IH밥솔의 유도 가열 코일 손실 계산 및 Cost 예측에 관한 연구

유승희(Seung Hee Ryu),박병욱(Byeong Wook Park) 대한전기학회 2002 대한전기학회 학술대회 논문집 Vol.2002 No.7

초등교실에서 놀이수업의 접근 방안

유승희 ( Seung Hee Ryu ) 한국초등교육학회 2002 초등교육연구 Vol.15 No.2

The purpose of this study is to inquire into a educational meaning of play, explore a possibilities of play appliable to teaching-learning methods, and develop a play approach model for elementary school instruction by presenting six domains of play approach applicable to elementary school classroom. The followings are important elements of educational meaning of play. First, play enables children to make sense of their world. Second, play develops social and cultural understandings. Third, play allows children to express their thoughts and feelings. Forth, play fosters flexible and divergent thinking. Fifth, play provides opportunities to meet and solve real problems. Sixth, play develops language and literacy skills and concepts. The followings are six domains of play approach in elementary school. Approach 1 aims memory knowledge with non-play approach based on behaviorism. Approach 2 aims stable emotion, happiness, and play therapy with free-play approach based on psychoanalysis. Approach 3 aims a attention during class and motivation with small-play approach based on child-centered education. Approach 4 utilize play medium with play approach for subject matter based on constructivism and multiple intelligence theory. Approach 5 aims the advancement of human knowledge, sociality, cooperative spirit, thinking power, and human relationship skill with development play approach based on humanism and DAP. Approach 6 aims development of integrated whole human with integrated growth play approach based on hollistic education, DAP, humanistic education, constructivism, and multiple intelligence theory.

“친구”프로젝트 접근법을 통한 집단 따돌림 아동의 학교생활 적응과정

유승희 ( Seung Hee Ryu ) 서울敎育大學校 初等敎育硏究所 2012 한국초등교육 Vol.23 No.1

본 연구의 목적은 ‘친구’ 프로젝트 접근법을 통하여 초등학교 집단 따돌림 아동의 학교생활 적응과정이 어떻게 변화해 가는지를 밝히고자 한다. 연구의 의의는 이 연구를 통해 오늘날 초등학교에서 만연되고 있는 집단 따돌림 아동들이 학교생활에 잘 적응하여 원만한 인격체로 자라날 수 있도록 돕고, 나아가 학급에서 이러한 문제에 대처해야 하는 교사들에게 교육적 자료를 제공하려는데 있다. 연구대상은 D시 Y 초등학교 6학년 1개 학급 32명이며 연구 방법은 질적 연구 중 문화 기술적 방법으로 참여관찰, 심층면접 그 외 기타 자료를 활용 하였다. 본 연구의 결과는 다음과 같다. 1. 프로젝트 접근법을 통해 자신과 인간관계에 대한 존중감이 형성 되었고 특히 자존감이 향상 되었으며 사회적 인간관계가 개선되었다. 2. ‘친구‘프로젝트 접근법을 통해 학교생활에 대한 만족감이 증진 되었는데 특히 학교생활이 편안해졌고 수업시간이 즐거워 졌다. 결론적으로 ‘친구’ 프로젝트 접근법은 초등학교 집단 따돌림 아동들이 학교생활에 적응해 나가는데 긍정적인 효과가 있는 것으로 나타났다. The purpose of this study is to find out how the children suffering from being ostracized come to adjust to school through the project ``Friend``. Study subjects settled to accomplish the study purpose are as follows. How the children suffering from being ostracized come to adjust to school through the project ``Friend``? The meaning of this study is to help children suffering from being ostracized adjust to school and grow as human beings. Furthermore, it attempts to provide teachers who should deal with the problem with proper educational materials. Participants were 32 6th grade children in Y elementary school in D city. Ethnography was employed as a method including participant observation, in-depth interview, work results, teacher diary, children diary, parents letters, and class internet homepage. The results are as follows 1. The project approach built children respect for selves and other humans 1-1. The project ``Friend`` increased children`s self-esteem by giving supports from peers and teacher. 1-2 The project ``Friend`` improved children`s social relationship by enabling relationship and cooperation centered learning. 2. The project approach embedded school satisfaction in children. 2-1. The project ``Friend`` helped children feel secure by making them have good relationships with each other. 2-2. The project ``Friend`` encouraged children to attend class more delightfully by having them more closely interact with peers and teacher. Consequently, the project ``Friend`` showed a positive effect on children suffering from being ostracized to adjust to school.

