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- 저자 : ( Ye Won Suh ) (검색결과 69 건)
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원예연,장준섭,정인혁,한대용,한창동,서진석 아주대학교 의과학연구소 1999 아주의학 Vol.4 No.1
With 77 hip joints of Korean adults available, anatomical study was carried out to clarify morphological variations of the acetabular labrum, the acetabular articular cartilage, the penetrating sites, the purchasing lengths of transacetabular screws including dangerous neurovascular structures, and the theoretical safe space of the acetabular fossa. The results were as follows; 1. The posterior superior region of the acetabulum through which the screw could be inserted more than 50 ㎜ in length was the safest region. However, depending on the insertion angle, the screw could penetrate the psoas muscle with an average 30 ㎜ of intervening space. 2. The average purchasing length of the screws penetrating the mid point (B) of the articular surface which was located on the inferior portion of the line (AB) connecting the anterior superior iliac spine and the center of the acetabulum: the mid points (C and D) of the articular surface which was located on the anterior and posterior portion of the line (CD) perpendicular to the line AB; and the mid point (G) of the articular surface which was located on the posterior inferior portion of the acetabular articular surface, was more than 20 ㎜. The screws penetrating the point "C" had a risk to damage the bladder and the screws penetrating the points "D" and "G" had a risk to endanger gluteal neurovascular bundles. 3. The screw placed in the anterior superior region of the acetabulum could be directed toward the external iliac vessels. The perpendicular bony thickness of this region averaged 13 ㎜. The topographical relationship of the external iliac artery and vein was variable and classified into 6 types. 4. At the center of the acetabulum, the most vulnerable structure was the obturator neurovascular bundle and the average thickness of bone at this point was measured as 6.5 ㎜. 5. The thickness of the compact bone became wider from the inner side to the outer side of the lunate surface. 6. The posterior inferior portion of the acetabular fossa would be a danger area when we used the screws for infernal fixation of the acetabular fracture through the acetabular fossa. 7. The morphological variations of the acetabular labrum which were measured differently at different locations should be considered during reading magnetic resonance images. 8. The anterior, anterosuperior and posterosuperior portion of the acetabular labrum might be easily torn because the labrum was attached to the bone-like "seating on a flat bony surface." 9. The shape of the articular cartilage was classified into 5 types according to the position of both ends. The above data in this study revealed new findings which should be considered at the times of diagnosis and operation of the hip joint together with morphological characteristics of Korean adult hips.
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방과후 교육을 위한 통합형 문화예술교육에서의 무용 교육과정 개발
서예원 韓國舞踊敎育學會 2008 韓國舞踊敎育學會誌 Vol.19 No.2
The purpose of this study was to examine the role and possibility of Dance in integrated cultural-artistic education Model for After-school programs and to propose the dance Cumculums. In order to this, the concepts, functions, the goals and the system of contents in Integrated cultural-artistic education were investigated. The Dance Program(20hours) were proposed according to the principles and procedures of Integrated cultural-artistic education model. The Dance Programs were proposed in three spheres, Experience curriculums, Comprehension curriculums and Communication curriculums. Each curriculums were composed with activities of Dance, Music, Art, Animation, Drama, Korean Music, Media, Reading. The Experience curriculum was composed with contents for senses and languages based on Arts. The Comprehension curriculum was composed with contents for understanding for common spheres and each sphere. Commiinication curriculum was composed with contents for planning, creation and presentation of Arts.
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창작무용 학습이 초등학교 아동의 자아개념에 미치는 영향
서예원,오희진 韓國舞踊敎育學會 2004 韓國舞踊敎育學會誌 Vol.15 No.2
The above-mentioned findings suggested that creative dance had a favorable impact on the self-concept of the elementary schoolers. If systematic creative-dance education programs are developed and scientific, long-term research efforts are dedicated to this field, creative- dance education will take root as major part of dance education to help establish children's self-concept and facilitate their well-rounded growth.
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서예원 韓國舞踊敎育學會 2005 韓國舞踊敎育學會誌 Vol.16 No.1
The purpose of this study was to establish a model of Dance Appreciation Program for improvement of dance education in elementary schools. In order to achieve the aforementioned purpose, this study analysed contents of dance appreciation in the current 7th physical Education curriculum and developed Dance Appreciation Program. This program was suggested in purposes, contents, methods and evaluations. The result of this study are as follows: First, the purpose of this program was suggested in artistic, aesthetic, cultural aspects for intent values as an art education. Second, the content of this program was suggested with 3rd steps. Those were the understanding of dance aspects and forms, explanations of meaning, evaluations of the value of dance. Third, the method of this program was suggested in performing tasks, creating tasks, historical, culcural tasks and cross curriculum links. Forth, the evaluation of this program was suggested in artistic, aesthetic, cultural aspects, too.
