115 research outputs found

    Diderot et le Polype - Les PenseหŠes Scientifiques Diderotiennes et L imagination LitteหŠ raire -

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    1740๋…„์— ์ฃผ๋„ค๋ธŒ ์ถœ์‹ ์˜ ์ˆ˜ํ•™์ž์ด์ž ์ž์—ฐ์‚ฌ๊ฐ€์˜€๋˜ ์•„๋ธŒ๋ผ์•” ํŠธ๋ž‘๋ธ”๋ ˆ๋Š” ๋ฏผ๋ฌผ์— ์‚ฌ๋Š” ์ž‘์€ ์ƒ๋ฌผ ํด๋ฆฝ์„ ๊ด€์ฐฐํ•˜๋˜ ์ค‘ ๋†€๋ผ์šด ๋ฐœ๊ฒฌ์„ ํ–ˆ๋‹ค. ๊ทธ ์ „๊นŒ์ง€ ์‹๋ฌผ๋กœ ์•Œ๋ ค์ ธ ์žˆ์—ˆ๋˜ ์ด ์ž‘์€ ์ƒ๋ฌผ์ด ๋™๋ฌผ์ฒ˜๋Ÿผ ์Šค์Šค๋กœ ์›€์ง์ด๊ณ  ๋จน์ด๋ฅผ ์žก์•„๋จน๊ณ  ์†Œํ™”๋ฅผ ํ•œ๋‹ค๋Š” ์ ์ด ๊ทธ ํ•œ ๊ฐ€์ง€์˜€๋‹ค๋ฉด ๋”์šฑ ๋†€๋ผ์šด ์‚ฌ์‹ค์€ ์ด ์ƒ๋ฌผ์„ ๋‘˜๋กœ ์ž๋ฅด๋ฉด ๊ณง ๊ฐ ๋ถ€๋ถ„์ด ์™„์ „ํ•œ ๊ฐœ์ฒด๋กœ ์žฌ์ƒ๋œ๋‹ค๋Š” ์ ์ด์—ˆ๋‹ค. ํด๋ฆฝ์€ ๋„ท์œผ๋กœ ์ž๋ฅด๋ฉด ๋„ค ๊ฐœ๋กœ, ์—ฌ๋Ÿ์œผ๋กœ ์ž๋ฅด๋ฉด ์—ฌ๋Ÿ ๊ฐœ์˜ ์™„์ „ ํ•œ ๊ฐœ์ฒด๋กœ ์„ฑ์žฅํ–ˆ๋‹ค. ํŠธ๋ž‘๋ธ”๋ ˆ๋Š” ์ž์‹ ์ด ๋ฐœ๊ฒฌํ•œ ์‚ฌ์‹ค์„ ๋‹น์‹œ ํ”„๋ž‘์Šค์—์„œ ๊ฐ€์žฅ ๋ช…๋ง์ด ๋†’์•˜๋˜ ๊ณค์ถฉํ•™์ž ๋ ˆ์˜ค๋ฎˆ๋ฅด์—๊ฒŒ ์•Œ๋ ธ๊ณ , ๋ ˆ์˜ค๋ฎˆ๋ฅด๋Š” ํŠธ๋ž‘๋ธ”๋ ˆ๊ฐ€ ๋ณด๋‚ด์˜จ ํด๋ฆฝ ๊ฐœ์ฒด๋ฅผ ๊ฐ€์ง€๊ณ  ๋™์ผํ•œ ์‹คํ—˜์„ ํ–ˆ๋‹ค. ๋ ˆ์˜ค๋ฎˆ๋ฅด๋Š” ํŠธ๋ž‘ ๋ธ”๋ ˆ์˜ ์‹คํ—˜์ด ์ •ํ™•ํ–ˆ์Œ์„ ํ™•์ธํ•œ ๋’ค ๋ˆˆ์„ ๋ฏฟ์„ ์ˆ˜ ์—†์—ˆ๋‹ค.(๋ ˆ์˜ค๋ฎˆ๋ฅด: lv) ๊ทธ๋Š” ์—ญ์‹œ ์˜ค๋žซ๋™์•ˆ ์ด ์ƒ๋ฌผ์„ ์—ฐ๊ตฌํ–ˆ๋˜ ๋ฒ ๋ฅด๋‚˜๋ฅด ๋“œ ์ฅ์‹œ์™ธ์™€ ํ•จ๊ป˜ ๋…ผ์˜ํ•œ ๋’ค, ์ด ๊ธฐ์ดํ•œ ์ƒ๋ฌผ์— ํด๋ฆฝ์ด๋ผ๋Š” ์ด๋ฆ„์„ ๋ถ™์˜€๋‹ค. ๊ทธ๋•Œ๊นŒ์ง€ ํด๋ฆฝ์€ ๋ฐ”๋‹ค์— ์‚ฌ๋Š” ํžˆ๋“œ๋ผ๋ฅผ ๊ฐ€๋ฆฌํ‚ค๋Š” ๋ง์ด์—ˆ์œผ๋‚˜ ํŠธ๋ž‘๋ธ”๋ ˆ์˜ ํด๋ฆฝ์€ ์ด์™€ ๊ตฌ๋ถ„ํ•˜๊ธฐ ์œ„ํ•ด ๋ฏผ๋ฌผ ํด๋ฆฝ์ด๋ผ๋Š” ์ด๋ฆ„์„ ์–ป์—ˆ๋‹ค. ํŠธ๋ž‘๋ธ”๋ ˆ๋Š” ๋ ˆ์˜ค๋ฎˆ๋ฅด์˜ ๊ฒฉ๋ ค๋ฅผ ๋ฐ›์•„ 4๋…„ ๋’ค, ใ€Ž๋ฟ” ๋ชจ์–‘์˜ ํŒ”์ด ๋‹ฌ๋ฆฐ ๋ฏผ๋ฌผ ํด๋ฆฝ์— ๋Œ€ํ•œ ๋…ผ๋ฌธ์ง‘ MeหŠmoires pour servir aห‹ lhistoire d un genre de polypesd eau douce, aห‹ bras en forme de cornesใ€์„ ์ถœํŒํ–ˆ๋‹ค. ์ด ์ฑ…์ด ๋‚˜์˜ค๊ธฐ ์ „์— ๋ ˆ์˜ค๋ฎˆ๋ฅด๋Š” ์ด๋ฏธ ใ€Ž๊ณค์ถฉ์˜ ์—ญ์‚ฌ์— ๋Œ€ํ•œ ๋…ผ๋ฌธ์ง‘ MeหŠmoir pour servir aห‹ lhistoire des insectesใ€ 6๊ถŒ ์„œ๋ฌธ์—์„œ ํŠธ๋ž‘๋ธ”๋ ˆ์˜ ์—ฐ๊ตฌ๋ฅผ ๋ณด๊ณ ํ•œ ๋ฐ” ์žˆ๊ณ , ใ€Ž์ฃผ๋ฅด๋‚  ๋ฐ ์‚ฌ๋ฐฉ Journal des savantsใ€์ง€(็ด™)๋Š” 1743๋…„ 1์›”ํ˜ธ์—์„œ ์ด ์—ฐ๊ตฌ๋ฅผ ์ƒ์„ธํžˆ ์†Œ๊ฐœํ•œ ๋‹ค. ํŠธ๋ž‘๋ธ”๋ ˆ์˜ ํด๋ฆฝ์€ ๋Ÿฐ๋˜๊ณผ ํŒŒ๋ฆฌ์˜ ๊ณผํ•™์ž๋“ค๋ฟ๋งŒ ์•„๋‹ˆ๋ผ ์‚ด๋กฑ์— ๋“œ๋‚˜๋“ค์—ˆ๋˜ ์‚ฌ๋žŒ๋“ค์˜ ํ˜ธ๊ธฐ์‹ฌ์„ ์ž๊ทนํ–ˆ๊ณ , ์ „ ์œ ๋Ÿฝ์˜ ํ•™๊ณ„์™€ ์‚ฌ๊ต๊ณ„์— ์‹ ์†ํ•˜๊ฒŒ ์•Œ๋ ค์กŒ๋‹ค. Au milieu du XVIIIe siรจcle, la dรฉcouverte de la vie singuliรจre du polype d eau douce par un naturaliste genevois, Abraham Trembley, provoque une sรฉrie de dรฉbats, divers et variรฉs, parmi les scientifiques. Lorsque ce petit insecte est coupรฉ en deux, en quatre et ainsi de suite, chaque partiese rรฉgรฉnรจre entiรจrement en restaurant sa partie perdue. Les dรฉfenseurs dela prรฉexistence des germes qui supposent que les petits รชtres soient emboรฎtรฉs dans l oeuf paternel ou maternel sont alors confus: la rรฉgรฉnรฉration parfaite du polype artificiellement et