¬ μλ£λ‘μ μμ
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μ΄λ₯Ό ν΅ν μ°κ΅¬ κ²°κ³Όλ₯Ό μ 리νλ©΄ λ€μκ³Ό κ°λ€. 첫째, κΈ°νλ³ν κ΅μ‘μ λ§₯λ½μ κ²μμ μμλ₯Ό μ λͺ©νκΈ° μν΄ κ²μ΄λ―ΈνΌμΌμ΄μ
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, νλΈ, ν ν°, μ½μΈ λ° μ£Όμ¬μλ₯Ό ꡬμ±νμΌλ‘ νμμΌλ©°, κ°λ° κ³Όμ μ λΆμ, μ€κ³, κ°λ°, μ€ν λ° νκ°μ μ μ°¨λ₯Ό λ°λ₯΄λ ADDIE λͺ¨νμ μ μ©νμλ€.
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λμ§Έ, 보λκ²μμ νμ©ν κ΅μ‘ νλ‘κ·Έλ¨μ μ°Έμ¬ν νμλ€μ κ³ΌνκΈ°μ μλ―Όμ±μ νμν κ²°κ³Ό, λ¨Όμ κ³ΌνκΈ°μ κ³Ό μ¬νμ μνΈμμ©μ λν μΈμμμ κ³ΌνκΈ°μ μ λ°μ μ΄ κΈ°νλ³νμ κ°μ μ¬ν λ¬Έμ λ₯Ό λΆλ¬μμ§λ§, μ΄κ²μ΄ λ¬Έμ λ₯Ό ν΄κ²°ν μ μλ μλ¨μΌλ‘μ¨ μμ©ν μ μλ€λ μΈμμ νμΈν μ μμλ€. μ΄μλ λμ‘°μ μΌλ‘ κ³ΌνκΈ°μ μ΄ μ¬νμ κ°λ±μ μ λ°νλ©°, κ·Έλ‘ μΈν΄ κ΅κ° κ° λλ κ°μΈ κ°μ λΆνλ±μ΄ μ¬νλλ λΆμ μ λ―Έλ μ λ§μ μΈμλ μμλ€. νμλ€μ μ΄λ¬ν κ³ΌνκΈ°μ μ λ°μ μ΄ μμ°μ μνλ μ리λ₯Ό κ±°μ€λ₯΄μ§ μκ³ μΈλ₯μκ² λΆμ΄μ΅μ΄ λμ§ μλ λ²μ λ΄μμμ λ°©ν₯μ±μ κ°μ ΈμΌ νλ€κ³ μΈμνλ€.
κ°μΉνλ¨κ³Ό μμ¬κ²°μ μμ κΈ°νλλ―Όκ³Ό κ°μ΄ κ³ΌνκΈ°μ μ λ°μ μΌλ‘λΆν° μμΈλκ±°λ νΌν΄λ₯Ό μ
λ μ΄λ€μ λν΄ κ³΅κ°κ³Ό μ±
μκ°μ λλΌλ νμλ€μ΄ μμλ λ°λ©΄μ, κ·Έλ¬ν μμΈ νΉμ νΌν΄λ κ³ΌνκΈ°μ μ λ°μ κ³Όμ μμ μ΄μ© μ μλ κ²°κ³Όμ΄λ―λ‘, μ μ ν 보μμΌλ‘ λ¬Έμ λ₯Ό ν΄κ²°ν΄μΌ νλ€κ³ 보λ νμλ€μ΄ μμλ€. μ¬κΈ°μμ μ¬νμ 곡κ°κ³Ό μ±
μκ°μ λλΌλ νμλ€μ λμ²΄λ‘ κ΅μ μ νλ ₯κ³Ό μ€μ²μ΄ μ€μνλ€λ νλ¨ νμ, κ°μΈμ μν©μ κ³ λ €ν μ€μ² μ λ΅μ ꡬμνκΈ°λ νμλ€.
μ΄λ€μ λν μ¬νμ Β·κ°μΈμ μ°Έμ¬ λ° μ€μ²κ³Ό κ³ΌνκΈ°μ μμ ν¨λ₯κ° μμμμ μμ μ€μ²μ΄ μ μ°¨ μ¬νλ‘ νΌμ Έ λκ°λ©΄ λ¬Έμ μ λμν μ μμ κ²μ΄λΌλ κΈμ μ ν¨λ₯κ°μ 보μ¬μ£ΌκΈ°λ νμλ€. νμ§λ§ μ£Όλ³μΈμ λ¬Έμ λ₯Ό λ°λΌλ³΄λ μΈμ λλ μ μΉμΈμ νλ λ±μ λΆμ μ μΌλ‘ λ°λΌλ³΄λ νμμ κ²½μ°μλ κ°μΈμ΄ μ무리 λ
Έλ ₯νλλΌλ μ€ν¨μ±μ΄ μμ κ²μ΄λΌλ λΆμ μ ν¨λ₯κ°μΌλ‘ μ΄μ΄μ§λ κ²μ λ³Ό μ μμλ€.
