• Title/Summary/Keyword: 문제유형

Search Result 117, Processing Time 0.094 seconds

The Compositions and the Characteristics of the Chinese National Test for University Admissions, and the Analysis on Items Concerning Chemistry (중국 대학입학시험의 구성 및 특징과 화학 문항 분석)

  • Kim, Hyun-Kyung
    • Journal of The Korean Association For Science Education
    • /
    • v.31 no.8
    • /
    • pp.1158-1174
    • /
    • 2011
  • In this study, we examined the compositions, basic principles, and the area of the National Higher Education Entrance Examination (GaoKao) in 2009, we also analyzed the categories and characteristics of items. Also, the GaoKao was analyzed in terms of test specifications, the number of items, item patterns, difficulty levels, and implications of the College Scholastic Ability Test(CSAT) were explored. Results show Natural Science section of the National Test 1, 2 are 300 points per 150 min, and Natural Science, and Chemistry of Shanghai is 150 points each per 120 min. Also, the GaoKao contained multiple choice and fill in the blanks questions, and the description items are composed of experiments of various types. The GaoKao Natural Science section is composed of physics, chemistry, biology but not earth science, which is different from the CSAT. GaoKao requires basic understanding or the observation ability to reasoning, the complex thinking ability, especially emphasized on the experiment ability. The range of possible questions is in the examination outline, not the curriculum, and the ratio of questions from the University level is high. In the analysis of the behavioral domain, the ratios of the understanding and application items is higher than the CSAT, and inquiry items is lower, but the inquiry items are deeper. In case of the ratio of the expected correct answer, National Test 1 and National Test 2 is similar, but the difficult items or about 20~39% of the test is 4~5 times to that of the CSAT, making the GaoKao very difficult. The peculiar characteristics of GaoKao is the emphasis on the experiment, and even though the practical items is of lower ratio, they are very useful in life.

An Analysis on Problem Solving Ability of 3rd Grade Types of Multiplication and Division Word Problem (곱셈과 나눗셈 문장제 유형에 따른 문제해결능력)

  • Lim, Ja Sun;Kim, Sung Joon
    • Journal of Elementary Mathematics Education in Korea
    • /
    • v.19 no.4
    • /
    • pp.501-525
    • /
    • 2015
  • This study analyzes arithmetic word problem of multiplication and division in the mathematics textbooks and workbooks of 3rd grade in elementary school according to 2009 revised curriculum. And we analyzes type of the problem solving ability which 4th graders prefer in the course of arithmetic word problem solving and the problem solving ability as per the type in order to seek efficient teaching methods on arithmetic word problem solving of students. First, in the mathematics textbook and workbook of 3rd grade, arithmetic word problem of multiplication and division suggested various things such as thought opening, activities, finish, and let's check. As per the semantic element, multiplication was classified into 5 types of cumulated addition of same number, rate, comparison, arrayal and combination while division was classified into 2 types of division into equal parts and division by equal part. According to result of analysis, the type of cumulated addition of same number was the most one for multiplication while 2 types of division into equal parts and division by equal part were evenly spread in division. Second, according to 1st test result of arithmetic word problem solving ability in the element of arithmetic operation meaning, 4th grade showed type of cumulated addition of same number as the highest correct answer ratio for multiplication. As for division, 4th grade showed 90% correct answer ratio in 4 questionnaires out of 5 questionnaires. And 2nd test showed arithmetic word problem solving ability in the element of arithmetic operation construction, as for multiplication and division, correct answer ratio was higher in the case that 4th grade students did not know the result than the case they did not know changed amount or initial amount. This was because the case of asking the result was suggested in the mathematics textbook and workbook and therefore, it was difficult for students to understand such questions as changed amount or initial amount which they did not see frequently. Therefore, it is required for students to experience more varied types of problems so that they can more easily recognize problems seen from a textbook and then, improve their understanding of problems and problem solving ability.

Students' Experience and Preference on Student Activities in the Clothing & Textiles Section of Middle School 'Technology.Home Economics' Textbooks (중학교 기술.가정 교과서 의생활 영역 옷차림 단원의 활동과제에 대한 학습자의 수행경험과 선호도 조사 연구)