arbitrairement tranchรฉ ne peut s expliquer par leur hypothรจse sur la gรฉnรฉration des animaux. En revanche, ร  la plupart des matรฉrialistes qui essaient d expliquer cette gรฉnรฉration par l รฉpigenรจse la regรฉnรฉration du polype sert de preuves indรฉniables pour soutenir leur thรฉorie biologique et mรฉdicale. Diderot, s appuyant sur des thรฉories nouvelles et hardies proposรฉes par Maupertuis et Bordeu, s intรฉresse aussi aux petits animaux โ‰ช rรฉgรฉnรฉrables.โ‰ซ Pour notre matรฉrialiste athรฉe, le polype ne prรฉsente pas d autres diffรฉrences que les รฉlรฉments โ‰ช semblablesโ‰ซ avec d autres animaux dont les รฉlรฉments sont diffรฉrents les uns des autres. La rรฉgรฉnรฉration facile et spontanรฉe, possible exclusivement chez les polypes, rรฉsulte donc des organes qui agissent, se nourrissent et se dรฉveloppent avec une telle autonomie, que, chez cet insecte, on ne peut imaginer un โ‰ชcentreโ‰ซ despotique contrรดlant les fonctions des parties subordonnรฉes

    ํƒˆ์„ํšŒ ์šฐํ˜• ํ•ด๋ฉด๊ณจ์ด ๊ฐ€ํ† ์˜ ๋Œ€ํ‡ด๊ณจ ๋‚ด๊ณผ ์ „์ธต ์—ฐ๊ณจ ๊ฒฐ์†์˜ ์žฌ์ƒ์— ๋ฏธ์น˜๋Š” ์˜ํ–ฅ

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    ํ•™์œ„๋…ผ๋ฌธ(์„์‚ฌ)--์„œ์šธ๋Œ€ํ•™๊ต ๋Œ€ํ•™์› :์˜ํ•™๊ณผ ์ •ํ˜•์™ธ๊ณผํ•™์ „๊ณต,2002.Maste

    A Study on Pre-service Teachers' Responses to Student Errors

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    ํ•™์œ„๋…ผ๋ฌธ (์„์‚ฌ)-- ์„œ์šธ๋Œ€ํ•™๊ต ๋Œ€ํ•™์› : ์ˆ˜ํ•™๊ต์œก๊ณผ, 2014. 2. ์œ ์—ฐ์ฃผ.2๋‹จ๊ณ„ ํ˜น์€ 2์ฐจ์› ์ด์ƒ์˜ ํ™•๋ฅ ์‹คํ—˜์„ ์˜๋ฏธํ•˜๋Š” ๋ณตํ•ฉ์‚ฌ๊ฑด์˜ ํ™•๋ฅ ์„ ์˜ˆ์ธกํ•˜๋Š” ๊ฒƒ์€ ์ค‘๋“ฑํ•™๊ต์—์„œ ํ•˜๋‚˜์˜ ์ฃผ์š”ํ•œ ํ•™์Šต ๋ชฉํ‘œ์ด๋ฉฐ ๊ณ ๋“ฑํ•™๊ต ํ•™์ƒ๋“ค์—๊ฒŒ๋„ ํ•„์ˆ˜์ ์œผ๋กœ ์š”๊ตฌ๋˜์–ด์ง€๋Š” ๋Šฅ๋ ฅ์ด๋‹ค. ๊ทธ๋Ÿฌ๋‚˜ ํ•™์ƒ๋“ค์€ ๋ณตํ•ฉ์‚ฌ๊ฑด์˜ ํ™•๋ฅ ์„ ๋‹ค๋ฃจ๋Š” ๊ฒƒ์„ ์–ด๋ ค์›Œํ•˜๊ณ  ๊ทธ์™€ ๊ด€๋ จํ•œ ์˜ค๊ฐœ๋…์„ ์ง€๋‹ˆ๊ณ  ์žˆ์œผ๋ฉฐ, ์ด์— ๋”ฐ๋ผ ๋‹ค์–‘ํ•œ ์˜ค๋ฅ˜๋ฅผ ๋ฒ”ํ•œ๋‹ค. ํ•™์ƒ์˜ ์˜ค๋ฅ˜์— ๋Œ€ํ•ด ์ ์ ˆํžˆ ๋Œ€์‘ํ•˜๋Š” ๊ฒƒ์€ ์ˆ˜ํ•™๊ต์ˆ˜์— ์žˆ์–ด์„œ ๊ต์‚ฌ์˜ ์ฃผ์š”ํ•œ ๊ณผ์—… ๊ฐ€์šด๋ฐ ํ•˜๋‚˜์ด๋‹ค. ํŠน๋ณ„ํžˆ ๋งŽ์€ ์—ฐ๊ตฌ์ž๋“ค์€ ๊ต์‚ฌ๋“ค์ด ํ•™์ƒ๋“ค์˜ ์˜ค๋ฅ˜๋ฅผ ๋ง‰๋‹ค๋ฅธ ๊ธธ(dead ends)์ด ์•„๋‹ˆ๋ผ ๋” ๋‚˜์€ ํ•™์Šต์„ ์œ„ํ•œ ์ž ์žฌ์ ์ธ ํ†ต๋กœ๋‚˜ ์ด‰๋งค๋กœ์จ ์‚ฌ์šฉํ•˜๊ธฐ๋ฅผ ๊ถŒ๊ณ ํ•˜๊ณ  ์žˆ๋‹ค. ๊ทธ๋Ÿฌ๋‚˜ ๋งŽ์€ ๊ต์‚ฌ๋“ค์ด ์—ฌ์ „ํžˆ ํ•™์ƒ์˜ ์˜ค๋ฅ˜๋ฅผ ๊ฐ์ง€ํ•œ ํ›„ ์ œ๊ฑฐํ•ด์•ผ ํ•  ๋Œ€์ƒ์œผ๋กœ๋งŒ ์ธ์‹ํ•œ๋‹ค. ๋”ฐ๋ผ์„œ ํ•™์ƒ์˜ ์˜ค๋ฅ˜์— ๋Œ€ํ•œ ๊ต์‚ฌ์˜ ๋Œ€์‘ ์–‘์ƒ์— ๋Œ€ํ•ด ์กฐ์‚ฌํ•˜๋Š” ๊ฒƒ์€ ๊ต์‚ฌ ๊ต์œก์—์„œ ์ค‘์š”ํ•˜๋‹ค. ํ•™์ƒ์˜ ์˜ค๋ฅ˜์— ๋Œ€ํ•œ ํ˜„์ง๊ต์‚ฌ์˜ ๋ฐ˜์‘์— ์ดˆ์ ์„ ๋งž์ถ˜ ์—ฐ๊ตฌ๋“ค์ด ์ง„ํ–‰๋˜๊ณ  ์žˆ์œผ๋‚˜, ํ™•๋ฅ ์— ๊ด€ํ•œ ์—ฐ๊ตฌ๋Š” ๋งŽ์ง€ ์•Š์œผ๋ฉฐ, ๊ฒฐ์ •์ ์œผ๋กœ ์˜ˆ๋น„๊ต์‚ฌ์˜ ๋ฐ˜์‘์„ ์•Œ์•„๋ณด๋Š” ์—ฐ๊ตฌ๋Š” ๊ฑฐ์˜ ์ „๋ฌดํ•œ ์‹ค์ •์ด๋‹ค. ๊ต์‚ฌ์˜ PCK๋Š” ์˜ˆ๋น„๊ต์‚ฌ ๋•Œ๋ถ€ํ„ฐ ์ž˜ ํ˜•์„ฑ๋˜์–ด์•ผํ•˜๊ธฐ์— ์ด์— ๋Œ€ํ•œ ์ ๊ทน์ ์ธ ์—ฐ๊ตฌ๊ฐ€ ํ•„์š”ํ•˜๋‹ค. ๋ณธ ์—ฐ๊ตฌ๋Š” ํ•™์ƒ์˜ ์˜ค๋ฅ˜์— ๋Œ€ํ•œ ์˜ˆ๋น„๊ต์‚ฌ์˜ ๋Œ€์‘์— ๊ด€ํ•œ ์—ฐ๊ตฌ๋กœ ๊ต์‚ฌ ๊ต์œก ์„ค๊ณ„๋ฅผ ์œ„ํ•œ ์ •๋ณด๋ฅผ ์ œ๊ณตํ•˜๋Š” ๊ฒƒ์„ ๋ชฉ์ ์œผ๋กœ ํ•œ๋‹ค. ์—ฐ๊ตฌ์ž๋Š” ๋™์ผํ•œ(๊ตฌ๋ณ„ ๋ถˆ๊ฐ€๋Šฅํ•œ) ์ฃผ์‚ฌ์œ„ ๋‘ ๊ฐœ๋ฅผ ๋™์‹œ์— ๋˜์ง€๋Š” ๊ฒฝ์šฐ ๋ฐœ์ƒํ•˜๋Š” ํŠน์ • ์‚ฌ๊ฑด์˜ ํ™•๋ฅ ์„ ๋ฌป๋Š” ์งˆ๋ฌธ์ง€๋ฅผ ์‚ฌ์šฉํ•˜์—ฌ ์˜ˆ๋น„๊ต์‚ฌ 44๋ช…์˜ ๋ณตํ•ฉ์‚ฌ๊ฑด ํ™•๋ฅ  ๊ด€๋ จ ๋‚ด์šฉ ์ง€์‹์„ ์•Œ์•„๋ณด์•˜๋‹ค. ๋˜ํ•œ ๊ฐ€์ƒ์œผ๋กœ ์„ค์ •ํ•œ ํ•œ ํ•™์ƒ์ด ๋™์ผํ•œ ์งˆ๋ฌธ์— ๋Œ€ํ•˜์—ฌ ๋ณด์—ฌ์ค€ ์˜ค๋‹ต์„ ์˜ˆ๋น„๊ต์‚ฌ๋“ค์—๊ฒŒ ์ œ์‹œํ•œ ํ›„, ๊ทธ๋“ค์ด ์ด์— ๋Œ€ํ•ด ์–ด๋–ป๊ฒŒ ๋Œ€์‘ํ• ์ง€๋ฅผ ๊ธฐ์ˆ ํ•˜๋„๋ก ์š”๊ตฌํ•˜์˜€๋‹ค. ๊ทธ๋ฆฌ๊ณ  ์˜ˆ๋น„๊ต์‚ฌ๋“ค์˜ ์ง€์‹๊ณผ ๊ทธ๋“ค์˜ ๋Œ€์‘ ๋ฐฉ์‹ ๊ฐ„์˜ ๊ด€๊ณ„์— ๋Œ€ํ•ด์„œ๋„ ์กฐ์‚ฌํ•˜์˜€๋‹ค. ์—ฐ๊ตฌ์ž๋Š” ์งˆ๋ฌธ์ง€์˜ ์‚ฌ์šฉ๊ณผ ๋”๋ถˆ์–ด, ์˜ˆ๋น„๊ต์‚ฌ์˜ ๋‹ต๋ณ€์„ ์ข€ ๋” ์ž์„ธํžˆ ์•Œ์•„๋ณด๊ธฐ ์œ„ํ•ด ์—ฐ๊ตฌ ์ฃผ์ œ์™€ ๊ด€๋ จํ•œ ๋ฉด๋‹ด์„ ์ˆ˜ํ–‰ํ•˜์˜€๋‹ค. ์กฐ์‚ฌ๊ฒฐ๊ณผ ์ƒ๋‹น์ˆ˜์˜ ์˜ˆ๋น„๊ต์‚ฌ๋“ค์ด ๋ณตํ•ฉ์‚ฌ๊ฑด์˜ ํ™•๋ฅ ๊ณผ ๊ด€๋ จํ•˜์—ฌ ์ œํ•œ๋œ ์ง€์‹์„ ์ง€๋‹ˆ๊ณ  ์žˆ์Œ์ด ๋“œ๋Ÿฌ๋‚ฌ๋‹ค. ๋˜ํ•œ ํ•™์ƒ์˜ ์˜ค๋ฅ˜์— ๋Œ€ํ•œ ๋Œ€์‘์— ์žˆ์–ด์„œ ๋‹ค์ˆ˜์˜ ์˜ˆ๋น„๊ต์‚ฌ๋“ค์ด ์ ˆ์ฐจ ์ค‘์‹ฌ ์ ‘๊ทผ๋ฒ• ๋ฐ ๊ต์ˆ˜์ž ์ค‘์‹ฌ ์ ‘๊ทผ๋ฒ•์„ ๋ณด์—ฌ์ฃผ์—ˆ๋‹ค. ๋‚˜์•„๊ฐ€ ์˜ˆ๋น„๊ต์‚ฌ๊ฐ€ ์ง€๋‹Œ ์ง€์‹์ด ์งยท๊ฐ„์ ‘์ ์œผ๋กœ ํ•™์ƒ์˜ ์˜ค๋ฅ˜์— ๋Œ€ํ•œ ์˜ˆ๋น„๊ต์‚ฌ์˜ ๋Œ€์‘ ๋ฐฉ์‹์— ์˜ํ–ฅ์„ ๋ฏธ์น˜๊ณ  ์žˆ์—ˆ๋‹ค. ๋ณธ ์—ฐ๊ตฌ์ž๋Š” ์ด๋Ÿฌํ•œ ์—ฐ๊ตฌ ๊ฒฐ๊ณผ๋ฅผ ๋ฐ”ํƒ•์œผ๋กœ ์—ฐ๊ตฌ์— ๋Œ€ํ•œ ์‹œ์‚ฌ์ ์„ ๋…ผํ•˜๊ณ  ํ›„์† ์—ฐ๊ตฌ ๋ฐฉํ–ฅ์— ๋Œ€ํ•˜์—ฌ ์ œ์•ˆํ•˜์˜€๋‹ค.Predicting the probability of compound events which mean multi-stage or multi-dimensional random experiment is a key learning goal for the middle school and is an essential ability required of the high school students. However, many students experience difficulties in dealing with probability of compound events and have misconceptions about it resulting in various errors. Responding to student errors appropriately is one of the main tasks of teachers in teaching mathematics. Especially, many researchers recommend teachers to use student errors as potential avenues or catalysts for better learning, not to regard them as dead ends. However, many teachers still consider student errors just as something to be detected and then removed. Therefore, investigating teachersresponses to student errors is important in teacher education. Although many studies investigated in-service teachers responses to student errors, ones focused on the misconceptions and errors related to the probabilities are not many. Decisively, studies on pre-service teachers' responses to student errors are very few. Because the teachers PCK should be properly formed from when they are pre-service teachers, progressive researches on this are needed. This thesis is a study on pre-service teachers responses