μ΄λ¬ν κ²°κ³Όλ₯Ό λ°νμΌλ‘ ν κ²°λ‘ μ κ°λ΅ν μ μνλ©΄, λ³Έ μ°κ΅¬λ 보λκ²μ νμ© κΈ°νλ³ν κ΅μ‘ νλ‘κ·Έλ¨ κ°λ° λ° μ μ©κ³Ό νμλ€μ κ³ΌνκΈ°μ μλ―Όμ± νμμ λͺ©μ μΌλ‘ νμλ€. μ΄λ₯Ό μνμ¬ κΈ°μ‘΄μ κΈ°νλ³ν κ΅μ‘κ³Όλ μ°¨λ³νλ ννλ‘μ¨, λ¬Έμ μ μ΄ν΄μ λΆνμ€μ±, λμ νμ λ° κ·Έλ‘λΆν°μ κ²°κ³Όμ μ±μ°°, μ€μ² μμλ₯Ό ν¬ν¨νλ 보λκ²μ νμ© κΈ°νλ³ν κ΅μ‘ νλ‘κ·Έλ¨μ κ°λ°ν μ μμλ€. λν, μ΄λ₯Ό κ³ λ±νκ΅ νμ₯μμ μ μ©ν ν μμ§ν μ¬λ‘ μλ£λ₯Ό ν΅ν΄ κ³ΌνκΈ°μ μλ―Όμ±μ νμν κ²°κ³Ό, κΈμ μ κ΄μ μ λ°νμΌλ‘ μ΄κ²μ΄ κΈμ μ ν¨λ₯κ°μΌλ‘ μ΄μ΄μ§ κ²½μ°μ λ°λλ‘ λΆμ μ κ΄μ μΌλ‘ μΈν΄ λΆμ μ ν¨λ₯κ°μ 보μ΄λ κ²½μ°λ₯Ό νμΈν μ μμλ€. νΉν, νμλ€μ κΈ°νλ³νμ κ°μ κ³ΌνκΈ°μ λ‘ μΈν μ¬νμ μμ μ λν΄ μΈμνκ³ , μ΄λ₯Ό λ°νμΌλ‘ κ°μΉλ₯Ό νλ¨νλ©°, λ―Έλλ₯Ό μ λ§νμ¬ μ€μ²μ μ λ΅μ ꡬμνλ κ³Όμ μμλ κ΅μ μ , μ¬νμ , κ°μΈμ μΈ‘λ©΄μ λͺ¨λ κ³ λ €νλ λ° λ°ν΄, νμ€μ κ΄ν΄μλ νμμΈ κ°μΈμ λ§₯λ½μΌλ‘ μΆμνμ¬ κ°μΈμ μΈ μμ μ€μ²μ μ€μμ±μ μΈκΈνλ νΉμ§μ 보μ¬μ£Όμλ€. λ³Έ μ°κ΅¬μμλ μ΄λ¬ν κ²°λ‘ μ μ’
ν©νμ¬ λ³΄λκ²μ νμ© κΈ°νλ³ν κ΅μ‘ νλ‘κ·Έλ¨μ νΉμ§κ³Ό μ€μ μ λ§₯λ½μμμ νμλ κ³ΌνκΈ°μ μλ―Όμ±μ κ΄κ³μ λν μ€λͺ
μ μ μν μ μμλ€.
