보편적 학습설계를 위한 지적장애학생과 일반학생의 정보처리 능력 특성

박찬웅 대구대학교 한국특수교육문제연구소 2018 특수교육저널 : 이론과 실천 Vol.19 No.4

The purpose of this study is to examine the characteristics of the comprehension of language and perception reasoning in information processing of students with disabilities and general students in inclusive education settings, and to investigate the gap between the comprehension of language and perception reasoning of those students in order to provide validity evidence of universal design for learning. This study examine the gap between the students' sequential and concurrent processing based on the comprehension of language and perception reasoning scores by conducting K-WISC-Ⅳ for 26 students with intellectual disabilities and 25 general students, controlling the chronological age and gender of students, The results indicate that the ability of comprehension of language is lower than that of perception reasoning for students with intellectual disabilities. On the other hand, the ability of comprehension of language is higher than that of perception reasoning for general students. In addition, the individual differences are founded between the ability of comprehension of language and perception reasoning of students with intellectual disabilities and general students. The results are supported by the general concepts of information processing that students with intellectual disabilities have a higher ability of perception reasoning compared with that of comprehension of language, and general students have a higher ability of comprehension of language compared with that of perception reasoning. Based on the result, the following conclusion is provided. First, the ability of comprehension of language is lower than that of perception reasoning for students with intellectual disabilities, and the ability of comprehension of language is higher than that of perception reasoning for general students. Second, the individual differences between the ability of comprehension of language and perception reasoning of students with intellectual disabilities and general students are significantly different and contradicted each other. Thus, universal design for learning for students with intellectual disabilities in inclusive education setting could minimize the disability barrier and maximize the possibility of their learning including general students by providing multiple means of engagement, representation, and action and expression. 본 연구는 보편적 학습설계의 타당성을 검증하기 위해 통합교육 환경에 배치된 지적장애학생들과 일반학생들의 정보처리 과정에 있어 언어이해 능력과 지각추론 능력의 차이 특성과 두 처리과정의 격차에 차이가 있는가를 밝히려는 목적으로 수행되었다. 지적장애학생들과 일반학생의 생활연령과 성별을 통제하여, 통합 학급에 배치된 지적장애학생 26명, 일반학생 25명을 대상으로 K-WISC-Ⅳ 실시하여, 언어이해 지표점수와 지각추론 점수를 통해 대상학생들의 순차처리 능력과 동시처리 능력의 차이를 알아보았다. 연구 결과, 지적장애학생의 경우 언어이해 능력은 지각추론 능력보다 낮게 나타났으며. 반면 일반학생의 경우는 언어이해 능력은 지각추론 능력보다 높게 나타났다. 그리고 지적장애학생과 일반학생 집단 간 언어이해와 지각추론의 개인내차 크기 차이가 있음을 알 수 있었다. 이러한 결과는 정보처리 능력의 일반적인 양상, 즉 지적장애학생들은 언어이해보다 지각추론 능력이 상대적으로 더 높으며, 일반학생들은 일반적으로 언어이해 능력이 더 높다는 점이 분명하게 드러냈다고 해석된다. 이러한 연구 결과를 토대로 다음과 같은 결론을 얻었다. 첫째, 지적장애학생의 언어처리 능력은 지각추론 능력보다 낮으며, 일반학생의 언어이해 능력은 지각추론 능력보다 높다. 둘째, 지적장애학생과 일반학생의 언어이해 능력과 지각추론 능력 간의 개인내차는 서로 상반되고 분명한 차이가 있다. 그러므로 지적장애학생들이 통합된 학급에서의 보편적 학습설계는 인지방법의 다양화, 언어 및 수식 등의 다양한 선택, 이해를 돕기 위한 다양한 제시방법의 정보 선택 및 다양한 표현 수단의 제공 등을 통해 지적장애학생 뿐만 아니라 일반학생에게도 장애 요인을 최소화시키고 개별 학생들의 가능성을 극대화시킬 것으로 여겨진다.