to student errors related to the probability of compound events and its goal is providing information for the design of teacher education. We investigated the content knowledge of 44 pre-service teachers about probability of compound events using a written task asking the probability of throwing indistinguishable two dices simultaneously. Also, after presenting a wrong answer to the same question from a virtual student, we asked pre-service teachers to write responses to this student's error. we also examined the relationship between pre-service teachers knowledge and their responses. With using a written task, we conducted interviews with the study subjects to find out pre-service teachers answers in detail. Analysis results revealed that a considerable number of pre-service teachers had limited knowledge concerning probability of compound events. This study also revealed that when the pre-service teachers respond to student errors, a majority of them used procedure-based approaches and teacher-centered approaches. Furthermore, pre-service teachers knowledge affected their responses to student errors directly or indirectly. Based on these results, we discussed implications of this study and suggested directions for further research.๋ชฉ ์ฐจ ๊ตญ๋ฌธ์ดˆ๋ก โ…ฐ ๋ชฉ์ฐจ โ…ฒ ํ‘œ ๋ชฉ์ฐจ โ…ถ ๊ทธ๋ฆผ ๋ชฉ์ฐจ โ…ธ I. ์„œ๋ก  1 1. ์—ฐ๊ตฌ์˜ ๋ชฉ์  ๋ฐ ํ•„์š”์„ฑ 1 2. ์—ฐ๊ตฌ ๋ฌธ์ œ 5 II. ์ด๋ก ์  ๋ฐฐ๊ฒฝ 6 1. ์˜ค๊ฐœ๋…๊ณผ ์˜ค๋ฅ˜์˜ ์˜๋ฏธ ๋ฐ ์ข…๋ฅ˜ 6 1.1. ์˜ค๊ฐœ๋…๊ณผ ์˜ค๋ฅ˜ 6 1.2. ์ˆ˜ํ•™ ์šฉ์–ด ๋ฐ ๊ธฐํ˜ธ์™€ ๊ด€๋ จ๋œ ์˜ค๋ฅ˜ 9 1.3. ํ˜•์‹์  ์˜ค๋ฅ˜์™€ ๋น„ํ˜•์‹์  ์˜ค๋ฅ˜ 11 1.4. ์ด์šฉ๊ฐ€๋Šฅ์„ฑ ํœด๋ฆฌ์Šคํ‹ฑ(availability heuristic) 13 1.5. ํŠน์„ฑ ๋Œ€์ฒด ๋ชจํ˜•(attribute substitution model) 14 2. ํ•™์ƒ๋“ค์˜ ์˜ค๋ฅ˜์— ๋Œ€ํ•œ ๊ต์‚ฌ๋“ค์˜ ๋Œ€์‘ ์–‘์ƒ 15 2.1. ๊ต์‚ฌ์—๊ฒŒ ํ•„์š”ํ•œ ์ง€์‹ 15 2.2. ๊ฐœ๋…์  ์ง€์‹(conceptual knowledge)๊ณผ ์ ˆ์ฐจ์  ์ง€์‹(procedural knowledge) 18 2.3. ํ•™์Šต์ž ์ค‘์‹ฌ ์ ‘๊ทผ(learner-centered approach)๊ณผ ๊ต์ˆ˜์ž ์ค‘์‹ฌ ์ ‘๊ทผ(teacher-centered approach) 19 2.4. ์ค‘์ถ”-์—ฐ๊ฒฐ ์˜ˆ์ œ(pivotal-bridging example) 20 3. ํ™•๋ฅ  ๊ด€๋ จ ์˜ค๊ฐœ๋… ๋ฐ ์˜ค๋ฅ˜ 21 3.1. ์ผ๋ฐ˜์ ์ธ ํ™•๋ฅ  ๊ด€๋ จ ์˜ค๊ฐœ๋… ๋ฐ ์˜ค๋ฅ˜ 21 3.2. ๋ณตํ•ฉ์‚ฌ๊ฑด์˜ ํ™•๋ฅ  ๊ด€๋ จ ์˜ค๊ฐœ๋… ๋ฐ ์˜ค๋ฅ˜ 24 3.3. ๊ต์œก๊ณผ์ • ๋ถ„์„ 28 III. ์—ฐ๊ตฌ ๋ฐฉ๋ฒ• ๋ฐ ์ ˆ์ฐจ 31 1. ์—ฐ๊ตฌ ์„ค๊ณ„ 31 2. ์—ฐ๊ตฌ ์ฐธ์—ฌ์ž 31 3. ์กฐ์‚ฌ๋„๊ตฌ 32 3.1. ์˜ˆ๋น„ ์กฐ์‚ฌ 32 3.2. ๋ณธ ๊ฒ€์‚ฌ ๋ฌธํ•ญ์˜ ๊ฐœ๋ฐœ 32 4. ์ž๋ฃŒ ์ˆ˜์ง‘ 33 4.1. ์˜ˆ๋น„๊ต์‚ฌ๊ฐ€ ์ง€๋‹Œ ๋ณตํ•ฉ์‚ฌ๊ฑด์˜ ํ™•๋ฅ  ๊ด€๋ จ ์ง€์‹์„ ์•Œ์•„๋ณด๊ธฐ ์œ„ํ•œ ๋ฉด๋‹ด 35 4.2. ํ•™์Šต์ž์˜ ์˜ค๋ฅ˜์— ๋Œ€ํ•œ ์˜ˆ๋น„๊ต์‚ฌ์˜ ๋Œ€์‘ ๋ฐฉ์‹์„ ์•Œ์•„๋ณด๊ธฐ ์œ„ํ•œ ๋ฉด๋‹ด 36 5. ์ž๋ฃŒ ๋ถ„์„ 39 5.1. ์—ฐ๊ตฌ ๋ฌธ์ œ 1์— ๋Œ€ํ•œ ์ž๋ฃŒ ๋ถ„์„ 39 5.2. ์—ฐ๊ตฌ ๋ฌธ์ œ 2์— ๋Œ€ํ•œ ์ž๋ฃŒ ๋ถ„์„ 40 5.3. ์—ฐ๊ตฌ ๋ฌธ์ œ 3์— ๋Œ€ํ•œ ์ž๋ฃŒ ๋ถ„์„ 41 IV. ๋ณตํ•ฉ์‚ฌ๊ฑด์˜ ํ™•๋ฅ ์— ๋Œ€ํ•œ ์˜ˆ๋น„๊ต์‚ฌ๋“ค์˜ ์ง€์‹ ๋ถ„์„ 42 1. ์˜ค๋‹ต์˜ ๋ถ„ํฌ ๋ฐ ์ข…๋ฅ˜ 42 1.1. ์˜ค๋‹ต์˜ ์œ ํ˜•๋ณ„ ์„ค๋ช… 43 2. ์˜ˆ๋น„๊ต์‚ฌ๋“ค์˜ ๋ณตํ•ฉ์‚ฌ๊ฑด์˜ ํ™•๋ฅ  ๊ด€๋ จ ์ง€์‹ ๋ถ„์„ 44 2.1. ๋‘ ์ฃผ์‚ฌ์œ„์— ๋Œ€ํ•œ ๊ด€์  1: ์‹œ๊ฐ์ ์œผ๋กœ ๊ตฌ๋ณ„ํ•  ์ˆ˜ ์—†์œผ๋ฉด ๊ฐ™์€ ๊ฒฝ์šฐ์ธ๊ฐ€? 