10 research outputs found
A case study of the free variation process in the participation of educational movement : three teachers of Haessal educational research association
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Όλ¬Έ (λ°μ¬)-- μμΈλνκ΅ λνμ : κ΅μ‘νκ³Ό, 2014. 8. μ‘°μ©ν.μΈκ°μ΄ λ§λ κ°μ’
μ λ, κ·μΉλ€μ μμ ν μκ° μλ€. μΈκ°μ μκ°μ λ°λΌ λ³ννκ³ , λ λΆλ¨ν μμ μ κ³ μ ν μ‘΄μ¬κ°λ₯μ μ°Ύμ κΈ°ν¬ν΄μΌ νλ λΆμμ ν μ‘΄μ¬μ΄κΈ° λλ¬Έμ΄λ€. κ·Έλ° κΉλμ νκ΅ μμ κ·Έ μ λκ° μμλ μ΄λ μλ§μ λ¬Έμ λ€μ΄ λ°μλκ³ κ·Έ ν΄κ²° λ°©λ²μ΄ λͺ¨μλΌ μμΌλ©°, λ λ€λ₯Έ ννλ‘ λ¬Έμ κ° λ±μ₯νκ³ λ ν΄κ²°μ±
μ μ°ΎκΈ°λ₯Ό κ±°λν΄ μλ€.
μΈκ³ κ°μ§μμ λ°μν, κ·Έλ¦¬κ³ νμ¬ μ§ν μ€μΈ λ€μν κ΅μ‘μ΄λλ€ λν νκ΅μ λκ° κ°λ λ¬Έμ μ μ κ°μ νκΈ° μν λ
Έλ ₯ μ€μ νλμ΄λ€. λ μμ μ΄ μ°κ΅¬μ λμμΈ νμ΄κ΅μ‘μ΄λ(κ°λͺ
)μ μ°Έμ¬νλ©΄μ κ΅μ€λ¬Έμ λ₯Ό ν΄κ²°νλ € νλ μ μ΄ μλλ°, μ±κΈν κ²°λ‘ μΌμ§ λͺ¨λ₯΄μ§λ§ λλ κΈ°κ»ν΄μΌ 1, 2λ
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μ΄λ₯Ό μν΄ λλ νμ΄κ΅μ‘μ΄λμ μ£Όλνλ νμ΄κ΅μ‘μ°κ΅¬ν νλμ§ν μμ μΈ λͺ
μ κ΅μ¬λ€μ λ§λ 2012λ
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λ° λμ ν¨κ» μ§λ΄λ©° μ΄μΌκΈ°λ₯Ό λλκ³ , κ·Έλ€μ΄ μ΄μκ°λ λͺ¨μ΅μ κ΄μ°°νμμΌλ©°, κ·Έλ€μ΄ λ§λ , λ λ΄κ² μ μ¨ λ§λ€μ΄μ€ μ¬λ¬ κ°μ§ λ¬Έμμλ£λ€μ μμ§νμλ€. μ΄ν΄λ³Έ κ²°κ³Ό μ°κ΅¬ μ°Έμ¬μλ€μ΄ νμ΄κ΅μ‘μ΄λ μ°Έμ¬μ κ³Όμ μμ 체νν κ²μ μμ λ³κ²½(free variation)μ΄μλ€. μ΄ μ΄μΌκΈ°λ μ°κ΅¬ μ°Έμ¬μλ€μ΄ μ΄λ ν μμ λ³κ²½ κ³Όμ μ κ±°μ³ νμ΄κ΅μ‘μ΄λμ μ°Έμ¬ν΄ κ°λμ§ λ³΄μ¬μ£Όλ κ²μμλΆν° μμνλ€.
