47 research outputs found
An XAFS Study on Tin Modification of Supported Palladium Catalyst for a Structure Determination
Docto
ν©νμ΄λ μμ κ·Έλνμ μ΄μ©ν μ’ μμ‘°μ§ νμ±ν μ§λ¨/μΉλ£ μμ€ν
νμλ
Όλ¬Έ (μμ¬)-- μμΈλνκ΅ λνμ : μ½νλν μ½νκ³Ό(물리μ½νμ 곡), 2017. 2. μ€μ κ²½.Simultaneous cancer therapy and diagnosis, termed theranostics, have received considerable attention due to requirement of personalized medicine, fulfilling spatiotemporal needs of medication for individual patient. Here, we developed a tumor selectively-activable theranostic system that utilize a conjugate of Cy5.5, polyethylene glycol (PEG), and chimeric peptide which engineered to include a matrix metalloproteinase (MMP)-cleavable sequence, a spacer sequence, and a binding sequence for graphene nanosheet (GN). Cy5.5-PEG-chimeric peptide-modified GN clearly marred the fluorescence of Cy5.5 and cell-penetrating function of therapeutic peptide modified onto GN due to quenching ability of GN, and stealth effect of PEG, respectively. With the presence of MMP, cleavage of chimeric peptide released Cy5.5-PEG from GN, facilitating recovery of fluorescence of Cy5.5 and exposure of cell penetrating peptide on the surface of GN. Deletion of MMP-cleavable sequence in this theranostic system showed negligible differences in fluorescence and antitumor effect upon exposure to MMP. Intravenous administration of MMP-cleavable PEG-GN into SCC7 tumor-bearing mice resulted in 7.2-fold higher fluorescence intensity at tumor site than that of MMP-non-cleavable PEG-GN after 24 hours. Furthermore, cell-penetrating peptide delivered by MMP-cleavable PEG-GN revealed the highest antitumor effect, showing 80% regression of tumor volume than untreated group. Overall, our results demonstrate that tumor-activable PEG-GN could serve as a nano-theranostic system for tumor selective imaging and therapy.1. Introduction 1
2. Materials and methods 4
2.1. Synthesis of peptides 4
2.2. Detection of peptide cleavage 5
2.3. Preparation of surface functionalized GN 6
2.4. Characterization 7
2.5. Dequenching ability test of pMSP-GN 8
2.6. Loading of T-Bu onto nanosheets 8
2.7. Hemolysis assay 9
2.8. In vitro anti-cancer efficacy test 9
2.9. In vivo fluorescence imaging study 10
2.10. In vivo anti-cancer efficacy test 11
3. Results 12
3.1. Characterization of pMSP-GN nanoplatform 12
3.2. Dequenching of fluorescence following cleavage of peptide 12
3.3. In vitro anti-tumor effect 18
3.4. In vivo imaging by fluorescence distribution of pMSP-GN 18
3.5. In vivo anti-tumor effect of T-Bu delivered on pMSP-GN 21
4. Discussion 24
5. Conclusion 26
6. References 27
κ΅λ¬Έ μ΄λ‘ 30Maste
A Study on the Principles of Vertical Connection and Practices in the Sentence Structure Education
νμλ
Όλ¬Έ (λ°μ¬) -- μμΈλνκ΅ λνμ : μ¬λ²λν κ΅μ΄κ΅μ‘κ³Ό(κ΅μ΄κ΅μ‘μ 곡), 2020. 8. ꡬ본κ΄.λ³Έ μ°κ΅¬λ μ’
μ μ°κ³μ κ°λ
κ³Ό μ리λ₯Ό μ΄λ‘ μ μΌλ‘ μ 립νλ ννΈ, νμ΅μμ λ¬Έμ₯ ꡬ쑰 μ§μ μνλ₯Ό λ€κ°λλ‘ λΆμνμ¬ λ¬Έμ₯ ꡬ쑰 κ΅μ‘μ μ’
μ μ°κ³ μ리λ₯Ό ꡬ체ννκ³ , μ΄λ₯Ό λ°νμΌλ‘ μ΄Β·μ€νκ΅ μ’
μ μ°κ³μμ μ€μ λ₯Ό λ§λ ¨νλ κ²μ λͺ©μ μΌλ‘ νλ€. μ΄μμ λ
Όμλ κ΅μ‘μ μ°μμ±μ 보μ₯νλ €λ©΄ λ§λ
ν νκ΅κΈ κ° κ΅μ‘ λ΄μ©μ ν¨κ³Όμ μΈ μ’
μ μ°κ³κ° μ μ λμ΄μΌ ν¨μλ κ΄λ ¨ λ
Όμκ° μ¬μ ν μ μΈμ μ΄κ³ μΆμμ μΈ μ°¨μμ λ¨Έλ¬Όλ¬ μλ€λ λ°μ±μ μΈμμ ν°νλ€.
