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특수교육요구(SNE)를 지원하기 위한 특수교사의 교수역량 및 교원연수 교육과정 요구도 분석
조민균 ( Cho Min-gyun ),손승현 ( Son Seung-hyun ) 대구대학교 한국특수교육문제연구소 2020 특수교육저널 : 이론과 실천 Vol.21 No.3
[Purpose] The purpose of this study was to analyze the demands for the competency of special education teachers required to teach students with Special Needs Education (SNE), and to propose special education teachers training course contents to strengthen the competency of special education teachers. [Method] The researcher conducted a survey of 388 special education teachers and verified the components of special education teacher's competency. The requirements for competency of special education teachers were analyzed and the necessary training course contents were derived. [Results] First, the analysis of the components of special education teacher's competency to support for students with SNE showed that needs for education in “student guidance and communication”, “individualized instructional support”, “teaching attitude and cooperation”, “creation of an inclusive education environment and professional development” in priority ordered. Second, as a result of analyzing the demand for teacher training curriculum, there were high demands for “individualized instructional”, “online learning support for disabled students” and “practice in the form of cooperative learning”. [Conclusion] Based on the findings, in order to support students with SNE, a teacher training curriculum and various operational measures should be prepared to enhance the teaching capacity of special education teachers.
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친환경 도시건설 이념에 따라 조성된 도시의 녹지 구조 및 기능 비교 분석 : 행정중심복합도시와 일본 쓰쿠바시를 사례로
아이다아야노(Aida, Ayano),박찬(Park, Chan),최재연(Choi, Jae Yeon),조민균(Cho, Min Gyun),김수련(Kim, Su Ryeon) 대한국토·도시계획학회 2020 國土計劃 Vol.55 No.5
This study compares and analyzes the structure and function of green spaces from the perspective of humans and ecosystems, targeting the Multifunctional Administrative City and Tsukuba-si, which were planned as Eco-cities. Through a review of previous research on both aspects of people’s use and ecosystems, three analysis items were set: “Green Connectivity,” “Accessibility of Urban Parks”, and “Quality of Urban Parks”. In addition, changes in the green space of Tsukuba-si were also analyzed. As a result, the Multifunctional Administrative City has relatively high accessibility to urban parks, but the connectivity and quality of green areas were found to be low. Green connectivity was more than doubled depending on the area of green and distribution, and quality of urban parks was significantly different in terms of dense vegetation (above NDVI 0.6). Although there has been little change in green areas of Tsukuba-si for 30 years, the dense vegetation area and connectivity was found to have improved in the core area. To develop into an Eco-city, the following is required: (1) Green space plans and development methods that assure connectivity and area, (2) improve the layout of urban parks to increase equity, and (3) interaction between vegetation plan and sustainable management.
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교사 수어능력 평가항목과 준거 개발을 위한 델파이 연구
최상배(Choi Sang bae),원성옥(Won Sung Ok),이하영(Lee Ha Young),조민균(Cho Min Gyun) 한국청각·언어장애교육학회 2019 한국청각·언어장애교육연구 Vol.10 No.1
이 연구는 청각장애학생 담당교사의 수어능력을 평가하기 위한 평가항목과 평가준거를 개발하기 위한 목적으로 수행되었다. 수어능력 항목과 준거를 개발하기 위하여 수어 전문가 19명을 대상으로 2회에 걸쳐 델파이 분석을 실시하였다. 연구결과는 다음과 같다. 첫째, 교사 수어능력을 평정하기 위한 평가항목의 주요 범위는 수어 표현, 수어 이해, 수어 담화 영역이 추출되었다. 둘째, 수어 표현 영역에서는 비수지신호, 수어 공간 사용, 유창성, 정확성, 교사 역할 수행의 11개 항목이 도출되었다. 수어 이해 영역에서는 어휘, 지화, 비수지신호, 수어 문장의 4개 항목이 도출되었다. 수어 담화 영역에서는 시선, 메시지명료성, 화용 능력의 3개 항목이 도출되었다. 수어 표현, 수어 이해, 수어 담화 영역에서 도출된 평가항목은 모두 18개였다. 이 연구 결과는 청각장애학생 담당 교사의 수어능력을 평가하기 위한 척도와 준거로 활용될 수 있을 것이며, 수어능력을 평가하기 위한 기초 자료로 활용될 수 있을 것으로 기대된다. The purpose of this study was to develop evaluation items and criteria for the sign language ability of teachers in charge of students with hearing impairment. We conducted the Delphi analysis twice for 19 sign language experts. The results of the study are as follows. First, expression, understanding and discourse of sign language were extracted as the main scope of the scale for assessing the teacher’ sign language ability. Second, eleven items such as the nonmanual signals, the use of space, fluency, accuracy, and role performance of teachers were derived in the expression. Four items such as vocabulary, fingerspelling, nonmanual signals, and sign language sentences were derived in the understanding. Three items such as eye gaze, message clarity, and pragmatic competence were derived in the discourse. There were 18 items in the expression, the understanding, and the discourse of sign language. The results of this study suggest that the training to improve the proficiency of teachers using the sign language should be considered as an essential element. The results can be also used as the scale to assess sign language ability of teachers.
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