精神遲滯 靑少年의 놀이에 關한 文化記述硏究

서원욱 全北大學校 2008 국내석사

본 연구는 정신지체 청소년의 놀이가 가지는 의미나 가치, 그리고 놀이 실태를 탐색하여 정신지체 청소년에게 놀이가 얼마나 중요한지 그 중요성을 이해하고자 하였다. 특히 정신지체 청소년에게 놀이 지도의 필요성을 인식하고, 다양하고 효과적인 지도방법을 제시하고자 한다. 이와 같은 연구목적을 달성하기 위하여 다음과 같은 연구문제를 설정하였다. 첫째, 정신지체 청소년에게 놀이는 어떤 의미가 있는가? 둘째, 정신지체 청소년의 놀이 실태는 어떠한가? 셋째, 정신지체 청소년에게 효과적인 놀이 지도 방법은 무엇인가? 본 연구는 문화 기술적 연구를 통하여 정신지체 청소년들의 놀이문화를 구체적으로 이해하려는 시도이다. 문화 기술적 연구에서는 총체적인 연구방식을 취하므로 어떤 제한된 연구방법을 사용하기보다는 가능한 한 다양한 연구방법을 동원한다. 이 연구에서는 놀이문화가 정신지체 청소년들에 미치는 영향을 알아보고, 정신지체 청소년들의 놀이문화 실태를 살펴봄으로써 정신지체 청소년들에게 효과적인 놀이 지도 방법을 알아보고자 하였으므로 질문지와 심층면담 방법이 주로 사용되었으며 아울러 참여관찰 방법도 병행하였다. 본 연구를 종합해 보면 첫째, 정신지체 청소년에게 놀이는 그들의 성장과 발달에 긍정적인 영향을 미치는 아주 중요한 의미를 갖는다. 둘째, 정신지체 청소년들이 즐겨할 수 있는 놀이가 거의 없고, 정신지체 청소년들이 놀이를 할 수 있는 사회적 환경이나 기회가 제한되어 있다. 셋째, 정신지체 청소년의 사회적 상호작용을 증가시켜주거나 발달을 도와주기 위한 효과적이고 다양한 놀이 지도 방법과 프로그램이 필요하다. 본 연구의 과정을 통해서 얻은 연구 결과를 토대로 다음과 같이 제언하고자 한다. 첫째, 정신지체 청소년에게 사회적 상호작용을 증가시키는 놀이를 할 수 있는 기회를 많이 주어야 한다. 둘째, 정신지체 청소년의 놀이지도를 위한 구조화된 프로그램이 필요하다. 셋째, 연구자의 주관성을 배제하기 위한 후속 연구가 필요하다. This thesis intended to investigate the meanings, value, and real status of mentally disordered youths' plays and to understand how much they were important to mentally disordered youths, that is, their importance. Especially, this thesis intended to recognize the necessities of play guidance and to present various and effective guidance ways for mentally disordered youths. For the purpose of accomplishing the aims, this thesis established the subjects as followings. First, what meanings do the plays have for mentally disordered youths? Second, is the real status of plays appropriate for mentally disordered youths? Third, what play guidance ways were effective for mentally disordered youths? This thesis is a trial to concretely understand mentally disordered youths' play culture, through studies on culture and techniques, Studies on culture and techniques take the general studying styles. So the studies apply various ways as possible as they can, rather than restricted ways. This thesis intended to grope for an influence which play culture had on mentally disordered youths, to investigate the real status of youths' play culture, and to find effective guidances. So mostly, this thesis applied questionnaire papers and deepening interviews adding participatory observation ways together. The summary of this study is as followings. First, plays have a great and positive meanings to mentally disordered youths' growth and development. Second, there is no play a little that mentally disordered youth can enjoy. In addition, social circumstances and chances where mentally disordered youths can play are restricted. Third, effective and various play guidance ways and programs are necessary to increase or help mentally disordered youths' social interaction. This thesis suggests some substances as followings, basing on study results acquired from this study progress. First, mentally disordered youths have to be given many chances to increase social interaction. Second, structured programs are necessary to look to mentally disordered youths for plays. Third, following studies are necessary to exclude studies' subjectivities.

