7 research outputs found
The effects of social studies classroom thoughtfulness on critical thinking dispositions
νμλ
Όλ¬Έ (μμ¬) -- μμΈλνκ΅ λνμ : μ¬λ²λν μ¬νκ΅μ‘κ³Ό(μΌλ°μ¬νμ 곡), 2020. 8. λͺ¨κ²½ν.νμ΅μμ κ°μΈμ , μλ―Όμ μΆμ κ°μ νλ κ²μ κ΅μ‘μ μ€μν λͺ©μ μ΄λΌκ³ λ³Ό μ μλ€. κ·Έλ¦¬κ³ μ¬νκ³Όκ΅μ‘μμλ λ―Όμ£Όν, μΈκ³ν, μ 보νκ° μ΄λ£¨μ΄μ§ μ€λλ μ μ¬νλ₯Ό μ΄μκ°λ λ―Όμ£Όμλ―Όλ€μ μΆμ κ°μ νκΈ° μν΄ λΉνμ μ¬κ³ (critical thinking)λ₯Ό κΈΈλ¬μ£Όλ κ²μ΄ μ€μνλ€. κ·Έλ μ§λ§ μ°λ¦¬λλΌ μ¬νκ³Ό κ΅μ‘κ³Όμ μμλ λΉνμ μ¬κ³ λ₯Ό ν₯μμν€κΈ° μν κ΅μ‘λ΄μ©κ³Ό νλ‘κ·Έλ¨μ΄ κ·Ήν λ―Έν‘νλ€λ λΉνμ λ°μμμΌλ©°, λ°λΌμ ν₯ν κ΅μ‘κ³Όμ κ³Ό μμ
μλ λΉνμ μ¬κ³ κ΅μ‘μ΄ λμ± κ°νλ νμκ° μλ€.
λΉνμ μ¬κ³ λ₯Ό κΈΈλ¬μ£Όλ κ΅μ‘κ³Όμ κ³Ό μμ
μ ꡬμ±νκ³ κ³νν νκΈ° μν΄μλ λΉνμ μ¬κ³ , κ·Έλ¦¬κ³ μ¬κ³ λ₯Ό μ΄μ§νλ μμ
μ λν κ°λ
μ μ΄ν΄κ° μ νλμ΄μΌ νλ€. μ΄μ λ³Έ μ°κ΅¬λ μλ―Όμ μλμ ν΅μ¬μ νμ μμμΈ λΉνμ μ¬κ³ λ₯Ό ν¨μνκΈ° μν μμ
μ μ΄λ€ μμλ€μ ν¬ν¨ν΄μΌ νλκ°?λΌλ λ¬Έμ μμμ κ°μ§κ³ μΆλ°νμλ€. λ§μ μ°κ΅¬μλ€μ΄ μ¬κ³ λ ₯ ν¨μμ λν΄ μ°κ΅¬ν΄μκ³ , κ·Έ μ€ Fred M. Newmannμ΄ κ°λ°ν μμ
μ¬λ €λ(classroom thoughtfulness) μ§νκ° μ¬κ³ λ ₯μ ν₯μμν€λ μμ
μ νΉμ§μ μ λ΄μλ΄κ³ μμλ€. κ·Έλ μ§λ§ Newmannμ μ°κ΅¬λ μμ
μ¬λ €λκ° νμμ κ³ μ°¨μ¬κ³ μν λ₯λ ₯μ μ μλ―Έν μν₯μ λ―ΈμΉλ€λ μ μ μ
μ¦νμ§ λͺ»νμ¬ μμ¬μμ΄ λ¨λλ€.