44 2.2. ๋‘ ์ฃผ์‚ฌ์œ„์— ๋Œ€ํ•œ ๊ด€์  2: ํ™•๋ฅ ์€ ์ด์ƒ์ ์ธ ๊ฒƒ์ธ๊ฐ€, ์‹ค์ œ์ ์ธ ๊ฒƒ์ธ๊ฐ€? 46 2.3. ์ง€ํ˜œ์˜ ํ‘œ๋ณธ๊ณต๊ฐ„์— ๋Œ€ํ•œ ๊ด€์ 1: ํ‘œ๋ณธ๊ณต๊ฐ„์€ ์–ธ์ œ๋‚˜ ๋Œ€์นญ์ (symmetric)์ธ๊ฐ€? 48 2.4. ์ง€ํ˜œ์˜ ํ‘œ๋ณธ๊ณต๊ฐ„์— ๋Œ€ํ•œ ๊ด€์ 2: ์ „์ฒด์— ๋Œ€ํ•œ ๊ฐœ๋…์€ ๊ณ ์ •๋œ ๊ฒƒ์ธ๊ฐ€? 51 2.5. ํ‘œ๊ธฐ๋ฒ•์˜ ์‚ฌ์šฉ: (1,3)์ด ์˜๋ฏธํ•˜๋Š” ๊ฒƒ์€ ๋ฌด์—‡์ธ๊ฐ€? 53 2.6. ๋“ฑํ™•๋ฅ (Equally likely) ๊ฐ€์ •: ์ˆ˜ํ•™์  ํ™•๋ฅ ์„ ๊ณ„์‚ฐํ•˜๋Š”๋ฐ ์žˆ์–ด ๊ฐ ๊ฒฝ์šฐ๊ฐ€ ์ผ์–ด๋‚  ๊ฐ€๋Šฅ์„ฑ์ด ๊ฐ™์€ ์ •๋„๋กœ ๊ธฐ๋Œ€๋˜์–ด์•ผ ํ•˜๋Š” ์ด์œ ๋Š” ๋ฌด์—‡์ธ๊ฐ€? 56 V. ๋ณตํ•ฉ์‚ฌ๊ฑด์˜ ํ™•๋ฅ ๊ณผ ๊ด€๋ จํ•˜์—ฌ ํ•™์ƒ์ด ๋ฒ”ํ•œ ์˜ค๋ฅ˜์— ๋Œ€ํ•œ ์˜ˆ๋น„๊ต์‚ฌ๋“ค์˜ ๋Œ€์‘ ์–‘์ƒ ๋ถ„์„ 59 1. ํ•™์ƒ์ด ๋ฒ”ํ•œ ์˜ค๋ฅ˜์— ๋Œ€ํ•œ ์˜ˆ๋น„๊ต์‚ฌ๋“ค์˜ ๋Œ€์‘ ์–‘์ƒ ๋ถ„์„ํ‹€ 60 1.1. ํ•™์Šต์ž ์ค‘์‹ฌ vs ๊ต์ˆ˜์ž ์ค‘์‹ฌ 60 1.2. ๊ฐœ๋… ์ค‘์‹ฌ vs ์ ˆ์ฐจ ์ค‘์‹ฌ 62 2. ํ•™์ƒ์ด ๋ฒ”ํ•œ ์˜ค๋ฅ˜์— ๋Œ€ํ•œ ์˜ˆ๋น„๊ต์‚ฌ๋“ค์˜ ๋Œ€์‘ ์–‘์ƒ ๋ถ„์„ 65 2.1. ๋‘ ์ฃผ์‚ฌ์œ„์˜ ๊ด€๊ณ„์— ๋Œ€ํ•œ ๊ด€์ ((1,3)๊ณผ (3,1)์˜ ๊ด€๊ณ„ ํฌํ•จ) 65 2.2. ์ง€ํ˜œ์˜ ํ‘œ๋ณธ๊ณต๊ฐ„์— ๋Œ€ํ•œ ๊ด€์  ๋ฐ ์ „์ฒด์— ๋Œ€ํ•œ ๊ด€์  66 2.3. {1,3}๊ณผ {2,2}์˜ ๋น„๊ต 68 2.4. ์ˆ˜ํ•™์  ํ™•๋ฅ ์˜ ๋“ฑํ™•๋ฅ  ๊ฐ€์ • 70 2.5. ์˜ˆ๋น„๊ต์‚ฌ๋“ค์ด ์‚ฌ์šฉํ•œ ๋‹ค์–‘ํ•œ ์˜ˆ์ œ๋“ค 73 VI. ์˜ˆ๋น„๊ต์‚ฌ๋“ค์ด ์ง€๋‹Œ ๋ณตํ•ฉ์‚ฌ๊ฑด์˜ ํ™•๋ฅ ์— ๋Œ€ํ•œ ์ง€์‹๊ณผ ํ•™์ƒ์ด ๋ฒ”ํ•œ ์˜ค๋ฅ˜์— ๋Œ€ํ•œ ๊ทธ๋“ค์˜ ๋Œ€์‘ ์–‘์ƒ ์‚ฌ์ด์˜ ๊ด€๊ณ„ ๋ถ„์„ 80 1. ๊ณผ์ œ1์—์„œ ์˜ค๋‹ต์„ ์ œ์‹œํ•œ ์˜ˆ๋น„๊ต์‚ฌ์˜ ๋ณตํ•ฉ์‚ฌ๊ฑด์˜ ํ™•๋ฅ  ๊ด€๋ จ์ง€์‹๊ณผ ํ•™์ƒ์ด ๋ฒ”ํ•œ ์˜ค๋ฅ˜์— ๋Œ€ํ•œ ๊ทธ๋“ค์˜ ๋Œ€์‘ ์–‘์ƒ ์‚ฌ์ด์˜ ๊ด€๊ณ„ 80 1.1. ์ˆ˜ํ•™์ด ์ „ํ˜€ ์—†๋Š” ๋Œ€์‘ 80 1.2. ์˜ค๋‹ต์— ๋Œ€ํ•œ ์ž˜๋ชป๋œ ๋Œ€์‘ 82 2. ๊ณผ์ œ1์—์„œ ์ •๋‹ต์„ ์ œ์‹œํ•œ ์˜ˆ๋น„๊ต์‚ฌ์˜ ๋ณตํ•ฉ์‚ฌ๊ฑด์˜ ํ™•๋ฅ  ๊ด€๋ จ ์ง€์‹๊ณผ ํ•™์ƒ์ด ๋ฒ”ํ•œ ์˜ค๋ฅ˜์— ๋Œ€ํ•œ ๊ทธ๋“ค์˜ ๋Œ€์‘ ์–‘์ƒ ์‚ฌ์ด์˜ ๊ด€๊ณ„ 83 2.1. ๋‘ ์ฃผ์‚ฌ์œ„ ๊ฐ„์˜ ๊ด€๊ณ„์— ๋Œ€ํ•œ ์ง€์‹๊ณผ ๋Œ€์‘ ๋ฐฉ์‹ 83 2.2. ํ‘œ๋ณธ๊ณต๊ฐ„์— ๋Œ€ํ•œ ์ง€์‹๊ณผ ๋Œ€์‘ ๋ฐฉ์‹ 83 2.3. ํ‘œ๊ธฐ๋ฒ•์‚ฌ์šฉ์— ๋Œ€ํ•œ ์ง€์‹๊ณผ ๋Œ€์‘ ๋ฐฉ์‹ 84 2.4. ๋“ฑํ™•๋ฅ  ๊ฐ€์ •์— ๋Œ€ํ•œ ์ง€์‹๊ณผ ๋Œ€์‘ ๋ฐฉ์‹ 85 VII. ์š”์•ฝ ๋ฐ ๊ฒฐ๋ก  86 ์ฐธ๊ณ ๋ฌธํ—Œ 93 ๋ถ€๋ก 107 Abstract 116 ํ‘œ ๋ชฉ ์ฐจ ๋Œ€ํ‘œํ•˜์ง€ ๋ชปํ•˜๋Š” ํ‘œ๋ณธ ์˜ค๋ฅ˜์˜ ๊ฐœ๋… 13 ์ค‘ํ•™๊ต ์ˆ˜ํ•™2 ๊ต๊ณผ์„œ์—์„œ ํ™•๋ฅ ์˜ ์ •์˜ 29 ๊ณ ๋“ฑํ•™๊ต ์ ๋ถ„๊ณผ ํ†ต๊ณ„ ๊ต๊ณผ์„œ์—์„œ ์ˆ˜ํ•™์  ํ™•๋ฅ ์˜ ์ •์˜ 30 ์˜ค๋ฅ˜๋ฅผ ๋ฒ”ํ•œ ์˜ˆ๋น„๊ต์‚ฌ๋“ค์— ๋Œ€ํ•œ ์งˆ๋ฌธ๋‚ด์šฉ 35 ์˜ค๋ฅ˜๋ฅผ ๋ฒ”ํ•˜์ง€ ์•Š์€ ์˜ˆ๋น„๊ต์‚ฌ๋“ค์— ๋Œ€ํ•œ ์งˆ๋ฌธ๋‚ด์šฉ 36 ๋ฉด๋‹ด๋Œ€์ƒ์ž ๋ถ„๋ฅ˜ํ‘œ 37 ๋ฉด๋‹ด ์‹œ ์ง‘๋‹จ1์— ๋Œ€ํ•œ ์ง€์‹œ๋‚ด์šฉ 37 ๋ฉด๋‹ด ์‹œ ์ง‘๋‹จ2์— ๋Œ€ํ•œ ์ง€์‹œ๋‚ด์šฉ 38 ๋ฉด๋‹ด ์‹œ ์ง‘๋‹จ3์— ๋Œ€ํ•œ ์ง€์‹œ๋‚ด์šฉ 38 ์˜ค๋‹ต์„ ์ œ์‹œํ•œ ์˜ˆ๋น„๊ต์‚ฌ๋“ค 42 ๋ฌด์ง€์— ํ˜ธ์†Œํ•˜๋Š” ์˜ค๋ฅ˜์˜ ๊ฐœ๋… 45 ์˜ˆ๋น„๊ต์‚ฌ๋“ค์ด ๊ฐ€์ง„ ๋‘ ์ฃผ์‚ฌ์œ„์˜ ๊ด€๊ณ„์— ๋Œ€ํ•œ ์ง€์‹ ์š”์•ฝ 48 ์ˆ˜ํ•™์  ํ™•๋ฅ ์— ๋Œ€ํ•œ ์ž˜๋ชป๋œ ์ดํ•ด 49 ์„ฑ๊ธ‰ํ•œ ์ผ๋ฐ˜ํ™”์˜ ์˜ค๋ฅ˜์˜ ๊ฐœ๋… 49 ์˜ˆ๋น„๊ต์‚ฌ๋“ค์ด ๊ฐ€์ง„ ํ‘œ๋ณธ๊ณต๊ฐ„์— ๋Œ€ํ•œ ์ง€์‹ ์š”์•ฝ 53 ์˜ˆ๋น„๊ต์‚ฌ๋“ค์ด ์‚ฌ์šฉํ•œ ํ‘œ๊ธฐ๋ฒ• ์š”์•ฝ 56 ์ˆ˜ํ•™์  ํ™•๋ฅ ์—์„œ ๋“ฑํ™•๋ฅ  ๊ฐ€์ •์ด ํ•„์š”ํ•œ ์ด์œ ์— ๊ด€ํ•œ ์˜ˆ๋น„๊ต์‚ฌ๋“ค์˜ ์ง€์‹ 58 ๊ณผ์ œ1์—์„œ ์˜ค๋‹ต์„ ์ œ์‹œํ•œ ์˜ˆ๋น„๊ต์‚ฌ๋“ค์˜ ๊ณผ์ œ2์— ๋Œ€ํ•œ ๋‚ด์šฉ ์š”์•ฝ 59 ํ•™์ƒ์˜ ์˜ค๋ฅ˜์— ๋Œ€ํ•œ ์˜ˆ๋น„๊ต์‚ฌ๋“ค์˜ ๋ฐ˜์‘ ๋ถ„์„ํ‹€ 64 ์˜ˆ๋น„๊ต์‚ฌ๋“ค์ด ๋‘ ์ฃผ์‚ฌ์œ„์˜ ๊ด€๊ณ„์™€ ๊ด€๋ จํ•˜์—ฌ ๋ณด์—ฌ์ค€ ๋Œ€์‘ ์–‘์ƒ 66 ์˜ˆ๋น„๊ต์‚ฌ๋“ค์ด ์ง€ํ˜œ์˜ ํ‘œ๋ณธ๊ณต๊ฐ„๊ณผ ๊ด€๋ จํ•˜์—ฌ ๋ณด์—ฌ์ค€ ๋Œ€์‘ ์–‘์ƒ 68 ์˜ˆ๋น„๊ต์‚ฌ๋“ค์ด {1,3}๊ณผ {2,2}์˜ ๋น„๊ต์™€ ๊ด€๋ จํ•˜์—ฌ ๋ณด์—ฌ์ค€ ๋Œ€์‘ ์–‘์ƒ 70 ์˜ˆ๋น„๊ต์‚ฌ๋“ค์ด ๊ฐ™์€ ์ •๋„๋กœ ๊ธฐ๋Œ€๋œ๋‹ค.๋Š” ๊ฐœ๋…๊ณผ ๊ด€๋ จํ•˜์—ฌ ๋ณด์—ฌ์ค€ ๋Œ€์‘ ์–‘์ƒ 72 (1,3)๊ณผ (3,1)์ด ๋‹ค๋ฅธ ๊ฒƒ์ž„(๊ฐ๊ฐ ๊ฒฝ์šฐ์˜ ์ˆ˜ 1๋กœ ์„ธ์–ด์ ธ์•ผ ํ•จ)์„ ์„ค๋ช…ํ•  ๋•Œ ์‚ฌ์šฉ๋œ ์˜ˆ์ œ๋“ค 74 ๊ฐ™์€ ์ •๋„๋กœ ๊ธฐ๋Œ€๋˜๋Š” ๊ฒฝ์šฐ์—๋งŒ ์ˆ˜ํ•™์  ํ™•๋ฅ ์„ ์‚ฌ์šฉํ•  ์ˆ˜ ์žˆ๋Š” ์ด์œ ๋ฅผ ์„ค๋ช…ํ•  ๋•Œ ์‚ฌ์šฉ๋œ ์˜ˆ์ œ๋“ค 74 (1ํ•˜๋‚˜3ํ•˜๋‚˜)์™€ (2๋‘๊ฐœ)์˜ ๋นˆ๋„๋ฅผ ๋น„๊ตํ•  ๋•Œ ์‚ฌ์šฉ๋œ ์˜ˆ์ œ๋“ค 75 ์ •ํ™•ํžˆ ์–ด๋–ค ๋ถ€๋ถ„์„ ์„ค๋ช…ํ•˜๊ธฐ ์œ„ํ•ด ์‚ฌ์šฉ๋˜์—ˆ๋Š”์ง€ ๋ชจํ˜ธํ•œ ์˜ˆ์ œ๋“ค 76 ์˜ˆ๋น„๊ต์‚ฌ๋“ค์ด ์‚ฌ์šฉํ•œ ์˜ˆ์ œ์— ๋Œ€ํ•œ ๋ถ„์„ 79 ๊ทธ ๋ฆผ ๋ชฉ ์ฐจ [๊ทธ๋ฆผ โ…ก-1] Skemp(1971)์˜ ๊ธฐํ˜ธ์™€ ๊ฐœ๋…(์ตœ์ฃผ์—ฐ, 2011์—์„œ ์žฌ์ธ์šฉ) 10 [๊ทธ๋ฆผ โ…ฃ-1] ์˜ค๋‹ต์ด์œ ์— ๋Œ€ํ•œ ์˜ˆ๋น„๊ต์‚ฌ ๋‹ต์•ˆ(S1) 44 [๊ทธ๋ฆผ โ…ฃ-2] ์˜ค๋‹ต์ด์œ ์— ๋Œ€ํ•œ ์˜ˆ๋น„๊ต์‚ฌ ๋‹ต์•ˆ(S15) 44 [๊ทธ๋ฆผ โ…ฃ-3] ์˜ค๋‹ต์ด์œ ์— ๋Œ€ํ•œ ์˜ˆ๋น„๊ต์‚ฌ ๋‹ต์•ˆ(S13) 44 [๊ทธ๋ฆผ โ…ฃ-4] ์˜ค๋‹ต์ด์œ ์— ๋Œ€ํ•œ ์˜ˆ๋น„๊ต์‚ฌ ๋‹ต์•ˆ(S1) 54 [๊ทธ๋ฆผ โ…ฃ-5] ๊ณผ์ œ1์— ๋Œ€ํ•œ ์˜ˆ๋น„๊ต์‚ฌ ๋‹ต์•ˆ(S22) 55 [๊ทธ๋ฆผ โ…ฃ-6] ๊ณผ์ œ2์— ๋Œ€ํ•œ ์˜ˆ๋น„๊ต์‚ฌ ๋‹ต์•ˆ(S22) 55 [๊ทธ๋ฆผ โ…ฃ-7] ๊ณผ์ œ1์— ๋Œ€ํ•œ ์˜ˆ๋น„๊ต์‚ฌ ๋‹ต์•ˆ(S5) 55 [๊ทธ๋ฆผ โ…ฃ-8] ๊ณผ์ œ2์— ๋Œ€ํ•œ ์˜ˆ๋น„๊ต์‚ฌ ๋‹ต์•ˆ(S22) 57 [๊ทธ๋ฆผ โ…ฃ-9] ๊ณผ์ œ2์— ๋Œ€ํ•œ ์˜ˆ๋น„๊ต์‚ฌ ๋‹ต์•ˆ(S33) 58 [๊ทธ๋ฆผ โ…ฅ-1] ๊ณผ์ œ2์— ๋Œ€ํ•œ ์˜ˆ๋น„๊ต์‚ฌ ๋‹ต์•ˆ(S40) 81 [๊ทธ๋ฆผ โ…ฅ-2] ๊ณผ์ œ2์— ๋Œ€ํ•œ ์˜ˆ๋น„๊ต์‚ฌ ๋‹ต์•ˆ(S11) 82Maste

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    ๏ปฟA Cadaveric Study of the Effect of Malrotation in Metacarpal Shaft Fracture Model on the Digital Scissoring