  • Eo, Ji-Hyun;Oh, Kyung-Wha
    • Journal of Korean Home Economics Education Association
    • /
    • v.21 no.1
    • /
    • pp.51-69
    • /
    • 2009
  • This study is intended to provide fundamental information to improve the quality of student activities presented in the Clothing & Textiles How to Dress Appropriately' section of the current middle school 'Technology Home Economics' textbooks so that Home Economics may better reflect students' interests, making it applicable in real life. The survey was conducted to 154 male and 160 female students on their preferences regarding student activities. The results are as follows. First, students who like clothing & textiles section regard "Opportunities to take part in various kinds of practices and student activities" as the major reason for preference. And the single biggest reason why they dislike the unit was due to "Too much contents to be memorized." Among various contents regarding dress in the unit, "How to Wear Clothes That Look Good on Me, and the Right Ways to Wear Them" attracted the most attention, regardless of what contents they consider necessary, interesting, or helpful in real life. Second, as for the time of implementation of the activities, students preferred "End of each class". They also preferred small-group activities (group size), well-structured problems (type of problems) and tasks that require analysis based on theoretical principles through experiments and practices (methods of implementation). Third, the findings as to the actual experience of conducting the student activities indicated that, in most cases, student activities were conducted in accordance to what was suggested in the textbooks, but not to what the students preferred. Therefore, in order to make home economics more applicable to students, it is desirable to focus on their everyday lives as is favored by the students, and increase small-group activities. Also, suggesting various and comprehensive problematic situations such as non-structured, open-ended problems and encouraging diverse implementation would be helpful in improving students' critical and creative thinking abilities.

  • PDF

An Analysis of Trends of Scientific Names presented in the Written Test for Engineer Landscape Architecture (조경기사 필기시험 중 조경식재분야 학명의 출제경향 분석)

  • Jung, Yong-Jo
    • Journal of the Korean Institute of Landscape Architecture
    • /
    • v.45 no.6
    • /
    • pp.28-39
    • /
    • 2017
  • The purpose of this study was to analyze the tendencies of the written test questions regarding the scientific plant names in the subject of scenic planting in the national qualification test for landscape engineers. To achieve this purpose, targeting the 20 questions in the subject of scenic planting, the study chronologically analyzed the types of the presented questions about the scientific names of the plants, the changes in their year-to-year number, and their presentation frequency over the past 11 years from 2006 to 2016. The following was found by an analysis of the tendency of the questions presented over 11 years from 2006 to 2016 regarding the scientific plant names in scenic planting in the written test of the national technical qualification examination for landscape engineers. The number of these questions was 234, and they were classified into 13 items: scientific names, families/genuses/ species, characteristics, barks, roots, foliage, flowers, fruits, properties, places of origin, stalks, leave, and uses. After analyzing the examination question trends per year, the year in which the highest number of questions was given was 2013 at 56.6%; the ratio of questions asking botanical names increased until 2013, although that ratio decreased starting in 2014 due to consistent efforts from the landscaping field. The plant species most frequently asked about were Betula platyphylla and Taxus cuspidata and others frequently asked about included Pinus densiflora, Acer palmatum, Forsythia koreana, Cercis chinensis, Robinia pseudoacacia, Cornus officinalis, Zelkova serrata, Abies holophylla, Camellia japonica, Sophora japonica, Chaenomeles sinensis, which were asked about more than 10 times. The number of plant species presented as question items or choice items was 240 and their presentation frequency was 806, Among these, 66 species were steadily presented more than five times. They were presented 486 times, accounting for 27.5% of all species. The number of the new plant species which began to be presented in 2009 were 119(49.58% including Quercus myrsinaefolia) of all 240 species, indicating that their presentation frequency was gradually increased. As a result of comparative analysis of questions on arbor and shrub, evergreen and leaf abscission that have been presented for recent 11 years, the questions on arbor were more than shrub, the questions on leaf abscission were more than evergreen.

Prediction of Correct Answer Rate and Identification of Significant Factors for CSAT English Test Based on Data Mining Techniques (데이터마이닝 기법을 활용한 대학수학능력시험 영어영역 정답률 예측 및 주요 요인 분석)

  • Park, Hee Jin;Jang, Kyoung Ye;Lee, Youn Ho;Kim, Woo Je;Kang, Pil Sung
    • KIPS Transactions on Software and Data Engineering
    • /
    • v.4 no.11
    • /
    • pp.509-520
    • /
    • 2015
  • College Scholastic Ability Test(CSAT) is a primary test to evaluate the study achievement of high-school students and used by most universities for admission decision in South Korea. Because its level of difficulty is a significant issue to both students and universities, the government makes a huge effort to have a consistent difficulty level every year. However, the actual levels of difficulty have significantly fluctuated, which causes many problems with university admission. In this paper, we build two types of data-driven prediction models to predict correct answer rate and to identify significant factors for CSAT English test through accumulated test data of CSAT, unlike traditional methods depending on experts' judgments. Initially, we derive candidate question-specific factors that can influence the correct answer rate, such as the position, EBS-relation, readability, from the annual CSAT practices and CSAT for 10 years. In addition, we drive context-specific factors by employing topic modeling which identify the underlying topics over the text. Then, the correct answer rate is predicted by multiple linear regression and level of difficulty is predicted by classification tree. The experimental results show that 90% of accuracy can be achieved by the level of difficulty (difficult/easy) classification model, whereas the error rate for correct answer rate is below 16%. Points and problem category are found to be critical to predict the correct answer rate. In addition, the correct answer rate is also influenced by some of the topics discovered by topic modeling. Based on our study, it will be possible to predict the range of expected correct answer rate for both question-level and entire test-level, which will help CSAT examiners to control the level of difficulties.