μ¬λ―Έμκ²λ μΈ μ°κ΅¬ μ°Έμ¬μλ€μ λ΄κ° νλ, κ·Έλ¦¬κ³ λ΄κ° μμνλ κ²κ³Όλ μ ν λ€λ₯Έ, κ·Έλμ λ μ΄μμ μμΈ‘ν μ μλ λ°©μμΌλ‘ νμ΄κ΅μ‘μ΄λμ μ°Έμ¬νκ³ μμλ€. κ΅³μ΄ κ³΅ν΅μ μΈ λ²μ£Όλ₯Ό λ§λ€μλ©΄ μ°κ΅¬ μ°Έμ¬μλ€μ μ΄μ€λμκ²μ 무μμ κ°μ‘°ν κ²μΈκ° μ ννκ³ , μ΄λ₯Ό λ°νμΌλ‘ νμ΄κ΅μ‘μ΄λ μ κ° λ°©ν₯μ νμνλ©°, μ΄ λ°©ν₯μ μ ꡬνν΄μ€ κ±°λΌ μκ°λλ λ€μν κ΅μ‘νλλ€μ μ°½μνκ³ μ€μ²νλ λ°©μμΌλ‘ νμ΄κ΅μ‘μ΄λμ μμ λ³κ²½ ν΄ κ°κ³ μλ κ²μΌλ‘ λλ¬λ¬λ€. νΉν λ€μν κ΅μ‘νλλ€μ ꡬμνκ³ μ€μ²νλ κ²μ νμ΄κ΅μ‘μ΄λμ΄ μΆκ΅¬νλ κ΅μ‘μ λ³Έμ§μ μ°ΎκΈ° μν μμ λ³κ²½μ ν΅μ¬ νμλΌκ³ λ³Ό μ μλ€.
μμ κ°μ νμ΄κ΅μ‘μ΄λμ μμ λ³κ²½μ κ³Όμ μ μ μ΄λ λ€ κ°μ§μ μμ λ³κ²½ μ νμ΄ λ³΅μ‘νκ² μ½ν νμ±λ κ²μΌλ‘ λλ¬λ¬λ€. μ°κ΅¬ μ°Έμ¬μλ€μ μ€νμ μ¬κ³ μ μμμ ν΅ν΄ λ€μν κ΅μνμλ₯Ό μ°½μνκΈ°λ, λ κ΅μμ κ΄μ¬ λ²μλ₯Ό νλνκΈ°λ νμλ€. λ μ§μμ μΈ νμ΅μ ν΅ν΄ νμ΄κ΅μ‘μ΄λμ ν΅μ¬ κ°λ
κ³Ό μ¬μμ μ¬ν μν€λκ° νλ©΄ νμ΅μ λ²μλ₯Ό λ€λ₯Έ νλ¬Έ μμμΌλ‘ νμ₯νκΈ°λ νμλ€.
μ΄μ κ°μ νμ΄κ΅μ‘μ΄λ μ°Έμ¬μ μμ λ³κ²½μ μ νμ λν μ¬λΆμμ λμκ² μμ λ³κ²½μ ꡬμ±νλ νΉμ§μ μμλ€μ μΆμΆνκ³ , κ·Έ κ΄κ³λ₯Ό μ΄ν΄λ³Ό μ μλ κΈ°ν, λ€μ λ§ν΄ κ΅μ‘μ΄λ μ°Έμ¬μ μμ λ³κ²½μ ꡬ쑰λ₯Ό μ΄ν΄λ³Ό μ μλ κΈ°νλ₯Ό μ£Όμλ€. μ΄ κ΅¬μ‘°λ μ ν μ§μμ νμ΅κ³Ό μ°½μ‘°μ μ¬λ°κ²¬, μ‘΄μ¬ λ¬Όμκ³Ό λ λμ: νμμ§ν₯μ μΆ, κ·Έλ¦¬κ³ μΈμ°μ νμ₯κ³Ό λ΄ν¬λ μμ±μ λν μ΄ν΄μ μ¬ν λ± λͺ¨λ μ¬μ― κ°μ§μ μμλ€λ‘ ꡬμ±λλ€. μ΄ μμλ€μ κ°κ° μμλλ‘ μ ν μ§μμ μ°½μ‘°μ μ¬λ°κ²¬, λ λμ μΆμ λ°©μμ μ§ν₯, ν΄μνμ μνμ ν΅ν λμκ°μ κ³Όμ μ΄λΌλ μμ μμμ νμ μμλ€μ΄λ€.