청소년의 사회계층 의식과 진로성숙도의 관계

오혜순 전북대학교 교육대학원 2008 국내석사

The purpose of this thesis is to investigate how the class identification of youths affects their career and to provide some educational materials which can be helpful for the maturation of their personality as well as the development of their adaptability to the rapidly changing society. To attain the purpose of this thesis, four research projects were setup for the career tendency of youths depending on (1) the parent's income, (2) the parent's educational level, (3) the parent's occupation, and (4) the gender of youths and local region which they live in. To solve the above projects, sub?factors of the social class identification of youths were setup through studies done by previous researches. The social class identification and career concept of youths were perceived theoretically, their importance was found, and a survey method was used. In this study, 40 questions were used as a tool to measure the career maturity inventory (CMI). They were made by adopting five level Likert items and by revising N.?T. Cho's survey of CMI which was prepared based on CMI by Crites (1978). All of the data collected was treated statistically as follows; Firstly, a technical analysis was used to understand the general trend of the survey. Secondly, one?way ANOVA was used to analyze the relation between the social class identification and the career tendency. If there existed a significant level in ANOVA, scheffe was carried out. Thirdly, average difference test (t?test) was carried out and the significance level was analyzed to the career tendency depending on the gender and the residential place. Results analyzed based on the statistical data are as follows: 1. There is a significant difference in career tendency depending on the total income of a whole family. Generally speaking, the higher the monthly income level, the higher the career tendency. 2. There is also a very significant difference between career tendency and the parent's educational level. Generally, the career tendency is higher for youths whose parent's educational level is higher. It is worth to mention that there is especially a big difference in the determinacy, directivity, and compromise of the lower part. 3. There is also a significant difference among groups in the career tendency of youths depending on their parent's occupation. 4. There is no significance in the career tendency based on the gender, while there is significance in the career tendency of youths depending on their residential place. This may be a result from different opportunities present in different the residential places with regard to the information and understanding of job society, and to the search of career, but it is expected that further deep studies are to be continued to find cause in detail.