λ³Έ μ°κ΅¬λ Newmannμ μ νμ°κ΅¬ λ° λ€λ₯Έ μ΄λ‘ κ³Ό μ°κ΅¬λ₯Ό κ²ν ν λ€ μ¬νκ³Ό μμ
μ¬λ €λκ° κ³ μ°¨μ¬κ³ κ΄λ ¨ μ§μ, κΈ°λ₯보λ€λ μ¬κ³ μ μ±ν₯(dispositions)μ μν₯μ λ―ΈμΉ κ²μμ μμνμ¬ μ΄λ₯Ό νμΈνλ μ°κ΅¬λ₯Ό μννμλ€. ꡬ체μ μΌλ‘ μ¬νκ³Ό μμ
μ¬λ €λκ° μ¬νκ³Όμ ν΅μ¬μ μλ μμμΈ λΉνμ μ¬κ³ μ±ν₯μ λ―ΈμΉλ μν₯μ νμΈνκ³ μ νμλ€.
μ΄μ κ°μ μ°κ΅¬ λͺ©μ μ λ¬μ±νκΈ° μνμ¬ λ€μκ³Ό κ°μ μ°κ΅¬ κ°μ€μ μ€μ νμλ€.
βΆ μ£Όκ°μ€: μ¬νκ³Ό μμ
μ¬λ €λλ μ€νμμ λΉνμ μ¬κ³ μ±ν₯μ μν₯μ λ―ΈμΉ κ²μ΄λ€.
βνμκ°μ€1~8: μ¬νκ³Ό μμ
μ¬λ €λλ μ€νμμ λΉνμ μ¬κ³ μ±ν₯ νμ μμΈ(μ§μ ν΅ν©, μ°½μμ±, λμ μ±, κ°λ°©μ±, μ μ€μ±, κ°κ΄μ±, μ§μ€μΆκ΅¬, νꡬμ±)μ μν₯μ λ―ΈμΉ κ²μ΄λ€.
κ°μ€ κ²μ¦μ μνμ¬ μμΈνΉλ³μκ΅μ‘μ² μμ Aμ€νκ΅μμ 1νλ
λ μ¬ν1 κ³Όλͺ©μ μ΄μν νμλ€μ λμμΌλ‘ μλ£λ₯Ό μμ§νμ¬ λ€μ€νκ·λΆμμ μ€μνμλ€. λ
립λ³μΈμ νμμ΄ μμ
μ λν΄ νκ°ν μ¬νκ³Ό μμ
μ¬λ €λ(CHOT λλ CT total) μ μλ‘ μΈ‘μ νμμΌλ©°, μΈ‘μ λꡬλ Newmannμ΄ μ μν μμ
μ¬λ €λ μ΄κΈ° κΈ°μ€(1991a)μ νμμ© μ€λ¬ΈμΌλ‘ ꡬμ±νμλ€. μ’
μλ³μΈμ λΉνμ μ¬κ³ μ±ν₯μΌλ‘ νκ³ κΆμΈμ μΈ(2006)κ° κ°λ°ν λΉνμ μ¬κ³ μ±ν₯ μΈ‘μ λꡬλ₯Ό νμ©νμ¬ μΈ‘μ νμλ€. μ°κ΅¬μλ μ¬ν1 κ³Όλͺ© μμ
λ€μ΄ λͺ¨λ λλ ν κ³Όλͺ©μ μ΄μν νμλ€μ λμμΌλ‘ νμμ΄ μΈμν μ¬ν1 μμ
μ νΉμ§(μμ
μ¬λ €λ), νμμ λΉνμ μ¬κ³ μ±ν₯μ λνμ¬ μ‘°μ¬νμλ€. μ΅μ’
μ μΌλ‘ 238λΆμ μλ΅μ λΆμνμλ€.
μλ£λ₯Ό λΆμν κ²°κ³Όλ λ€μκ³Ό κ°λ€. 첫째, λ€μ€νκ·λΆμ κ²°κ³Ό μ¬νκ³Ό μμ
μ¬λ €λκ° νμμ λΉνμ μ¬κ³ μ±ν₯ μ μμ μ μμμ€ p<.001μμ μ μν κ΄κ³κ° μλ κ²μΌλ‘ λνλ¬λ€. μ¦, μ¬κ³ λ₯Ό μ΄μ§νλ κ΅μ€ μνΈμμ©μ νΉμ§μ κ²½νν νμμκ²μ λΉνμ μ¬κ³ μ±ν₯ μ μκ° λκ² λνλλ κ²½ν₯μ±μ΄ νμΈλ κ²μ΄λ€. μ΄λ μμ
μ¬λ €λκ° λΉνμ μ¬κ³ μ±ν₯ λ°λ¬μ κΈμ μ μΈ μν₯μ λ―ΈμΉ μ μμμ 보μ¬μ€λ€.
