이 연구의 목적은 학습자의 특성에 따라 한자로 된 지구과학 용어에 대한 고등학생의 이해 수준을 알아보는데 있다. 문항에 대한 학생들의 응답이 학습자 특성에 따라 어떻게 다른지 알아보기 위하여, 연구 대상 한자 과학용어를 선정한 후, 한글 표기형, 그림 표현형, 한글 · 한자 병행 표기형의 질문지를 개발하여 충북 제천시 소재 인문계 고등학교 2학년 학생 15명을 대상으로 면담법을 병행한 지필 평가를 실시하였다. 연구 결과, 형식적 논리 조작 수준의 학습자와 장 독립성학습자의 완전 이해의 응답률이 높았으며, 그림 기억 응답률도 높은 것으로 나타났다. 또한, 한자의 쓰임을 참고하여 개념 발전된 응답률이 높았으며, 그 쓰임이 부정적 영향을 미친 응답률은 상대적으로 낮게 나타났다. 따라서 과학 교과서에 제시되는 지구과학 관련 영역의 한자 과학 용어를 학습함에 있어 한자의 음과 뜻풀이를 병행하고, 한자 과학 용어의 특징이 잘 나타나는 그림으로 표현할 시간적 여유를 학생들에게 제공하면 효과적인 한자 과학 용어 학습이 될 수 있을 것이다.

Es handelt sich bei diesem Artikel um einen Versuch, wie man die Spaltung der Kirche und der Theologie in Korea zu überwinden. Die Verhältnisbestimmung der Mission und der Theologie bei Karl Barth hilft dieser Uberlegung analogisch. 1m Vortrag “Die Theologie und die Mission in der Gegenwart", den Barth am 11. April 1932 an der Brandenburgischen Missionskonferenz in Berlin gehalten hat, versuchte er zu Wlssen, wie die Theologie der Mission dient，was die Mission von der Theologie erwartet. Nach ihm steht auch die Theolgie “ irgendwo neben der Mission als Versuch kirchlichen Gehorsams". Er sieht die Missionswille und die Theologie als zwei unabhängige Handeln der Kirche mit eigenen Gultigkeit. Die koreanische Kirche steht der Theologie wie die meisten andere christliche Lander gegenüber. Vor allem die evangelikale oder konservative Kirchen sind stark dafur verantwortlich. Die methodistische Rivalen Koreas schlossen zwei Theologen 1992 aufgrund von Häresie aus der Kirche aus. Die Theologie scheint durch dieses Ereignis einen großen Schock zu errcahren. In diesem Zusammenhang muß man diese dualistische Spalrung zwischen der Kirche und der Theologie abbrechen. Dazu trägt die oben etwähnte Uberlegung von Barth analogisch bei. Es darf nochmals betont werden, daß sich die Theologie von der Kirche unterschedet. Aber Ihre Funktion in der Kirche und der Theologie liegt nicht gegenüber. In dieser Bescheidung werden die Kirche und die Theologie auf alle Fälle beieinander sein müssen. Mit anderen Wort müssen die Kirche und die Theologie fur gesundes Kirchenwachstum zusammendienen.

This study is on issues of Muslim women’s predicament in Islamic culture, exarrurung these issues with the purpose to presenting the Christian mission imprative and its approach to Muslim women who are under oppression of Islamic systems. The hypothesis of this study is that the discrimination against women is due to Islamic social systems, which have been intensified according to the rulers' disposition supported by Islamists. Pakistan is a representative case of it. Pakistan established a Muslim state separately at the time of the independence of India from British rule, and required an attempt to solidifY the nation consisting of various ethnic groups under Islam for the social and political stability. Since political leaders have recognized Islamization as an effective means for Pakistani solidarity, they have established social systems by introducing Islamic laws as a part of Isamization. Islam has functioned importantly in uniting various component segments of society, and has been the ideology and crucial motive for the founding of Pakistan. The revival of the Islamic •fundamentalism in Pakistan was supported by rulers who thought of Islam as the ideology to solidify the nation. The impact of Ismization on the social status of women has been serious because women’s low place in that culrure in grounded on Isalmic Scriprure, Qur’an and Islamic traditions, Hadith. The gender discriminative references implied in Qur’an and Hadith have helped social systems to justify the discrimination against women over the time. Their usual practices are the purdah, the punitive law, the evidence law, the revenge and compensation law, and the family law. Those gender discriminative sαial systems have given rise to the domestic violences against women as well as restriaion of sphere of women, and the violences against women such as the honor killing in Pakistan have increasecL The honor killings in the name of the family honor have become a serious problem in Islamic countnes. Recently, the static of women’s education reveals an increasing nU01ber of women in education and in high position in Pakistan society. But many women in lower classes are still in illiteracy and poverty, and those women observe purdah，an Islamic social system. The image of women in God's Kingdom is srudied for understanding of the missions perspective toward muslim women who are segregated and have lost their rights under Islamization. The heaven which muslims describe is a paradise to be given to faithful Muslim men, where beautiful women among other compensation are prepared. πlÏs description of heaven suggests that women is subordinated to men. This srudy argues that the true image of women in the God's Kingdom is accomplished by liberation through Christ from patriarchism at the level of social structure and oppression by dark spirirual powers. To present true liberation to Muslim women, Christian misslon should be a rrusslon being with them, sharing their suffering, and thereby giving rise to transformation in their life and spirit. That is termed incarnational missions, which need hermeneutics considering the social and cultural contexts. The contextualization, however, should not allow the culture in which oppressing human right is justfied in the perspectibe of cultural relativism