발도르프 유아학교의 생태교육 연구

이진복 전북대학교 교육대학원 2011 국내석사

This dissertation examined Rudolf Steiner's education theory and his ecological point of view. It also studied anthroposophy, the basis of Steiner's life and his philosophy, and it looked into the eco-education’s viewpoint and its educational method. It analyzed the native and foreign cases of Valdorf's eco-early childhood education based on its objectives, processes, and the methods of the education. Lastly, based on all these studies that worked on the new eco-early education program, we came up with the gist as follows: First, this paper examined Steiner's education theory and his ecological point of view. In Steiner's theory, human being is considered a combination of body, soul and mind. He described that all humans go through the following process: a birth of a physical body, a birth of life, a birth of emotional body, and then formation of self. And when a human being reached the finalprocess, he or she, as an independent and autonomous being, develops into someone who can take responsibility of one's self. In the temperament theory, Steiner divided human dispositions into bilious, neuroplasm(경형질), (sanguine, choleric) melancholic, and phlegmatic temperaments, and he suggested that teachers should educate students with proper guiding principles grounded on each student's unique temperament. From the eco-educational standpoint, Stein stressed that every human being should live as a unique cosmos and must be understood organically. He argues that educators must concentrate on the 'here and now' development, and suggested a special educational methodology that respects each child's current development state. He encouraged educators to practice integrated education through experience and play. Secondly, in the study of internal and external cases of Valdorf's ecological early childhood education, this paper reviewed the educational objectives, processes and the methodology of Yijaron Valdorf kindergarten in Germany. Its objective is to educate children, while considering them as a whole human being with body, mind, and soul. In this program, they have a daily timetable which has certain implied rhythms. It has a rhythmic weekly flow from Monday through Saturday, and during the monthly rhythmic activity, they go by 4-week rhythm, in line with the festivity, in accordance with the Christian subdivisions of the season. It helps a child express one's own self through artistic activity based on the ecological nature. In the domestic case analysis of Valdorf pre-school education, this paper examined the Seonam Valdorf nursery (서남발도르프 어린이집). It encourages children to bring out their activeness and sense of responsibility, and to live their lives earnestly. In the educational process, it has certain routines for a year, month, week and a day and it allows the children to experience the folk holidays’ customs, and the changes of seasons yearly. Educational content includes strolling, making breakfast, doing artistic work, free playing, Reigen, storytelling, watching puppet shows, free playing with natural stuff, and interaction between teachers and the children. It helps children advance their sound will by mimicking adults, teaching them to manage difficulties and having faith to encourage them. In this regard, we aim to see a whole person whose education is grounded on Anthroposophy and Ecological philosophy. Thirdly, this paper developed a new Eco-early Educational Program. It designed 'Exterior Breath Program' (바깥호흡 프로그램) which lets a child find one's own nature and breath as they are, as a cosmic being, linked with nature. 'Experience-the-Forest' Program’s objective allows us to realize that we are one with nature, and it helps us understand the way to living with nature. Tending a Vegetable Program allows children to understand living with nature and feeling the holiness and one’s worth through one's own body and heart. Gesture Play Program stimulates body and makes internal organs stronger, so that the children can recover the spirit of Korea and its energy. Seasonal Customs Program helps children feel the spirit of the people, learn periodicity of life according to the changes of season, and finally, it helps them know healthy foods, various traditional plays they can enjoy with others and the wisdom of our ancestors. Fingertip Play Program insists that finger playingis not a mere physical movement, but a mental process,and it helps each of us become a whole being with harmoniously developed head, mind and hands. Anabada Program helps