λμ§Έ, νκΈλ€μ μ¬νκ³Ό μμ
μ¬λ €λ μ 체 νκ· μ μλ₯Ό κΈ°μ€μΌλ‘ νμ¬ μμ μ§λ¨κ³Ό νμ μ§λ¨μΌλ‘ ꡬλΆνκ³ λ€μ€νκ·λΆμμ μ€μνμλ€. κ·Έ κ²°κ³Ό μμ μ§λ¨μ λΉνμ μ¬κ³ μ±ν₯ μ μλ νμ μ§λ¨μ μ μμ λΉν΄ μ μμμ€ p<.001μμ μ μλ―Ένκ² λκ² λνλ¬λ€. μ΄λ₯Ό ν΅ν΄ μμ
μνΈμμ©μ νΉμ§μ λ°λΌμ λΉνμ μ¬κ³ μ±ν₯μ λ°λ¬ μ λκ° λ¬λΌμ§μ νμΈν μ μμλ€.
μ
μ§Έ, λΉνμ μ¬κ³ μ±ν₯μ νμ μμΈ 8κ°μ§μ λνμ¬, μ μμμ€ p<.001(μ§μ ν΅ν©, μ°½μμ±, κ°λ°©μ±, κ°κ΄μ±, μ§μ€μΆκ΅¬, νꡬμ±) λ° p<.01(λμ μ±, μ μ€μ±)μμ μ¬νκ³Ό μμ
μ¬λ €λμ νμ μμΈ μ μ μ¬μ΄μ μ μλ―Έν κ΄κ³κ° λνλ¬λ€. μ΄λ μ¬κ³ λ₯Ό μ΄μ§νλ μμ
μ λ¬Ένμ νΉμ§μ΄ νμμ λΉνμ μ¬κ³ μ±ν₯ μ λ°μ κ±Έμ³μ κΈμ μ μΈ μν₯μ λ―ΈμΉ μ μμμ λ»νλ€.
λ³Έ μ°κ΅¬λ μ°κ΅¬ κ²°κ³Όμ λ°λΌ λ€μκ³Ό κ°μ μ΄λ‘ μ , μ€μ²μ μ μΈμ νλ€. λ¨Όμ μ΄λ‘ μ μΈ‘λ©΄μμλ λͺ κ°μ§ νμ μ°κ΅¬λ₯Ό μ μνλ€(μ¬νκ³Ό μμ
μ¬λ €λκ° λΉνμ μ¬κ³ μ±ν₯ μΈμ κ³ μ°¨μ¬κ³ μ λ€λ₯Έ μμλ€μ μ΄λ€ μν₯μ λ―ΈμΉ μ μλμ§μ λν μ°κ΅¬, μ¬νκ³Ό μμ
μ¬λ €λ κ°κ°μ μ°¨μλ€μ΄ λΉνμ μ¬κ³ μ λ―ΈμΉλ μν₯μ λν μ°κ΅¬, μμ
μ¬λ €λλ₯Ό μ ν΄νλ μμΈλ€μ κ΄ν μ°κ΅¬λ₯Ό μ¬κ²ν νλ μ°κ΅¬, μμ
νν μ μμ
μ¬λ €λμ κ΄κ³μ λν μ°κ΅¬). λ€μμΌλ‘ μ€μ²μ μΈ‘λ©΄μμλ μ¬κ³ μ μ±ν₯μ κ°μ νλ μμ
μ μν΄μ μ¬νκ³Ό μμ
μ¬λ €λμ ν¬ν¨λ μμ
μ μ¬λ¬ μ°¨μλ€(κ΅μ¬κ° μ¬κ³ μ λͺ¨λ²μ λ³΄μΌ κ², λμ μ μΈ κ³Όμ λ₯Ό ꡬμ±νκ³ μ μν κ², μμ
μμ νμλ€μ μκ°μ μ΄μ λ₯Ό μ μν κ² λ±)μ μλκΈ°λ° κ΅μ‘κ³Όμ (competency-based curriculum) κ΅¬μ± λ° μμ
μ€κ³μ μ κ·Ήμ μΌλ‘ κ³ λ €ν κ²μ μ μνλ€. νΉν μ¬νκ³Ό μμ
μ¬λ €λλ₯Ό ν¬ν¨ν μλκΈ°λ° μ¬νκ³Ό κ΅μ‘κ³Όμ μ λ€μκ³Ό κ°μ νΉμ§μ λ³΄μΌ κ²μ΄λ€: νκ΅μμ μ κ°λ μμ
μμ λͺ κ°μ μ£Όμ λ₯Ό μ§μμ μΌλ‘ κ³ μ°°ν μ μλλ‘ λ΄μ© μμλ₯Ό μΆμνλ€; μμ
μ΄ μ€μ§μ μΌλ‘ μΌκ΄μ±κ³Ό μ°μμ±μ λ³΄μΌ μ μλλ‘ λ΄μ© μμ κ° μ°κ³μ±μ νμΈνμ¬ νμ΅ λ΄μ©μ νΈμ±νλ€; νμλ€μκ²λ μ§λ¬Έμ λν΄μ μκ°νκ³ λλ΅μ μ€λΉν μ μλ μΆ©λΆν μκ°μ μ 곡νκ³ , κ΅μ¬μκ²λ μμ
μ€μΌμ€ μ΄μμ μ€μ§μ μΈ μμ¨μ±μ λΆμ¬νλ€; κ΅μ¬κ° λμ μ μΈ μ§λ¬Έλ€μ λμ§κ³ λμ μ μΈ κ³Όμ λ€μ ꡬμ±ν μ μλλ‘ κ΅μ‘κ³Όμ μ¬κ΅¬μ± λ° μ€ν, νκ°μ κ΄νμ¬ κ΅μ¬μκ² μ¬λκΆμ λΆμ¬νλ€; κ΅μ€μμ κ΅μ¬κ° μ¬λ €μ λͺ¨λΈμ΄ λ μ μλλ‘ κ΄λ ¨ μ§μΉ¨μ μ μνκ³ κ΅μ¬μκ² λμμ μ 곡νλ€; νμλ€μ΄ μμ μ κ²°λ‘ μ λν μ€λͺ
μ΄λ μ΄μ λ€μ μ 곡ν μ μλλ‘ νλ λμ μ μΈ κ³Όμ λ₯Ό ꡬ체μ μΌλ‘ μμνλ€.
λ³Έ μ°κ΅¬λ μ¬νκ³Ό μμ
μ¬λ €λκ° λΉνμ μ¬κ³ κ΅μ‘μ λν΄ κ°λ κ°μΉλ₯Ό νμΈν¨μΌλ‘μ¨ μμ
μ¬λ €λ μ°κ΅¬μ κΈ°μ΄λ₯Ό μ 곡νκ³ μ νμλ€. κ²°κ΅ μμ
μ¬λ €λκ° κ°λ³ νμμ μ¬κ³ λ₯Ό μ±μ₯μν¬ μ μμμ μ
μ¦ν΄μΌ κ΄λ ¨ μ°κ΅¬λ₯Ό μνν κ°μΉκ° μκΈ° λλ¬Έμ΄λ€. λ³Έ μ°κ΅¬μ κ²°κ³Όμ λνμ¬ μμΌλ‘ μμ
