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RISS 인기검색어
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- 저자 : 변상우(Sang-Woo Byeon) (검색결과 3 건)
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변상우(Sang-Woo Byeon),황순기(Soon-Ki Hwang) 한국컴퓨터정보학회 2011 한국컴퓨터정보학회 학술발표논문집 Vol.19 No.1
Recently people have increased to climb mountain. Owing to developing IT technology, the number of people using smart phone have increased remarkably as well. In this context, the Korea Forest Service has implemented the project of Mountain Climbing Information Public Service(MCIPS). The purpose of the MCIPS is to support climbing safely based on a trail map of spatial data of GIS(geographic information system). The customer will be able to access the MCIPS through n-screen(IP-TV, Web Site, Smart phone, Galaxy tab) provided a broadcasting and telecommunication convergence service. In addition, the MCIPS would support two-way communication through connecting to Twitter and Youtube. The MCIPS will make the customer fun using Augmented Reality(AR) of Smart phone(Android) and contribute to protecting people from mountain accidents.
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숲유치원 접근 유치원과 일반 유치원 유아간의 유아발달 관계 비교
변상우 ( Sang Woo Byeon ),서현아 ( Hyun Ah Seo ) 한국아동교육학회 2015 아동교육 Vol.24 No.1
본 연구는 유아들이 숲에서의 자유로운 탐색과 몰입을 통한 숲 체험활동이 유아발달에 미치는 영향이 어떠한가를 살펴봄으로써 아이다움의 경험 기회를 잃어가고 있는 현대 유아들에게 전인적 성장과 발달을 추구하고, 숲유치원 관련 유아교육과정 프로그램 개발을 위한 기초자료를 제공하고자 한다. 이를 위하여 B시에 위치한 숲유치원 접근 유치원 만 5세 유아 137명과 숲 관련활동을 실시하지 않는 같은 관내 유치원 만 5세 유아 164명을 대상으로 유아발달을 측정하기 위해 유아정책연구소에서 개발한 평가척도연구를 설문지로 사용하였다. 본 연구에서 수집된 자료는 빈도와 백분율, Cronbach’s α 값을 산출하였다. 연구문제를 알아보기 위해 기술통계, 일원배치분산분석과 Scheffe 사후검증, 독립표본 t-검증을 실시하였다. 연구의 결과 첫째, 유아의 숲 교육경험 기간에 따른 유아발달의 전체 및 하위변인 모든 영역에 긍정적인 영향을 미치는 것을 알 수 있었고, 둘째, 교사의 숲 연수경험 유무에 따른 유아발달의 전체 및 하위변인인 의사소통, 사회관계, 예술경험, 자연탐구영역에 긍정적인 영향을 미치는 것으로, 셋째, 유아의 숲반 운영 유무에 따른 유아발달의 전체 및 하위변인인 신체·건강, 사회관계, 자연탐구영역에 긍정적인 영향을 미치는 것으로 나타났다. 결론적으로 숲유치원 접근 유치원이 숲 관련활동을 실시하지 않는 유치원에 비해 유아의 숲 교육경험 기간과 교사의 숲 연수경험 및 유아의 숲반 운영 유무에 따라 유아발달에 긍정적인 영향을 미치는 것을 알 수 있었다. Today, opportunities that allow young children to experience being truly childish are being more and more disappeared. In this sense, the purpose of this study was to examine the effects of forest activities in which young children enjoy free explorations and concentration in the woods, on their development, providing basic information necessary to create an early education program related to the forest kindergarten that would contribute to young children``s all-round growth and development. For this purpose, the study surveyed 137 five-year-olds attending at kindergartens that were employing the forest-kindergarten approach located in B city and 168 five-year-olds at another kindergartens that were not providing forest activities located in the same city in order to determine how much the two groups of young children were being developed. For the survey, the study used a questionnaire, which developed by the Policy Research Institute for Young Children, as the measurement device. Data collected here were statistically processed, from which values such as frequency, percentage point and Cronbach’s α were obtained. Also, the descriptive statistics, One-Way ANOVA, Scheffe``s test and the independent sample t-test were carried out to obtain answers to research questions that this study raised. The findings of this study can be summarized as follows. First, educational experiences in the forest had positive effects on young children``s development as a whole and all of its sub-areas throughout the period of those experiences. Second, early childhood teachers`` experiences of training in related to forest had positive influences on young children``s development as a whole and some of its sub-areas like communication, social relations, art experiences and the exploration of the nature. Third, the operation of forest classes in the kindergarten positively affected young children``s development as a whole and some of its sub-areas like physical health, social relations and the exploration of the nature. Based on these findings, this study could reach a conclusion that kindergartens which employ the forest-kindergarten approach have more positive effects on the development of young children than those which do not provide forest activities, depending on how long young children experience forest education, whether teachers have experienced training related to forest and whether kindergartens actually have a forest class for their young children.
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