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Όμλ€μ λ°νμΌλ‘ λλ κ΅μ‘μ΄λ μ°Έμ¬μ μμ λ³κ²½μ΄ κ°μ§λ κ΅μ‘μΈλ₯νμ ν¨μκ° λ¬΄μμΈμ§ μ΄ν΄λ³΄μλ€.
μ°μ νμ΄κ΅μ‘μ΄λμ κ΅μ‘λ¬Ένμ λν κ°κ΄μ ν΅ν΄ κ·Έ κ΅μ‘μ κ°λ₯μ±κ³Ό νκ³λ₯Ό μ§μ νμλ€. ꡬ체μ μΌλ‘, νμ΄κ΅μ‘μ΄λμ μΆμ κ°μ‘°, μΈκ°μ μμ°μ€λ¬μ΄ μ±μ₯κ³Ό λ°λ¬μ κ°μ‘°, 곡λ체μ μΆμ κ°μ‘°λΌλ μΈ κ°μ§ μΈ‘λ©΄μμ κΈ°μ‘΄μ κ΅μ‘μ΄λλ€κ³Ό κ΅μ‘μ κ°λ
μ μΌλΆ 곡μ νκ³ μμμ λ°κ²¬νμλ€. κ·Έλ¬λ νμ΄κ΅μ‘μ΄λμ λ€λ₯Έ κ΅μ‘μ΄λλ€μμλ μ°Ύμλ³Ό μ μλ λ
νΉν μ€μ² λ°©μμ κ°μ§κ³ μλ€. κ·Έκ²μ ν΄λ°©μ κ΄μ¬μ λν μ§ν₯ μμμ ννκ³Ό μ±μ°°, κ·Έλ¦¬κ³ μ΄μλμ κ°μ‘°νκ³ μλ€λ μ μ΄λ©°, μ΄κ²μ κΈμ°κΈ°κ΅μ‘μ΄λΌλ λ
νΉν μ€μ²μ ν΅ν΄ μ΄λ£¨μ΄μ§κ³ μμλ€. κ·Έλ¬λ ννΈ, ννμ λ°©λ²μ κΈμ°κΈ°λΌλ νμλ‘ μ격νκ² μ ννλ©°, λν νμ΄κ΅μ‘μ΄λ μ°Έμ¬μλ€μ΄ λ§νλ 곡λμ²΄κ° κ°λ°©μ μ΄μ§ λͺ»νλ€λ μ μμ κ΅μ‘μΌλ‘ μ΄ν΄νκΈ° νλ λΆλΆ λν ν¨κ» κ°μ§κ³ μμλ€.
