When bread making, the condition of thawing-fermentation for frozen dough were tested in variable temperature, and measured thawing-fermentation time and volume of frozen dough. L-Ascorbic acid (L-Aa) was added in frozen dough for the comparison test of develop volume in bread staling degree of baking bread were measured additive frozen dough which was storages in freezing, staling degrees were tested hardness with Rheometer. The test for comparison of thawing-fermentation time in variable temperature was shown the condition of dough conditioner at 30℃ was most effective for bread making, Because That condition was required very short time(74 min) But, in this comparison of volume in final products was shown the products in the condition of thawing-fermentation at 30℃ was smaller than the products at 5℃(418ml). The baking volume of L-Aa additive frozen dough which has under gone thawing-fermentation at 30℃, were shown baking volume of 420ml in 2 weeks storage terms to 100㎎/㎏ L-Aa additive dough and shown baking volume of 454 ml in 4 weeks storage terms to dough of 200㎎/㎏ additive weight. Staling degrees of L-Aa additive frozen bread were measured with Rheometer. The hardness of 100㎎/㎏ L-Aa additive frozen bread was shown low level hardness in 1∼2 weeks freezing term, 150㎎/㎏ L-Aa additive frozen bread was shown low level hardness in 3 weeks freezing term. In 4 weeks freezing term, 200㎎/㎏ L-Aa additive frozen bread was shown low level hardness compared with non-additive L-Aa frozen bread. In comparison of frozen bread quality, non-additive L-Aa products was better than additive L-Aa products in equality of baking shape and external apparence. But in total quality in external and internal apparence, additive L-Aa products was better than non-additive L-Aa products.

특수아동의 현재 학습수행 수준을 파악하고 장단기 목표를 작성하는 일은 개별화교육계획 작성에 있어서 가장 핵심적인 요소라고 할 수 있다. 따라서 본 연구에서는 특수아동의 개별화교육계획의 핵심적인 요소인 현재 학습수행 수준 파악 및 장단기 목표 작성을 위해 활동표본평가를 적용해 보고 그 경험 내용을 질적으로 분석하였다. 또한 활동표본평가 적용의 연구 결과의 제시와 함께 활동표본평가가 특수아동의 교육진단을 위한 검사도구에 적절함을 논하였다.