중국 안후이성 중학생의 스트레스 위험군과 비위험군의 자아정체감과 정서행동 특성 비교

하충려,방명애,김옥주 한국정서행동장애학회 2019 정서ㆍ행동장애연구 Vol.35 No.3

The purpose of this study was to compare self-identity and emotional and behavioral characteristics between Chinese middle school students at risk for stress disorder and non-stressed students in Anhui Province. Two thousands one hundred Chinese students from three middle schools responded to the questionnaires. On the basis of stress scores, while the highest 5% (n=95) of the subjects was assigned to a group of students at risk for stress disorder, the lowest 5% (n=95) of the subjects was assigned to a group of non-stressed students. Two independent samples t-tests were implemented to analyze the data. The results of the study were as follows. First, Chinese middle school students at risk for stress disorder showed lower levels of self-identity than non-stressed students. Second, Chinese middle school students at risk for stress disorder showed higher levels of emotional and behavioral problems than non-stressed students. Further research is needed for developing prevention programs and intervention programs for improving self-identity and decreasing emotional and behavioral problems of middle school students. 본 연구의 목적은 중국 중학생의 스트레스 위험군과 비위험군의 자아정체감과 정서행동의 특성을 비교하는 것이다. 연구대상은 중국 안후이성 선성시에서 편의군집표집한 중학교 3개교에 재학 중인 학생 2,100명이었으며, 설문지를 통해 자료를 수집하였다. 그 중 스트레스 검사의 점수가 가장 높은 상위 5%의 중학생 95명을 스트레스 위험군으로, 점수가 가장 낮은 하위 5%의 중학생 95명을 스트레스 비위험군으로 최종 선정하였다. 수집된 자료는 두 독립표본 t검증을 적용하여 분석하였으며 연구결과는 다음과 같다. 첫째, 중국 중학생의 스트레스 위험군은 비위험군에 비해 자아정체감이 통계적으로 유의미하게 낮게 나타났다. 둘째, 중국 중학생의 스트레스 위험군은 비위험군에 비해 정서행동 문제가 통계적으로 유의미하게 높게 나타났다. 이와 같은 연구결과에 기초하여 중국 중학생의 스트레스 위험군의 자아정체감을 향상시키고 정서행동 문제를 감소시키기 위한 예방프로그램과 중재프로그램을 개발할 필요가 있다.

