특별강연-세계경제불안과 경제성장의 New Paradigm

이필상,Lee, Pil-Sang 한국건설관리학회 2008 한국건설관리학회 논문집 Vol.9 No.6

NGO의 발전과 대학교수의 역할

이필상,Lee, Pil-Sang 한국대학교육협의회 2004 大學敎育 Vol.131 No.-

선물거래의 개요

이필상,Lee, Pil-Sang 대한석유협회 1987 석유와 에너지 Vol.1987 No.3

주식수익율의 기대값과 변동성의 상관관계에 대한 연구

이필상(Pil Sang Lee),채준규(Jun Kyu Chae) 한국증권학회 1996 Asia-Pacific Journal of Financial Studies Vol.19 No.1

특수교육적 관점에서 바라본 다문화가정 아동

이필상(Pil Sang Lee) 한국재활심리학회 2009 재활심리연구 Vol.16 No.3

The children in multicultural families show that Specific language impairment, Learning disabilities, and Emotional-behavioral disturbed characteristics. The purpose of this study was to examine the suggestions of children in multicultural families from the viewpoint of special education. Results of this study were as follows : First, The number of children in multicultural families has been increasing every year in Korea. Second, as specific language impairment children, children in multicultural families showed that same language characteristics. Third, as specific language impairment children, children in multicultural families showed that same learning characteristics. Finally, as specific language impairment children, children in multicultural families showed that same emotional and behavioral characteristics. The findings suggest that to solve these problems, we must consider from the viewpoint of special education.

비모수적 이자율모형 추정과 시장위험가격 결정에 관한 연구

이필상 ( Lee Pil Sang ),안성학 ( An Seong Hag ) 한국재무관리학회 2003 財務管理硏究 Vol.20 No.2

보청기 및 인공와우 착용아의 어음변별력과 어음명료도의 상관관계

이필상(Lee Pil-sang),주미영(Ju Mi-Young) 한국재활과학회 2005 難聽과 言語障碍 Vol.28 No.1

  The purpose of this study is to know the correlation and characteristics between the speech discrimination and speech intelligibility of 6 sounds(/a/, /u/, /i/, /m/, /∫/, /s/) and 25 words with primary or secondary stressed syllable between the hearing impaired children with hearing aids and cochlear implants. There are 10 children with hearing aids and 10 children with cochlear implants who, with hearing impaired hearing aids before the acquirement of language and without any other issues, participated.<BR>  The results of this study are as followings:<BR>  First, it indicates that an analogy was not found between speech discrimination and speech intelligibility for 6 sounds and 25 words with primary or secondary stressed syllable for the children with hearing aids. Although there was no error on /a/sound, but /s/sound had many errors in speech discrimination and speech intelligibility for the children with hearing aids. It was found that the level of words which had faults corresponded in order to plosives, affricate, fricative, nasals, with speech discrimination, and affricate, fricative, plosives, vowels, nasals, with speech intelligibility.<BR>  Second, there were no differences between speech discrimination and speech intelligibility for 6 sounds for children with coacher implants. However there was a similar correlation for 25 words with primary or secondary stressed syllable in them. It was shown that they had errors in speech discrimination and speech intelligibility for the /s/sound, on the wards level of speech discrimination in order to plosives, affricate, nasals, fricative, and on the speech intelligibility affricate, fricative, plosives, vowels.<BR>  Third, there were no differences in the 6 sounds for the two groups. However, it indicated that there were significant differences statistically in speech discrimination for 25 words with primary or secondary stressed syllable at the level t= 2.160, p= .045 p<.05. It indicated that there were significant differences, statistically in the speech intelligibility for 25 words with primary or secondary stressed syllable at the level t= 4.122, p= .001 p<.05.<BR>  As the result of the study is to prove similar characteristics in the speech discrimination and speech intelligibility for two groups and also show that children with cochlear implants have correlations in speech discrimination and speech intelligibility for 25 words with primary or secondary stressed syllable. It is showed that children with cochlear implants have higher grades over all, and there are significant differences in speech intelligibility and speech discrimination for 25 words with primary or secondary stressed syllable in the two groups.