μ’
μ μ°κ³μ± κ°λ
μ ꡬ쑰ν, κ³μ΄μ±, μκ³μ±, κ³μμ± λ± μ κ΄ κ°λ
κ³Όμ κ΄κ³ μμμ κ·Έ μ μμ μμΉκ° λΆλͺ
ν κ·μ λμ§ λͺ»ν μ± κ΅μ‘κ³Όμ μ λΉλ‘―, μ¬λ¬ λ¬Έμμ μ°κ΅¬μ μ°μ¬ μλ€. μ΄λ κ·Έκ° κ΅¬μ²΄μ μ΄κ³ μ€μ©μ μΈ μ’
μ μ°κ³ λ
Όμμ λ°μ μ΄ μ΄λ €μ λ μ΄μ μ΄κΈ°λ νλ€. κ·Έλ¬λ κ·Όλ³Έμ μΈ μμΈμ κ΅μ‘ λ΄μ© μ μ κ³Ό μ‘°μ§μ λ μΆμ΄ κ΅κ³Ό λ΄μ λ
Όλ¦¬μ νμ΅μμμλ κ·Έκ° λ¬Έλ² κ΅μ‘κ³Όμ μ΄ λ¬Έλ² μ§μμ νλ¬Έμ λ
Όλ¦¬μλ§ μ£Όλ‘ μμ‘΄νμ¬ μ¨λ°, νμ΅μλ₯Ό κ΅μ‘ λ΄μ©μ μ’
μ μ°κ³λ₯Ό λλͺ¨νκΈ° μν μ€μ¬μ λμ§ λͺ»ν λ° μλ€.
μ΄λ μ€μ§μ μΈ κ΅μ‘ λ΄μ© ꡬμ±μ μλΉ νμ΅μ μμ νμ
μ μΆλ°μ μΌλ‘ μΌμμΌ νλ€λ 곡κ°λμλ λΆκ΅¬νκ³ , νμ΅μλ₯Ό κ΄μ°°νμ¬ κ·Έ κ²°κ³Όλ₯Ό μΌλ°νν μ μλ μ μ ν λ°©λ²λ‘ μ μ μ©νμ§ λͺ»ν λ°μμ μ°μ νλ€. μ΄λ λ― νκ΅κΈλ³ νμ΅μκ° λμ²΄λ‘ λ΄μ¬νκ³ μλ μ§μκ³Ό κ·Έ κ°κ·Ήμ μ€μ²΄μ λν λΆμ¬λ κ²°κ³Όμ μΌλ‘ λ¬Έμ₯ ꡬ쑰 κ΅μ‘μ μ’
μ μ°κ³λ₯Ό μν μ€μ¦μ κ·Όκ±°λ₯Ό ν보νμ§ λͺ»νλ€λ κ²μ ν¨μνλ€. κ·Έλ¬λ λ¬Έλ² κ΅μ‘ λ΄λ‘ μ λ³ν μμμ μ§μ κ΅μ‘κ³Ό κ΅μ‘ μ£Όμ²΄μΈ νμ΅μμ μ€μμ±μ μ£Όμ§νλ©΄, νμ΅μ μ§μμ κ΅μ‘μ μμλ₯Ό κΈ°λ°μΌλ‘ νμ΅μμ κ·Όκ±°ν κ΅μ‘ λ΄μ©μ΄ μ μ λκ³ μ‘°μ§λμ΄μΌ ν¨μ μλͺ
νλ€.
μ΄λ¬ν κ΄μ μλ λ³Έ μ°κ΅¬λ μΈμ΄ λ€νΈμν¬ λΆμμ μ€μνμ¬ νκ΅κΈ κ° κ΅μ‘ λ΄μ©μ μμ μ°¨μ΄μ μμμ λ³νλ₯Ό μ’
μ μ°κ³μ λ¬Έμ μ μμμΌλ‘ μ΄μ ννκ³ , μ€λλ ₯ μλ κ΅μ‘μ μν΄μλ νμ΅μμ μ§μ μν(knowledge state)κ° μ’
μ μ°κ³μ κΈ°μ€μ΄μ λ¬Έμ₯ ꡬ쑰 κ΅μ‘μ μ’
μ μ°κ³ μ리λ₯Ό ꡬ체ννκΈ° μν κ·Όκ±°λ‘ λΆκ°λμ΄μΌ ν¨μ λΆλͺ
ν νμλ€. μ΄λ, νμ΅μμ μ§μ μνλ μ§μ 곡κ°λ‘ (Knowledge Space Theory)μ κ·Όκ°μΌλ‘ νλ μ§μ μν λΆμλ²μ μ§μ ꡬ쑰λμ λ©΄λ΄μ ν΅λ‘λ‘ νμλλ€.
본격μ μΈ νμ΅μ μ§μ μν λΆμμ μμ λ³Έ μ°κ΅¬λ μ΄λ‘ μ κ²ν λ₯Ό ν΅ν΄ κ΅μ‘μ κ΄μ μμ μ§μμ μ‘°λ§νκ³ , λ¬Έλ² μ§μκ³Ό νμ΅μ μ§μμ κ°λ
κ³Ό μ±κ²©μ λͺ
λ£ν νμλ€. μ΄λ μ§μμ λ³Έμ§κ³Ό μ±κ²©μ μλ‘κ² μ¬ν΄μνλ κ²μ΄ μλ κ΅μ‘μ κ΄μ μμ μ§μμ μ‘°λ§νκ³ , κΆκ·Ήμ μΌλ‘λ λ¬Έλ² κ΅μ‘μμ νμ΅μ μ§μμ μμμ κ·λͺ
νκΈ° μν¨μ΄λ€. μ΄μ λ°λΌ λ³Έ μ°κ΅¬μμ μ£Όλͺ©νλ νμ΅μ μ§μμ κ°μ²΄μ μΈ λ¬Έλ² μ§μμ΄ νμ΅μμκ² λ΄λ©΄νλ κ²μΌλ‘, κ΅μ‘μ΄ μ΄λ£¨μ΄μ§ νμ νμ΅μμκ² κ΅¬μ±λμ΄ μλ μ§μμΈ κ°λ₯΄μΉ(νμ΅λ) μ§μκ³Ό μν΅νλ κ²μ΄λ€.
