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조정은(Jeong-eun Cho) 조선대학교 교과교육연구소 2009 敎科敎育硏究 Vol.30 No.2
Contemporary society requires creative human. All people agree that the society needs those who have the ability to predict the changes amid the rapidly changing chaos, cope with such changes, and adapt to the future world. The goal of creativity education in music may be to deepen the experience of creative music and relish the pleasure from that through the learning activities for expressing personally distinctive emotions. Though the word creation reminds us of composition, creation is a learning area encompassing various experiences that include the composition. The distribution of latest computers to school as part of the government policy to promote advanced school education has been useful for stimulating creativity. In addition, the media programs of computer are useful for creating music notes more easily and efficiently, which were recorded only on music sheets in the past. This realistic necessity has given rise to more researches into the teaching and learning amid the increasing interest in music education which uses computer along with the advancement of state-of-art media. In response to that, this study explores the measures necessary for laying the groundwork for creation activities by promoting the understanding of the components of music through Finale 2009 program. In addition, this study presented the methods for applying creativity activities that uses Finale 2009 program to promote positive and active learning activities of students.
초등학교 1-3학년 ADHD 아동의 말하기, 읽기, 쓰기에서 연음 발달 연구
조정예 ( Cho Jeong-ye ),김화수 ( Kim Wha-soo ),최경윤 ( Choi Kyung-yoon ) 대구대학교 특수교육재활과학연구소 2018 특수교육재활과학연구 Vol.57 No.2
본 연구는 초등학교 1-3학년 ADHD 아동 각 8명씩 총 24명을 대상으로 연음 말하기, 읽기, 쓰기 발달을 알아보고자 하였다. 김화수 외(2016)의 선행연구에서 사용된 연음 어휘 중 그림으로 표현할 수 있는 10개의 어휘를 선정하여 말하기, 읽기, 쓰기 각각 10문항씩 총 30문항을 구성하였다. 검사 결과는 다음과 같다. 첫째, 세 집단에서 연음 말하기, 읽기, 쓰기 모두 학년별로 유의미한 차이를 보였다. 사후검증 결과 말하기는 1학년에 비해 3학년이 유의미하게 더 높았고, 읽기는 2학년에 비해 3학년이, 쓰기와 총점은 1학년과 2학년에 비해 3학년이 더 높았다. 둘째, 각 집단 내 과제 간 비교 결과 또한 세 과제 모두 유의미한 결과를 확인할 수 있었다. 사후검증 결과 1학년은 말하기<읽기<쓰기 순으로 유의미한 차이를 보였고, 2학년은 말하기<읽기, 쓰기 그리고 3학년은 쓰기<말하기, 읽기와 같은 결과를 보였다. 셋째, 오류분석 결과 연음비적용, 비단어 대치, 의미단어 대치, 철자오류, 무반응으로 총 다섯 가지 오류 유형이 나타났다. 이를 통해 ADHD 아동의 연음 말하기는 일반아동과 같은 연음 발달 순서를 나타내지만, 오류 수가 더 많고, 유형이 특징적이며, 철자에 노출되는 읽기와 쓰기에서는 1학년에서 2학년으로 학년이 올라가도 여전히 어려움을 보이는 것을 알 수 있었다. 또한 ADHD 아동에게서 나타나는 오류는 그들의 실행기능 결함 때문으로 보인다. 이를 통해 ADHD 아동의 연음규칙 교육 시 단어 포인팅 하기, 읽기와 쓰기 시 철자 차이를 시각적 단서로 제공하기 등의 방안이 필요할 것으로 생각한다. The aim of this study is to investigate the development of prolonged sound in speaking, reading and writing in 24 children with ADHD, with eight children from first to third grade in elementary school. For the test of prolonged sound, ten vocabularies that can be represented in picture were selected from previous study by Kim Hwa-Soo et al.(2016). The test composed of a total of 30 items, 10 items for vocalization, 1 items for reading and 10 items for writing. The results of the test are as follows: First, from the three test groups, all grades had significant differences in speaking, reading and writing. For posteriori tests, the results of the third grade children were significantly higher than those of the first grade. For reading, third grade were significant higher than second grade and for the writing and for the comprehensive test, third grade had significantly higher score than the first and the second grade. Second, the result of the comparison among the test group had shown that significant results for all three tasks. The results of the posteriori test showed significant different in the order of speaking<reading<writing for first grade, speaking<reading, writing for second grade and writing<speaking, reading for third grade. Third, error analysis showed five types of errors: non-use of prolonged sound, non-word substitution, semantic substitution, spelling error and no response. This shows that the speaking of prolong sound in children with ADHD show the same order of development as that of normal children, but have more errors, the types are characteristic and also that for reading and writing which are exposed to letters, children continued to show difficulty despite going from first grade to second grade. Therefore, when educating children with ADHD in fields of special education, it is necessary to systematically educate in the order of speaking, reading and writing. In particularly from the second grade when children are exposed to letters, it is important to let them understand the spelling differences in reading and writing. Finally, the characteristic errors that show in children with ADHD such as non-word or semantic substitution appear to be due to their executive functional defects. This shows that when educating prolonged sound rules to ADHD children, measures such as pointing to the words and providing visual cues for spelling differences in reading and writing, is necessary.
음악의 세계개방성과 정신적 인격에 대한 음악의 영향-인격에 대한 음악치료의 가능성-
조정옥 ( Jeong Ok Cho ) 연세대학교 유럽사회문화연구소 2014 유럽사회문화 Vol.0 No.12
The spirit of human being can grasp the eternal essence and can be free from drives by the self restraint. In that point the human being is world-opened in Max Scheler`s sense. The art as the objectified spirits in matter, is also world-opened, because the art is made by the creative act of the spirit as the activity released from drives. So to speak the art contain the essence and truth of the world and the art can release the artist and the appreciating subject from the world-anxiety and drives: Kant`s desinterested satisfaction and Schopenhauer`s tantative provisional Nirwana. The world-openness means not always supremacy of human-being in comparison with animals but only a special character of man. The music is more world-opened than any other genre of arts as the description of idea, because the music describe the will as the source of the cosmos, which lies deeper than the idea(essence). The personal spirit or the spiritual person can be free from the desire to possess or from the blind will and pursue higher level of value than hitherto by the musical activity. The music can accordingly the sense of values and the person change. On that ground the music therapy can from now on aim to change of person. Until now the music therapy seek after the physical and psychological change of clients.
단순 Box형 Cut-out 차체모델의 경량화를 위한 이론적 개념설계 모델 연구
조정길(Jeong-Gil Cho),구정서(Jeong-Seo Koo),정현승(Hyun-Seung Jung) 한국철도학회 2011 한국철도학회 학술발표대회논문집 Vol.2011 No.10
In this paper a theoretical approach was studied to make a baseline box type model satisfying the stiffness condition of a cut-out model. First we compared the sum of the sectional theoretical deflections and the FEM result of the cut-out model under the static load test conditions and we obtained good correlations from both the results. Second To obtain the thickness of the baseline model we used the mean value of geometric moment of intertia of the side wall and roof structure. Also we compared the theoretical results and the FEM result of a baseline model and we obtained good correlations. It is considered that the developed theoretical approach can be used for the weight reduction of train carbodies.