Z.P.D 영역에서 Scaffolding을 통한 아동의 지식구성에 관한 연구

유승희(Ryu Seung Hee) 한국열린교육학회 2006 열린교육연구 Vol.14 No.2

본 연구는 아동이 ‘설날은 언제인가요?’라는 질문을 중심으로 아동의 ZPD 영역에서 Scaffolding을 통한 지식구성과정을 확인하고 분석하였다. 분석 내용은 아동의 질문을 중심으로 학습목표에 도달하는 과정을 큰 ZPD라고 했을 때, 그 과정에서 작은 ZPD-1에서 작은 ZPD-4까지가 생성되었다. 본 연구에서의 논의는 첫째, Scaffolding의 목표에 대한 이론적 정립 둘째, Scaffolding의 종류에 대한 이론적 정립을 시도하였으며 셋째, Scaffolding의 유형과 ‘상징화 주기’전략과의 관계에 대해 문제제기 하였으며 넷째, 이론과 실제와의 조화에 대해 논의하였다. 본 연구의 결론은 첫째, Scaffolder는 아동중심적 교육관의 소유자여야 하며 둘째, 성공적인 Scaffolding에는 유효한 구성요소가 있어야 하며 셋째, 하나의 큰 ZPD 속에 작은 ZPD가 생성됨으로써 보다 효과적인 지식구성의 과정으로 나아갈 수 있다는 것이다. The purpose of this study is to find out how children construct and explore knowledge. The process of constructing knowledge of children scaffolded was applied to elementary school and analyzed its effect. The analysis was implemented based on, in the aspect of scaffolding, inter-subjectiveness, effective reaction, active listening, and distance-strategies, and in the aspect of children"s learning status, assistance by others, self-regulation, internalization, de-automatization. Advantages of this study are as follows. First, this study attempted to theorize scaffolding goal and scaffolding type. Second, three stages(low, middle, high) in distance orientation presented by Sigel were applied to the field. The results are as follows. First, it was verified that the analysis standards such as inter-subjectivity, effective reaction, distance strategies, and active listening are important factors for successful scaffolding. Second, scaffolding in ZPD is more efficiency. Appropriate scaffolding in a situation that children approximate to ZPD helped children actively acquire knowledge. Third, 4 sub-domains of ZPD were used. One of 4 is to understand "how to calculate next week." Sub-domain 2 includes "how to calculate last week", Third one includes "calculating the week after next," and fourth one, "how to calculate the days over 31."

프로젝트 수업을 통한 초등학교 1학년 아동의 학교생활 적응과정 탐색

유승희(Ryu, Seung-Hee) 한국열린유아교육학회 2013 열린유아교육연구 Vol.18 No.2

본 연구의 목적은 〈우리학교〉를 주제로 한 프로젝트 수업을 통해 초등학교에 입학하는 1학년 아동들의 학교생활 적응과정을 탐색하고자 한다. 본 연구의 의의는 유초연계 교육과 초등학교 현장에서 1학년들의 학교생활 적응을 위한 보다 효과적인 아동지도 자료를 제공하려는데 있다. 본 연구의 결과는 〈우리학교〉 프로젝트 수업을 통해 학교 내의 물리적 심리적 공간에 대한 이해가 높아지고 교사와의 대화가 증가함으로써 교사에 대한 따뜻함과 신뢰감이 신장 되고 아동의 심리적 안정감이 형성 되었다. 그리고 프로젝트 학습을 통해 친구와 교사에 대한 관심과 배려심이 높아짐으로써 친구와의 긍정적 교우관계와 협동적 문제해결 학습태도가 형성 되었다. 결론적으로 〈우리학교〉 프로젝트 수업은 초등학교 1학년에 입학하는 아동들의 학교생활 적응에 긍정적인 효과가 있었다. The purpose of this study was to explore how 1<SUP>st</SUP> graders adapt to their school by project approach 〈My school〉. This study may contribute teachers to provide more effective school guidance to help their 1st grade children adapt to school. This study employed an ethnograpic research method. 18 children in P elementary school in D city participated in the study. The Data collected through participant observation, in-depth interview, and etc was analyzed. The results were as follows: 1. By exploring some of the project themes such as ‘Greeting school’ and ‘Teacher, My teacher’, children learned how to use school facilities and gained feeling of intimacy, which in turn embedded the sense of security in children. 1-1. The project approach helped the children understand psychological space in the school and therefore enjoyed the school 1-2. The project approach built up trust toward their teacher by helping children have more conversation with their teacher. 2. By exploring a project theme ‘Chummy friends", and starting the negotiated group learning, the children came to have positive friendship and cooperative learning attitudes. 2-1. The project approach made the children to have more interests in other children and more positive interaction with them. 2-2. The project approach empowered the children to care for their friends and therefore to have attitudes to solve problems cooperatively with them. Consequently, the project approach 〈My school〉 is effective for 1<SUP>st</SUP> graders to adapt to school.