수준별 이동수업이 성적 변화에 미치는 영향에 대한 고등학생들의 인식 연구

유준상 인하대학교 교육연구소 2008 교육문화연구 Vol.14 No.1

This paper aims to explore students' attitudes on the effects of various fields of ability grouping-based education. These fields include individual learning habits, organizing of differentiated classes, learning atmosphere in a class, teaching activities, and students' evaluation for the classes and the differences of evaluation of the effective elements of ability grouping-based education according to the differentiated classes. In order to accomplish this purpose, 180 students in the second grade of a secondary school were selected to be examined. The survey was done by a questionnaire completed by 180 students and by interviews with 30 of them. The results are as follows:First, the students showed favorable attitudes about the teaching activities and individual learning habits. In the field of students' evaluation, they expressed neutral and unfavorable attitudes. Second, in the field of individual learning habits, the students showed favorable attitudes concerning all the subordinate questions. Third, in the field of organizing of differentiated classes, the data showed that there were more students who had favorable attitudes about the question of proper organizing of the classes. Fourth, concerning the effect of comfortable feeling from the ability grouping-based education, there were more students showing negative attitudes than positive ones. Fifth, concerning the improvement of understanding the lessons, there were more negative attitudes than positive. Concerning the teaching methods, appropriate usage of teaching materials, proper explanations of homework, and compliments from teachers, there were more students who showed positive attitudes, and so almost half of them had favorable attitudes. Sixth, concerning the appropriate classes to the students abilities, supplement from differentiated classes, increased conviction for the English study, and help from friends, the data showed that almost half of the students had neutral attitudes and there were more unfavorable attitudes than favorable ones. But concerning the appropriate test according to the differentiated classes, almost half of the students showed neutral attitudes and there were more favorable attitudes than unfavorable ones. Seventh, in the analysis of the differences of evaluation of the effective elements of ability grouping-based education according to the differentiated classes, upper class students thought that learning atmosphere in a classroom had more positive effects on improving English grades than middle class students. They also thought that individual learning habits had more positive effects on improving English grades than middle and low class students. Now I would like to make some suggestions to heighten the efficiency of ability grouping-based education. Firstly, engage students to understand the true meaning of it and participate in the classes with a comfortable and eager mind. Secondly, teachers should try to do their best to develop the effective materials and teaching methods and care for the emotional problems of the students as well. Thirdly, teachers have to pay much more attention to the lower class students who are a kind of isolated class and provide positive reinforcement by giving compliments and encouragement. Lastly, through academic and career counseling with parents, positive support from parents and developing the learning programs with a local community, a school should provide a favorable educational environment for students. 본 연구에서는 교육과학기술부의 학교자율화 추진계획에 의거 전국적으로 확대될 것으로 예상되는 수준별 이동수업과 관련하여 고등학교 2학년 180명의 학생을 대상으로 한 설문지와 18명을 대상으로 한 인터뷰를 통해 개인의 학습 성항, 수준별 학급 편성, 학습활동 분위기, 교사의 교수 활동, 학생들의 수업평가 등이 성적 향상에 미치는 영향에 대한 학생들의 인식이 어떻게 나타나는지 알아보았다. 첫째, 수준별 이동수업에 영향을 주는 5가지 영역 중 학생들은 교사의 교수활동 개인의 학습 영역 요인들이 긍정적 영향을 주었다고 응답하였다. 학생들의 수업평가 영역은 보통과 부정적 평가가 많았다. 둘째, 영어 사교육 경험, 영어 교과에 대한 흥미, 희망 직업을 갖기 위한 노력, 부모님의 관심과 지도 등 모든 항목에 대하여 많은 학생들이 자신들의 영어 성적 향상에 긍정적 영향을 주었다고 응답하였다. 셋째, 수준별 학급 편성 요인들 중 적절한 수준별 학급 편성 요인의 성적 변화에 미친 영항은 긍정적 응답이 부정적 응답보다 많았다. 넷째, 수준별 이동수업으로 생성된 편안한 기분의 영향은 긍정적 영흥을 주지 않았다는 응답이 많았다. 수준별 학급 편성이라 할지라도 중ㆎ하위 반으로 떨어지지 않아야한다 또는 나는 부족한 실력의 학급이이라는 새로운 형태의 긴장감이 조성되었다는 것을 알 수 있다. 다섯째, 수업 이해도가 높아져 영어 성적에 긍정적 영향을 주었다는 항목은 부정적 응답이 많았다. 그러나 담당교사의 수업방식, 적절한 자료 활용, 적절한 과제 제시, 칭찬과 격려 등의 요인들에 대해 긍정적 응답이 훨씬 많았고, 수준별 수업 담당교사의 수업에 대해 거의 절반의 학생들이 긍정적으로 응답하였다. 여섯째, 학습자의 학습능력에 알맞은 수준의 수업진행, 수준별 수업이 자신의 부족한 부분을 보충, 이동 수업으로 교과학습에 대한 자신감 증가, 수준별 이동 수업으로 친구의 도움을 받아 성적향상에 긍정적 영향을 주었다는 질문에 보통이 절반정도였고 부정적 응답이 많았다. 그러나 수준별 학급 편성에 따른 적절한 평가 실시에는 보통의 응답이 절반 정도였고 긍정적 응답이 많았다. 일곱째, 수준별 이동수업 학급에 따른 영향 요인들의 평가에서, 상급반 학생들이 중급반 학생들보다 학습 활동 분위기가 영어 성적 향상에 긍정적인 영향을 미친다고 응답했다. 개인별 학습 성향에 대해서도 상급반 학생들이 중급반과 하급반 학생들보다 성적 향상에 긍정적인 영향을 미친다고 생각하는 것으로 나타났다.