μ¬λ €λμ λν μΆκ°μ μΈ μ°κ΅¬κ° μ΄λ£¨μ΄μ§λ€λ©΄ μλκΈ°λ° κ΅μ‘κ³Όμ , μλμ ν€μμ£Όλ μμ
μ μλ―Έ μλ μ μλ€μ λμΆν μ μμ κ²μΌλ‘ μκ°λλ€.This study began with the question of 'what factors should be included in lessons to foster critical thinking, a key sub-factor of civic competencies?' Among the studies on the promotion of higher-order thinking, Fred M. Newmann developed the concept of 'classroom thoughtfulness,' a cultural feature of thoughtful social studies lesson, and conducted a study on whether they affected the development of higher-order thinking. Then he concluded that generic qualities of classroom thoughtfulness were not associated with the persuasiveness of student writing on a constitutional issue which required the in-depth knowledge and skills. Based on the related theories and studies, this study expects that the social studies classroom thoughtfulness is more likely to affect the dispositions of thinking, not the in-depth knowledge or skills. According to an analysis of the responses of 238 students who took the middle school social studies lessons during 2019, this study found the tendency that the higher the CHOT score, the higher the student's critical thinking dispositions score. According to the results of the study, this study suggests that the various dimensions of the classroom thoughtfulness(such as 'teachers are models of thoughtfulness, teachers ask challenging questions and/or structure challenging tasks, students present reasons for thinking in the class') should be actively considered in competency-based curriculum and instruction design for lessons that improve the dispositions of thinking.β
. μλ‘ 1
1. μ°κ΅¬μ λͺ©μ λ° νμμ± 1
2. μ°κ΅¬ λ¬Έμ 7
3. μ°κ΅¬μ μμ λ° νκ³ 8
β
‘. μ΄λ‘ μ λ°°κ²½ 10
1. λΉνμ μ¬κ³ μ±ν₯ 10
1) λΉνμ μ¬κ³ μ κ°λ
10
2) λΉνμ μ¬κ³ μ±ν₯μ μλ―Έμ κ΅¬μ± μμ 15
2. μ¬νκ³Ό μμ
μ¬λ €λ 22
1) μ¬νκ³Ό μμ
μ¬λ €λμ κ°λ
22
2) μ¬νκ³Ό μμ
μ¬λ €λλ₯Ό ꡬμ±νλ μ°¨μ 24
3) μ¬νκ³Ό μμ
μ¬λ €λμ μΈ‘μ : κ΄μ°°μμ κ΄μ°° vs μλ΅μμ λ³΄κ³ 30
3. λΉνμ μ¬κ³ μ±ν₯κ³Ό μ¬νκ³Ό μμ
μ¬λ €λ 32
1) Lewinμ μ₯μ΄λ‘ 33
2) μμ
νν 35
3) Banduraμ μ¬ννμ΅μ΄λ‘ 36
4) μ¬ν μμ
μ ν΅ν λΉνμ μ¬κ³ μ±ν₯μ κ³λ° κ°λ₯μ± 37
4. μ νμ°κ΅¬ κ²ν 43
1) μ¬νκ³Ό μμ
μ¬λ €λκ° λ―ΈμΉλ μν₯ 43
2) λΉνμ μ¬κ³ μ±ν₯μ μν₯μ λ―ΈμΉλ μμΈλ€ 47
3) μκ²° 51
β
’. μ°κ΅¬ μ€κ³ 52
1. μ°κ΅¬ κ°μ€ 52
2. μ°κ΅¬ λμ 53
3. μ°κ΅¬ λ³μΈ λ° κ²μ¬ λꡬ 54
1) μ’
μλ³μΈ λ° κ²μ¬ λꡬ 54
2) λ
립λ³μΈ λ° κ²μ¬ λꡬ 56
3) ν΅μ λ³μΈ 60
4. μ°κ΅¬ μ μ°¨ 60
5. λΆμ λ°©λ² 61
β
£. κ²°κ³Ό λΆμ λ° λ
Όμ 63
1. κΈ°μ ν΅κ³ 63
1) λ³μΈλ³ ν΅κ³ 63
2) νκΈλ³ ν΅κ³ 64
2. κ²°κ³Ό λΆμ 65
1) μκ΄κ³μλ₯Ό ν΅ν λ€μ€ 곡μ μ± μ§λ¨ 65
2) λΉνμ μ¬κ³ μ±ν₯μ λ―ΈμΉλ μν₯ λΆμ 66
3) λΉνμ μ¬κ³ μ±ν₯μ νμ μμΈλ³ μν₯ λΆμ 70
4) μκ²° 80
3. λ
Όμ 82
β
€. κ²°λ‘ λ° μ μΈ 84
1. μμ½ λ° κ²°λ‘ 84
2. μ μΈ 85
μ°Έκ³ λ¬Έν 89
μ€λ¬Έμ§ 96
Abstract 103Maste
Comparison of Sufentanil- and Fentanyl-based Intravenous Patient-controlled Analgesia on Postoperative Nausea and Vomiting after Laparoscopic Nephrectomy: A Prospective, Double-blind, Randomized-controlled Trial
Background: The incidence of postoperative nausea and vomiting (PONV) remains high. The effects of sufentanil for PONV is not firmly confirmed. The aim of this study was to compare the effect of sufentanil- and fentanyl-based intravenous patient-controlled analgesia (IV-PCA) on the incidence of PONV after laparoscopic nephrectomy. Methods: Eighty-six patients were randomly allocated to receive either the sufentanil (n =43) or fentanyl (n =43). IV-PCA was prepared using either sufentanil 3 Β΅g/kg or fentanyl 20 Β΅g/kg, ramosetron 0.3 mg, and ketorolac 120 mg. The primary outcome of was the incidence of PONV during 24 h after post anesthesia care unit (PACU) discharge. The secondary outcomes were the modified Rhodes index and patient satisfaction scores at 24 h after PACU discharge, need for rescue antiemetics, pain score, need for additional analgesics, and cumulative consumption of IV-PCA Results: The incidence of PONV was comparable between the sufentanil and fentanyl groups (64.3% vs. 65%, p = 0.946; respectively). The number of patients who required antiemetics (p = 0.946) and the modified Rhodes index at 24 h after post-anesthesia care unit discharge (p = 0.668) were also comparable in both groups. No significant differences were found in the secondary outcomes, including the analgesic profiles and adverse events between the groups. Conclusions: In conclusion, sufentanil- and fentanyl-based IV-PCA showed similar incidence of PONV with comparable analgesic effects after laparoscopic nephrectomy. Based on these results, we suggest that sufentanil and fentanyl may provide comparable effects for IV-PCA after laparoscopic nephrectomy.ope