children realize circulating and rotating economy which is core principle of ecology, and helps them practice on their own. Meditation Program of finding real self helps children utilize sensations and make their body healthier. It also helps them see themselves objectively with creativity, endurance, courage, adaptability, cooperation, discernment, and judgment. Life Dining Table Program is an essential program for children, as its food preparation activity is fundamental part of our lives. This program makes children realize that food is part of our life. Generational Interchange Program encourages children to experience love sharing with their grandparents. If this program is done in the early education facilities, it is expected to help us continuously have positive solidarity between generations which has been broken by nuclear family these days. Ecology Art Program teaches children grow up to be whole beings, as the ecology art education says, it helps children express their inner side; and it stimulates vitality. Rearing Animals Program will help children respect others along with themselves. Thus, Valdorf eco-early education helps children live a peaceful and happy life, offering a special life rhythm developed with artificial activities. Therefore, it encourages children to enjoy education that enables them to communicate with the universe, while they associate with nature. In this context, this Program, based on Steiner's thought, stirs us to see the world, our children, and the early childhood education in its entirely different point of view. To make this eco-early childhood educational program to establish itself, as not only a substitute program, but a general early education process. My new organization will also strive to do continuous research and will do our very best to spreadthis new-found solution to our current-quite-ineffective old-style educational system. I hope this whole society offer its concern and help. 본 연구에서는, 먼저 슈타이너 교육사상과 생태적 관점을 살펴보았고 슈타이너의 생애와 철학적 기반인 인지학을 고찰한 뒤 교육 사상적 특징으로는 생태 교육적 관점과 생태적 교육방법을 살펴보았다. 다음으로는 발도르프 생태 유아교육의 국내․외 사례를 교육목적, 교육과정, 교육방법으로 분석해 보았고 마지막으로는 이에 근거하여 새로운 생태유아교육프로그램을 구안하였다. 이를 요약하면 다음과 같다. 첫째, 슈타이너의 교육사상과 생태적 관점을 면면히 분석해 보았다. 인지학을 중심에 둔 슈타이너의 교육 사상에는 인간을 신체, 영혼, 정신의 통합체로 보았다. 인간 발달 단계에 따른 교육방법을 보면 물리적 신체의 탄생, 생명체의 탄생, 감정체의 탄생을 거쳐서 인간의 자아가 형성되어 독립적이고 자율적인 사회의 성원으로서, 스스로를 책임질 수 있게 성장 한다고 본다. 슈타이너의 기질론에는 담즙질, 경혈질, 우울질, 점액질로 인간의 기질을 나누고 교사가 학생의 기질론에 입각하여 적합한 지도방침으로 교육해야 할 것이다. 슈타이너 교육 사상에 나타난 생태 교육적 관점은 생태순환적인 우주적 존재로 살아가야 함을 말하고 있으며 전 생애를 유기적으로 이해해야 한다고 본다. 이것은 행복한 유아기를 위한 지금여기 발달에 집중해야 함을 말하고 있다. 생태 교육적 관점에서 본 교육방법은 어린이의 현재 발달을 존중하고 체험을 통한 통합교육, 놀이를 통한 교육을 실천하도록 촉진한다. 둘째, 발도르프 유아교육의 생태학적 국외 사례 분석에는 독일 Yijaron 발도르프 유치원의 근거한 교육목적, 교육과정, 교육방법 순서로 살펴보았다. 교육목적은 육체, 정신, 영혼의 통합적인 인간으로 교육시키고자 한다. 교육과정은 하루일과 리듬표가 있고 한 주일의 생활은 월요일에서 토요일까지의 흐름을 결정짓고, 월간 리듬에 따른 활동을 보면 4주 리듬을 타면서 기독교 절기에 맞는 축제 행사에 따라 움직이게 된다. 교육방법은 생태적 자연에 입각한 예술적인 감각과 활동을 통하여 본연의 자아를 표현하도록 돕는다. 발도르프 유아교육의 생태학적 국내 사례 분석에는 서남발도르프 어린이집을 분석해 보았다. 교육목적은 어린이들이 능동적인 힘을 기르도록 책임감을 갖고 진지하게 생활하도록 돕는다. 교육과정은 삶의 리듬을 바탕으로 년, 월, 주, 하루의 일과를 보내고 있고 민속 명절과 다양한 풍습, 계절의 변화를 해마다 체험 할 수 있도록 하였다. 교육내용은 산책, 아침식사 만들기, 예술작업, 자유놀이, 라이겐, 동화 및 이야기 들려주기, 인형극, 자연물 놀잇감 자유놀이, 교사와 아동간의 상호작용을 교육내용으로 제공하고 있다. 교육방법은 아이들이 어른들의 모습을 모방하면서 건전한 의지력을 향상시키도록 하고 힘든 상황 속에서도 헤쳐 나갈 수 있도록 의지를 키우도록 돕는다. 따라서 인지학과 생태철학을 기초한 전인 교육을 지향하고 있다고 볼 수 있다. 셋째, 새로운 생태유아교육 프로그램을 구안하였다. 바깥호흡 프로그램은 아이 본성을 찾기 위해서는 우주적 존재로 자연과 연결 지어 호흡해야 할 것을 기초하여 계획하였다. 숲 체험 프로그램은 자연생태계 안에서 우리가 자연의 일부임을 깨닫게 하고 자연과 공존하는 법을 알도록 하는 것이 본 프로그램의 목표이다. 텃밭 가꾸기 프로그램은 자연과 함께 하는 삶을 이해하고 노동의 신성함과 보람을 몸과 가슴으로 느끼게 하는데 교육적 가치를 두고 있다. 몸짓놀이 프로그램은 몸을 자극함으로써 오장육부를 튼튼하게 하여 한국인의 정신과 기(氣)를 되찾게 해주는데 교육적 가치가 있다. 세시풍속 프로그램은 우리 겨레의 얼을 느낄 수 있는 과정이며. 아이들에게 계절의 변화에 따른 생활의 주기성을 알게 해주고, 우리의 건강한 먹을거리를 알게 해주며 더불어 즐길 수 있는 놀이와 조상들의 삶의 지혜를 알 수 있도록 하는데 교육적 가치가 있다. 손끝놀이 프로그램은 손놀림이 단순한 육체적인 과정이 아니라 정신적인 과정이어서, 손의 사용을 통하여 머리․마음․손이 조화롭게 발달하는 전인적인 존재가 되는데 교육적 가치를 둔다. 아나바다 프로그램은 아이들에게 생태의 기본 핵심인 순환과 돌림의 경제를 인식시키고 실천하도록 하는데 교육적 가치가 있다. 참 나를 만나는 명상 프로그램은 명상을 통하여 아이들은 감각이 예민해 지고 몸이 건강해 지도록 돕고. 또한 창의성, 관용, 용기, 적응력, 협력, 분별, 판단력과 함께 자기 자신을 객관적으로 볼 수 있는 힘을 키우도록 돕는다. 생명밥상 프로그램은 삶의 일부인 먹는 것을 만드는 요리활동으로 아이들에게는 빠질 수 없는 놀이이며, 그 놀이는 삶의 일부임을 인식할 수 있는 방향으로 이루어져야 함을 알도록 해준다. 세대 간 교류 프로그램은 할아버지, 할머님과 함께 사랑을 교감 할 수 있는 경험을 하도록 하는데 의의가 있다. 즉 유아교육기관이라는 장을 통해서 제공되어 진다면 핵가족화로 인해 단절된 세대 간 교류의 긍정의 끈을 지속적으로 경험 할 수 있을 것이라 기대되기 때문이다. 생태미술표현 프로그램은 생태미술교육이 자기 내면의 표현, 즉 생명력의 분출을 돕는다고 말하고 있듯이 결국 전인적 교육 성장을 하도록 돕는다. 동물 기르기 프로그램은 유아자신과 더불어 다른 생명체를 존중하는 마음을 키우는데 도움이 될 것이다. 이를 주축으로 생태유아교육 연간계획 리듬표, 하루일과운영 리듬표, 생태유아교육과정의 기본 구성표를 제시하였다.

