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사무보조 학습활동이 정신지체 학생의 직업기술에 미치는 효과
복혜원 공주대학교 교육대학원 2011 국내석사
ABSTRACT The Effects of Office Assistance Learning Activities on Vocational Skills of Students with Mental Retardation Bok, Hye Won Department of Special Education Graduate School of Education, Kongju National University Supervised by Professor Seung-Chul Kwak, Ph. D. The type of occupation that mentally retarded persons have is mostly simple working and the employment rate in office job or specialized job is reported to be low. It means that the types of job curriculum at mental retardation special school have low relation with actual jobs they would have, and as the types of job fall behind the reality, they don’t conform to retarded students’ ability, interest, emotion and aptitude. This study is an experimental research to investigate the effect of office assistant learning activity, which was designed by focusing on office assistant job in the course of finding practical job training and new types of job, on the job ability, adaptive behavior and job skill. We had 8 students attending mental retardation special high school as the second year students divided into experimental group and comparative group, and performed pre/post functional adaptive behavior investigation. This experiment was performed 20 times during 6 months from March 2010 to October 2010, and it was measured before and after the functional adaptive behavior investigation; looking at the difference in scores of both investigations, we analyzed it through evaluation profile. Consequently, we could have the following results. Firstly, office assistant learning activity has positive effect on the job ability of mentally retarded students. Through the activities of receiving call, delivering contents, writing memo, orderingㆍdelivering, bookbinding, copying, using computer, using shredder, counting documents, arranging office, and using office supplies, they could have positive development in exquisiteness of fingers/hands, physical strength, lifting/moving, upper body control and speed, whole body control and balance. Secondly, office assistant learning activity has positive effect on the job behavior of mentally retarded students. Through group works with the same or different assignments, students divided their roles and could learn their duty and rules, interaction, information sharing, flexibility, endurance, accepting guidance, and impulse control and furthermore, they could achieve desirable self-image with job. We can see that office assistant learning activity provided has positive effect upon increasing job behavior. Thirdly, office assistant learning activity is effective upon increasing job skill of mentally retarded students. Office assistant learning activity was effective in learning actual job skill and attitude by learning job contents that increases job ability, the sub area of job skill and by learning job behavior including knowledge, attitude and specific functions by the type of job that office worker should have. Therefore, it is concluded that office assistant activity can improve all the aspects of job ability, job behavior and job skills, and we could confirm the possibilities of performing office assistant job by mentally retarded students and the development of new type of job for them. Office assistant learning activity will be a great help in widening the world of occupation that mentally retarded students can have by introducing new contents into the job education and by supporting it.
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유럽건축물을 활용한 이차곡선 창의·융합형 수업 활동지 제시
복혜원 연세대학교 교육대학원 2021 국내석사
This thesis started from applying the direction of the 2015 revised curriculum, nurturing creative and convergence talents, to classes. In particular, it was hypothesized that creative and convergence effects would be obtained if a guidance plan emphasizing the connection between European architecture and mathematics was drawn up in the geometry and vector class, the high school elective course, and applied to class time. It is a learning material that can show convergence thinking by emphasizing the relevance to architecture in learning the 'secondary curve' of geometry and vector, and it is intended to be applied in class and to reveal its usefulness through pre- and post-testing. 본 논문은 2015 개정 교육과정의 방향성인 창의·융합적인 인재의 양성을 수업에 적용하는 것에서 출발하였다. 특히 고등학교 선택과정인 기하와 벡터 수업에서 유럽건축물과 수학과의 연결성을 강조하는 지도안을 작성하여 수업시간에 적용해보면 창의·융합적인 효과를 얻을 수 있을 것이라는 가설을 세웠다. 기하와 벡터의‘이차곡선’을 학습하는데 건축과의 관련성을 강조하여 융합적인 사고를 발휘할 수 있는 학습자료로 수업시간에 적용해보고 사전·사후 검사를 통해 유용성을 밝히고자 한다.
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