νμ΅μ μ§μμ ν λλ‘ λ¬Έμ₯ ꡬ쑰 κ΅μ‘μ μ’
μ μ°κ³ μ리λ₯Ό ꡬ체ννκΈ° μν΄μλ μ°μ μ μΌλ‘ μΌλ°μ μ°¨μμ μ리 μμ μ΄ μμ²λλ€. μ΄μ λ¬Έν μ°κ΅¬λ₯Ό ν΅ν΄ μ’
μ μ°κ³μ±μ κ°λ
μ κ²ν νμ¬ μ’
μ μ°κ³μ±μ κ³μμ±κ³Ό κ³μ΄μ±μ μ€ν΅μ μλ―Έλ‘ λ΄ν¬ν¨μ λ°νκ³ , μ’
μ μ°κ³μλ λ΄μ© λ²μμ μμ€μ΄ νλ° κ΄μ¬ν¨μ κ·λͺ
νμλ€. κ·Έλ¦¬κ³ κ³μμ±μ ν¬ν¨νλ κ³μ΄μ±μ νΉμ±, μ‘°μ§μ, λ²μ£Όλ₯Ό μ΄λ‘ μ μΌλ‘ λΆμνμ¬ μ’
μ μ°κ³ μ리λ₯Ό μ€μ νμλ€. ννΈ, μ΄λ¬ν μ리λ λ²κ΅κ³Όμ μ μ©λλ μ±κ²©μ μ§λλλ°, λ¬Έλ² κ΅κ³Ό νΉμ μλ¦¬λ‘ κ΅¬μ‘°νμ μ리, μ΄μ νμ μ리, μνΈμ±μ μ리, λ°λ³΅Β·μ¬νμ μ리, μΌκ΄μ±μ μ리, μ€μ μ±μ μ리, νꡬ κ³Όμ μ μ리λ₯Ό κ·μ νμλ€. λ€λ§, μ΄ λν λ¬Έλ²μ μ μμμ ν΄λΉλλ€λ μ μμ λ¬Έμ₯ ꡬ쑰 κ΅μ‘μ ν©λΉν ꡬ체νκ° μꡬλλ©°, μ΄μ νμ΅μ μ§μμ μ΄ν΄ μλ¦¬λ³ μΈλΆ λ΄μ©μ λ§λ ¨νκ³ μ νμλ€.
μ΄μμ μ΄λ‘ μ λ
Όμλ₯Ό λ°νμΌλ‘ νμ΅μμ μ§μ μνλ₯Ό ν΅ν© μ°κ΅¬μ μμ°¨μ ν΅ν© μ€κ³ κ³Όμ μ λ°λΌ λΆμνμλ€. μμ μ κ·Όμ μ§μ μν λΆμλ²μ κ·Όκ±°νμ¬ λμΆλ μ§μ ꡬ쑰λ λΆμμΌλ‘ μ΄λ£¨μ΄μ‘λ€. κ·Έ κ²°κ³Ό κ°λ
μ κ΄κ³μ μ°κ²°, λ¬Έμ₯μ κ³μΈ΅μ λΆμ, ν΅μ¬ κ°λ
μ€μ¬μ ꡬ쑰ν, λ²μ£Ό κΈ°λ°μ κ°λ
λ³λ³μ΄λΌλ νΉμ§μ μΈ μμ μ΄ λμΆλμλ€. μ΄λ₯Ό κΈ°λ°μΌλ‘ μ§μ μ κ·Όμ λ©΄λ΄μ ν΅ν΄ μ§μ ꡬ쑰λλ‘ λνλ μμ μ νμΈνκ³ , μμ μΌλ‘ νμ
μ΄ μ΄λ €μ΄ κ°λ
ν μμ λ°κ²¬μ μν΄ μ΄λ£¨μ΄μ‘μΌλ©°, κ°λ
μ λ³λ³μ μμ±μ λν μ΄ν΄ κ²°μ¬, μ©μ΄μ κ°λ
μ μμμ μ°κ²°, μ κ΄ κ°λ
μ κ΄κ³μ μΈμ λΆμ‘±, κ°λ
μ μμ λ²μ£Όμ λν μ΄ν΄ λΆμ‘±κ³Ό κ°μ΄ λ²μ£Όνλμλ€.