μ΄μ΄μ κ΅μ‘μ΄λ μ°Έμ¬μ μμ λ³κ²½μ κ΅μ‘μΈλ₯νμ μλ―Έμ λν΄ κ³ μ°°νμλ€. κ΅μ‘μ΄λ μ°Έμ¬ λ°©μμ λ€μν μκ° μλ€. λλ κ·Έ λ°©μμ μΆμ νμμ λ°λ₯Έ μ°Έμ¬ λ°©μ, νλμ λ°λ₯Έ μ°Έμ¬ λ°©μ, κ·Έλ¦¬κ³ μλ°μ±μ λ°λ₯Έ μ°Έμ¬ λ°©μ λ± μΈ κ°μ§λ‘ ꡬλΆν΄ 보μμΌλ©°, νΉν μΆμ νμμ λ°λ₯Έ μ°Έμ¬ λ°©μμ μ£Όλͺ©νμλ€. λλ μΆμ νμμ λ°λ₯Έ μ°Έμ¬ λ°©μμ λ€μ μΈ κ°μ§λ‘ λΆλ₯νμλλ°, μ΄λμ μ°Έμ¬, κ΅μ‘μ μ°Έμ¬, κ·Έλ¦¬κ³ μμ λ³κ²½μ μ°Έμ¬κ° κ·Έκ²μ΄λ€. κ΅μ‘μ΄λ μ°Έμ¬λ°©μμ λν μ΄μ κ°μ λΆλ₯μμ ν κ±Έμ λ λμκ° μ’ λ λ°λμ§ν μ°Έμ¬λ‘ 보μ΄λ κ΅μ‘μ κ·Έλ¦¬κ³ μμ λ³κ²½μ μ°Έμ¬ λ°©μμμ κ·Έ 주체λ μ΄λ ν΄μΌ νλκ°λ₯Ό λ
Όμνμλ€. κ·Έ 주체λ λͺ¨λ κ°λ³μ λλ μ΄κΈ°μ μμ μΌλ‘μμ μ£Όμ²΄κ° μλ νμμ λν κ°λ°©μ±μ μ§λ 주체-νμμ΄λ€. ννΈ κ΅μ‘μ΄λ μ°Έμ¬μ μμ λ³κ²½μ κ΅μ‘μ΄λμ΄ μΆκ΅¬νλ κ΅μ‘μ λ³Έμ§μ μ°ΎκΈ° μν΄ λΆλ¨ν λ¬Έμ λ₯Ό μ κΈ°νκ³ , κ΅μ‘μ΄ λμκ°μΌ ν λ°©ν₯μ νμνλ©°, λ€μν κ΅μνμλ₯Ό μ€νν΄ λ³΄λ κ³Όμ μ λνμ΄νλ€λ μ μμ λ©νκ΅μ‘μΌλ‘μμ κ°λ₯μ±μ κ°μ§κ³ μμμ λ
Όμνμλ€. λλΆμ΄ κ·Έκ²μ΄ κ΅μ‘μ΄λμ΄ κ·μ ν κ΅μ‘μ λ³Έμ§μ λ°νμΌλ‘ κ΅μ‘μ΄λ μ°Έμ¬μ κ³ μ μ μ€μ²λ°©μμ λ§λ€μ΄ κ°λ κ³Όμ μ΄λΌλ μ μ μ£Όλͺ©νμ¬ λ©νλ¬Ένλ‘μμ κ°λ₯μ±μ κ°μ§ μ μμμ λν΄μλ λ
Όμνμλ€.
κ΅μ‘μ΄ μΆμ νμμ΄κ³ , λ μ°κ΅¬ μ°Έμ¬μλ€μ λ§λλ‘ νμ΄κ΅μ‘μ΄λμ μ°Έμ¬λ 곧 κ·Έλ κ² μ΄μκ°μ μλ―Ένλ€λ©΄ κ΅μ‘μ΄λ μ°Έμ¬μ μμ λ³κ²½κ³Ό λͺΈμ λΆκ°λΆμ κ΄κ³λ₯Ό κ°λλ€. μ¬λ¬ μ² νμλ€μ΄ μ§μ νλ―μ΄ μ£Όμ΄μ§ μ νμ± μμμ μΈκ³λ₯Ό μ§κ°νκ³ , μΈκ³μ μνΈμμ©νλ©°, μΈκ³λ₯Ό ꡬμ±νλ κ²μ κ²°κ΅ μΈκ°μ λͺΈμ΄κΈ° λλ¬Έμ΄λ€. μ΄μ κ΄λ ¨νμ¬ λ§μ§λ§μΌλ‘ κ΅μ‘μ΄λ μ°Έμ¬μ μμ λ³κ²½κ³Ό λͺΈκ³Όμ κ΄κ³λ₯Ό λ κ°μ§ κ΄μ μμ λ
Όμνμλ€.
