진로선택의 발달이론적 분석 연구

조인수,이상욱 한국직업재활학회 1992 職業再活硏究 Vol.2 No.-

단일 전력량계 활용 다수고객 전력사용량 계량 기술 개발

조인수,Cho, Insoo 한국전력공사 2021 KEPCO Journal on electric power and energy Vol.7 No.2

기존 3 상 전력량계(G-type) 1 대로 단상 3 호 고객 계량이 가능한 소프트웨어 기술 구현 【BIXPO 2020 발명특허대전 대상 수상】

5.정신지체 아동의 생활지도 방안

조인수 한국특수교육학회 1997 한국특수교육의 발전과제 Vol.12 No.-

精神薄弱兒의 選擇的 注意集中過程에 新奇性-親密性次元의 效果

趙寅洙 又石大學校 特殊敎育硏究所 1988 特殊敎育學硏究 Vol.1 No.-

This study has shown that novelty-familiarity is a potent dimension in the discriminative performance of retardates, as has previously been found for normal children and adults. Novelty-Familiarity has also been shown to facilitate attention of discrimination learning with color form stimuli, probably though a continguity mechanism. The facilitative effects of familization are related to intelligence. Subjects of lower MA benefit less because of conflicting tendencies to approach novel stimuli. Some possible implications for retardation; Novelty has been shown to be a highly salient dimension which fedes spontaneously. Much effect has gone into devising special training techniques for the retarded utilising learning "Crutches", redundant relevant cues added and then gradually faded over the course of learning. Novelty is a highly efficient crutch in that if fades by itself. No special engineering or material arrangements are necessary to use novelty-familiarity as a learning crutch, making possible wide and easy application of the device. The effects of intelligence on the novelty-familiarity crutch" can be eliminated easily by making novel cues the correct ones. This leads to an interesting prediction, that in a study such as the present one, if novel cues, rather-than familiar cues, were correct, the performance of Low MA subjects could be equal to, or higher than that of High MA subjects.

자극단서의 수와 구성방법에 따른 정신지체아의 주의집중 특성

조인수,박세현 한국발달장애학회 1997 발달장애연구 Vol.1 No.1

본 연구는 정신지체아 주의집중과정의 특성을 구명한 것으로 특히 자극단서의 수, 구성방법 등 학습자극의 제시조건이 정신지체아의 선택적 주의집중 과정에 어떠한 영향을 미치는가를 밝히는데 그 목적이 있었다. 정신지체아와 정상아 각 120명을 대상으로 Hagen의 중심·우발적 주의집중과제로 분석한 결과, 정신지체아는 학습자극제시 조건에 있어 자극단서의 수에 따른 변인은 단서의 수가 적을수록 주의집중 성취수준이 높다. 자극의 구성방법에 있어 색상을 가미한 중심단서와 우발단서가 형태일 때 성취수준이 가장 높고, 반대로 색상을 가미한 우발단서와 중심단서에 형태를 제시한 경우에 성취수준이 낮다.

選擇的 注意集中과 知能要因의 關係分析

趙寅洙 又石大學校 特殊敎育硏究所 1988 特殊敎育學硏究 Vol.1 No.-

This is a study analysis of relations of selective attention and factors in general intelligence. General intelligence may set structural fature limitations on three aspects of selective attention : direction, adjustability, and breadth. Amiable hypotheses considered are that subjects of varying intelligence may (1) have some partially fixed tendencies to look at different dimensions of stimuli, (2) have varying rates of adjusting their direction of attention, and (3) have varying upper limits on breadth of attention for tasks demanding it. Data, theory, and methods bearing on these hypotheses were reviewed from the domain of visual discrimination learning. 1. Although direction of attention is clearly a control process, in part, because of the relative ease with which it can be changed by training, there is nevertheless appreciable evidence of some maturational control of saliency hierarchies. 2. The adjustability of attention, or rate of learning to change the direction of attention, has long been considered to be the prime candidate for structural feature status in attention theory. 3. For the final aspect of attention, breadth, there are several models which provide theoretical measures of attentional breadth, although none of the formal multiple-look models has a parameter representing an upper limit on breadth of attention. As an overall statement of the state-of-the art in this field : the study of the relation of intelligence and structural features of attention is characterized by theoretical ferment, empirical busyness, and growing methodologioal sophistication, but the stage of big conclusions has not yet been achieved.