μμͺ½μ μ κ·Ό κ²°κ³ΌμΈ μ§μ ꡬ쑰λμ μμ κ³Ό κ°λ
ν μμμ μ’
ν©νμ¬ λ¬Έμ₯ ꡬ쑰 μ’
μ μ°κ³ μ리λ₯Ό ꡬ체νν κ²°κ³Ό, (1) ꡬ쑰νμ μ리, (2) μ΄μ νμ μ리, (3) μνΈμ±μ μ리, (4) λ°λ³΅Β·μ¬νμ μ리, (5) κ³μΈ΅μ±μ μ리, (6) μΌκ΄μ±μ μ리, (7) μ€μ μ±μ μ리, (8) νꡬ κ³Όμ μ μλ¦¬λ‘ μ 리λμλ€. μ΄λ, κ³μΈ΅μ±μ μ리λ μ’
μ μ°κ³ μΌλ° μ리λ‘λ νμ΅μ μμμ μ€λͺ
μ΄ μ΄λ €μ λ¬Έμ₯ ꡬ쑰 κ΅μ‘ νΉμ μ μλ¦¬λ‘ μλ‘κ² μμ ν κ²μ΄λ€. μ΄λ€ μ리λ μνΈ λ°°νμ μ΄λΌκΈ°λ³΄λ€ λ¬Έμ₯ ꡬ쑰 κ΅μ‘ λ΄μ©μ μ μ νκ³ μ‘°μ§νλ μΌλ ¨μ κ³Όμ μμ λ루 μμ©νλ μ±κ²©μ κ²μ΄λ©°, μ리 κ° μνΈ μμ© κ΅¬λλ₯Ό κ΅μ‘ λ΄μ© μ μ κ³Ό μ‘°μ§ μ°¨μμμ 체κ³ννμ¬ λ³΄μλ€.
μ΄μ κ°μ λ
Όμλ₯Ό ν λλ‘ κ΅μ‘ λ΄μ©νμ μΈ΅μλ₯Ό κ΅μ‘ λ΄μ© μ μ κ³Ό κ΅μ‘ λ΄μ© μ‘°μ§μΌλ‘ μ΄λΆννκ³ , κ° μΈ΅μμ μ€μ μ μΌλ‘ κ΄μ¬νλ λ¬Έμ₯ ꡬ쑰 κ΅μ‘μ μ’
μ μ°κ³ μ리λ₯Ό κΈ°λ°μΌλ‘ μ΄Β·μ€νκ΅ λ¬Έμ₯ ꡬ쑰 κ΅μ‘μ μ’
μ μ°κ³μμ μ€κ³νμλ€. 그리νμ¬ νμ΅μ μ€μ¬μ λ¬Έμ₯ ꡬ쑰 κ΅μ‘μ μ’
μ μ°κ³λ₯Ό μν΄μλ λ¬Έμ₯ ꡬ쑰 κ΅μ‘μ ꡬ쑰νλ₯Ό μν κ΅μ‘ λ΄μ©, λ¬Έμ₯ ꡬ쑰μ κ³μΈ΅μ±μ κ³ λ €ν κ΅μ‘ λ΄μ©, κ°λ
μ μ΄μ νλ₯Ό μν κ΅μ‘ λ΄μ©, μ°κ²°μλ₯Ό λΆκ°ν μνΈ κ΄λ ¨μ κ΅μ‘ λ΄μ©, κ°λ
μ λ°λ³΅μ Β·λ¨κ³μ μ΄ν΄λ₯Ό μν κ΅μ‘ λ΄μ©μ΄ λ§λ ¨λμ΄μΌ ν¨μ λ
Όμνκ³ , μ΄λ¬ν κ΅μ‘ λ΄μ©μ΄ μ±μ·¨ κΈ°μ€, λ΄μ© μμ, νμ΅ νλ, κΈ°μ λ°©μ μ°¨μμμ μ‘°μ§λκ³ μμΈνλλ κ³Όμ μ 보μλ€. λ³Έ μ°κ΅¬μμ μ μν μ’
μ μ°κ³μμ κ΅μ΄ κ΅μ‘ μ λ¬Έκ° μ§λ¨μ κ²ν λ₯Ό ν΅ν΄ μ λ ¨λμλ€.
λ¬Έλ² κ΅μ‘μ μΆλ°μ μ νμ΅μ μ§μμ΄ λμ΄μΌ νλ€λ μ£Όμ₯μ μ€μ²΄ννλ λ³Έ μ°κ΅¬λ λ¬Έμ₯ ꡬ쑰 κ΅μ‘μ μ’
μ μ°κ³λ₯Ό μν΄ νμ΅μλ₯Ό ν΅μ¬ κΈ°μ€μΌλ‘ λ΄μΈμμΌ νλ κ΅μ‘μ μμλ₯Ό μ‘°λͺ
νμμΌλ©°, μ΄μ λν μ€μ²μ μνμ 보μ΄κ³ μ νμ΅μ μ§μ μνλ₯Ό λΆμνμ¬ λ¬Έμ₯ ꡬ쑰 κ΅μ‘μ μ’
μ μ°κ³ μ리λ₯Ό ꡬ체ννκ³ , μ’
μ μ°κ³μμ μ€μ λ₯Ό λ
Όνμλ€λ μ°κ΅¬μ¬μ μμλ₯Ό μ§λλ€. ν₯ν λ€μν μ£Όμ λ₯Ό λμμΌλ‘ μ’
μ μ°κ³ μ리λ₯Ό ꡬ체ννλ μμ
μ΄ κ³μμ μΌλ‘ μ΄λ£¨μ΄μ Έ νμ΅μλ₯Ό μν μ€λλ ₯ μλ κ΅μ‘ λ΄μ©μ΄ ꡬμ±λκ³ μ μ°©λκΈ°λ₯Ό κΈ°λνλ€.This study aims to theoretically establish the concept and principle of Vertical Connection, embody the longitudinal linkage principle of sentence structure education by analyzing the learners sentence structure knowledge status from various angles, and develop a plan to establish a link for sentence structure education programs in elementary and middle schools. As the effective connection of educational contents across school levels is crucial to ensure educational study, it is necessary to solve the issues regarding vertical declarative and abstract connections.
