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      Jigsaw 협동학습에서 역할 분담에 따른 소그룹 활동이 유아의 자아존중감과 사회적 기술 습득에 미치는 영향

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      https://www.riss.kr/link?id=T9539874

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      다국어 초록 (Multilingual Abstract)

      The Purpose of this study was to examine the effects of a Jigsaw Cooperative Study, which is developed on children's self-esteem and learning social skills.
      Two research questions were made from the review of the literature, as follows;
      1. Are there any differences in self-esteem between children in an experimental and a control group?
      2. Are there any differences in learning social skills between children in an experimental and a control group?
      3. Are there any differences in self-esteem between
      4. Are there any differences in learning social skills between
      To answer the questions, sixty-four young children (64 five -year-old children) attending a preschool in Yang San participated in this study. They were randomly assigned to either an experimental or a control group. Children in the experimental group, took part in eight 30〜40 minute sessions of Jigsaw cooperative study program in a small group ; whereas, their counterparts in the same sessions of a traditional in a large group activity program. After the sessions of each program, all children were tested on the self-esteem test and the social skill test.
      The children who took the Jigsaw cooperative study received higher achievement than their counterparts on self-esteem and social skills. From the results, it shows that the cooperative study is an effective teaching method to children's positive self-esteem and learning social skills. and there are no difference of self-esteem in their gender. but, there are differences children's social skills in a gender.
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      The Purpose of this study was to examine the effects of a Jigsaw Cooperative Study, which is developed on children's self-esteem and learning social skills. Two research questions were made from the review of the literature, as follows; 1. Are there a...

      The Purpose of this study was to examine the effects of a Jigsaw Cooperative Study, which is developed on children's self-esteem and learning social skills.
      Two research questions were made from the review of the literature, as follows;
      1. Are there any differences in self-esteem between children in an experimental and a control group?
      2. Are there any differences in learning social skills between children in an experimental and a control group?
      3. Are there any differences in self-esteem between
      4. Are there any differences in learning social skills between
      To answer the questions, sixty-four young children (64 five -year-old children) attending a preschool in Yang San participated in this study. They were randomly assigned to either an experimental or a control group. Children in the experimental group, took part in eight 30〜40 minute sessions of Jigsaw cooperative study program in a small group ; whereas, their counterparts in the same sessions of a traditional in a large group activity program. After the sessions of each program, all children were tested on the self-esteem test and the social skill test.
      The children who took the Jigsaw cooperative study received higher achievement than their counterparts on self-esteem and social skills. From the results, it shows that the cooperative study is an effective teaching method to children's positive self-esteem and learning social skills. and there are no difference of self-esteem in their gender. but, there are differences children's social skills in a gender.

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      목차 (Table of Contents)

      • Ⅰ. 서론 1
      • 1. 연구의 필요성 및 목적 1
      • 2. 연구문제 5
      • 3. 용어의 정의 5
      • Ⅱ. 이론적 배경 7
      • Ⅰ. 서론 1
      • 1. 연구의 필요성 및 목적 1
      • 2. 연구문제 5
      • 3. 용어의 정의 5
      • Ⅱ. 이론적 배경 7
      • 1. 협동학습의 정의 7
      • 2. 협동학습의 기본원리 9
      • 3. 협동학습을 위한 역할 분담 11
      • 4. 협동학습의 수업모형 13
      • Ⅲ. 연구방법 19
      • 1. 연구대상 19
      • 2. 실험설계 19
      • 3. 측정도구 20
      • 4. 실험처치 프로그램 23
      • 5. 연구절차 및 자료처리 25
      • Ⅳ. 연구결과 28
      • 1. 프로그램 유형에 따른 유아의 자아존중감 분석결과 28
      • 2. 프로그램 유형에 따른 유아의 사회적 기술 습득 분석결과 35
      • 3. 성별에 따른 유아의 자아존중감 분석결과 41
      • 4. 성별에 따른 유아의 사회적 기술 분석결과 42
      • Ⅴ. 결론 및 논의 44
      • * 참고문헌 48
      • * Abstract 52
      • * 부 록 54
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