실업계고등학생의 문화활동과 자아존중감관계연구

강양이 전북대학교 교육대학원 2006 국내석사

The purpose of this study is to analyze the influence of cultural activities in adolescence on improving adolescents self-esteem and to find out effective ways to use cultural activities for enhancing their self-esteem. Research questions are ; 1) is there significant difference in self-esteem between adolescents who spend more time in participating in cultural activities and those who don't? 2) is there significant difference in self-esteem between adolescents who participate in direct cultural activities and those who participate in indirect cultural activities? 3) is there any significant association between each element in cultural activities and sub variables of self-esteem? Data were collected from 320 adolescents, vocational high school students in Jeon-ju city. All respondents were interviewed for identifying their present participation in cultural activities. They also completed the scale of self-esteem. Regression analysis was performed to identify the association of independent variable, participating in cultural activities, with the levels of self-esteem. Pearsons co-relationship analysis was used to determine co-relationships among each variables. The reliability of measure was tested using Cronbach alpha. Several conclusions can be drawn from this study. First, cultural activities in adolescence demonstrate significant effects on self-esteem. Especially, adolescents who participate in indirect cultural activities exhibit significantly higher levels of sense of self-esteem. Second, co-relationship analysis found that there is considerable heterogeneity in association between sub categories of each cultural activities and levels of self-esteem. In direct cultural activities the three activities such as participating in students clubs, doing sports, and traveling exhibit more influences on sense of self-esteem of respondents. In indirect cultural activities the three ones such as going to the movie, going to concert, and reading literatures exhibit more influences on levels of self-esteem. Third, some of sub categories of each cultural activities significantly influences on sub variables of self-esteem, family self, social self, and school self. Based on the findings of this study, cultural activities could be a plausible method to enhance sense of self-esteem among adolescents in social welfare setting for adolescents. In this study, it was proved the positive co-relationship between the amount of participating in cultural activities and the levels of self-esteem. Based on the findings of this study, it is hard to rationalize the current public policy for adolescents of limited or non-integration of cultural activities. In addition to a policy for education, support services for cultural activities should be introduced into the public policy of youth for their well-being. Especially, the financial factor should not obstruct adolescents participating in cultural activities.

