PIECE for PIANO I

이주옥 이화여자대학교 음악대학 작곡과 1973 멜로디 Vol.- No.8

한국 전통마을의 보전 개념과 방법론 연구 - 한국.중국 전통마을의 사례연구를 바탕으로 -

이주옥,한필원,Lee, Ju-Ock,Han, Pil-Won 한국건축역사학회 2011 건축역사연구 Vol.20 No.6

The objective of this study is to establish the method of conservation for traditional Korean settlements, based on the field surveys on the representative traditional settlements in Korea and China. The method is approached from grasping the conservation mechanism in which non-physical aspects deeply influence physical ones. The study has analyzed the characteristics and problems in the current methods of conservation for the traditional settlements, through comparing conservation practices at the World Heritage-class settlements such as Yangdong, Hahoi, and Oeam villages in Korea and Xidi-cun, Hong-cun, and Dangjia-cun in China. As a consequence of the study, the conservation method for the traditional Korean settlements is established as follows; Firstly, the conservation targets are classified into 4 types in terms of the relations of elements; individual, correspondent, sequential, and network elements. Secondly, the conservation strategies include the structuralizations of targets, by means of sequencing and networking. Thirdly, the conservation programs are made in consideration of the sustenance, transformation, replacement, and extinction of traditional use patterns.

유네스코 Inclusive Education : 배경과 현황

이주옥 한국국제이해교육학회 2010 국제이해교육연구 Vol.5 No.2

유네스코 한국위원회는 국제이해교육학회를 비롯한 학계의 협력하에 한국 사회에 유네스코와 국제사회의 교육 관련 논의를 소개하며 지속가능발전교육(ESD) 등 다양한 테마의 보급에 매진해 왔다. 이 논문에서는 Inclusive Education의 배경과 현황을 정리하여 단순히 새로운 테마를 소개하는 것이 아니라 근래의 논의를 통해 우리에게 익숙해진 Inclusiveness 관련 주제들과 그 국제적 흐름을 전달하고 국내에서의 협력과 실천방안에 어떤 것들이 있을지를 찾는 데 목표를 두었다. Inclusive Education(IE)의 배경과 현황을 설명하기 위해 이 논문은 우선 IE가 무엇이고(what), 왜(why) 도출되었는지를 설명하고 이어서 IE의 실행 맥락과 관련해 유네스코에서는 이를 어떻게 how) 실현하고자 하는지를 구체적인 교본을 통해 살펴본 후 마지막으로 이 주제와 관련해 향후 국제사회의 움직임은 어디로(where) 갈 것인지에 대한 나름대로의 전망을 제시하고자 한다.

한옥 설계프로세스의 정립과 단계별 설계정보의 도출

이주옥,한지애,한필원,Lee, Ju-Ock,Han, Ji-Ae,Han, Pil-Won 한국건축역사학회 2013 건축역사연구 Vol.22 No.2

This study identifies the current status of hanok design process and required design information through individual survey and interview with hanok architects and builders to suggest a proposal. Current design system turns out to be a common design process not reflecting hanok's unique mechanism of production. The proposal consists of the alternative design process, 'Initial survey / Site and structural planning / Spatial layout and form / Openings, interior and exterior elements design / Detail design', containing the specialty of hanok's mechanism, and the lists of design information required in its each stage. The proposed design process also emphasizes the significance of consultation in a way of designing coordination, and classifies the specific contents for each consultation moments. The study is expected to contribute for architects including the group who are not specialized in hanok to improve the architectural quality by following the systematic design process. Also the design system provides a framework to organize the vast range of design information being recently developed in the technique-oriented area.