The concept of Vertical Connection has been used in various documents and studies, including curriculum, without clear definition and location, in relation to relevant concepts such as structuralization, sequence, hierarchy, continuity and so on. This is why it has been difficult to develop concrete and practical discussions on vertical connection. However, The fundamental reason is that despite the fact that the two axes involved in the selection and organization of educational content are curriculum-internal logic and learner, the grammar curriculum has been largely dependent on the academic logic of grammar knowledge, so the learner has not been at the center of the effort to vertical connect educational content.
The problem lies in the fact that despite the consensus that the practical composition of educational content should be used as a starting point for the identification of the learners knowledge, it failed to apply an appropriate methodology to generalize the results by observing learners. Above all, the absence of knowledge and the reality of the gap, which are largely inherent in learners at each school level, implies that, as a result, the empirical basis for the vertical connection of sentence structure education has not been secured. However, if the importance of knowledge education and learners, who are the subjects of education, is noted in the changing discourse of grammar education, it is obvious that the contents of education that fully considers the learner should be selected and organized based on the educational significance of the learners knowledge.
Under this view, the study conducted a language network analysis to focus quantitative differences and arbitrary changes in educational content between school levels on the problematic aspects of vertical connections, and to ensure a convincing education, the learners knowledge state should be highlighted as a mechanism for realizing vertical connections and as a basis for clarifying the vertical connection principle of sentence structure education.
At this time, the knowledge state of the learner is represented by a knowledge structure map and interview paths in accordance with the knowledge state analysis method.
Prior to the full-scale analysis of the state of learner knowledge, this study overviews knowledge from an educational perspective in addition to defining the concept and characteristics of learner knowledge. This is to overview knowledge from an educational perspective rather than to newly re-interpret the essence and nature of knowledge, ultimately establishing the status of knowledge in grammar education. Accordingly, the learners knowledge that this study focuses on is that objective grammar knowledge is internalized to the learner, and is in communication with the taught (learned) knowledge, which is the knowledge constituted by the learner after the education is completed.
In order to materialize the vertical connection principle of sentence structure education based on the learner's knowledge, it is first requested to set the principle at the general level. Thus, the concept of Vertical Connection was reviewed in the literature study to identify that vertical connection implies the meaning of continuity and sequence, and that content scope and level are involved in the vertical connection. And the features, organization, and categories of sequentially including continuity are then theoretically analyzed to develop a principle of vertical connection. Meanwhile, since the principle of vertical connection is generally applied to all academic subjects, to provide an analysis specific to the grammar curriculum, the research is further segmented into the Principle of Structuralization, Principle of Focusing, Principle of Reciprocity, Principle of RepetitionΒ·Intensification, Principle of Consistency, Principle of Practicality, and Principle of Inquiry Process. However, since it is also involved in all areas of grammar, it is necessary to materialize appropriately for sentence structure education, and thus by examining the learners knowledge, it was intended to prepare detailed contents for each principle.
Based on the discussion, the learners knowledge state was analyzed according to the sequential design of the integrated study. The quantitative approach consisted of analyzing the knowledge structure derived based on the knowledge state analysis method. As a result, issues such as relational connection of concepts, hierarchical analysis of sentences, core concept-based structured structure, and category-based concept discrimination were derived. Based on this, the qualitative approach was made to identify issues that appeared in the knowledge structure diagram through interviews, and to discover conceptualization patterns that are difficult to grasp quantitatively. As a result, it was categorized as Deficient Understanding of Concepts Variable Properties, Arbitrary Connection Between Terms and Concepts, Lack of Categoric Relationships Among Concepts, and Lack of Understanding of the Upper Category of Concepts.
As a result of embodying the principle of vertical connection of sentence structure by synthesizing the issues and conceptualization aspects of the knowledge structure diagram, it was organized as follows: (1) Principle of Structuralization; (2) Principle of Focusing; (3) Principle of Reciprocity; (4) Principle of RepetitionIntensification; (5) Principle of Hierarchy; (6) Principle of Consistency; (7) Principle of Practicality; (8) Principle of Inquiry Process. The interactive dynamic among the principles is also investigated. At this time, the Principle of Hierarchy' is a newly assumed principle because it is difficult to explain the learners aspect with the general principle of vertical connection. These principles are not mutually exclusive, but rather work in a series of processes that connect the sentence structure educational content, and the interaction structure between the principles was systematized at the level of education content selection and organization.
Based on the discussion, the development of education content is stratified into selection of educational content and organization of educational content, and the linkage plan of elementary and middle school sentence structure education was designed based on the principle of vertical connection of sentence structure education, which focuses on each level. In order to link learning-oriented sentence structure education, we discussed the need for education contents for structuring sentence structure education, education contents considering hierarchy of sentence structure, education contents for focusing concepts, interrelated education contents highlighting connections, and education contents for repetitive and step-by-step understanding of concepts, and the process in which these educational contents are organized and detailed in terms of achievement standards, content elements, learning activities, and technical methods showed. The above connection plan developed in the current study was refined through reviews conducted by a group of Korean language education experts.