μμ λ³κ²½μ μΆ©μ€νλ€λ κ²μ 곧 κ΅μ‘μ μΈ μΆμ μ°λ€λ κ²μ΄λ€. μμ λ³κ²½μ μ΄λ£¨λ ν΄μνμ μνμ ν΅ν λμκ°μ κ³Όμ μ λ°λ‘ κ·Έλ¬ν μμ±μ κ°μ§κ³ μλ μμμ΄λ€. μ΄λ κ΅μ‘μ μΈ μΆμ΄λ νμλ₯Ό μ§ν₯νλ μΆμ΄λ€. κ΅μ‘μ 주체μ μ΄μ§ μμΌλ©΄ κ²°μ½ μ΄λ£¨μ΄μ§ μ μλ€λ μ μμ, κ·Έλ¦¬κ³ μ£Όμ²΄λ νμ μ΄λ―Έ 주체-νμλ μ μμ κ·Έλ λ€. μ΄ λ§₯λ½μμ μμ λ³κ²½ λν νμλ₯Ό μ§ν₯νλ€κ³ λ³Ό μ μλ€. λ€λ₯Έ ννΈ, κ΅μ‘μ΄λ μ°Έμ¬μ μμ λ³κ²½μ μ§μμ νλ보λ€λ μ§νμ νμ±μ λμ± μ€μνκ² μ¬κΈ΄λ€. κ΅μ‘μ μ λ§λ€ μλ‘ λ€λ₯Έ μν©μ μ²ν΄ μκ³ , μλ‘ λ€λ₯Έ μ 체λμμ κ°μ§κ³ μμμ λ°λΌ κ΅μ‘μ μ΄μ κ°μ λΆνμ€ν μν©μ λ€λ£¨λ μ§νκ° λμ΄μΌ νλ λ°, μ§νλ λ¨Έλ¦¬κ° μλ λͺΈμ μ겨μ§λ κ²μ΄λ€. μ΄μ κ°μ λΉνμ λ
Όμλ₯Ό λ°νμΌλ‘ ν λ κ΅μ‘μ΄λ μ°Έμ¬μ μμ λ³κ²½μ 주체-νμλ‘μμ λͺΈμ μν΄ λΉλ‘μ μ€μ²λλ κ²μΈ λμμ, κ΅μ‘μ μΈ μΆμ μ¬λ λͺΈ, 주체-νμλ‘μμ λͺΈμ λ§λλ μΌκ³Όλ λ§€μ° λ°μ ν κ΄λ ¨μ΄ μλ€.Systems and rules made by human beings are defective. Human beings are not the same as they were in the past they are imperfect creatures who have transcended to find the sole possibility for being. Similarly, many problems have occurred in school systems in addition to continuous resolution seeking since the establishment of the school systems.
Worldwide educational movements currently in progress are just the remedies to solve the problems many school systems are experiencing. I have participated in the research field, Haessal educational movement to solve problems in the classroom. The study lasted for just two years, which was when I decided that this movement was a failure. However, there are several teachers who have participated in this movement for decades. Therefore, I questioned how they ran this movement. From this inquiry, I decided to observe the teachers who have practiced the movement successfully for extended periods of time and their experiences in the process of the participation.
For this study, I met with three teachers who were leaders in Haneul chapter of Haessal educational research association. For one and half year, I had multiple conversations, observations of their daily lives and collected data and documents pertinent to my study. After analyzing all of this information, it was the free variation that the participants experienced in the process of Haessal educational movement. This study shows how the participants experienced the free variation and took part in the movement.
Interestingly, the three teacher who participated in Haessal educational movement did so in ways that I did not predict. One thing I noticed they all
had in common the participants chose what they emphasized from Yi, O-deok, explored the approach of the movement and designed and practiced the various educational activities that supported the movementsbeliefs. The design and practice of the activities were especially pertinent to the free variation to find the educational essence of Haessal educational movement.
