Jo May 3, 2022
The contests came to an end on April 25, 2022.
The first contest, which was held on April 8 to 11, drew 20 000-odd contestants from tens of countries and regions including our country, China and India. More than 130 participants competed in Division 1, over 600 in Division 2, over 4 600 in Division 3 and over 15 500 in Division 4. Division 1 set forth 5 problems, none of which were challenge problems.
A total of 27 contestants won the first place in Division 1 ― 19 from the DPRK, 3 from China, 2 from India, 2 from Japan and 1 from the US.
10 out of the 19 winners of our country are students at Kim Chaek University of Technology.
As much as 70.37% of the world winners are from the DPRK, and 37.037% are from KUT. KUT students add up to 52.63% of the 19 DPRK winners.
In the meantime, a student from KUT took the first place in Division 2.
Several KUT students who were absent from the Codechef March Long Challenge due to the national coding challenge held in the same period took part in this contest, which bestowed on KUT the honour of having many winners.
The second contest went on from 22 to 25. 18 000-odd contestants from tens of countries and regions including our country, China and India took part. Over 70 contestants competed in Division 1, more than 900 in Division 2, over 3 300 in Division 3 and over 14 000 in Division 4.
4 from our country and 1 from Japan made a total of 5 winners in Division 1.
Half the 4 DPRK winners are students from Kim Chaek University of Technology.
Our country and KUT make up 80% and 40% of the world winners, respectively.
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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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