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문장원 한국정서학습장애아교육학회 1997 정서ㆍ행동장애연구 Vol.13 No.1
본 연구의 목적은 과잉행동을 수반한 주의집중결함장애 아동을 관리하기 위해 제안된 기존의 부모상담 및 훈련 프로그램을 재검토함으로써, 그들을 관리해야 할 부모들을 효과적으로 돕기 위한 구체적인 방법들을 탐색하기 위함이다. 이 연구에서는 Barkley(1987)가 제안한 부모훈련 세션을 중심으로 여러 연구들이 검토되었고, ADHD 아동의 부모들이 수행해야 할 과제들이 제안되었다. 아울러서 부모중재에 관련된 적절한 접근법을 제시했다. 탐색 결과, ADHD 아동들을 위한 접근방법은 여러 가지가 있으나 그들의 부모에 대한 상담과 훈련은 그 치료효과가 장기적으로 지속되는 것으로 나타났다. 본 연구에서 언급된 부모훈련에 관한 내용들은 ADHD 아동에 대한 행동치료의 필요성과 그 효과에 대한 기초자료가 될 수 있을 것이다. It was the purpose of this study to review existing parent counseling and training program which manage for the children with both AD & HD and to search for more concrete methods which can help the parent as children's manager. In this study, With focusing on Barkley's Parent training program, several studies were reviewed and were offered problems to be performed by parent having the children with ADHD. Adequate approach related to parent training was offered as well. As a result of research, in the middle of several approaches for the children with ADHD, parent counseling and training has shown longer maintenance in the effectiveness. Things that have been mentioned in this study should be basic data supporting the needness and the effectiveness of behavioral treatment for the children with ADHD.
마이크로플라즈마 스프레이에 의한 HA코팅의 밀착력에 관한 연구
문장원,권정대,권식철,나종주,이규인,전창수,고철웅 한국표면공학회 2009 한국표면공학회 학술발표회 초록집 Vol.2009 No.-
마이크로플라즈마 스프레이(Microplasma spray, MPS)를 이용하여 hydroxyapatite(HA)코팅을 수행하여, HA코팅 층에 대한 밀착력을 측정하였다. 밀착력의 측정은 ASTM C633에 의거하였으며, 실험의 설계는 다꾸치법(L18(2¹3?))을 이용하였다. 본 실험에서 HA코팅 층과 모재에 대한 밀착력 측정에서 35.8㎫의 밀착력을 얻었으며, SEM을 이용하여, 표면 형상과 밀착력 실험 후의 파단면을 관찰하였다. 또한, 나노 인덴테이션을 사용하여, 탄성계수와 미소경도를 측정하였다.
문장원 국립특수교육원 1996 현장특수교육 Vol.3 No.2
“음악치료는 음악과 치료가 복합된 개념이다. 음악이 변화의 매개물로서, 치료적인 관계를 형성하도록 해주고 인간의 성장 발달을 도모하며 자아실현을 도와 줄 때, 그 과정이 바로음악치료가 된다.”
문장원,이승환 가야대학교 2005 가야대학교 논문집 Vol.14 No.-
This study point out the degree interests shown by elementary school teachers about inclusive education. The study was initiated with the purpose of serving as basic material that may derive greater attention by teachers towards integrated education, while stressing the necessity for substantial support in public schools as well. In other to achieve such purpose, the study focussed on revealing the differences in attitudes of teachers toward integrated education based on sex, teaching experiences, experiences in teaching disabled children and experience in attending programs designed for teaching disabled children. This study also presents the difference in attitudes of elementary school teachers in reaction to the questions given to them that deal with sub-related domains of inclusive education. The results of the study are as follows; First, teachers of elementary schools had negative attitudes toward the possibility of academic improvement of disabled students when integrated with normal students. However, teachers agreed that disabled students would receive academic assistance from the normal students. Teachers of elementary schools strongly agreed on the necessity of utilizing help from supporting teachers. Second, teachers of elementary schools believe that the attitudes of normal students toward disabled students could change in positive way through inclusive education.
문장원 가야대학교 2011 가야대학교 논문집 Vol.19 No.-
To many special educators, the word genetics elicits negative reactions. Some believe that if a disorder is genetic, then behavioral or environmentally based interventions can have little effect. Given recent advances in genetics, child psychiatry, and mental retardation research, etiology-based interventions are becoming increasingly possible for children with different genetic mental retardation conditions. This article reviews recent advances in the 'new genetics' and shows how such advances affect special education. Focusing on Williams syndrome, fragile X syndrome, Prader-Willi syndrome, and Down syndrome, we note how etiology-related cognitive-linguistic profiles and propensities to distinct personalities and behavior problems point the way to specific, targeted strategies of intervention. Although currently only in the beginning in special education work, such intervention practices promise to become increasingly elaborated and effective in the decades to come.