정봉 조용진 교수 정년퇴임 기념호 : 학습에의 접근에 관한 이론적 고찰

황순자 충남대학교 교육연구소 1990 교육연구논총 Vol.12 No.1

읽기 장애아의 교정교육을 위한 논리적 고찰

황순자 어문연구학회 1982 어문연구 Vol.11 No.-

특수교육관련 활동이 통합교육의 인식에 미치는 효과

황순자,이경화 全州敎育大學校 初等敎育硏究所 1998 初等敎育硏究 Vol.9 No.-

The purpose of this study is to investigate whether or not the special education related activities have an effect on the conception of college student who are majored general education regarding the image and the inclusion of the handicapped children. Since inclusion education is currently reinforced for students with special needs in terms of legal and academic demension, it is necessary to examine the effect of special education related activities which are provided pre-regular teachers. From the analysis of previous studies it was found that special education related activities are important for regular class teacher. Consequently special education activities-taking special education course and observation of special school-were examined. While these activities are effective in bringing about, the change of handicapped children' image two activities yielded the opposite result against the conception about inclusion. This article suggests that special education related activity in administering in general education area should be not only emphasized but also dynamically modified.

장애아의 통합교육에 대한 교사의 인식과 태도 연구

황순자 한국초등교육학회 2000 초등교육연구 Vol.13 No.2

본 연구는 특수교육진흥법의 개정으로 장애아의 통합교육 요구권과 학교의 입학거부 및 불이익처분 불가조항이 실천되는 시점에서 교사나 행정가들이 갖는 통합교육이나 특수아에 대한 인식수준을 진단하고 부과된 책무를 효과적으로 수행하기 위해서는 어떤 중재가 필요한 것인지를 탐색하였다. 그 결과, 교사나 특수학급 담당교사 모두 특수아의 교육적 요구에 맞는 전문성을 준비하지 못해 전문적 훈련과 연수의 필요를 인식하고 있었다. 교사가 자각한 행정가의 특수아 지도에 대한 태도는 50%정도가 무관심하였고 특수학급 교사도 46%정도가 소극적이었고 학급담임교사도 46%가 통합교육에 대해 부정적이었다. 특수학급교사와 통합학급교사의 협력이나 전문성 교류도 희박했으며 통합교실의 특수아와 또래간의 상호관계도 미진하였다. 통합교육이 정착되기 위해서는 교사 자신이 특수아에 대한 이해와 수용, 지도능력이 배양되어야 하므로 교사들은 직전 교육, 현직연수, 각종 자격 연수등의 교육활동에서 구체적이며 체계화된 교육이 필요한 것으로 인식하고 있었다. Ever since the revision of the law for the development of special education, the integration of handicapped has been demanded. According to the law, the admission of handicapped children to public schools should not be rejected and any disadvantage should not be given to them. The purpose of this study is twofold: 1) to diagnose the recognition of integration and handicapped children by teachers or administrators, and 2) to find out what they need to effectively accomplish their duties. This study has been done along with the following: the review of previous studies in the literature, the review of the works for the efficiency of special education done by the provincial board of education, the questionnaire about teachers' recognition of and their attitudes toward integration, and seminars with graduate students. The following are the results: 1. 23 per cent of teachers for handicapped children are not qualified and 46 per cent of them are passive while teaching their children. 48 per cent of principals assume a neglected or negative attitude toward the education of handicapped children. 46 per cent of regular teachers are negative to integration. 2. 94 per cent of regular teachers regard handicapped children as educational objects with a big difference between individuals. 40 per cent of them reply that they have never recognized the physical disabilities until a handicapped child is assigned to them. 3. 75 per cent of the respondents reply that there is little or no cooperation and exchange of ideas between teachers for handicapped children and regular teachers. 4. 86 per cent of the regular teachers reply that they have difficulties advising behaviors of handicapped children in the integrated classroom because they lack the knowledge of special education and 65 per cent have difficulties in individualized teaching of a subject. Thus, 78 per cent of the regular teachers think they need a systematic retraining program. 5. Only 10 per cent of the regular teachers reply that handicapped children make relatively good friends with their normal peer group; most of them do not correlate with their peer. 67 per cent of the teachers do their efforts to mediate interaction between the two groups. Thus, we need to educate normal children so that they can understand and accept the disabled. 6. Teachers play an important role in the firm establishment of integration. The following factors are essential: considerate care and teaching ability (53 per cent of the respondents agree), the placement of teachers majoring in special education and their help (19 per cent of the respondents agree). 64 per cent of the respondents reply they need a course in special education prior to their employment in order to enhance their specialty, and 66 per cent reply they need a variety of retraining programs for the understanding of disabilities and special education.