This study, which asserts that the starting point of grammar should be the learners knowledge, has the educational significance of establishing the vertical connection of sentence education with the learner as the core criterion, and the practical performance for this is the sentence structure by analyzing the learners knowledge state. The principle of vertical connection in education is specified, and the practice of vertical connection research is discussed. It is hoped that these results will promote a continued effort to materialize the principle of vertical connection for a wide variety of topics, leading to the development and implementation of educational contents that are persuasive for the learner.β
. μλ‘ 1
1. μ°κ΅¬μ νμμ± λ° λͺ©μ 1
2. μ°κ΅¬μ¬ 6
2.1. κ΅μ΄ κ΅μ‘ ꡬ쑰νμ κ΄ν μ°κ΅¬ 6
2.2. λ¬Έλ² κ΅μ‘ μ°κ³μ±μ κ΄ν μ°κ΅¬ 10
2.3. λ¬Έμ₯ ꡬ쑰 κ΅μ‘μ κ΄ν μ°κ΅¬ 17
3. μ°κ΅¬ λ°©λ² 22
β
‘. λ¬Έμ₯ ꡬ쑰 κ΅μ‘μ μ’
μ μ°κ³λ₯Ό μν μ΄λ‘ μ κ³ μ°° 33
1. λ¬Έλ² κ΅μ‘μμ νμ΅μ μ§μμ μμ 33
1.1. λ¬Έλ² μ§μκ³Ό νμ΅μ μ§μμ κ°λ
λ° κ΄κ³ 33
(1) λ¬Έλ² μ§μκ³Ό νμ΅μ μ§μμ κ°λ
33
(2) λ¬Έλ² μ§μκ³Ό νμ΅μ μ§μμ κ΄κ³ 37
1.2. νμ΅μ μ§μκ³Ό λ¬Έλ² λ₯λ ₯μ κ΄κ³ 40
(1) νμ΅μ μ§μμ κ΅μ‘μ μμ 40
(2) νμ΅μ μ§μκ³Ό λ¬Έλ² λ₯λ ₯μ μκ΄μ± 44
2. λ¬Έλ² κ΅μ‘ μ’
μ μ°κ³μ νμ¬μ λ°©ν₯ 49
2.1. λ¬Έμ₯ ꡬ쑰 κ΅μ‘ μ°κ³μ λ°μ±μ κ³ μ°° 49
(1) κ΅μ‘ λ΄μ©μ μμμ μ μ κ³Ό μ‘°μ§ 49
(2) νμ΅ νλκ³Ό κΈ°μ λ°©μμ λΉμ°κ³ 69
2.2. νμ΅μ μ§μ κΈ°λ° μ’
μ μ°κ³μ μμ 74
(1) νμ΅μ μ€μ¬ κ΅μ‘μ μ€μ μ μ€ν 74
(2) κ΅μ‘ λ΄μ© ꡬ쑰νμ νλΉμ± ν보 75
(3) νμ΅μ μ μ΄ μ΄μ§μ ν΅ν λ¬Έλ² λ₯λ ₯μ μ¦μ§ 76
3. μ’
μ μ°κ³μ κ°λ
κ³Ό μ리 79
3.1. μ’
μ μ°κ³μ κ°λ
79
3.2. μ’
μ μ°κ³μ μ리 85
β
’. λ¬Έμ₯ ꡬ쑰 κ΅μ‘μ μ’
μ μ°κ³ μ리 λμΆ 96
1. λ¬Έμ₯ ꡬ쑰μ λν νμ΅μμ μ§μ ꡬ쑰λ λΆμ 96
1.1. νκ΅κΈλ³ νμ΅μμ μ§μ ꡬ쑰λ λΆμ 96
(1) μ 체 νμ΅μμ μ§μ ꡬ쑰λ λμΆ κ²°κ³Ό 105
(2) μ΄λ± νμ΅μμ μ§μ ꡬ쑰λ 109
(3) μ€λ± νμ΅μμ μ§μ ꡬ쑰λ 125
1.2. νμ΅μ μ§μ ꡬ쑰λ μμμ μ΄μ ν 141
(1) κ°λ