폴라니(M. Polanyi)의 지식의 통합성에 기초한 놀이 중심교육 고찰

이주옥,김금란 학습자중심교과교육학회 2020 학습자중심교과교육연구 Vol.20 No.13

The purpose of this study was to examine play-centered education based on the integrity of knowledge, which is Polanyi's theory of knowledge, and to investigate the implications of his theory for play-centered educational activities. The results of this study will provide elementary school educators and early childhood educators with information on the successful and systematic articulation between early childhood and elementary education on play-centered education. According to Polanyi's knowledge theory, the play-centered education is based on four aspects the concept, effectiveness, integration, and significance of play- centered education. Play-centered education is child-centered education considered a child being the owner of learning and it is the integrated status of theoretical and practical education for child to acquire knowledge through play. Through this study, it proves that Polanyi's knowledge theory values children's interests and motivation and ultimately supports child- and play-centered education considering a child as being an active and voluntary participant. Therefore, it is important that Polanyi's knowledge theory provides the fundamental resources on play-based education as to connect early childhood and elementary education. Polanyi의 지식이론은 초·중등의 통합교육과정에는 많이 등장하지만 유아교육 분야에서는 거의 거론되지 않고 있는 이론이다. 본 연구는 Polanyi의 지식이론인 지식의 통합성에 근거하여 놀이 중심 교육에 대해 고찰해보고 그것이 놀이중심 교육 활동에 미치는 시사점을 통해 유아교육자들에게는 물론 초등 교육자들에게도 체계적인 유·초 연계를 위한 기초자료를 제시하는데 목적이 있다. 이를 위해서 Polanyi의 주요문헌을 통해 Polanyi가 주장하는 암묵지와 자득지의 성격과 그것을 구성하고 있는 보조식과 초점식을 통해 통합 교육과정으로서의 지식의 통합성에 대해 알아보았다. 그리고 지식의 통합성을 바탕으로 한 Polanyi의 이론이 놀이 중심 교육과의 연계성 및 실제에 시사하는 바를 제시하고자 하였다. 본 연구는 문헌연구의 고찰을 통해서 Polanyi의 지식이론은 아동의 흥미와 동기 유발을 중요시하고 능동적이며 자발적 참여로서의 아동을 중요시하는 놀이 중심 교육을 지지하고 있다. 따라서 Polanyi의 지식이론은 놀이 중심 교육을 통해 유·초 연계를 실행하는데 기초적인 자료를 제시한다는 점에서 시사점을 준다고 할 수 있다.

텔레비전 뉴스의 담론형성에 관한 연구 : 뉴스 틀 분석을 중심으로

이주옥 고려대학교 신문방송연구소 1998 커뮤니케이션 科學 Vol.17 No.1

한옥 설계의 최근 경향 연구 - 최근 10년간 건축전문 잡지에 게재된 신축 한옥을 대상으로 -

이주옥,한필원,Lee, Ju-Ock,Han, Pil-Won 한국건축역사학회 2012 건축역사연구 Vol.21 No.1

The objective of this study is to find out the recent trends of hanok design based on 58 hanoks appeared in architecture magazines in the last 10 years. The cases are analyzed in terms of location, size, building form, spatial organization, material, roof form, and the ceiling form of living room. The consequences of this study is as follows; Most of the recent hanoks are built in rural area (91.4%), which shows the hanok is not accepted as an urban house type. Hanoks tend to be built in 2 stories whose 2nd floor is smaller than the 1st floor. (34.5%) The preferred size is total floor area of $99.2{\sim}165.2m^2$ (62.0%), 3 rooms (46.6%) with a traditional ondol room (60.3%). The buildings with ㄱ-shape (43.1%) and linear-shape (27.6%) are preferred, and the compact plan type similar with apartment house appears (13.8%). In the roof design that greatly influences the appearance of building, the traditional design factors such as half-hipped roof (55.2%), double eaves (27.6%), and eaves curve tend to be sustained. In terms of spatial organization, most of recent hanoks have double-layed plan (74.2%). The living room mostly has separately defined space. (82.8%) The indoor and outdoor tend to be connected by a narrow wooden veranda (39.7%), while some cases don't have any wooden floor space (48.3%). The entrance is adopted as an important spatial element in front part of building (75.9%), and it influences the appearance of building. The living room, the counterpart of the wooden floor hall in traditional hanok, and kitchen tend to be interiorized. In terms of material, the cement roof tile and red clay brick are preferred. Consequently, the walls of recent hanoks have the image of brick structure rather than the wooden frame structure of traditonal hanok.

님과벗 : 김소월 시

이주옥 이화여자대학교 음악대학 작곡과 1972 멜로디 Vol.- No.7

청소년 자녀와 부모의 갈등에 관한 질적 연구

이주옥 한국아동학회 1994 한국아동학회 학술발표논문집 Vol.1994 No.06

어머니의 성역할 정체감과 취학전 아동의 성 고정관념 및 동료 수용에 관한 연구

이주옥 한국아동교육학회 1996 아동교육 Vol.5 No.2

The purpose of this research was to study the relationships among mothers' sex role identity, role stereotypes and peer acceptance in preschoolers. The subjects were 136 children (4-6 years old) and their mothers in Pohang. The instruments used in this study were the Sex Stereotype Measure and Peer Nomination for children, and the Bem Sex Role Inventory for mothers. The data were analyzed using the One-way .NOVA, Pearson correlation, Cronbach's a and Duncan's test of multiple comparison. The findings of this research were as follows: 1) Boys' male-stereotyping was stronger than girls'. 2) Female-stereotyping was stronger in children who had an opposite-sex sibling, or, who were not, the first born child. 3) Although there appeared to be no effect of mothers' styles of sex role identity on children's sex stereotypes and peer acceptance, mothers' high masculinity was correlated with boys' male-stereotyping and girls' female- and androgynious-stereotyping positively. 4) 6 year old children were accepted by same-sex friends better than 4 or 5 years olds, ;end boys with strong male-stereotyping evinced the tendency of accepting for same-sex friends only.