Students’ perceptions of the learning environment at a medical school in Korea: comparisons of the most recent 4 years’ results using the Dundee Ready Education Environment Measure (DREEM)

김세진 고신대학교(의대) 고신대학교 의과대학 학술지 2022 고신대학교 의과대학 학술지 Vol.37 No.4

Background: The learning environment is an essential factor influencing students’ educational processes and personal quality of life. The purpose of this study was to examine medical students’ perceptions of the learning environment at a medical school over the most recent 4 years and explore possibilities for learning environment reform and revision based on the results.Methods: Participating students were asked about their perceptions of the learning environment using the Dundee Ready Education Environment Measure (DREEM) questionnaire, which was distributed to first-year, third-year, and fourth-year students, representing each learning period. In total, 349 students participated in this study. Analysis of variance was conducted to determine differences in DREEM scores among years and learning periods.Results: There were no statistically significant differences in DREEM scores by year and learning period, except for students’ perceptions of teachers and students’ perceptions of atmosphere. However, in an analysis of differences in DREEM scores in the class of 2018 cohort by learning period, four domains of the DREEM (except for students’ academic self-perceptions) and the total DREEM score were found to be significantly different.Conclusions: Students’ perceptions of the learning environment at Kosin University College of Medicine were relatively high. The total score increased from 2019 to 2022, except for 2021. Another significant result was that basic science students had the highest perceptions, whereas students in basic clinical science had the lowest perceptions. To improve the learning environment for medical students, continuing support for students’ emotional stability, learning motivation, physical environment, social relationships, and counseling is essential.

다문화 가정 학생과 학습부진/학습장애 학생의 사회과 교수․학습에 관한 일반 초등교사의 인식

김의정,김애화,유현주 한국학습장애학회 2012 학습장애연구 Vol.9 No.2

The purpose of this study was to explore perceptions of general elementary school teachers on social studies teaching and learning of students from multicultural families as well as low-achieving/students with learning disabilities(LD) through focus group interview(FGI). 12 teachers(6 who have taught students from multicultural families-FGI #1, 6 who have taught low-achieving students/students with LD-FGI #2) participated in the focus group interviews which were based upon three open-ended questions. After the interviews were completed, the data were transcribed and coded by three coding systems. The major findings about students from multicultural families were as follows: First, students have difficulties learning social studies due to the influence of their parents, their external appearance, periods of their life spent in Korea/different countries, and Korean skills. Second, teachers have difficulties teaching social studies because they don’t know how to support to meet the needs of students from multicultural families. Third, teachers indicated that they need human, physical and systematic support for students from multicultural families. The major findings about low-achieving students/students with LD were as follows: First, low achieving students/students with LD have trouble learning social studies because of their lack of motivation to learn, insufficient reading skills, and cognitive deficiencies. Second, teachers have difficulties teaching social studies due to problems in administrative system and not being able to set the same learning objectives for low-achieving students/students with LD as those for typical students. Third, although teachers use various teaching and learning strategies for low achieving students/students with LD, there is limited time to allocate instructional time for them. 본 연구에서는 다문화 가정 학생과 학습부진/학습장애 학생의 사회과 교수․학습에 관한 일반 초등교사의 인식을 알아보기 위하여 포커스 그룹 인터뷰(FGI)를 실시하였다. 총 12명의 교사(다문화 가정 학생을 지도해 본 경험이 있는 교사 6명-FGI #1, 학습부진/학습장애 학생을 지도해 본 경험이 있는 교사 6명-FGI #2)가 포커스 그룹 인터뷰에 참여하였고, 인터뷰는 3개의 개방형 질문에 따라 진행되었다. 인터뷰 자료를 전사한 후 총 3차례에 걸쳐 코딩하였다. 다문화 가정 학생에 대한 주요 결과로는 첫째, 학생들이 사회과 학습에 어려움을 겪는 이유는 어머니의 영향과 학생의 국내/외국 거주 기간, 외모적 특성 및 한국어 능력과 관련이 있는 것으로 나타났다. 둘째, 교사가 사회과 교수에 어려움을 겪는 이유는 다문화 가정 학생의 교육적 요구에 적합한 지원 방법을 잘 모르기 때문인 것으로 나타났다. 셋째, 다문화 가정 학생을 위해 인적, 물적, 제도적 지원의 필요성을 지적하였다. 학습부진/학습장애 학생에 대한 주요 결과로는 첫째, 학생들이 사회과 학습에 어려움을 겪는 이유는 학습에 대한 동기 결여, 읽기 능력 부족, 인지 결함 등 때문인 것으로 나타났다. 둘째, 교사가 사회과 교수에 어려움을 겪는 이유는 행․제도적인 문제와 일반학생과 동일한 학습 목표를 적용하는 데 한계가 있기 때문인 것으로 나타났다. 셋째, 교사가 학습부진/학습장애 학생을 위해 교수․학습 전략 및 자료를 사용하고 있으나, 이들을 지도하기 위한 시간이 부족하다는 점을 지적하였다.