Comparisons of Pressure-controlled Ventilation with Volume Guarantee and Volume-controlled 1:1 Equal Ratio Ventilation on Oxygenation and Respiratory Mechanics during Robot-assisted Laparoscopic Radical Prostatectomy: a Randomized-controlled Trial
Background: During robot-assisted laparoscopic radical prostatectomy (RALP), steep Trendelenburg position and carbon dioxide pneumoperitoneum are inevitable for surgical exposure, both of which can impair cardiopulmonary function. This study was aimed to compare the effects of pressure-controlled ventilation with volume guarantee (PCV with VG) and 1:1 equal ratio ventilation (ERV) on oxygenation, respiratory mechanics and hemodynamics during RALP.
Methods: Eighty patients scheduled for RALP were randomly allocated to either the PCV with VG or ERV group. After anesthesia induction, volume-controlled ventilation (VCV) was applied with an inspiratory to expiratory (I/E) ratio of 1:2. Immediately after pneumoperitoneum and Trendelenburg positioning, VCV with I/E ratio of 1:1 (ERV group) or PCV with VG using Autoflow mode (PCV with VG group) was initiated. At the end of Trendelenburg position, VCV with I/E ratio of 1:2 was resumed. Analysis of arterial blood gases, respiratory mechanics, and hemodynamics were compared between groups at four times: 10 min after anesthesia induction (T1), 30 and 60 min after pneumoperitoneum and Trendelenburg positioning (T2 and T3), and 10 min after desufflation and resuming the supine position (T4).
Results: There were no significant differences in arterial blood gas analyses including arterial oxygen tension (PaO2) between groups throughout the study period. Mean airway pressure (Pmean) were significantly higher in the ERV group than in the PCV with VG group T2 (p<0.001) and T3 (p=0.002). Peak airway pressure and hemodynamic data were comparable in both groups.