λ³Έ μ°κ΅¬λ μ£Όλ‘ μ΄λ±νκ΅κΈμμ λμ리μ κ°μ μΌλΆ νμλ€μ λμμΌλ‘ μ€νλκ³ μλ νμ¬μ κΈ°νλ³ν κ΅μ‘μ΄ κ·Έκ²μ λμ μ°λ Ήκ³Ό κ·λͺ¨μ μΈ‘λ©΄μμ νλλμ΄ λͺ¨λ μ΄λ₯Ό μν κΈ°νλ³ν κ΅μ‘μ΄ μ€νλμ΄μΌ νλ€λ λ¬Έμ μ κΈ° νμ μνλ μ°κ΅¬μ΄λ€. μ΄λ¬ν μλλ μλμ κ³Όμ λΌκ³ ν μ μλ κΈ°νλ³ν κ΅μ‘μ΄ λ리 νΌμ§ μ μλλ‘ νλ μλ‘μ΄ κ³κΈ°κ° λ κ²μΌλ‘ κΈ°λλλ€. λν, κ³ΌνκΈ°μ μ λ°μ μ΄ κ°μ Έμ¨ κΈ°νλ³νλΌλ μκΈ°μ λμνλ μλ―ΌμΌλ‘μμ μλμΌλ‘ κ³ΌνκΈ°μ μλ―Όμ±μ μ£Όλͺ©νμλλ°, μ΄λ κ³Όνκ΅μ‘κ³Ό κ·Έ λ§₯λ½μμμ κΈ°νλ³ν κ΅μ‘μ΄, κΈ°νλ³ν λ¬Έμ μ λμνλ μλ―Όμ κΈΈλ¬λ΄κΈ° μν΄ μ΄λ€ λ°©ν₯μ±μ κ°μ ΈμΌ ν κ²μΈμ§μ λν μμ¬μ μ μ 곡ν μ μμ κ²μ΄λ€.β
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4. μ©μ΄ μ μ 13
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14
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1. κ³Όν κ΅μ‘κ³Ό μλ―Όμ± κ΅μ‘ 16
κ°. μλ―Όμ±κ³Ό μλ―Όμ± κ΅μ‘ 16
λ. μλ―Όμ± κ΅μ‘κ³Ό κ³Όν κ΅μ‘μ λν₯ 21
λ€. κ³Όν κ΅μ‘μ μλ―Όμ± κ΅μ‘ λ°©ν₯ 24
2. κ³ΌνκΈ°μ μλ―Όμ± 28
κ°. κ³ΌνκΈ°μ μ λ°μ κ³Ό μνμ¬ν 28
λ. κ³ΌνκΈ°μ κ³Ό μ±μ°°, κ·Έλ¦¬κ³ μλ―Ό 31
λ€. κ³ΌνκΈ°μ μλ―Όμ±μ ꡬ쑰 33
3. κ²μ΄λ―ΈνΌμΌμ΄μ
κ³Ό 보λκ²μ 42
κ°. κ²μ΄λ―ΈνΌμΌμ΄μ
μ μ μμ νΉμ± 42
λ. κ²μ΄λ―ΈνΌμΌμ΄μ
μ κ΅μ‘μ ν¨κ³Ό 46
λ€. κ²μ΄λ―ΈνΌμΌμ΄μ
μ μ μ©ν κ΅μ‘μ© λ³΄λκ²μ 47
β
’. μ°κ΅¬ 1: κΈ°νλ³ν κ΅μ‘μ© λ³΄λκ²μ λ° λ³΄λκ²μ νμ© κΈ°νλ³ν κ΅μ‘ νλ‘κ·Έλ¨ κ°λ° 49
1. μλ‘ 49
2. μ°κ΅¬ λ°©λ² 52
κ°. κΈ°νλ³ν κ΅μ‘μ© λ³΄λκ²μ κ°λ° 52
λ. 보λκ²μμ νμ©ν κΈ°νλ³ν κ΅μ‘ νλ‘κ·Έλ¨ κ°λ° 55
3. μ°κ΅¬ κ²°κ³Ό 58
κ°. κΈ°νλ³ν κ΅μ‘μ© λ³΄λκ²μ κ°λ° 58
λ. 보λκ²μ νμ© κΈ°νλ³ν κ΅μ‘ νλ‘κ·Έλ¨ κ°λ° 79
4. κ²°λ‘ 89
β
£. μ°κ΅¬ 2: 보λκ²μ νμ© κΈ°νλ³ν μμ
μ μ°Έμ¬ν κ³ λ±νμμ κ³ΌνκΈ°μ μλ―Όμ± νμ 92
1. μλ‘ 92
2. μ°κ΅¬ λ°©λ² 94
κ°. μ°κ΅¬μ λ§₯λ½ λ° λ°©λ²λ‘ 94
λ. μλ£ μμ§ 101
λ€. μλ£ λΆμ 104
3. μ°κ΅¬ κ²°κ³Ό 107
κ°. κ³ΌνκΈ°μ κ³Ό μ¬νμ μνΈμμ©μ λν μΈμ 107
λ. κ°μΉνλ¨κ³Ό μμ¬κ²°μ 121
λ€. μ¬νμ Β·κ°μΈμ μ°Έμ¬ λ° μ€μ²κ³Ό κ³ΌνκΈ°μ μμ ν¨λ₯κ° 150
λΌ. κΈ°νλ³ν 보λκ²μ νμ© κ΅μ‘ νλ‘κ·Έλ¨μ νΉμ±κ³Όνμλ μ°Έμ¬μμ κ³ΌνκΈ°μ μλ―Όμ± 169
4. κ²°λ‘ 173
β
€. κ²°λ‘ λ° μ μΈ 178
1. κ²°λ‘ 178
2. μ μΈ 183
μ°Έκ³ λ¬Έν 185
Abstract 201λ°