과정중심 인지학습모델의 교실수업에로의 전환

조인수 한국정신지체아교육학회 1999 지적장애연구 Vol.1 No.-

교육현장에서 장애인들의 효과적인 학습지도를 위해서는 인지과정상 정보처리적 접근전략을 탐색해서 실천적으로 지도되어야 한다. 본 연구의 주요목적은 과정중심 학습지도 모델의 교실수업에 성공적으로 전환할 수 있는 방법을 탐색하는데 있다. 구체적인 목적은 다음과 같다. 첫째, 과정중심 학습지도 모델의 지도단계별 모형을 분석ㆍ제시한다. 둘째, 과정중심 학습지도 모델은 평가, 전략개발, 과제 내 전이, 통합과 일반화 다섯단계로 구성된다. 과정중심 학습지도의 교실수업에로의 전환을 위해서는 학생의 참여와 적응, 교실중심의 전략행동과 내용의 통합에 유의해야 하고, 계획, 부모와의 전략, 협력교수와의 학습, 그리고 지식기반 등이 중요하다. 본 모델은 학습과제의 전이와 일반화를 용의하게 하고 학업성취 수준을 높일 수 있다. The purpose of this study was to investigate PBI model and application of the PBI model within the classroom. Process-Based Instruction involves five Phases; Assessment; Orientation; Strategy Development; Intra-task Transfer; and, Consolidation and Generalization. The model is shown in Figure 2. 1. PBI can be used in a variety of teaching contexts. It is easily adapted to the classroom in group and whole class lesson, and is designed to be an integral part of the regular classroom curriculum. The goal of Process-Based Instruction was the adaptation and application of cognitive strategies within the curriculum taught by the classroom teacher. PBI has a number of important features that distinguish it from other strategy training model. These Characteristics appear to facilitate constructive classroom interaction, and transfer and generalization of skills beyond the learning task.

精神薄弱兒의 敎育要求分析

趙寅洙 又石大學校 1982 論文集 Vol.4 No.-

This study aims at the search for educational requirement of the Mentally Retarded, especially focusing on E M R and T M R. It also attempts to ask for educational requirement through researching the materials which have been studied, home and abroad, about the Mentally Retarded -- their educational possibility; their developmental characteristics; and other characteristics of the physical movement, social emotion and perceptive learning. The educational requirement, developmental possibility and other particular characteristics of the Mentally Retarded are briefly as follows: 1. Developmental Possibility of the Mentally Retarded. 1) In general, development is possible on the level of mental age 8-12 for the E M R, 4-8 for the TMR 2. Characteristics of the Mentally Retarded. 1) Perceptive Characteristic: For the Mentally Retarded, it is hard to generalize learning. There is much unbalance in the low grade factors of intellectuality -- especially, speech factor shows more inferior than motion factor. When mental ages are the same, the perceptions of the Mentally Retarded are more superior to the concrete object, but more inferior to the abstract object than those of the normal. It is also a characteristic to develope speech ability slowly. 2) Socio-Emotional Characteristic They are exceedingly retarded in the field of speech in their social lives, but less retarded comparatively in the concrete works. They are the same with the normal from character and emotion, but are not able to develop the field of ego and super-ego. It is a characteristic that the solidity of emotional function fields is high in the structural phase. 3) Physical, Motional Characteristic They are not much retarded in the physical growth, but are much more retarded for the sitting or standing alone, taking off one step or walking from compared with the physical sizes. In the motion ability, they are almost below-10 in the all fields -- that is; balance function, whole body exercise ability, fingers-correspondence, imitation of seperation, running, broad jumping, soft-ball drawing etc. 4) Characteristic of Learning. The Learning abilities of EMR are generally low. So, the degree of elementary school 6 grade EMR is that of kidergarten at the end of learning age, and they will be able to have the ability of about 3 grade normal student. For TMR, it is possible to train the ability of communication, but is almost impossible to teach general letter learning (art function). In conclusion sellection and organization of all educational subject matters must be done according to the educational requirement and characteristics of the Mentally Retarded. And the followings have to be emphasized 1. The contents, which enrich them with good citizen characters, must be chosen, considering of the development possibility of learning ability. 2. The contents have to be formed with those which can be used in present life directly, can be transformed well and can improve the quality of life. 3. The contents, which the life needs, and become the foundation of future vocational life, and increase the aptitude, must be established. 4. The contents of all the education have to be organized with small steps of guidance which is interesting and stressed on the repetition quality.