Conclusion: PCV with VG was an acceptable alternative to ERV during RALP producing similar PaO2 values. The lower Pmean with PCV with VG suggests that it may be preferable in patients with reduced cardiovascular function.ope
A Study on Pitch and Interval in Gyemyeondoogeo in Jajinhanip Across Generations - A comparison between Taeseop Kim, Jaegook Jeong and Young Lee
νμλ
Όλ¬Έ (μμ¬)-- μμΈλνκ΅ λνμ : μμ
κ³Ό, 2015. 2. μμ¬μ.λ³Έ κ³ μμλ μ΄μμ§ μμ
λΆμ κ΅μ
μ¬ μμ±μ, κ·Έλ¦¬κ³ κ΅λ¦½κ΅μ
κ³ λ±νκ΅μμ κ΅μ‘μ λ°κ³ κ°κ° 20μ¬λ
μ λμ΄ μ°¨μ΄λ₯Ό κ°λ κΉνμ, μ μ¬κ΅, μ΄μμ μμ§νμ δΈ κ³λ©΄λκ±° μ°μ£Ό μμμ μμ± λΆμ νλ‘κ·Έλ¨ Praatλ₯Ό ν΅ν΄ μ£Όνμλ₯Ό κ²μΆνκ³ μ΄λ₯Ό Excelμ ν¨μλ₯Ό μ¬μ©ν΄ νκ· μ¨λ‘ λ³νν ν ν΅κ³ μ²λ¦¬νμ¬ μΈλλ³ μ°μ£Ό μκ³ μ μ°¨μ΄ λ° μμ κ΄κ³μ λ³ν μμμ μ΄ν΄λ³΄κ³ μ νμκ³ , κ·Έ κ²°κ³Ό λ€μκ³Ό κ°μ κ²°λ‘ μ μ»μ μ μμλ€.
첫째, ι»μ μκ³ λ μΌλ°μ μΌλ‘ νκ· μ¨μ Eβ4μ λΉμ·ν κ²μΌλ‘ μΈμλκ³ μλλ°, λΆμ κ²°κ³Ό κ°κ° κΉνμμ ι»μ E4, μ μ¬κ΅μ ι»μ F4, μ΄μμ ι»μ E4μ κ°κΉμ΄ κ²μΌλ‘ λνλ¬μΌλ©°, λ€λ₯Έ μΆνμ μμ νμ¬ μΈμλκ³ μλ νκ΅μ μ ν΅μμ
μκ³ μλ λ§μ μ°¨μ΄κ° μμλ€. λ κΉνμ, μ μ¬κ΅, μ΄μ λͺ¨λ νκ· μ¨μ μκ³ λ° μμ κ³Όλ λ€λ₯Έ κ³ μ μ μ 체κ³λ₯Ό κ°μ§κ³ μμλ€.
λμ§Έ, νλμ μ°μ£Όμλ‘ κ°μλ‘ ο§΄, η‘μ μκ³ κ° λμμ‘λλ° ο§΄μ 70μΌνΈ, η‘λ 100μΌνΈ μμΉνμλ€. κ·Έλ¬λ η‘-ζ½’μ κ°κ²©μ νλμ μ°μ£Όμλ‘ κ°μλ‘ 250μΌνΈμμ 190μΌνΈκΉμ§ μ’μμ‘λ€.