2015 개정 특수교육 기본 교육과정 현장 적용성에 관한 특수교사의 인식 연구

이필상(Lee Pil-sang) 한국특수교육교과교육학회 2020 특수교육교과교육연구 Vol.13 No.4

이 연구는 특수학교에서 근무하고 있는 특수교사와의 면담을 통해 2015 개정 특수교육 기본 교육과정의 성취기준에 대한 인식과 교과 내용에 대한 인식 및 교육과정 재구성에 대한 특수교사의인식이 어떠한지를 살펴보았다. 연구 참여자들은 D 광역시의 A 특수학교에 재직하고 있는 특수교육 경력 3년 10개월에서 26년 10개월의 특수교사 5명이다. 반구조화된 질문지를 이용한 면담을 통해 수집된 결과를 분석한 결과 3개의 주요한 주제와 8개의 부주제, 16개의 코드명이 도출되었다. 3개의 주요 주제는 첫째, 성취기준에 대한 인식, 둘째, 교과 내용에 대한 인식, 셋째, 교육과정 재구성에 대한 인식이다. 연구 결과, 첫째, 특수교사들은 2015 개정 특수교육 기본 교육과정의 성취기준을 인식하고 있지만, 학생 수준별로 성취기준을 분석하는 방법에 대한 이해가 낮다고 하였다. 둘째, 특수교사들은 2015 개정 특수교육 기본 교육과정의 교과 내용의 양과 수준이 적절하지 못하여 학생의 장애 정도와 특성에 따른 적용상의 문제가 있으니 이에 대한 조정이 필요하다고 하였다. 셋째, 특수교사들은 2015 개정 특수교육 기본 교육과정의 교육과정 재구성에 대한 필요성은 인식하지만, 실행 방법에 대한 이해도가 낮으므로 이에 대한 대책을 요구하고 있었다. The purpose of this study was to understand special education teacher’s practical perception of application to the basic curriculum of special education reversed in 2015. The participants of study were 5 special education teachers in D metropolitan city, South Korea. The data collection for the research was based on Seidman’s In-depth Interviewing and analyzed with the constant comparative method. the result of qualitative data analysis were listed as follows: Titles such as (1) Perception of achievement standards (2) Perception of the subject’s content (3) Perception of curriculum restructuring. The result of this study were as follows: First, Special education teachers said they were aware of the achievement standards of the 2015 revised special education basic curriculum, but they said they had low understanding of how to analyze achievement standards by student level. Second, Special education teachers said that the amount and level of curriculum content in the 2015 revised basic curriculum for special education was not appropriate, and there was a problem in application depending on the degree and characteristics of students disabilities. Third, Special education teachers recognized the necessity of restructuring the curriculum of the 2015 revised special education basic curriculum, but their understanding of how to implement it was low, so they requested countermeasures.

청각보상 전후 청각장애아동 음성의 음향학적 특성 비교 연구(1)

이필상(Lee Pil-Sang) 한국재활과학회 2003 難聽과 言語障碍 Vol.26 No.2

The purposes of this study were to examine the changes of acoustic characteristics of hearing impaired children's sound and speech before and after offering auditory feedback which used a hearing aid, and to find out the effects of auditory feedback on the changes. The participants were composed of 10 normal children and 10 children with a hearing aid on. The conditions for the selection of participants were limited to children with no physical handicaps including hearing impairment, children who lost hearing before language acquisition, children whose hearing loss was over 90 dB, and children who depended entirely on a hearing aid. Their age range was from 9 to 10 years old. In order to find out the changes of acoustic characteristics of hearing impaired children's sound made by auditory feedback, the study went through F1, F2, F2-F1 analyses in the sounds of /ah, 00, ih/ vowels through CSL, and compared them with a FO analysis in the first and second syllabus speeches. The mean differences of FO, F1, F2, F2-F1, before and after putting on a hearing aid and a cochlear implant, was verified by means of a paired t-test. Such analyses draw the following major conclusions: First, auditory feedback through the use of a hearing aid improves articulation problem in the sounds of /ah, 00, ih/ vowels created by hearing impaired children. That is, after the auditory feedback, the location of tongue was modified by putting lower or backward their tongue for /ah/ vowel, higher or more backward for /uh/ vowel, and higher or more forward for /ih/ vowel. Since this phenomenon is considered to improve the articulation of vowel problem through the modification of the location of tongue by offering auditory feedback, there can be direct correlations between auditory feedback and acoustic characteristics of sound. Second, auditory feedback through the use of a hearing aid improves articulation problem in the hearing impaired children's first and second syllabus speeches. That is, since the fact that the pitch gets lower means the improvement of articulation problem, there can be direct correlations between auditory feedback and acoustic characteristics of speech.