Life stress, dietary attitudes, and frequency of snack intake for college students in Seoul and Gyeonggi area: the difference between male and female students

Oh Hyun Seung,Kim Yu bin,Park Soyoung,Song Kyung Hee 한국영양학회 2023 Nutrition Research and Practice Vol.17 No.1

BACKGROUND/OBJECTIVES: This study examines life stress, dietary attitudes, and snacking frequency for college students living in Seoul and Gyeonggi Province. The purpose of this study is to assist college students feeling stressed by offering desirable dietary attitudes and choices of the appropriate snacks by providing educational materials that offer appropriate nutrition education and nutritional information. SUBJECTS/METHODS: A survey was conducted on a total of 600 college students aged 19–29-year-olds living in Seoul and Gyeonggi Province (234 male students and 366 female students). Collected data were analyzed using SPSS WIN 28.0 program. RESULTS: Life stress among college students did not differ significantly between the genders. Male students were more stressed about lover (P < 0.01), while female students were more stressed about value problems (P < 0.01) and future problems (P < 0.05). Dietary attitude ratings were 3.1 for both male and female students with no significant difference. The overall snacking frequency was 4.1 times/day—4.2 times/day for male students and 4.0 times/day for female students—thus, there was no significant difference. Male students consumed ‘beverage’ (P < 0.01) more frequently than female students. Life stress and snacking were positively correlated for ‘biscuit/cookie,’ ‘chip,’ ‘cereal,’ ‘juice/smoothie,’ ‘café americano,’ ‘café latte,’ ‘tea,’ ‘jelly,’ ‘chocolate,’ ‘rice cake,’ ‘milk,’ ‘flavored milk,’ and ‘ice cream’ among male students. Among female students, life stress and snacking were positively correlated with ‘cereal,’ ‘caramel,’ and ‘soymilk,’ and negatively correlated for ‘biscuit/cookie’ and ‘carbonated drink.’ CONCLUSIONS: College students should manage their stress by identifying its causes and learning how to deal with stressful situations. Additionally, providing them with proper nutrition education based on the correct nutritional information is essential for promoting good food attitudes and snacking behaviors.

한국 의과대학생들의 의학교육환경에 대한 인식

박귀화,박주현,김선,이정애,김종훈,안영준,한재진,서덕준 한국의학교육학회 2015 Korean journal of medical education Vol.27 No.2

Purpose: The purpose of this study was to examine students' perception of the educational environment of medical schools in Korea. Methods: A total of 9,096 of 12,035 students (75.6%) responded to our questionnaire. This study was conducted at the end of the 2013 academic year using the Dundee Ready Education Environment Measure (DREEM) at 40 medical schools in Korea. DREEM comprises five domains: students' perceptions of learning (SPL); students' perceptions of teachers (SPT); students' academic self-perceptions; students' perceptions of atmosphere; and students’ social self-perception. The data were analyzed using descriptive statistics, independent t-test, and one-way analysis of variance. Results: The overall mean DREEM score was 113.97 (of 200), and the scores for the 40 medical schools ranged from 100.24 to 134.32. The overall mean and domains scores of the DREEM differed significantly between educational systems, grades, genders, and academic achievement levels. Graduate-level medical students had higher scores for the DREEM and its five domains than undergraduate medical students. The scores were lowest in second-year students (mean, 111.80). Male students' perceptions were significantly higher than those of female students except for SPL and SPT. High academic achievers' perceptions were also greater versus low academic achievers. Conclusion: Students' perceptions of their educational environment are positive in Korea. The learning environment should be evaluated by curriculum planners and administrators of medical schools to improve its quality.