μ
μ§Έ, μμ§νμ δΈ κ³λ©΄λκ±°μμ μ€μν μμ κ΄κ³μΈ ι»-δ»²-林, δ»²-η‘-ζ½’μ μμ κ°κ²©μ 보면, ι»-δ»²-林μ μμ κ°κ²©μμλ μΈ μ°μ£Όμ λͺ¨λ ι»-δ»²μ κ°κ²©μ΄ νκ· μ¨μ μμ 4λ κ°κ²©λ³΄λ€ λμ κ²μ λΉν΄ δ»²-林μ κ°κ²©μ΄ νκ· μ¨μ μ₯2λ κ°κ²©λ³΄λ€ μ’μ κ²μΌλ‘ λνλ¬λ€. δ»²-η‘-ζ½’μ μμ κ°κ²©μμλ νλμ μ°μ£Όμλ‘ κ°μλ‘ δ»²-η‘μ κ°κ²©μ΄ λμ΄μ§λ©° νκ· μ¨μ μμ 4λ κ°κ²©μ κ°κΉμμ§λ, η‘-ζ½’μ κ°κ²©μ΄ μ μ°¨ μ’μμ Έ δ»²-ζ½’κΉμ§μ κ°κ²©μ ν° λ³νκ° μλ κ²μΌλ‘ λνλ¬λ€.I. μλ‘ 1
1. λ¬Έμ μ κΈ° λ° μ°κ΅¬ λͺ©μ 1
2. μ°κ΅¬ λ²μ λ° μ°κ΅¬ λ°©λ² 4
1) μ°κ΅¬ λ²μ 4
2) μ°κ΅¬ λ°©λ² 7
II. λ³Έλ‘ 11
1. μμ§νμ δΈ κ³λ©΄λκ±°μ μΈλλ³ μ°μ£Ό μκ³ λΆμ 11
1) γ μκ³ λΆμ 12
2) γ£ μκ³ λΆμ 17
3) γ μκ³ λΆμ 22
4) ι» μκ³ λΆμ 26
5) ε€ͺ μκ³ λΆμ 32
6) δ»² μκ³ λΆμ 38
7) 林 μκ³ λΆμ 44
8) η‘ μκ³ λΆμ 49
9) ζ½’ μκ³ λΆμ 54
2. μμ§νμ δΈ κ³λ©΄λκ±°μ μΈλλ³ μ°μ£Ό μμ λΆμ 59
1) κΉνμμ μμ λΆμ 59
2) μ μ¬κ΅μ μμ λΆμ 64
3) μ΄μμ μμ λΆμ 70
4) κΉνμ, μ μ¬κ΅, μ΄μμ μμ λΉκ΅ 76
III. κ²°λ‘ 78
μ°Έκ³ μλ£ 83
Abstract 85
λΆ λ‘ 87Maste
Drive Circuits for Backlight Unit of Liquid Crystal Displays
DoctorThis thesis presents the drive circuits for backlight unit (BLU) of liquid crystal displays (LCDs). It consists of two subjectsa drive circuit including an inverter and an equivalent circuit model of cold cathode fluorescent lamp (CCFL) for simulating a CCFL BLU, described in section III, and a direct-linked single-ended primary inductance converter for driving a light emitting diode (LED) BLU, described in section IV.The proposed drive circuit of CCFL BLU consists of an inverter as a driving circuit and an equivalent circuit model for CCFL as a load of the inverter. It can be used to simulate the behaviors of CCFL BLU for various input waveforms using the standard circuit simulators, thus make the design process of an inverter simpler and easier. The equivalent circuit model for CCFL consists of nonlinear resistors and parasitic circuit elements. The nonlinear resistors were modeled after the measured DC current-voltage (IοΌV) characteristics of CCFLs. The coupling effects between CCFLs and between CCFL and the BLU frame were represented using the parasitic capacitances and inductances. For both pulsed and sinusoidal inputs, the voltage error between electrical simulation and measurement was less than 1.3% and the current error was less than 5.8%, which demonstrates that the proposed drive circuit model can be used to simulate the electrical behavior of CCFLs in LCD BLU accurately. The direct-linked single-ended primary inductance converter (SEPIC) was proposed as a highly efficient step up and step down converter to drive LED. It consists of the original SEPIC components plus auxiliary diode and switch which form a new power delivery path between input and output. The Direct-linked SEPIC (DLSEPIC) can directly deliver much of the input power to the output with little losses, and reduce circulating current in circuit components. Therefore, the switching and conduction losses of switches and diodes, and winding resistive losses of inductors and equivalent series resistance losses of capacitors were reduced. The power delivery efficiency of the DLSEPIC (96.7%) is 5% greater than that of the original SEPIC (91.7%). This result confirms the validity of the proposed DLSEPIC as a highly efficient step up and step down converter to drive LED