μ κ΄κ³μ μ°κ²° 145
(2) λ¬Έμ₯μ κ³μΈ΅μ λΆμ 147
(3) ν΅μ¬ κ°λ
μ€μ¬μ ꡬ쑰ν 153
(4) λ²μ£Ό κΈ°λ°μ κ°λ
λ³λ³ 156
2. λ¬Έμ₯ ꡬ쑰μ λν νμ΅μμ κ°λ
ν μμ λΆμ 158
2.1. κ°λ
μ λ³λ³μ μμ±μ λν μ΄ν΄ κ²°μ¬ 160
2.2. μ©μ΄μ κ°λ
μ μμμ μ°κ²° 164
2.3. μ κ΄ κ°λ
μ κ΄κ³μ μΈμ λΆμ‘± 167
2.4. κ°λ
μ μμ λ²μ£Όμ λν μ΄ν΄ λΆμ‘± 169
3. λ¬Έμ₯ ꡬ쑰 κ΅μ‘μ μ’
μ μ°κ³ μ리 ꡬ체ν 171
3.1. ꡬ쑰νμ μ리 175
3.2. μ΄μ νμ μ리 177
3.3. μνΈμ±μ μ리 179
3.4. λ°λ³΅Β·μ¬νμ μ리 182
3.5. κ³μΈ΅μ±μ μ리 184
3.6. μΌκ΄μ±μ μ리 186
3.7. μ€μ μ±μ μ리 188
3.8. νꡬ κ³Όμ μ μ리 189
β
£. λ¬Έμ₯ ꡬ쑰 κ΅μ‘μ μ’
μ μ°κ³ μ€μ 191
1. λ¬Έμ₯ ꡬ쑰 κ΅μ‘ μ’
μ μ°κ³μ μ€κ³μ κ°μ 191
1.1. μ’
μ μ°κ³μ μ€κ³μ μ€μ κ³Ό μ μ°¨ 191
(1) μ’
μ μ°κ³μ μ€κ³μ μ€μ 191
(2) μ’
μ μ°κ³μ μ€κ³μ μ μ°¨ 195
1.2. μ λ¬Έκ° κ²ν κ³Όμ 196
1.3. κ΅μ‘ λ΄μ© μ’
μ μ°κ³μ μΈ΅μ 199
(1) κ΅μ‘ λ΄μ© μ μ μ°¨μ 199
(2) κ΅μ‘ λ΄μ© μ‘°μ§ μ°¨μ 205
2. λ¬Έμ₯ ꡬ쑰 κ΅μ‘ μ’
μ μ°κ³μμ μ€κ³ 212
2.1. λ¬Έμ₯ ꡬ쑰 κ΅μ‘ λ΄μ©μ μ μ 212
(1) λ¬Έμ₯ ꡬ쑰 κ΅μ‘μ ꡬ쑰νλ₯Ό μν κ΅μ‘ λ΄μ© 214
(2) λ¬Έμ₯ ꡬ쑰μ κ³μΈ΅μ±μ κ³ λ €ν κ΅μ‘ λ΄μ© 217
(3) κ°λ
μ μ΄μ νλ₯Ό μν κ΅μ‘ λ΄μ© 220
(4) μ°κ²°μλ₯Ό λΆκ°ν μνΈ κ΄λ ¨μ κ΅μ‘ λ΄μ© 222
(5) κ°λ
μ λ°λ³΅μ Β·λ¨κ³μ μ΄ν΄λ₯Ό μν κ΅μ‘ λ΄μ© 225
2.2. λ¬Έμ₯ ꡬ쑰 κ΅μ‘ λ΄μ©μ μ‘°μ§ 227
(1) μ±μ·¨ κΈ°μ€μ κ³μ΄μ μ‘°μ§ 227
(2) λ΄μ© μμμ 체κ³μ μ‘°μ§ 229
(3) νμ΅ νλμ μ κΈ°μ μ‘°μ§ 231
(4) κΈ°μ λ°©μμ μΌκ΄μ μ‘°μ§ 252
β
€. κ²°λ‘ 258
μ°Έκ³ λ¬Έν 263
Abstract 289Docto
μΆ©λ¨ μ¬νμ κ²½μ μ ν΅ν©μ§μμ μν κ³΅κ³΅κΈ°κ΄ κ΅μ‘νλ‘κ·Έλ¨ μ°κ³λ°©μ μΈλ―Έλ (μ‘λλ²,λ°μΆμ,μμμ,λ°°μ΅νΈ,μ΅μ ν¬)
β
κ·Έ λμ μΆμ§μ±κ³Ό
1. μ¬νμ κ²½μ μ΄λ μ λ β μ κ΅μ μΌλ‘ μ¬νμ κ²½μ λ΄λ‘ νμ°
β λ―Όμ 5κΈ° μΆ©λ¨λμ μ λΉμ κ³Ό μ λ΅ μ°λ : "μ¬λν¬μ μ λ΅ + λ΄λ°μ μ§μλ°μ μ λ΅"
β μ 1ν μ κ΅ μ¬νμ κ²½μ νλκ° λν λ° λ‘컬νΈλ 컨νΌλ°μ€ λ±
β μ¬νμ κΈ°μ
μμ μ¬νμ κ²½μ λ‘μ ν¨λ¬λ€μ λ³ν μ΄μ§
2010. 7. 1 μν¬μ λμ§μ¬ μ·¨μμ¬ μ λ¬Έ μ€μμ
μ¬λν¬μμ λ΅μ 건μ€κ³Ό ν λͺ© μ€μ¬μ΄ μλλΌ λ³΅μ§, κ΅μ‘, μΌμ리 λ± μ€μ§μ μΈ λ―Όμμ κ°μ νκ³ μ¬λμ μλμ ν€μ°λλ° κ΅κ°κ° λ λ§μ μ§νμ μμμ ν¬μ
νμλ κ²μ
λλ€.