개화기(1883~1905) 미국 유학생과 민족운동

허동현 ( Huh Dong Hyun ) 한국민족운동사학회 2004 한국민족운동사연구 Vol.38 No.-

The Chǒson dynasty suffered from the power competition among three world powers such as China, Japan and Russia during the onset of the opining. The ruling class as well as intellectuals tended to view the United States as a favorable country to protect Korea. Most of them have the friendly viewpoint toward the United States, and it was expected that students would go to the United States in order to secure human resources, material assistant and diplomatic support necessary for modernization, self-strengthening and independence. However, the exchange of the knowledge and human resources under the ‘Shufeldt Treaty' was ruptured since the United States unilaterally broke the Treaty. The number of Korean students in the United States reached only 70 during the opening when the relations between Korea and the United States were not concretely built. A small number of the Korean students stayed in the Untied States compared to the number of Japanese students in America. Nonetheless, the students in the United States have largely influenced on the development of modern and contemporary Korean history. The learners were considerable persons in a sense that they were the ongll1 of sharply increasing students in America immediately after the end of Japanese colonial period when the relations between the United States and Korea started to be more tightened. However, it is hardly difficult to find out any main research concerning collective backgrounds of the students in the United States and the nationalist movement by the students. Each Korean student in the United States during the opening acknowledged the American society in a basis of his or her own perspective, which rcf1ecrcd his or her political and social strata, religions, motivation of overseas studies and spans of the studies. Furthermore, whether the students had positive or negative viewpoints on the American society determined the direction toward the nationalist movement. Therefore, this paper will deal with collective features of the Korean students in the United States reason for study abroad, political and social background, major career after studies, perception on the United States, and characteristics developed by the students. It focuses on both the first period (1883~1894) and the second period (1895~1905). In examining both periods, it will be revealed how the United States and Korea exchanged knowledge and human resources at the very beginning of the relations between two countries. Also, how the result from the exchange had impact on the Korea history will be coped with. The accomplishment of the research is as follows. First, the students in the United States were very small in number compared to the Japanese students. However, the students in America disseminated the value of the United States Christianity and democracy, and these cultural elements affected the Korean society after they returned to homeland. If their influence on the Korean society is considered, the students can be said to be a new type of innovative intellectuals leading a new era. As a matter of fact, the Korean students in the United States originally came from the lower class in the Korean society, not from the core ruling groups. However, they did not surrender under their origins. Rather, the students became the “creative minority, properly responding to challenges in a new era and leading the development of the Korean society. Second, the students in the United States were a type of achievement oriented persons. They were actively receptive of the practical knowledge like foreign languages and international laws after Kabo Reform movement in 1894. The students characterized the best elites who were well educated in the department of Humanitarian or Social Science in the United States university when they went to the United States in their adolescence. Since the students adapted themselves to the value and way of thinking of the United States at that time with the intermediary of Christianity, they were absorbed into the American culture and value. Therefore, the students played the disseminators for Christianity and democracy after coming back to Korea For example, Syngman Rhee shortly dreamed of the Korean style Christianity nation and the establishment of the democratic republican government when studying in the United States. Rhee strove to realize his hope in his presidential tenure. Similarly, majority of students in the United States had in common; such desires and belief to apply Christianity and democracy to its own country can be found among them. Third, almost all students in the United States except small percent of students like Yu Kiljun in the United States viewed Christianity as a shortcut to liberalize individuals and the nation. They were diversified in a variety of way of reforms or the independence. Yu Kiljun thought that altruistic love in Christianity was incompatible element with the Korean interests. Kim Kyusik criticized the pretended ‘altruism’, pointing out the other side of it, the aspect of invasion to other country. Contrary to Yu Kiljun and Kim Kyusik negative viewpoint on the United States, people including Philip Jaisohn and Syngman Rhce kept their favorable perspectives on the United States, recognizing Christianity as the ‘good therapy’ to rescue individuals and the nation. Accordingly, Syngman Rhee and Philip Jaisohn conceived of the reform or the ideal nation applying the democracy of the United States and Christian nation. In contrary, Yu Kiljun advocated gradually practical reforms based on Dongdosokiron, and Kim Kyllsik unfolded the independence movement and the state building movement through coalition between the leftists and the rightists. Fourth, the students in the United States have various political spectrums depending on when they returned to Korea and how long they stayed in the United States. Yu Kiljun and Yun Ch'i-ho, returning to Korea after study in America, were inclined to pro Japanese. In other sides, Syngman Rhee and Philip Jaisohn who stayed after study and dedicated themselves to the independence movement strongly took pro American positions. Among people keeping pro Japanese tendency, their inwards were influenced by individual experiences and values; Yun Ch’i-ho by racial discrimination and Yu Kiljun by deferred conversion into Christian. More fundamentally, however, these inclinations reflected the class or actual interest under the Japanese rule. Fifth, the native class strata of the Korean students in the United States during the opening became diverse as the time went by. The students were persons tightly connected with the core authorities groups. However, origins of students were extended to the lowest class such as kisaeng and merchant after 1896. Thus, it was turned back to the opening after the independence from Japan and reestablishment of the relations between Korea and the United States that was the America studying in the United States in order to raise the social ladder and to move their social position upward.