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    ํ•™์œ„๋…ผ๋ฌธ (๋ฐ•์‚ฌ)-- ์„œ์šธ๋Œ€ํ•™๊ต ๋Œ€ํ•™์› : ์˜ํ•™๊ณผ ์ •ํ˜•์™ธ๊ณผํ•™ ์ „๊ณต, 2013. 2. ๋ฐฑ๊ตฌํ˜„.๏ปฟ์ค‘์ˆ˜๊ณจ ๊ณจ์ ˆ์€ ์ž„์ƒ์—์„œ ๊ทธ ๋นˆ๋„๊ฐ€ ํ”ํ•˜๋ฉฐ ๋‹ค์–‘ํ•œ ํ•ฉ๋ณ‘์ฆ์˜ ๊ฐ€๋Šฅ์„ฑ์ด ์žˆ๋Š”๋ฐ, ๋ณต์žกํ•˜๊ณ  ์ •๊ตํ•œ ์ˆ˜๋ถ€์˜ ์ƒ์—ญํ•™์  ํŠน์„ฑ์ƒ ์ด๋Ÿฌํ•œ ํ•ฉ๋ณ‘์ฆ์ด ์ž„์ƒ์ ์œผ๋กœ ์˜๋ฏธ ์žˆ๋Š” ๊ธฐ๋Šฅ ์ €ํ•˜ ํ˜น์€ ๋ฏธ์šฉ์ƒ์˜ ๋ฌธ์ œ๋กœ ์ด์–ด์ง€๋Š” ๊ฒฝ์šฐ๊ฐ€ ๋“œ๋ฌผ์ง€ ์•Š๊ฒŒ ๋ฐœ์ƒํ•œ๋‹ค. ์ด๋Ÿฌํ•œ ํ•ฉ๋ณ‘์ฆ ๊ฐ€์šด๋ฐ ์ž„์ƒ์—์„œ ๊ฐ€์žฅ ํ”ํ•˜๊ฒŒ ๊ฒฝํ—˜ํ•˜๋ฉฐ ๊ธฐ๋Šฅ์ƒ ๋ฐ ๋ฏธ์šฉ์ƒ์˜ ๋ฌธ์ œ๋ฅผ ๋ฐœ์ƒํ•˜๋Š” ๊ฒƒ์ด ๋‹ค์–‘ํ•œ ํ˜•ํƒœ์˜ ๋ณ€ํ˜•์ด๋ฉฐ ๊ทธ ๊ฐ€์šด๋ฐ์—์„œ๋„ ํšŒ์ „ ๋ณ€ํ˜•์€ ๊ทธ ํ—ˆ์šฉ ๋ฒ”์œ„๊ฐ€ ์ข์•„ ์•ฝ๊ฐ„์˜ ํšŒ์ „ ๋ณ€ํ˜•์ด ์ˆ˜์ง€ ์ฒจ๋ถ€์—์„œ ์ง€๋ ›๋Œ€ ํšจ๊ณผ์— ์˜ํ•ด ์ฆํญ๋˜์–ด ์‹ฌ๊ฐํ•œ ์ˆ˜์ง€์˜ ๊ฐ€์œ„ ๋ณ€ํ˜•์„ ์ดˆ๋ž˜ํ•  ์ˆ˜ ์žˆ๋‹ค. ๋ณธ ์—ฐ๊ตฌ์—์„œ๋Š” ์‹ ์„  ๋™๊ฒฐ ์‚ฌ์ฒด๋กœ๋ถ€ํ„ฐ ์–ป์–ด์ง„ 8 ๊ฐœ์˜ ์ˆ˜๋ถ€ ํ‘œ๋ณธ์„ ์ด์šฉํ•˜์—ฌ ์ œ 4 ์ค‘์ˆ˜๊ณจ ๊ฐ„๋ถ€๋ฅผ ์ ˆ๊ณจํ•˜์—ฌ ๊ณจ์ ˆ ๋ชจ๋ธ์„ ๋งŒ๋“ค๊ณ  ์ด๋ฅผ ๋‹จ๊ณ„์ ์œผ๋กœ ์™ธํšŒ์ „ ๋ณ€ํ˜•์„ ์‹œ์ผœ๊ฐ€๋ฉฐ ์ œ 4 ์ˆ˜์ง€ ์ฒจ๋ถ€๊ฐ€ ์ธ์ ‘ํ•œ ์ œ 3 ์ˆ˜์ง€ ์ฒจ๋ถ€์™€ ํ˜•์„ฑํ•˜๋Š” ์ค‘์ฒฉ์˜ ์ •๋„๋ฅผ ์ค‘์œ„ ์ง€๊ณจ์˜ ์žฅ์ถ•๊ฐ„ ๊ฐ๋„์™€, ์กฐ๊ฐ‘ ์ค‘์‹ฌ๋ถ€๊ฐ„ ๊ฑฐ๋ฆฌ, ์ค‘์ฒฉ ๋ฉด์  ๋น„์œจ์„ ๊ธฐ์ค€์œผ๋กœ ๊ฐ๊ฐ ์ธก์ • ๋ฐ ํ‰๊ฐ€ํ•˜์˜€๋‹ค. ์ฆ‰, ์™ธํšŒ์ „ ๋ณ€ํ˜•์˜ ์ •๋„๋Š” ์ ˆ๊ณจ๋ถ€ ์–‘์ธก์— K ๊ฐ•์„ ์„ ์‚ฝ์ž…ํ•˜๊ณ  ์ด ๋‘ ๊ฐ•์„ ์ด ์ด๋ฃจ๋Š” ๊ฐ๋„๋ฅผ ์‚ฌ์ง„ ์ดฌ์˜ ํ›„ ์˜์ƒ ๋ถ„์„ํ•˜์—ฌ ์ธก์ •ํ•˜์˜€๊ณ , ๊ฐ€์œ„ ๋ณ€ํ˜•์˜ ์ •๋„๋Š” ์ˆ˜์ง€ ๊ณจ๊ณก์„ ์‹œํ‚ค๋ฉด์„œ 1) ์ œ 3, 4 ์ค‘์œ„ ์ง€๊ณจ์˜ ์žฅ์ถ•์ด ์„œ๋กœ ์ด๋ฃจ๋Š” ๊ฐ๋„, 2) ์ œ 3, 4 ์กฐ๊ฐ‘์˜ ์ค‘์‹ฌ๋ถ€๊ฐ„์˜ ๊ฑฐ๋ฆฌ, 3) ์ œ 3 ์ˆ˜์ง€ ์กฐ๊ฐ‘์˜ ์ „์ฒด ๋ฉด์  ๋Œ€๋น„ ์ค‘์ฒฉ๋œ ์กฐ๊ฐ‘์˜ ๋ฉด์  ๋น„์œจ์„ ์‚ฌ์ง„ ์ดฌ์˜ ํ›„ ์˜์ƒ ์ฒ˜๋ฆฌ ๋ฐฉ๋ฒ•์œผ๋กœ ๊ฐ๊ฐ ์‚ฐ์ถœํ•˜์˜€๋‹ค. ์‹คํ—˜ ๊ฒฐ๊ณผ, ๊ฐ€์œ„ ๋ณ€ํ˜•์ด ๋ณด์ƒ๋˜์ง€ ์•Š๊ณ  ์ถœํ˜„ํ•˜๊ธฐ ์‹œ์ž‘ํ•˜๋Š” ํšŒ์ „ ๋ณ€ํ˜• ๊ฐ๋„ ์—ญ์น˜์˜ ํ‰๊ท ์€ 9.5 ๋„(๋ฒ”์œ„, 8.7~10.3 ๋„)์˜€๋‹ค. ํšŒ์ „ ๊ฐ๋„์™€ ๊ฐ€์œ„ ๋ณ€ํ˜•์˜ ์ •๋„๋ฅผ ์ถ”์ ํ•˜์—ฌ ๋ณด๊ฐ„๋ฒ•์œผ๋กœ ๋„์‹œํ•˜์˜€์„ ๋•Œ, ๊ฐ€์œ„ ๋ณ€ํ˜•์€ ์—ญ์น˜ ๊ฐ๋„์— ์ด๋ฅด๊ธฐ๊นŒ์ง€๋Š” ์™„๋งŒํ•œ ์ฆ๊ฐ€ ์–‘์ƒ์„ ๋ณด์ด๋‹ค๊ฐ€ ์—ญ์น˜๋ฅผ ๋„˜์–ด์„œ ๋ณด์ƒ์ด ๋” ์ด์ƒ ์ด๋ฃจ์–ด์ง€์ง€ ์•Š๋Š” ๋ฒ”์œ„๊ฐ€ ๋˜๋ฉด ๊ธ‰๊ฒฉํžˆ ์ฆ๊ฐ€ํ•˜๋Š” ์–‘์ƒ์„ ๋ณด์ž„์„ ํ™•์ธํ•  ์ˆ˜ ์žˆ์—ˆ๋‹ค. ์ด๋Š” ๊ธฐ์กด์˜ ์—ฐ๊ตฌ์—์„œ ์ œ์‹œ๋˜์–ด์˜จ ๊ฒƒ์ฒ˜๋Ÿผ ํšŒ์ „ ๋ณ€ํ˜•๊ณผ ๊ฐ€์œ„ ๋ณ€ํ˜•๊ฐ„์˜ ๊ด€๋ จ์„ฑ์ด ๋‹จ์ˆœํ•œ ์ผ์ฐจ ์„ ํ˜• ๊ด€๊ณ„๋กœ ๋ณผ ์ˆ˜ ์—†์œผ๋ฉฐ ๋ณด๋‹ค ๋ณต์žกํ•œ ์–‘์ƒ์œผ๋กœ ์ถœํ˜„ํ•จ์„ ์ฆ๋ช…ํ•˜๋ฉฐ, ์ด๋Š” ์ธ์ ‘ ์ˆ˜์ง€์™€์˜ ์ถฉ๋Œ ํ˜„์ƒ ๋ฐ ํ•ด๋‹น ๋ถ€์œ„์˜ ๋‹ค์–‘ํ•œ ์—ฐ๋ถ€ ์กฐ์ง ๊ตฌ์กฐ์— ์˜ํ•œ ์˜ํ–ฅ์œผ๋กœ ์„ค๋ช…๋  ์ˆ˜ ์žˆ๋‹ค. ๋ณธ ์—ฐ๊ตฌ๋Š” ๊ธฐ์กด์˜ ์—ฐ๊ตฌ์—์„œ ๋‹จ์ˆœ ์„ ํ˜• ๊ด€๊ณ„๋กœ ํŒŒ์•…ํ•ด์˜จ ํšŒ์ „ ๋ณ€ํ˜•๊ณผ ๊ฐ€์œ„ ๋ณ€ํ˜•์˜ ๊ด€๊ณ„๊ฐ€ ์‹ค์ œ๋กœ๋Š” ๋‹ค์–‘ํ•œ ํ•ด๋ถ€ํ•™์  ๊ตฌ์กฐ์™€ ์ธ์ ‘ ์ˆ˜์ง€์™€์˜ ๊ด€๊ณ„๋กœ ์ธํ•˜์—ฌ ๋ณด๋‹ค ๋ณต์žกํ•œ ์–‘์ƒ์œผ๋กœ ์ถœํ˜„ํ•จ์„ ์ƒ์ฒด ์กฐ์ง์„ ๋Œ€์ƒ์œผ๋กœ ํ•œ ์‹คํ—˜์„ ํ†ตํ•˜์—ฌ ์ž…์ฆํ•œ ์ตœ์ดˆ์˜ ์—ฐ๊ตฌ์ด๋‹ค. ์ž„์ƒ์ ์œผ๋กœ๋Š” ์ดˆ๊ธฐ ์น˜๋ฃŒ ํ˜น์€ ๋ณ€ํ˜•์— ๋Œ€ํ•œ ๊ต์ • ์น˜๋ฃŒ์‹œ ์ค‘์ˆ˜๊ณจ ๊ฐ„๋ถ€์—์„œ์˜ ํ™”์ „ ๊ฐ๋„์™€ ๊ฐ€์œ„ ๋ณ€ํ˜• ๊ฐ„์˜ ๊ด€๊ณ„์— ๋Œ€ํ•œ ์ƒ์—ญํ•™์  ์ดํ•ด๋ฅผ ์ œ๊ณตํ•จ์œผ๋กœ์จ ์น˜๋ฃŒ ๊ณ„ํš ์„ค์ •์— ์œ ์šฉํ•œ ๊ธฐ์ดˆ ์ง€์‹์„ ์ œ๊ณตํ•  ๊ฒƒ์œผ๋กœ ๊ธฐ๋Œ€ํ•œ๋‹ค.