초등학생의 학원과외학습과 스트레스의 관계

이수연 전북대학교 교육대학원 2008 국내석사

The purpose of this study is to present the actual state of private institute's education for school records and to indicate the relation between private institute's education and stress levels amongst elementary school students. Most elementary school students taking private institute's develop social problems. The research problem for achieving this purpose are as follows: First, how are the actual private institute's education for school record conditions of the elementary school students? Second, how much does the influence different between private institute's education for a school record and for a talent or interest? Third, how does the stress levels caused by private institute's education for school records differ in terms of learners' demographic factors(sex, grade, region, school record)? Finally, how does the stress of private institute's education for a school record differ as their factors(what to take, length of course, choices, reason of taking lesson and so on)? For the purpose of this study, the questionaire is distributed amongst 439 students in the 3~6 graders of elementary schools in Jeola Bukdo. The obtained data were analyzed using the methods of SPSS14.0, and the Frequency Analysis and Crosstabulation Analysis. The questionaire consist of 12 items about actual conditions of private institute's education, and 31 items about stress. The results of this study were shown as follows. First, most elementary school students are taking private institute's education to get a higher score. Private institute's education for school records of elementary school students are generalized, and it means that private institute's education causes lots of stress over school records. Second, students who's taking private institute's education for school records, are more stressed in general-home life, school life, pursuit and personality-than other students. Educational extra activities causes more stress than those taken to develop personal talents and/or taken up as hobbies. Third, Boys' stress levels were higher than that of girls. Students in higher grades get more stress in school life and pursuits. Regional differences show meaningful differences in not only stress, but every subordinate causes. Students who got lower academic scores, got more stress. Finally, the stress of private institute's education for school records according to the factors, shows meaningful differences. Aside from study hours for private institute's education, students got more stress caused by increase the hours of private institute's education. In cases where students were chose their own private institute's education, their stress were lower than that of others. Students who's taking private institute's education to get higher scores or because of their parents' persuasion, got more stress than those who's taking it for preparation and review. It shows that students' will is the important thing when they study, and if there's a lack of aim or interest, it causes an increase of stress. Also, students who wants to take private institute's education further, got lower stress than others. It suggests that a positive attitude from elementary school student, towards private institute's education, will decrease stress levels. Synthetically, there will be a change of appropriate amount, time, contents of private institute's education for elementary school students from now on. When we allow students to take private institute's education according to students' interests, talents, aptitude and levels, we can obtain the desired results. Furthermore, we can reduce the stress caused by private institute's education. And we have to provide the various educational programs to students to achieve their physical and mental development. Parents, schools, teachers and lecturers have to change their attitude to prevent students stress over private institute's education.

고등학생의 학교배정 지망순위와 학교생활 만족도와의 관계

이창수 전북대학교 교육대학원 2008 국내석사

This study is how to influence overall school life in class assignment by choice order of general high schools by the policy of equalizing high schools. Inquiring how much satisfaction is made in school life by schoolmates and teacher relations, atmosphere of lessons, learning, class, school policies, welfare facilities, and surroundings. The target of this research is first and second grade high school students in Jeon-ju city in 2008. The number of student in each grade is two hundreds - 100 female students and 100 male students. Based on a paper survey, I used SPSS14.0 program and schffe system to get more clear research. The research let me find out several assumptions of students satisfaction. First, the enrollment based on the policy of equalization of high school doesn't have an influence on student's satisfaction for a school. It means that there is no element which make student choose schools before entering a school. Only having an influence on their satisfaction of school life after entering a school. Second, there is no difference between genders. Third, older they get, the more they dislike school. I assume that this phenomena results from their stress, the increased amount of studying in upper level. Fourth, the students who have good grades are much happier than the others. For the above result, I strongly argue that teachers should have different methods to helping students be in contentment based on their condition. In general, students who like studying are satisfied with their school life. We have to care about specific students who aren't interested in studying in upper level and we need to provoke them to like school life.