Rhythm is the most important of all musical components. There could be no music without rhythm, whereas there is much music that has neither melody nor harmony. Music educators emphasize the development of rhythmic perception and response in music education. Because these are essential abilities for all musical activities, children would have difficulty in musical perception and cognition with them. Most music teachers recognize the importance of rhythm in music education, but they don't sufficiently understand the different attributes of rhythm. Rhythm structure, both as an objective physical phenomenon and as a psychological phenomenon, is explained. These two attributes of rhythm are considered as mathematical and musical rhythm, respectively, Music psychologist Jeanne Bamberger's study of children's graphic representations of music is analyzed. Bamberger found that the drawings of children fall into two categories, which she labeled 'figural' and 'metric'. The differences between the two types are based on the kinds of features and relations the children chose or were able to determine : children who made metric drawings focused their attention on measuring the relative duration of events. In contrast, children who made figural drawings focused their attention on grouping of performed events into phrase or figures. Rhythmic groupings may be different for different children while listening to music. Various representational drawings by children for the conventional notation of two short rhythmic sequences are introduced from Bamberger's work to help in understanding the multiple hearing modes of children in rhythm cognition. The purpose of this study is to help in understanding the different attributes of the physical phenomenon of mathematical rhythm and the psychological phenomenon of musical rhythm on a psychological basis, and based on Bamberger's study, to introduce different strategies that children use for rhythmic cognition while listening to short rhythmic sequences. Music teachers should be aware of the attributes of rhythm and both the figural and metric interpretations of the drawings of children and should understand the multiple hearing modes of music cognition that children use and their potential in musical structure. Music teachers who understand the psychological basis of music education can better help children to develop musical intelligence.

본 연구의 목적은 초등학교 화산 수업에서 학생들이 유의미 학습을 통해 성취도 향상을 이룰 수 있는 수업 전략의 한 방법으로 개념도 활용의 효과를 알아보는 것이다. 이를 위해 1개 초등학교 6학년 2개반 학생 80명의 학생들이 본 연구에 참가하였으며, 전통적인 수업방법으로 수업을 한 통제집단과 개념도를 수업에 활용한 실험집단으로 나누어 개념검사지를 통한 학생들의 화산 개념의 성취도 분석 및 개념도 수업 전략의 활동에 따른 정량적, 정성적 분석을 실시하였다. 본 연구의 결과는 다음과 같다. 첫째, 전통적인 수업을 받은 집단과 개념도를 수업에 이용한 집단 사이의 성취도 평가에 유의미한 차이가 있는 것으로 나타나 개념도를 활용한 수업이 효과적임을 보였다. 둘째, 수업 후 중 · 하위그룹간의 개념성취 수준에 있어서 통계적인 차이를 보이지 않았으나, 상 · 하, 상 · 중위 그룹은 통계적으로 유의미한 차이를 보였다. 즉, 개념도 수업이 상위그룹보다는 중 · 하위 그룹에게 보다 큰 효과가 있었다. 셋째, 개념도 수업이 진행됨에 따라 관계, 위계, 연관, 예의 범주에 있어서 교재 내용의 개념을 구조화하는데 학생들이 능숙해짐을 보였다.

In this paper, I describe a major religious reason for the church growth of Korea on the basis of my field research and from the point of view of beliefs and practices in the field of phenomenology of religion. To do this project，I prefer to use the categories of phenonomenology of Christianity as described by Peter McKenzie who has adapted the methodology from Friedrich Heiler’ s categories of pheno menology of religion. Before doing this project, however, for better understanding of many forms of contemporary Korean Christianity, a brief historical background of Korean Christianity is needed. Although the methodology of phenomenology of religion I use is largely ahistorical, its application does not deny or reject relevant historical facts for inter pretation. Thus, I intend to develop a preliminary understanding of two contextual aspects that have led to the different kinds of forms within contemporary Christianity in Korea: the socio-political aspect and the religious aspect. The socio-political aspect influenced Koreans to follow Westem Christendom, but the religious aspect led Koreans to make their own indigenous or syncretistic folk Christianity.

This paper aims to observe Korean learner' s understanding on two French tenses-Imperfect and Composed Past, and to grasp their diffìcultìes on tense comprehensìon applyìng on education of French tenses through the survey. The survey is conducted by three Korean learners to choose French tenses-Imperfect or Composed Past on test. This paper also argues for six principal difficulties of Korean learners whìch also requires attention of most teachers as belows: 1) Vagueness against Prototypic meanings of the two tenses which most learners possess. 2) Simple Schematization of foreground and background. 3) Variety of elements which causes terminating of verb's intervaI. 4) Confusion between Verbal lexical level and Relational level of two verbs connected. 5) Ambiguty of continuance notion. 6) Type of overlap actions 7) Influence of sentence structures which are used in the class.