초등교육학의 학문적 성격과 탐구 영역

유승희(Seung Hee Ryu) 한국초등교육학회 2000 초등교육연구 Vol.13 No.2

This paper attempts to perceive the speciality of elementary education from the perspectives of fundamentality, formation, developmentality, integration, and wholeness. It also tries to shed light on the characteristics of elementary education from the humanistic approach rather than the scientific approach. In addition, the paper emphasizes the latent elementary pedagogy, not the overt one and put the stress on the aspect of practical research, not on the aspect of theoretical research. However, the ultimate purpose of this paper is to clarify that the humanistic approach includes the scientific approach, and the latent elementary pedagogy covers the overt pedagogy, and the theoretical research and practical research are mutually dependent. By suggesting the basic, core, intense, and complementary areas for the exploration of elementary pedagogy, the paper attempts to integrate each area interdisplinarily and establish the identity of elementary pedagogy as a synthetic science.

듀티 가변 제어를 적용한 공진형 DC/DC 컨버터의 새로운 AC 등가 부하 모델링

유승희(Seung-Hee Ryu),김동희(Dong-Hee Kim),이병국(Byoung-Kuk Lee) 전력전자학회 2012 전력전자학술대회 논문집 Vol.2012 No.7

단일 보조 스위치를 이용한 새로운 ZVZCS PWM DC-DC 컨버터

유승희(Seung-Hee Ryu),이동윤(Dong-yun Lee),유상봉(Sang-Bong Yoo),현동석(Dong-Seok Hyun) 전력전자학회 1998 전력전자학술대회 논문집 Vol.- No.-

This paper presents Novel ZVZCS PWM DC-DC converters The proposed soft-switching technique achieves ZVS and ZCS simultaneously at both turn-on and turn-off of the main switch and diode by using only one auxiliary switch. Also, the proposed soft-switching technique is suitable for not only minority but also majority carrier semiconductor devices. The auxiliary circuit of the proposed topology is placed out the main power path and therefore, there are no voltage/current stresses on the main switch and diode. The operating principle the boost converter as an example. The validity of the proposed converter is verified by theoretical analysis, simulation and experiment results.

모둠학습활동에서 또래 간 스케폴딩 탐구

유승희 ( Seung Hee Ryu ),이은경 ( Eun Kyung Lee ) 한국초등교육학회 2010 초등교육연구 Vol.23 No.4

The purpose of this study is to examine the aspects of peer scaffolding in natural group learning activities in an attempt to get a better understanding of students in the elementary education sector and facilitate the improvement of teaching-learning methods. An ethnographic study was implemented from May to October 2008. The subjects in this study were 28 students in a fifth-grade class in an elementary school located in the city of Daegu. Data were gathered by conducting a participant observation, interview, survey and journaling. The natural group learning activities in which the selected children were engaged were recorded and transcribed, and the students were asked to write what they learned. After all the collected data were analyzed, the following were as findings: First, every member who participated in the group learning activities served as a scaffolder. Second, the scaffolders made the use of various strategies, and questioning and asking that were designed to step up the scaffolding of the children who were helped contributed to creating new ZPD through assimilation and regulation. Third, the range of scaffolding hinged on each member`s capability. In conclusion, group learning activities produce very positive effects by spawning dynamic scaffolding that leads to differentiated and self-directed learning.

전기 자동차 인버터 구동을 위한 게이트 드라이버용 DC-DC 컨버터

신승민(Seung-Min Shin),유승희(Seung-Hee Ryu),이병국(Byoung-Kuk Lee) 전력전자학회 2013 전력전자학술대회 논문집 Vol.2013 No.11