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이영자,이정욱 대한어린이교육협회 2010 어린이교육 Vol.- No.12
학습자 중심의 교육과정 운영을 위해서는 통합적 교육과정 운영, 사려 깊은 지도, 능동 적 학습, 반영적 전이(transfer), 권위적 평가 등 다섯 가지 교육적 실천이 고려되어야 한다 (Fogarty, 1995). 통합교육과정(integrated curriculum)은 여러 교과와 생활 영역이 의미있게 연결되어 통합교육이 이루어지도록 주제를 중심으로 관련된 내용 및 활동을 재구성한 교육 과정을 말한다(이영자, 2002). Ingram(1979)은 교육과정 통합의 기능을 인식론적 기능, 심리학적 기능, 사회적 기능으 로 나누어 교육과정 통합의 필요와 정당성을 설명하고 있다. 인식론적 기능으로서는 지식 의 폭증현상에 대비하여 여러 다른 지식 영역들을 서로 관계시킬 필요와 학습의 목적 및 의 미 부여를 위해서 교육과정통합은 큰 기능을 할 수 있다는 것이다. 심리학적 기능으로서는 학습을 용이하게 해주고 학습을 통한 인격발달을 돕는다는 점을 특히 강조하고 있다. 사회 적 기능으로는 구성원 상호간의 긴밀한 인간적인 관계를 갖는 교실 분위기를 조성 할 수 있 다는 것, 다학문적 접근을 필요로 하는 사회문제를 다룰 수 있게 된다는 것, 그리고 유아교 육기관과 사회를 연결시킬 수 있다는 장점을 들고 있다.
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이영자 대구보건대학 1994 대구보건대학 論文集 Vol.14 No.-
In order that an individual adapt satisfactorily in rapidly changing society, it cannot be emphasized too much on necessities of old man because of limitations of the existing formal system of education and Alienation. Under such circumstances, awordingly the objectives of this study were to the contemporary society and old man problems and related over all status. This study was poceeded in the order of liteature review, collection and classification of data and preparation of report. The educational topics/contents in old man problem consisted of following variables : old man welfare policy, old man welfare measures. Each of these was again sub-divided by 3 measures as "for self-improvement", "for self-fulfilment" and "for adjustment to and participation in social activitives". Based on the results of this research the following suggestions are made for educators/facilitators, administrators and policy makers for old man problems. First, besides providing wilder public information base on the man welfare problems, the educational opportunity for continuing education should be provided to more adult, particularly for the female, the aged the rual residents and the group with lower income and educational attainment levels. Second, the old man's educational needs on the management and methods in continuing education, should be considered in the practices of education and in policy-making particulary for designing educational programs.
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이영자 慶北大學校 大學院 文獻情報學科 同窓會 1992 圖書館·情報學硏究 Vol.2 No.-
In this study, the development, the definition, related disciplines and research areas of HCI were discussed. Together, various information retrieval systems including an OPAC system, a cognitive user model, an information retrieval expert system and a hypertext information retrieval system, and the HCI techniques applied to them were investigated. On the basis of the investigation, a few conclusions can be derived as follows : 1) The HCI techniques used to information retrieval systems enable the end user to overcome the difficulty to formulate the Boolean command languages and to be provided with the menudriven method as well as improved retrieval and linguistic features. Besides, the HCI techniques begin to provide the facilities to recognize the contextual information and to browse the files, which can result in the enhancement of the information retrieval effectiveness. 2) When the user interfaces are to be developed by employing windows, mice, icons, etc., the load of user's use of them should be lightened through the study of ergonomics. 3) In order to make a decision on the best features of the system design of information retrieval which could meet the user's needs, the study of user's conceptual model, cognitive process and user's behaviors should be the first considerations.
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이영자 서울保健大學 1983 論文集 Vol.3 No.1
1982年度에 生産된 우리나라 10個 地域의 落化生中에 含有되어 있는 重金屬含量을 測定한 結果鉛(Pb)은 0.05~0.21ppm,니켈(Ni)은 0.44~3.49ppm, 카드뮴(Cd)은 0.01~0.07ppm, 구리(Cu)는 0.40~3.43ppm, 亞鉛(Zn)은 3.26~6.20ppm, 망간(Mn)은 9.14~38.49ppm 鐵(Fe)은 1.09~13.03ppm, 코발트(Co)는 0.05~0.24ppm으로 나타났으며, 水銀(Hg)과 砒素(As)는 各各 0.01 및 0.05ppm 以下로 나타났다. The contents of heavy metals in peanuts collected from each district of Korea during the period from March, 1982 to October, 1982. The contents of each heavy metal were determined by atomic absorption spectrophotometry (Instrumentation Laboratory Inc. 257) and contents of arsenic were determined by spectrophotometry (Varian Cary 219). The kinds of the heavy metals found in peanuts(and their respective contents) were lead(0.05-0.21ppm), nickel(0.44-3.49ppm), cadmium(0.01-0.07ppm), copper(0.40-3.43ppm), zinc(3.26-6.20ppm), manganese(9.14-38.49ppm), iron(1.09-13.03ppm), cobalt(0.05-0.24ppm), mercury(less than 0.01), and arsenic(less than 0.05 ppm).
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