-μ΄ν μλ΅μΆ©λ¨ μ¬νμ κ²½μ μ ν΅ν©μ§μμ μν κ³΅κ³΅κΈ°κ΄ κ΅μ‘νλ‘κ·Έλ¨ μ°κ³λ°©μ μΈλ―Έλ
λ°ν
οΏ[μ 1μ£Όμ ]μΆ©λ¨ μ¬νμ κ²½μ νμ±νλ₯Ό μν λ€νΈμν¬ κ΅¬μΆλ°©μ (μ‘λλ² μΆ©λ¨μ¬νμ κ²½μ μ§μμΌν° μΌν°μ₯)
I.κ·Έ λμ μΆμ§μ±κ³Ό
II.μΆ©λ¨ μ¬νμ κ²½μ κ΄λ ¨ μ μ±
νν© λ° κ°μ λ°©μ
III.μΆ©λ¨ μ¬νμ κ²½μ λ€νΈμν¬ κ΅¬μΆ λ° λ―Όκ° μμ‘°μλ κ°ν λ°©μ
οΏ[μ 2μ£Όμ ]μΆ©μ²λ¨λ 곡곡기κ΄κ° κ΅μ‘νλ‘κ·Έλ¨ μ°κ³λ°©μ (λ°μΆμ μΆ©λ¨μ¬νμ κ²½μ μ§μμΌν° μ°κ΅¬μ)
I.νμμ±
II.κ·Έκ° μΆμ§μ€μ
III.μ¬νμ κ²½μ κ·Έλ¦¬κ³ μ€κ°μ§μμ‘°μ§
IV.κ΅μ‘νλ‘κ·Έλ¨ μ°κ³λ°©μ
ν λ‘
μμμ μΆ©λ¨μ¬μ±μ μ±
κ°λ°μ μ°κ΅¬μμ
λ°°μ΅νΈ μΆ©λ¨λ¬Ένμ°μ
μ§ν₯μ μ°κ΅¬μ
μ΅μ ν¬ μΆ©λ¨μ¬νκ²½μ λ€νΈμν¬ κΈ°νμ΄
μ 3μ°¨ μΆ©λ¨ μ¬νμ κ²½μ μ½λ‘ν€μ 'μ¬νμ κΈ°μ μ μ± μΆμ§νν©κ³Ό ν₯νμ λ§' (κΉμ μ ,μ΅νμ§,μ΅μ ν¬,νμ¬μ°¬)
μ 3μ°¨ μΆ©λ¨ μ¬νμ κ²½μ μ½λ‘ν€μ
μ½λ‘ν€μ(Colloquium)μ΄λ "λͺ¨μ¬μ λ§νκΈ°, λννκΈ°" λΌλ λ»μ λ΄κ³ μμΌλ©° μΌλ°μ μλ―Έλ‘ κ³΅κ³΅μ μ₯μμμ μ΄λ€ μ£Όμ λ₯Ό λκ³ μ¬λ¬ μ¬λμ΄ κ³΅λ ν μνλ λ°©μμ μλ―Έ
1. νμ¬κ°μ
β μΌ μ : 2012λ
5μ 4μΌ(κΈ) 14:00 ~ 16:00 β μ₯ μ : μΆ©λ¨λ°μ μ°κ΅¬μ λνμμ€ (1μΈ΅)
β λ μ : μ¬νμ κ²½μ μ κ΄μ¬μλ μ°κ΅¬μ, κ΅μ, μ€μ²κ°, 곡무μ λ±
2. νμ¬λͺ©μ
β μ¬νμ κ²½μ μ μνκ³ νμ±μ μν μ΄λ‘ λ° μ€μ²λ°©μ
β μ¬νμ κ²½μ μ‘°μ§μ νμ±ν λ° κ΅¬μ±μμ μλκ°ν
β μΆ©λ¨λ μ¬νμ κ²½μ μ¬μ
μ λ°κ΅΄ λ° μ μ±
μ§μ λ°©μ λ±
-μ΄ν μλ΅I.μ¬νμ κΈ°μ
μ¬μ
체 μνκ³μ μν
II.λμ μ λ¬Έμ μμ1.2
III.λμ μ μ¬νμ κ²½μ μνκ³ μ λ΅ 1.2.3.4.5.6
IV.μ¬νμ κΈ°μ
μ μ±
μ μ§μνμ λν μκ°
V.μ¬νμ κΈ°μ
κ° μ μ μ κΈ°μ΄ν μ¬νμ κ²½μ
VI.μμ‘΄μ μκΈ°μ μ²ν μ¬νμ κ²½μ
VII.μ¬νμ κΈ°μ
μ κ³Όμ
VIII.μλ‘μ΄ 5κ°λ
κ³νμ λν λͺκ°μ§ μκ°
μ 3μ°¨ μΆ©λ¨ μ¬νμ κ²½μ μ½λ‘ν€μ 'μ¬νμ κΈ°μ
μ μ±
μΆμ§νν©κ³Ό ν₯νμ λ§'
[λ°ν]
οΏνλμ‘°ν©κ³Ό μ¬νμ κΈ°μ
μ κ΄κ³ λ° λ°μ λ°©ν₯ (μ΅νμ§ νκ΅μ¬νμ κΈ°μ
μ§ν₯μ κΈ°λ°μ‘°μ±λ³ΈλΆ λ³ΈλΆμ₯)
[ν λ‘ ]
οΏν λ‘ 1. μ¬νμ κΈ°μ
μ μ±
μ κ³Όμ (μ΅μ ν¬ μΆ©λ¨μ¬νκ²½μ λ€νΈμν¬ μ¬λ¬΄μ²μ₯)
οΏν λ‘ 2. μ¬μ
체 μ§μμμ μ¬νμ κ²½μ μνκ³λ‘ μ ν (κΉμ μ νλΏλ¦¬μ¬λλ€ μμμ΄μ¬)
οΏν λ‘ 3. μ¬νμ κΈ°μ
μ΄ μΆκ΅¬νκ³ μνλ μΈμ - νλκ³Ό νλ ₯, νΈνμ μ°λ
(νμ¬μ°¬ μΆ©λΆμ¬νμ κ²½μ μΌν° μ§μκ΅μ₯