전환교육의 모형분석

조인수,박정식 한국발달장애학회 2001 발달장애연구 Vol.5 No.1

Under the circumstance that vocational training and support programs to which facilitate postschool adjustment of students with disabilities has been not systematic yet. Special education have to change it as the view of it's paradigm, In a sense, Supporting special education mustbe outcomes-based in public education than formularization in curriculum, what facilitation the postschool adjustment of students with disabilities through comprehensive service delivery system is so important in public education. Based on the brief, we have two purposes of the study. One is that explore background of transition education so that transition education sets up the foundation and practice in publiceducation in korea. Other is what the importance of teamwork of transition planning that need teacher, Professional, community interagency examine, we tried to them to analyze transition models which suitable to korean situation. The conclusions derived from the analysis areFor the core components of transition education, We must know the facts that need all parties - students, Parent, Professionals, related agency, in the transition process to adhere to aconsistent set of guiding principles.For the successful operation of transition education, What we know that functional curriculum, inclusion, a statement of the transition service needs of the child under theapplicable components of the child's IEP that focuses on the child's course of study as suchparticipation in advanced placement courses or a vocational education program is so important also must realize under the korea situation in detail. 특수학교를 졸업하고 사회로 진출할 장애학생에 대한 직업훈련과 지원프로그램이 체계적으로 이루어지지 않고 있는 현 상황에서 특수교육은 전환교육이라는 관점에서 변화되어야 할 필요성이 있다. 이런 의미에서 특수교육의 제공은 정형화된 교육과정을 제시하기보다는 프로그램의 성과를 이루는 교육과정으로 되어야 한다. 총체적인 서비스 지원을 통해 장애학생들의 사회로의 유의미한 준비시키는 것은 특수교육에 있어 아주 중요한 일이다. 본 연구는 이러한 신념에 바탕을 두고 전환교육의 토대를 확립하고 실행방안을 구명하고자 선진국의 전환교육의 배경을 탐색하고, 교사와 전문가, 지역사회 기관 등이 팀을 이루어 실행되어야 하는전환교육의 팀협력의 중요성을 밝히고자 전환모형을 분석을 실시한다. 이에 따른 적합한 전환교육전환모형의 분석을 통해 얻어진 결과로는 성공적인 전환을 위한 핵심 구성요소로 관련 기관 및 전문가와 부모, 학생, 교사간의 협력이 매우 중요하며 특히 전문가의 융통성 있는 계획과 지원이 필요운영방안 수립을 위해 기능중심 교육과정, 개별화된 전찬교육계획(lTP)의 조기 수립, 통합적인 전환교육실시 방안 마련과 교사의 양성 및 연수가 전환교육의 실천에 앞서 우선적으로 이루어져야야 한다.