Autograft Versus Allograft Bone-Patellar Tendon-Bone in Anterior Cruciate Ligament Reconstruction - A Comparison Of Mid-Term Follow-Up Results - (자가 및 동종 골-슬개건-골을 이용한 전방 십자 인대 재건술 -중기 추시 결과의 비교-)

  • Cho, Sung-Do;Cho, Su-Hyun;Woo, Jong-Ken;Yoo, Chang-Hyun;Park, Moon-Su;Lew, Sog-U
    • Journal of the Korean Arthroscopy Society
    • /
    • v.8 no.1
    • /
    • pp.14-18
    • /
    • 2004
  • Purpose: To compare the mid-term follow-up results of anterior cruciate ligament(ACL) reconstruction with the bone-patellar tendon- bone(BTB) autograft to those with the BTB allograft. Materials and Methods: Retrospective study was performed in 59 cases with BTB autograft and 42 cases with BTB allograft. Evaluations include Lysholm score, 2000 IKDC subjective knee score, Shelbourne patello-femoral pain score , Lachman test, pivot shift test, KT-1000 arthrometer test and 2000 IKDC knee examination. Results: There were no significant statistic differences between two groups in Lysholm score and 2000 IKDC subjective knee score of more than 70 (p<0.05). Five cases(8.5%) showed the patello-femoral pain score less than 80 according to Shelboume with autograft group and two cases(4.8%) with allograft group (p<0.05). Lachman test, pivot shift test and KT-1000 arthrometer test showed no significant statistic differences between two groups(P<0.05). Fifty-four cases(91.5%) were normal or nearly normal according to the 2000 IKDC knee examination with autograft group and thirty-eight cases(90.4%) with allograft group(p<0.05).Conclusion: BTB allograft as well as BTB autograft is considered to be an acceptable choice for ACL reconstruction.

  • PDF

TEACHERS' PERCEPTIONS OF MENTAL HEALTH PROBLEMS IN STUDENTS AND PSYCHIATRIC CONSULTATIONS (학생들의 정신건강문제와 정신과 의뢰에 대한 교사의 인식도 조사)

  • Kwak, Young-Sook;Chun, Ja-Sung
    • Journal of the Korean Academy of Child and Adolescent Psychiatry
    • /
    • v.9 no.1
    • /
    • pp.82-90
    • /
    • 1998
  • This study is attempted to examine Korean teachers’ perceptions of mental health problems in students and their attitudes towards psychiatric consultations through a questionnaire survey. The results of this study are as follows. 1) Teachers thought that 5.3% of their students had mental health problems, 1.9% of students required psychiatric evaluation, and 1.2% of students were referred or recommended psychiatric evaluation by their teachers. 2) The most frequent mental health problems in students discovered by teachers were distractibility and inattention, lack of academic skills, and language difficulties in elementary schools;distractibility and inattention, conduct problems, and lack of academic skills in middle schools;and conduct problems, distractibility and inattention, physical symptoms, and substance abuse in high schools. 3) Teachers thought the mental health problems in students were caused by the family environment, psychological factors, the educational system, and a lack of mental health services. 4) Teachers desired smaller classes, improvement of the school environment, more time, regular mental health education, a special program for students with mental health problems, and the counseling staffs or consultants for the school mental health. 5) Teachers consulted with other teachers, the parents of the students, the counseling teachers, the health care teachers, the counseling institutes, the psychiatric clinics, and the principals in descending order to handle the hard case problems. The frequent reasons for failing in psychiatric consultations were the prejudice of parents against psychiatric services, the teachers’ sense of superiority in dealing with the problems of students, the prejudice of teachers themselves against psychiatric practice, and inaccessible professional consultation. 6) About 20.4% of teachers reported they had proposed psychiatric consultations or had recommended their students to receive psychiatric evaluations.

  • PDF