2015개정 특수교육 기본 교육과정 수학과 내용 체계에 관한 특수교사의 경험적 개정 요구 연구

이필상(Lee Pil-sang) 한국특수교육교과교육학회 2021 특수교육교과교육연구 Vol.14 No.3

이 연구는 특수학교에서 근무하고 있는 특수교사와의 면담을 통해 2015개정 특수교육 기본 교육과정 수학과 내용 체계에 있어서 영역과 내용 요소 및 공통 교육과정 수학과의 연계성을 중심으로 교육 현장에서의 경험적 인식을 바탕으로 어떠한 개정 요구를 가지는지 질적 연구를 통해 살펴보았다. 연구 참여자들은 경북 G시의 특수학교에 재직하고 있는 특수교육 경력 4년 3개월에서 21년 3개월의 특수교사 5명이다. 반구조화된 질문지를 이용한 면담을 통해 수집된 결과를 분석한 결과 3개의 주요한 주제와 8개의 부주제, 16개의 코드명이 도출되었다. 3개의 주요 주제는 첫째, 영역의 구성에 대한 개정 요구, 둘째, 내용 요소의 현장 적용성에 대한 개정 요구, 셋째, 공통 교육과정 수학과의 연계성에 대한 요구이다. 연구 결과 첫째, 현행 기본 교육과정 수학과의 5개 영역의 구성은 특수교육 대상 학생의 특성과 수준에 적절하지 않다고 하였으며, 영역은 단계 수준별 편성으로의 개정을 요구하고 있었다. 둘째, 내용 요소는 수 이전 개념과 수와 연산과 관련된 내용 강화를 요구하고 있었으며, 내용 요소의 수준은 더 낮고 점진적인 수준 상승으로 개정해 주기를 요구하고 있었다. 셋째, 공통 교육과정 수학과의 연계는 일반학교와 특수학교 및 특수학급 간, 학년 간, 교과 간 필요하며, 그 방법은 교육과정 재구성이라고 알고 있지만 구체적 실행 방법을 모르므로 향후 실제적인 내용을 중심으로 한 연수를 요구하고 있었다. The purpose of this study was to understand amendment request of special education teachers in mathmatics contents system according to the basic curriculum of special education revised in 2015. The participants of study were 5 special education teachers in G city Gyeongsangbuk-Do, South Korea. The data collection for the research was based on Seidman’s In-depth Interviewing and analyzed with the constant comparative method. the result of qualitative data analysis were listed as follows: Titles such as (1) Request for revision of the composition on the area (2) Request for revision for field applicability of content elements (3) Request for linkage with commom curriculum mathmatics. The result of this study were as follows: First, Special education teachers requested that the composition of the five areas of the current basic curriculum mathmatics are not appropriate for characteristics and level of students subject to special education, and areas are revised to organized by stage or level. Second, Special education teachers requested that the content element was requesting to strengthen the content related to the concept on previous step of number and number calculation, and the level of the content element was lowerd and requested to be revised with a gradual increase in level. Third, Special education teachers were aware of the necessity of connection to the special education basic curriculum and general education mathematics, and know that connection method is curriculum restructuring, but di nor know how to implement it, so requested training focusing on actual content in the future.