통합교육을 위한 예비초등교사의 직전교육 준비도 연구

황순자 한국통합교육학회 2007 통합교육연구 Vol.2 No.1

This study examines if the “Understanding and Teaching for the Exceptional Children” course and the volunteer experience with the disabled children affect pre-elementary teachers' personality of education, teaching profession, and guidance profession. The results of this study are as follows: 1. In the personality of education area, transfer students who did not take the course generally showed more positive attitude toward the value of integration and the teachers' active role in the exceptional children's successful adjustment to school than general students who took the course. Also, volunteer experience contributed to a more positive understanding of disability. 2. In the teaching profession area, these transfer students were more confident with appropriate student-specific guidance and were more interested in teaching disabled children. 3. In the guidance profession area, these transfer students highly expected that non-handicapped children would achieve personal maturity through integration and they were confident with dealing with the disabled children's behaviors. When these students had experience with the disabled, they cared more for the disabled children's social adjustment in an integrated classroom. In conclusion, pre-elementary teachers' formal or informal social experience and volunteer experience can be more significant variables in evaluating their readiness for integration. 특수교육진흥법상에서 통합교육은 모든 장애아동의 교육기회를 일반 교실 속에서 확장함을 뜻한다. 따라서 일반 교사들은 통합된 특수아의 지도를 수행해야 하는 종래의 교사 자질 이상의 준비를 해야 한다. 이에 따라 그 준비 상태를 초등교사 양성과정의 교육과정을 검토하며 특수아동 지도와 관련된 교과목의 이수여부에 따른 준비도 수준을 점검하여, 교육현장이 요구하고 기대하는 방향으로의 준비도 수준 향상을 촉구하는데 연구 목적이 있다.

무속에 나타난 예술적 요소와 예술심리치료

황순자 충남대학교 교육연구소 1995 교육연구논총 Vol.17 No.1

자소 클래스 인식에 의한 off-line 필기체 한글 문자 분할

황순자(Hwang Soon Ja),김문현(Kim Moon Hyun) 한국정보처리학회 1996 정보처리학회논문지 Vol.3 No.4

The segmentation of characters is an important step if the automatic recognition of handwritten text. This paper proposes the segmenting method of of-line handwritten Hangul. The suggest approach is based on the structural characteristics of Hangul. The first step extracts the local features. connected component and strokes from the input word. In the second step we identify the class of strokes. The third segmenting step specifies WRC(White Run Column) before consonant or horizontal vowel. If the segment is longer than threshold, the system estimates segmenting columns using the consonant-vowel information and column features, and then finds a cornered boundart along the strokes within the estimated segmenting columns.

읽기 障碍兒의 矯正敎育을 위한 理論的 考察 : 知覺訓練을 中心으로

黃順子 충남대학교 문리과대학 어문연구회 1982 語文硏究 Vol.11 No.-

The remedial teaching of children with reading disability is an attempt to make up for the defects that children have in reading. The first step in this attempt, therefore, is to find out the characteric defects. Among them those related to are such inherent factors as intelligence and motivation and those due to the environment and educational methods. These defects interact and combine to intensify reading disability. Thus remedial teaching must be given in full consideration of those relevant factors and utilize multiplicity of methods. However the study reported here has been focussed on perceptual disability because perception is the first step in the process of reading and is not merely the reception of stimuli but the process of transforming the received stimuli into meaning units which make it possible to read and understand the meaning of words and sentences. The present study has primarily dealt with the remedial teaching of reading disability and examined the influence of different types of perceptual disability on reading to explore some traing methods to remedy it. The types of perceptual disability that the child may have at his first reading are as follows: (1) Confusing words with similar visual characteristics (2) Inability to read aloud (3) Inability to memorize word order (4) Reverse perception of words or letters (5) Lacking the sense of the right and left (6) Inability to coordinate the eye and the hand The variety of perceptual disability enumerated above points to the need for perceptual training and at the same time suggests to the contents and the approaches to adequate traing with particular emphasis on the development of the functional activity of perception. The first prerequisite for the development of perceptual functions is visual perception. the disability on visual perception leads to insufficient reading preparation whose effects on successive learning experiences may result in the total deterioration of learning ability. It follows from the above that traing in visual perception is regarded as the most important of all the traing of perception. As a matter of fact, perception means the integration and interpretation of information received through sense organs of the body and thus needs more than any one sense organ. Since perception is dependent upon the interaction of the different sense organs, it is necessary to work out traing programs which are directed to the multi-sensory system covering all the sensory channels, i.e., seeing, hearing, touching and muscular movement which interact each other. Since good perception contributes a great deal to learning, perceptual training aims at the improvement of learning functions. The present study is presented as some ground work in exploring a systematic and effective program for perceptual training which will contribute to the improvement and development of learning ability. The present study is thus intended as the basis for the future search for a better perceptual training.