๏ปฟMetacarpal fractures are relatively frequent in clinical settings and have a potential for various complications. Because the hand has complex and delicate biomechanical properties, this type of complications may lead to substantial functional derangement or cosmetic problems. The most frequent and important complications of metacarpal fractures are various deformities. In particular, a rotational deformity has a narrow acceptable range and a lever arm effect on the affected fingertiptherefore, a relatively mild degree of rotational deformity may cause severe digital scissoring in the fingertip. The present study used 8 hand specimens from fresh frozen cadavers. The fourth metacarpal shaft was osteotomized transversely at the mid-shaft level, and a distal fragment of the metacarpal bone was rotated serially in the external direction. The rotation angle was calculated by measuring the angle between K-wires that were inserted proximal and distal to the osteotomy site. The scissoring effect in the fingertip was evaluated using 3 methodologies. First, the angle between the long axis of the third and fourth metacarpal bones was measured. Second, the distance between the midlines of the third and fourth nail tips was measured. Third, the ratio of the overlapped portion to the whole area of the third nail was measured. The mean threshold angle of rotational deformity that produced scissoring deformity in the fingertip was 9.5 degrees (range, 8.7~10.3 degrees). When the relationship between rotational deformity and scissoring deformity was plotted using spline interpolation, the scissoring deformity increased modestly till the rotational deformity reached the threshold angleafter the threshold angle, the scissoring deformity increased sharply without any compensation mechanism. These results suggest that the existing knowledge based on studies using a first-order linear system to explain the relationship between rotational deformity and digital scissoring does not hold true under in vivo conditions . The present study is the first to suggest that the relationship between rotational deformity and digital scissoring has a complex pattern, because of the impingement of adjacent finger and a soft tissue tethering produced by a variety of ligament structures . The information presented by this study may provide basic knowledge that will facilitate creation of a treatment plan for initial treatment or corrective surgery.์„œ ๋ก  1 ์—ฐ๊ตฌ๋Œ€์ƒ ๋ฐ ๋ฐฉ๋ฒ• 6 1) ํ‘œ๋ณธ์ค€๋น„ 7 2) ์ธก์ • 12 3) ๋ถ„์„ 15 ์—ฐ๊ตฌ๊ฒฐ๊ณผ 16 ๊ณ  ์ฐฐ 24 ์ฐธ๊ณ ๋ฌธํ—Œ 30 ์˜๋ฌธ์ดˆ๋ก 32Docto

    ๋„์‹œ๋ธŒ๋žœ๋“œ ๋งˆ์ผ€ํŒ…์ˆ˜๋‹จ์œผ๋กœ์„œ ๊ณต๊ณต๋””์ž์ธ ์ ์šฉ๋ฐฉํ–ฅ ์—ฐ๊ตฌ

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