The free variation process of Haessal educational movement was formed in the complicated mixture of four types of the free variation. The participants implemented various teaching activities to expand the range of interest about teaching through experimental ideas and imagination. Additionally, they deepened the importance of the key concept: movement through consistent learning and expanded learning into other academic areas.
The reanalysis of the types of free variation in the movement gave me a chance to observe the structure of the system in addition to construct characteristic elements that made up free variation. I have come up with six components: gaining of prior knowledge, creative rediscovery, question of being, improvement: other people-oriented life, extension of denotation, and escalation of understanding about connotative attribution. These were subordinate elements from the higher categories components: creative rediscovery of prior knowledge, orientation for a better life and progressive process through the hermeneutical cycle.
Through observation, I have concluded what the educational and anthropological implications of the free variation in the movement are.
First, I examined the educational possibility and limitations through the summary of educational culture in the Haessal educational movement. I found that the Haessal educational movement partly shared the concept of education with existing movements in three aspects: the emphasis of life, the natural growth and development of human beings and the emphasis of community life. However, this movement has unique practicing methods in addition to other movements. These were expression, reflection, and the emphasis of living in a shift toward emancipatory interest. These were performed through an unusual practice writing education. Meanwhile, the method of expression is solely restricted to act of writing. In addition, the community that the participants referred to does not open to the public. These were incomprehensible in the aspect of education.
I then gave careful consideration to the educational meaning of free variation in the movement participation. The participation methods could be more diverse in the educational movement. I divided the methods into three categories: movement participation, educational participation, and free variation participation. I concluded that the desirable methods were educational participation and free variation participation, then I discussed how the participants should carry out these methods. The participants should not act as individual but act as an altruistic being who is open to others. I also argued that the educational movement participation of free variation had the possibility of a meta-education raising questions persistently, exploring the direction of education, and testing various teaching acts.
If education is a mode of life and the participation of the Haessal educational movement means we are destined to live, then the free variation of participation in the educational movement and the human body are to have an inseparable relation. As many philosophers believeit is the human body that perceives, interacts with, and organizes the world in the given finite. Finally, I have compared two viewpoints that related with the participation of free variation in the movement and the body.
The faithful free variation leads an educational life. The processes that consists of the free variation through the hermeneutical cycle has the property.
In addition, education is a life for other people. Education must be subjective for others. On the other hand, the free variation in the movement focuses not on the acquisition of knowledge but on the formation of wisdom. Because every educator is in a different situation and has a different biological and bodily structure, the subject of education must include wisdom that treats uncertainty. This wisdom must be deeply engraved in the body not in the head. With such a critical topic for discussion, one can conclude that the free variation participating in the movement can be practiced by the body individually and also with others. Overall, the free variation is closely related with making the body live for education simultaneously.β
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Abstract 225Docto
Characterization of Array Antenna and Compressive Sensing based DOA Estimation using Generalized Scattering Matrix
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λμ νΉμ±κ³Ό compressive sensingκ³Ό κ²°ν©λ direction of arrival (DOA) μΆμ κΈ°λ²μ generalized scattering matrix (GSM)κ³Ό spherical mode analysisλ₯Ό νμ©νμ¬ λΆμν λ
Όλ¬Έμ΄λ€.
ν΅μ κΈ°μ μ λ°λ¬λ‘ μΈν΄ λ°°μ΄μν
λμ μ¬μ©μ΄ λμ΄λ¨μ λ°λΌ μ΄μ λν μ°κ΅¬κ° νλ°ν μ§νλκ³ μλ€. λ€μμ μν
λλ₯Ό μ’μ 곡κ°μ μ§μ μμΌ μ¬μ©νλ λ°°μ΄μν
λλ κΈ°λ³Έμ μΌλ‘ κ°λ³μν
λλ€ μ¬μ΄μ mutual couplingμΌλ‘ μΈν΄ κ·Έ νΉμ±μ΄ λ³νλ€. μ΄λ‘ μΈν΄, μ€μ ꡬνλ λ°°μ΄μν
λλ μ€κ³ μ μμνλ κ²κ³Όλ λ€λ₯Έ μ±λ₯μ λ³΄μ¬ μ΅μ μ μ±λ₯μ ꡬννλλ° μ΄λ €μμ΄ μλ€.