그림 어휘력 검사를 통한 정신지체아동의 수용어휘 발달 수준 탐색

조인수,시옥희 한국정신지체아교육학회 2000 지적장애연구 Vol.2 No.-

정신지체아동과 일반아동의 수용 어휘 능력을 그림 어휘력 검사를 통하여 비교 분석해 봄으로써 언어 특성에 맞는 효과적인 교수 전략과 교육 대책을 마련하여 학습 지도의 기초 자료로 활용하고자 하는 것이 본 연구의 목적이다. 본 연구의 대상인 정신지체아동의 정신지체학교에 재학하고 있는 초등부학생과 특수학급에 재학하고 있는 학생 20명을 선정하였고, 일반아동은 어린이집 유치원, 초등학교에서 생활연령이 정신지체아동과 유사한 아동으로 20명씩 표집하였다. 연구결과 정신지체아동의 수용언어 발달수준에서 정신연령이 증가함에 따라 수용 어휘력은 향상을 보이나 일반 아동에 비해 점차 뒤떨어지며, 이에 반해 일반아동은 연령이 증가할수록 어휘력이 향상되는 것으로 나타났다. 또한 두 집단간의 수용언어 발달수준의 차이는 같은 연령의 경우 모든 연령대에서 정신지체아동과 일반아동간에 차이가 없었다. 그러나 원점수와 백분위점수에서는 3세의 경우 차이가 있는 것으로 나타났으며 정신지체아동이 다소 높은 것으로 나타났다. 즉 이 결과는 정신지체아동의 교육에 있어 비록 정신연령이 낮더라도 생활연령을 고려한 학습 장면의 구성이 필요함을 의미한다. It is important to prepare an effective teaching strategy suitable the language feature and consider an educational counterplan for basic material of teaching plan by means of a comparative analysis about the receptive vocabulary capacity of the mentally retarded children and normal children. The purpose of this study is to define the development features of the mentally retarded children and normal children as for their receptive vocabulary according to age through a picture vocabulary test. The method of this study is to let each 20 mentally retarded children and nomal children whose mental age is 3,5,8 test their vocabulary ability. After putting out the original score, it can be found the age equivalent, percentile score according to a calculated list. And in this study, the results are summarized as the following. Firstly, in receptive vocabulary ability, the receptive language of the mentally retarded children develops as much as their mental age increases but it is inferior to the normal children gradually. As regarding mental age, chronological age makes little difference. And the higher his age is, the higher original score and age equivalent is. But percentile score shows a tendency to decrease. Compared by age, children whose mental age are high make high score in original score and age equivalent but regarding the percentile score, children of 3 years old show a tendency to make higher score than 8 years old. That chronological age makes little difference though the mental age increases means that individual difference among the children is wide. Also it is said that we should consider this fact when we constitute the learning environment. And a percentile score shows a relative position so in the case of mentally retarded children, the fact that as their age increases percentile score shows a tendency to decreases tells that their receptive vocabulary ability is falling behind comparing normal children of the age. Secondly, in the case of normal children, the more their age is, the higher their receptive vocabulary rises. As their mental age increases, statistically original score and age equivalent makes a wide difference but percentile score does not. That tells a stable tendency compared with whole children. Compared among each age, the higher their mental age increases, the higher their chronological age increases and original score and age equivalent do, too. Thirdly, on whole age, the development level of receptive vocabulary between mentally retarded children and normal children makes no difference but in the case of original score and percentile score, the children of 3 years old make a difference and mentally retarded children reach a little higher score. The fact that the mentally retarded children of 3 years old reach higher in the original score and percentile score than normal children and then gradually make a low score as they grow older means the limitations of the mentally retarded children's receptive language. In comparison among the groups, the fact that the mentally retarded children of 3 years old reach a little higher score shows, in the case of the mentally retarded children, can be put out by means of testing instruments and that they can recognize things to that degree. And in special school, minimum students have higher chronological age by 10 years because they have more learning experience than general children. This result requires that we should constitute the learning environment considered their chronological age even though their mental age is low level.