Jo Apr 11, 2022
The contests ended on March 28, 2022.
The first contest was held on March 11-14. About 19 900 people from tens of countries and regions including our country, China and India took part. 178 participants competed in Category 1, 2 105 in Category 2, and 6 227 in Category 3 and 11 415 in Category 4. Category 1 set forth 5 problems, none of which were challenge problems.
A total of 48 contestants won the first place in Category 1 ― 18 from the DPRK, 5 from China, 15 from India, 1 from Peru, 1 from Singapore, 2 from Bangladesh, 1 from Portugal, 1 from the UK, 1 from the US and 3 from Japan.
9 out of the 18 winners of our country are students at Kim Chaek University of Technology.
37.5% of the world winners are from the DPRK, and 18.75% are from KUT.
KUT students amount to half the 18 DPRK winners.
In the meantime, a student from KUT took the first place in Category 2.
The second contest went on from 25 to 28.
About 16 900 people from tens of countries and regions including our country, China and India took part. 93, 666, 4 581 and 11 593 contestants belonged to Category 1, Category 2, Category 3 and Category 4 respectively.
4 non-challenge problems were presented in Category 1.
Category 1 witnessed a total of 21 winners ― 15 from our country, 3 from China, 1 from Bangladesh and 2 from Japan.
All of the 5 students from Kim Chaek University of Technology took the first place in Category 1.
Our country has as many winners as 71.428% of a total of 21, and 23.809% are KUT students. KUT students account for 33.3% of DPRK winners.
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Jo Apr 7, 2022
What is important in teaching English is to develop students’ practical skills and to train them to be active in thinking in English.
To achieve this goal, you can apply the principle of discovery to teaching English like any other subjects.
In general, the application of this principle means that a teacher does not give a conclusion in advance but leads them to acquire new knowledge like concepts and principles through the self-enquiry based on their activeness and creativity.
When teaching English, a teacher has to make students read textbooks or do exercises by themselves and have a discussion, and has to give an explanation on the problems important and difficult to understand only.
This teaching method consists of 4 stages: environment and assignment, discussion, leading and solution.
Environment and assignment:
In this stage new teaching materials are shown.
On the screen a teacher displays a certain text which is suitable for the level of students and related to their majors so that it can stimulate their enthusiasm for study. Also, the materials should be up-to-date, connected to everyday life and scientific knowledge and contain new vocabulary and grammar. Such materials are worth discussion.
Discussion:
Students have a discussion between themselves or with their teacher over specific questions given by the teacher. When a teacher arranges a discussion on relatively difficult questions, students form their opinions about them. In the discussion students compare and evaluate different opinions to reach an agreement.
Leading:
This stage leads students to achieving goals. By asking leading questions, a teacher leads students’ thinking to the world of analysis and summing up activities. Then they can discover new things by themselves.
Solution:
In the stage a teacher encourages students to find as much information as possible related to the given text, to make compositions using dictionaries and to present them before the class. Then the teacher comments on them, summarizes the main point and evaluates their study activities.
In summary, this teaching method helps students discover anything necessary by themselves as well as simple grammar rules.
In order to raise the teaching effectiveness of this method, you should present assignments and thinking questions commensurate with their levels and abilities, and organize your lectures in an interesting and varied way so that students can be fully involved in them.
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Jo Apr 1, 2022
The teaching method to combine logic with English improves the standard of theory and helps students to have a clear understanding of logic as well as developing their application abilities through the combination of linguistic knowledge such as English vocabulary and grammar with the teaching content.
When we combine logic with linguistic characteristics of English, we can further improve the ability to understand new principles and to make use of English vocabulary.
First, it is important to give students a theoretical explanation of different ways of thinking on the basis of the relationship between the two different languages ― Korean and English.
Associating the explanation of the ways of thinking in Korean with different languages like English is helpful for students to notice the relationship between inferences and statements.
Second, it is important to present English equivalents to Korean sentences or words so that students can get the point easily on their own.
For example, when they are asked to define an inference in English with its structure as an intrinsic attribute and to analyse it logically, they are given chances to think about it logically and to make an active use of English vocabulary.
Third, it’s important to provide the differences in word orders between Korean and English to improve the cognition effect.
For instance, when you explain the differences between a concept and a word, by giving the differences in the word order you can make it clear that if certain expressions with the same words are different in the word order, they are different in their meanings.
As mentioned above, improving the level of theory combining the various linguistic characteristics of English in teaching logic not only helps students have a correct understanding of the gist of the lecture by themselves but also has a great significance to improve their ability of practical use of English.
