뇌교육 인성프로그램이 초등학생의 도덕성 발달에 미치는 영향

국문 초록 (Abstract)

본 연구는 뇌교육 인성프로그램이 초등학생의 도덕성 발달에 미치는 영향을 알아보는데 그 목적이 있다. 이를 위해 초등학교 아동들을대상으로 뇌교육 인성프로그램을 실시하여 도덕판단력을 측정하는 도덕판단력 점수와 도덕민감성에 포함되는 공감능력 점수에 미친 영향을 입증해 보고자 한다.뇌교육 인성프로그램은 선행연구에서 긍정적 자아정체감을 기르고학습자의 정서적 안정과 집중력 및 학습태도를 향상시키는 것으로 나타났으나 도덕 발달이나 공감능력과 관련된 연구는 입증되지 않았다.연구 문제에 관한 결과와 논의를 정리해 보면 다음과 같다.
뇌교육 인성프로그램은 뇌의 긍정적 정보처리능력과 정서적 체험의기회를 제공하는 체험프로그램으로써 연구자가 초등학교 5학년 아동의 도덕성 향상을 목적으로 재구성한 것이다. 공감 형성에 있어 중요한 친구관계를 만들어가는 시기의 아동들을 대상으로 뇌교육인성프로그램을 담임 재량활동시간과 특별활동 시간을 통하여 지도하였다. 충북 소재의 초등학교 4학급을 임의로 선정하였고 실험집단 49명, 통제집단 49명으로 총인원 98명이었다.실험집단을 대상으로 8주 동안 1회당 40분간, 매주 2회씩 총 16회에 걸쳐 뇌교육인성프로그램을 지도하였다. 뇌교육인성프로그램을 실시하기 전 도덕판단력 검사와 공감능력 검사를 실시하였다. 도덕판단력 검사지는 문용린(2004)이 개발한 한국판 초등용 DIT(KDIT-P)와 EQ검사의 구성요소 중 도덕민감성을 기르는 주요능력인 공감능력 검사지를 사용하였다.

목차 (Table of Contents)

• 목 차
• Ⅰ. 서 론·············································································································1
• 1. 연구의 필요성 및 목적······································································1
• 2. 연구 문제와 가설················································································4
• 3. 용어의 정의··························································································5
• 가. 뇌교육 ·····························································································5
• 나. 뇌교육인성프로그램·····································································5
• 다. 도덕성 ·····························································································6
• 4. 연구의 제한점······················································································6
• Ⅱ. 이론적 배경·································································································8
• 1. 도덕성의 의미······················································································8
• 2. 인지발달 이론적 관점에서의 도덕성 발달··································10
• 3. 아동기의 발달적 특징······································································12
• 가. 뇌 발달·························································································12
• 나. 인지 발달·····················································································15
• 다. 도덕성 발달·················································································16
• 4. 뇌교육인성프로그램··········································································17
• 가. 뇌교육인성프로그램의 원리·····················································17
• 나. 뇌교육인성프로그램의 특징·····················································18
• 다. 뇌교육인성프로그램의 목표·····················································19
• 라. 구성요소·······················································································20
• Ⅲ. 연구 방법···································································································21
• 1. 연구대상······························································································21
• 2. 실험설계······························································································23
• 3. 측정도구······························································································23
• 4. 실험내용······························································································25
• 5. 실험실시······························································································29
• 6. 통계처리······························································································29
• Ⅳ. 연구결과 및 해석·····················································································31
• 1. 집단별 사전 검사 도덕판단력 점수 비교····································31
• 2. 집단별 사후 검사 도덕판단력 점수 비교····································32
• 3. 프로그램 처치 전 집단별 비교 검증············································33
• 4. 프로그램 처치 후 집단별 비교 검증············································34
• Ⅴ. 논의 및 결론·····························································································37
• 1. 요 약 ····································································································37
• 2. 논 의 ····································································································38
• 3. 결론 및 제언······················································································40
• ▶ 참고문헌·······································································································43
• ▶ 부 록(1)·······································································································47
• ▶ 부 록(2)·······································································································62
• ▶ 영문초록·······································································································72