한(韓)․중(中)․일(日) 지역에서 수집된 차나무(Camellia sinensis L O. Kuntze)잎의 형태별 분류

제순자(Soon-Ja Je),이용호(Yong-Ho Lee),오주성(Ju-Sung Oh),황필성(Pil-Seong Hwang),석운영(Woon-Young Seok) 한국차학회 2009 한국차학회지 Vol.15 No.2

한(韓)․중(中)․일(日) 지역에서 수집된 차나무잎의 형태적 특성과 형질 상호간 유전적 상관 계수를 조사 분석한 결과는 다음과 같다. 1. 산지별 차나무 잎의 형태별 특성을 조사한 결과 엽장, 엽면적 및 엽병장은 한국의 구례지역 수집계통이 가장 높게 나타났으며, 엽폭, 생엽중 및 건엽중은 한국의 강진지역 수집계통이 가장 높게 나타났다. 그리고 중국의 무이산지역 대홍포는 엽장, 엽폭, 엽면적 및 엽병장이 가장 낮게 나타났다. 2. 국가별로 차나무 잎의 형태적 특성을 조사한 결과 대체적으로 한국의 차나무 잎이 가장 크게 나타났고, 일본의 차나무 잎이 중간정도로 나타났으며, 중국의 차나무 잎이 작게 나타났다. 3. 각 형질간의 상관관계에서는 엽장과 건엽중(0.6694**)간에서, 엽폭과 건엽중(0.7393**)간에서, 엽면적과 건엽중(0.7191**)간에서, 생엽중과 건엽중(0.9388**)간에서 각각 고도로 유의한 정의 상관을 보였고, 건엽중과 함께 수량형질인 생엽중의 경우에도 엽장과 생엽중(0.7642)간에, 엽폭과 생엽중(0.8411)간에, 엽면적과 생엽중(0.8146)간에 각 각 고도로 유의한 정의 상관을 나타내었다. This study aims to examine the morphological characteristics of tea leaves by its growing areas and countries. We collected tea leaves from 7 areas in Korea and overseas. We investigated classification of morphological characteristics, analyzing phenotypic, and genotypic correlations coefficient of the tea leaves. In classification of morphological characteristics, the tea leaves from Gurye had the highest values in leaf length, size, and stalk length, while the tea leaves from Gangjin had the highest values in leaf width, fresh leaf weight, and dry leaf weight. In case of Wuishan, China, it showed the lowest values in leaf length, width, size, and stalk length. The tea leaves from Korea had the largest size, whereas the tea leaves from China had the smallest one. In term of character correlation, significant correlations were showed in several aspects respectively: between leaf length and dry leaf weight (0.6694**), between leaf width and dry leaf weight (0.7393**), between leaf area and dry leaf weight (0.7191**), also between fresh leaf weight and dry leaf weight (0.9388**). In case of leaf weight regardless of whether it is a fresh leaf or dry leaf, which has the quantitative character, significant correlations between leaf length and fresh leaf weight (0.7642), between leaf width and fresh leaf weight (0.8411), also between leaf area and fresh leaf weight (0.8146).

A Study on Electronic Circuit for Liwe-Time Correction in Multi-Channel Analyzer : Survey and Analysis

황인구,권기춘,송순자,Hwang, I.K.,Kwon, K.H.,Song, S.J. Korean Nuclear Society 1995 Nuclear Engineering and Technology Vol.27 No.5

방사선계측에서는 방사선검출기(detector)로부터 나오는 pulse를 처리하는 데 있어서 pulse의 counting 손실이 발생한다. 이 손실을 최소화하거나 보상하기 위한 여러가지 방법들이 제시되어 왔으나, 아직도 절대적인 해답이 확립되지 않은 실정이다. 본 연구에서는 기 제시된 보상알고리즘들을 그 기능을 구현하는 전자회로와 함께 기술하고 특징을 분석하였다. 또한 본 연구를 통해 pulse의 counting손실을 보상하는 한가지 알고리즘 개선방향을 제시하였다. This paper describes the counting-loss problem for radiation measurement Multi-channel analyzers and spectrometers adopt various techniques for compensation for counting-losses in process-ing the radiation pulses from a detector. Researchers hate tried to seek the best solution for the problem. However, any absolute solution has not been reached and vendors of radiation instruments use their own algorithms individually. This survey explains the various compensation algorithms with electronic implementation approach. Shortcomings and merits of each algorithm are also reviewed and a direction is suggested of the recommendable development strategy for counting-loss compensation.