κ°λ³μν
λμ νΉμ±μ λνλ΄λ GSMκ³Ό λ°°μ΄μν
λμ ꡬ쑰λ₯Ό μ΄μ©νλ©΄ λνλΌ μ μλ λ°°μ΄μν
λμ overall GSMμ κΈ°λ³Έμ μΌλ‘ κ°λ³ μν
λκ°μ mutual coupling νΉμ±μ ν¬ν¨νκ³ μλ€. λ³Έ λ
Όλ¬Έμμλ λ¨Όμ , λ°°μ΄μν
λμ overall GSMμ νμ©ν active impedanceμ radiation pattern λ±μ νΉμ±μ λΆμνμλ€. κ·Έλ¦¬κ³ 3Γ4 dipole λ°°μ΄μν
λλ₯Ό μλ‘ λ€μ΄ μ΄λ₯Ό κ²μ¦νμλ€.
λ λμκ°, overall GSMμ νμ©ν compressive sensing κΈ°λ°μ DOA μΆμ κΈ°λ²μ μ μνμλ€. MUSIC, ESPRIT μκ³ λ¦¬μ¦ λ±μ νμ©ν κΈ°μ‘΄μ DOA μΆμ κΈ°λ²μ λλΆλΆμ μν
λ κ°μ mutual couplingμ κ³ λ €νμ§ μμκΈ° λλ¬Έμ, μ€μ λ°°μ΄μν
λμ μ κΈ°λ μ λ₯λ₯Ό μ΄μ©ν κ²½μ°, μ νλκ° λ¨μ΄μ§κ² λλ€. μ΄λ₯Ό 보μνκΈ° μν΄ overall GSMμ μ΄μ©ν΄ mutual couplingμ κ³ λ €ν κ° ν¬νΈμ μ λ₯λ₯Ό ꡬνκ³ , μ΄λ₯Ό νμ©ν measurement matrixλ₯Ό ꡬμ±ν λ€, compressive sensing κΈ°λ°μ DOAλ₯Ό μννμλ€. μ΄ μμ 3Γ4 dipole λ°°μ΄μν
λμ μλ₯Ό ν΅ν΄ κ²μ¦νμλ€.μ 1 μ₯ Introduction 1
μ 2 μ₯ Characterization of Array Antenna
using Overall GSM 3
2.1. Overall Generalized Scattering Matrix 3
2.2. Characterization of Array Antenna using Overall GSM 7
2.2.1. Active impedance 7
2.2.2. Active radiation pattern 8
μ 3 μ₯ Compressive Sensing based DOA Estimation
using Overall GSM 10
3.1. Induced Port Current using Overall GSM 10
3.2. Compressive Sensing based DOA using overall GSM 14
3.2.1. Measurement Matrix A 14
3.2.2. Recovery Algorithm 15
μ 4 μ₯ Numerical Results 17
4.1. Verifying Overall GSM 18
4.1.1. S-Parameter 18
4.1.2. Mode Coefficient 19
4.2. Characterization of 3Γ4 Dipole Array Antenna 21
4.2.1. Active Impedance 21
4.2.2. Active Radiation Pattern 23
4.3. DOA Estimation using 3Γ4 Dipole Array Antenna 25
4.3.1. Induced Port Current 25
4.3.2. DOA Estimation for 1 Incident wave 26
4.3.3. DOA Estimation for 2 Incident Wave 29
4.3.4. Comparison with MUSIC Algorithm 30
μ 5 μ₯ Conclusion 32
μ°Έκ³ λ¬Έν 33
Abstract 34Maste