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서예원 韓國舞踊敎育學會 2003 韓國舞踊敎育學會誌 Vol.14 No.1
Dance education in elementary schools has two important meanings: First, it helps elementary students to develop cognitive, temperamental, physical, and social abilities to convey their ideas and feelings by movements and second, it is above all a creative art education. Based on these values, this article presents the current conditions of dance education which is associated with physical education in elementary schools and suggests a few agenda to proliferate dance education in elementary schools. The research results are as follows: 1.Dance education in elementary schools for now is not independent of physical education as a curriculum. It should gain its independence from physical education to recover its own educational values as an art and aesthetic education. 2.The eleven universities of education are responsible for training dance teachers in elementary schools but the courses related to dance education turn out to be in very short supply, even though most of those universities have faculties majoring in dance education. 3.Four suggestions are made for dance education in elementary education: First, it should aim to produce a large number of dance amateurs rather than a small number of elites. Second, more dance-related courses and credits should be offered to dance education in universities. 'Dance recitals' or 'dance contests' can help attract and interest potential devotees. Third, more opportunities of training programs and institutes should be given to dance teachers to improve their quality. Fourth, dance and dance programs should be included into various activities in elementary schools such as extra-curricula, experience learning, specialty and aptitude classes. Not all problems are listed here, however. There remain many unsolved problems to be raised and settled hereafter. Among them, environment like a dance hall or a gymnasium is an urgent consideration in dance education of elementary students. And also, ceaseless concerns and follow-up researches can enrich dance education in elementary schools and put it back on the right track.
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문제해결학습 모형을 적용한 표현활동 수업개선을 위한 실행연구
서예원 韓國舞踊敎育學會 2009 韓國舞踊敎育學會誌 Vol.20 No.2
The purpose of this study was to improve dance classes in Elementary schools. This article was an Action Research so dance teaching planning was made based on Problem solving learning and it was applied to dance class and it had been reflective course to improve education field. The whole schedule was as follows: first, Three creative dance teachings were planned, applied to dance classes and the teacher and I reflected on what she had done. Second, based on the results the same courses were planned. Every dance class was recorded, interviews with students and teachers were recorded and some papers relevant to classes were analyzed as qualitative methods. The research results showed us both of students and teacher were changed. Students changed their cognition about dance classes, realized the joy of creating movements and developed their abilities of creation, problem solving and artistic expression. The teacher got understanded principles of creative dance and movement-problem solving and made practice of teaching methods. Most of all, the most important thing was she got confidence of creative dance teaching. She made constant effort to resolve her own problems about teaching methods. Also she realized it need to assume critical attitude toward own teaching methods
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서예원 ( Ye Won Suh ) 한국무용기록학회 2013 무용역사기록학 Vol.31 No.-
본 연구는 공교육에서의 무용아카이브의 필요성과 아카이브를 활용한 무용교육 사례를 살펴보고, 교육기준에 적합한 아카이브활용 무용교육방법을 제시함으로써, 무용아카이브를 활용한 교육가능성을 탐색하고 제시하는 데 그 목적이 있다. 아카이브를 활용한 무용교육사례로서 오타드의``리소스 활용 교육법(Resource-Based Teaching)``과``비평적 감상과 창의적 표현을 통합한 춤교육 프로그램``을 살펴보았다. 두 사례 모두 무용교수의 가장 중요한 접근법으로서 리소스에 바탕을 둔 교수법을 제안하고 있다. 아카이브 활용 무용교육방법은 최승희의 춤기록을 활용한 초등무용수업을 통해 구체화하였다. 주제는 2007개정 교육과정에서 초등 5학년 무용교육과정의``민속표현``영역으로 정하였고, 국가수준의 교육과정과 문화예술교육표준에 의거해서 영역과 기대수준을 제시하였다. 이에 따라 실행과제, 창작과제, 감상과제, 소통과제들이 제시되었고, 각 과제별 아카이브 활용 방법들이 제시되었다. 또한 초등학교 5학년 대상 실제 무용수업 지도안을 제시하였다. This paper examines the needs of dance a chive and examples of dance education through a chives and shows dance education methods through a chives. By doing so, this paper aims to explore and show possibilities of education through dance a chives. As the examples of dance education through a chives, ``Resource-Based Teaching`` by Smith Autard and ``the construction and effects of a dance education program for young children integrating critical appreciation with creative expression`` were searched. These examples suggest the method based on ``Resource-Based Teaching``. These are focused on popular dance works as a reference for teaching and learning in dance education. The dance education method through a chives was intended applying to those standards and spheres. The main subject-fork expression was determined in 2007 National Curriculum of dance and the sphere and standards were suggested in Art education standard. Following this, performing subjects, creating subjects, appreciation subjects and communication subjects were suggested, and each methods of archive application. And the example of dance education was suggested.
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