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Jo Mar 30, 2022
A supporting system for teaching and learning developed by a research team led by Han Pun Hui, a lecturer of logic, is a superior system that makes a favorable environment for the students to have high enthusiasm for study and grasp the heart of the problem actively and positively, so that it could enhance their creative thinking and applicative abilities.
This system presents dynamic and static images along with main thinking questions so students can get the main point of the lessons easily and clearly, and leads their discussion on a scientific basis and at the same time evaluates it real-time quantitatively.
The system, first of all, suggests main thinking questions that require highly vivid imagination as a preparation task.
The thinking questions should include those related to not only the principles of logic but also basic subjects such as mathematics, physics and social subjects so that they can promote the practicality of teaching.
Secondly, it helps students grasp the heart of a problem and enquire into new principles on their own initiatives by leading their discussion and debate on the main question through a bilateral communication network. In the bilateral communication network, it simultaneously receives students’ different answers on the thinking questions, and through the interface, it sets logical relations like deductive, inductive and analogic so that it could raise cognitive effectiveness to the maximum. Through this studying process, students not only can take the initiative in understanding the main point of the lecture but at the same time can possess ability to put logic knowledge into practice.
Furthermore, they can develop a creative thinking ability to find out new principles related to a defining method and its rules voluntarily.
In this way, the system can help students learn a lot more without any limitation of time and quantity and enhance their cognitive effectiveness by presenting thinking questions with dynamic images and receiving and evaluating their answers.
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Jo Mar 16, 2022
Han Myong U, a researcher at the Faculty of Communication, has been making achievements by employing a self-designing experimental method in experimental education whereby students can design the whole process from the idea of a device to its manufacture and do measuring experiments by themselves.
The subject “electroacoustic engineering” is the study on principles and methods to turn electrical energy into acoustic energy and vice versa, and also to implement its acoustic systems.
In the past experimental teachings, students failed to have a good understanding of the overall experimental process as they followed the fixed orders and methods, and also they revealed a lack of skills in analysing why the experimental results were different from theories and in working out how to deal with it due to the fact that almost all results were apparent and predictable.
In order to fix these problems, he has applied a self-designing experimental teaching method, whereby students can design by themselves the overall process from the plan for device-manufacturing to its implementation and then do measuring experiments, to experimental teachings, thus achieving a series of successes.
First, he gave experimental tasks to students for designing the most adaptable experimental instruments and measuring frequencies in their own way in parallel with recollecting carefully what they already learnt.
The tasks were supposed to have various choices of experimental objects and various plans of experimental processes, and to have different results according to their own plans and performances.
For example, during the experiment on the evaluation of the directivity characteristics of speakers, the tasks such as “Please select the worst and best speakers in terms of cross modulation and compare them.” and “Please select the speaker with the narrowest directivity and the one with steady directivity in a high-frequency band and compare them.” can lead the students to acquire the several characteristics of speakers and their measuring principles that are being widely considered in reality.
Through these tasks, the students are able to acquire more profound knowledge about the characteristics of several kinds of speakers by revising sufficiently what they have already learnt ranging from the selection of available speakers and microphones for experiments to the selection of measuring frequencies and the interval of measuring angles for clear comparison and analysis as well as by reading references intensively.
Second, he has motivated students to design by themselves the experimental processes before conducting simulations with simulation tools in order to compare and analyze the results.
After making clear the overall plan for the experimental process, they can go deep into a detailed study in order to obtain as much correct measurement data as possible within the limited time.
For example, in an experiment on the directivity characteristics of a speaker, they can make a detailed design of how to determine the space of experimental tables, how to measure the next frequency after rotating them by 180 degrees, whether to keep measuring after returning to the initial coordinate, and whether to do all measuring experiments on several frequencies at the same angle, and then prepare for the experiment according to the design.
After that, they can decide whether or not the simulation methods and elements they selected are suitable and their measuring frequencies are most reasonable.
For the simulation of speakers, students commonly use simulation software for directivity. In this case, they conduct a dynamic simulation based on the detailed geometrical sizes and values of speakers selected by them.
While analysing the correctness of the plan they selected and the reasons for false choice, they get to study continuously how to make a simulation closer to the reality by confirming the experimental plans they have made and changing the experimental design to a certain degree if necessary.
Thus, he was able to enhance students’ cognition in class by building up their creative thinking ability, and additionally to equip them with practical and technical skills for designing, simulating and analyzing the electrical acoustic instruments on their own.
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