뇌성마비 학생의 읽기, 쓰기 능력과 학교생활만족도와의 관계에 관한 연구

김창호,한경임 한국지체.중복.건강장애교육학회 2011 지체.중복.건강장애연구 Vol.54 No.3

The purpose of this study was to find the feature of reading and writing skill of students with cerebral palsy and analyze the relationship between reading skill and writing skill and the effect of them on the school satisfaction of students with cerebral palsy. The subject of this study were 20 students with cerebral palsy who are from fourth to ninth grade. 18 students attended a special school and two students attended resource room in a general school. The results of this study were as follows:First, reading and writing abilities of students with cerebral palsy was lower than general students. And it was remarkable in the writing ability specially. Second, in the reading abilities of students with cerebral palsy, specially the strait reading, middle school students was higher than elementary school students. And there was not a difference between middle and elementary school students in the writing abilities. It means there is a little development of writing abilities in the middle school. So, it needs some new strategy for developing of the writing skill for students with cerebral palsy. Third, there was high relationship between reading skill and writing skill. So,reading should be taught with writing. Fourth, the word comprehension and orthography abilities effected on the school satisfaction of students with cerebral palsy. So, it needs the study and develop to advance the abilities. 본 연구의 목적은 뇌성마비 학생의 학교급별 읽기와 쓰기 능력 특성을 각 하위요소별로 보다 구체적으로 밝히고, 뇌성마비 학생의 읽기와 쓰기 능력이 일반 학생에 대한 연구에서처럼 서로 밀접하게 관계되어 있는가를 파악하며, 이러한 읽기 쓰기 능력이 뇌성마비 학생의 학교생활만족도에 어떠한 영향을 미치는가를 알아보고자 하는 데 있다. 연구대상은 초등학교 4학년부터 중학교 3학년까지인 한 지체장애 특수학교의 뇌성마비 학생 20명과 일반학교 특수학급의 뇌성마비 학생 2명(초등학생 1명, 중학생 1명)이었다. 연구 결과 뇌성마비 학생들은 일반학생들에 비해 낮은 읽기와 쓰기 수행정도를 보였는데, 읽기능력의 하위요소 중 음독능력은 초등학생에 비해 중학생이 높게 나타났다. 그러나 쓰기능력에서는 학교급간 차이가 없었다. 뇌성마비 학생의 읽기와 쓰기능력의 상관관계는 초등학생과 중학생 모두 매우 높은 정적 상관관계가 있었으며, 읽기와 쓰기 능력이 뇌성마비학생의 학교생활만족도에 미치는 영향력을 살펴본 결과, 읽기에서는 낱말이해력이, 쓰기에서는 표기능력이 학교 전반적 만족도와 관련이 있는 것으로 나타났다.

학생 인권문제와 상징폭력: <말죽거리 잔혹사>에 대한 학생들의 비평문을 중심으로

계운경 문학과영상학회 2011 문학과영상 Vol.12 No.2

Students’ Rights and Symbolic Violence in Their Comments on Spirit of Jeet Keun Do This study examines the status quo of education in Korea and its symbolic violence by analyzing students’ film comments on Spirit of Jeet Keun Do. This film shows the 1970’s school violence in Korea which has continued until now. 278 college students who attended high school in the late 2000’s wrote the film comments which were based on their own experiences. The comments reflect the range of their awareness of students’ rights. The students’ responses can be divided into three types. 140 out of 287 students felt that the present students’ rights situation is “the same” as that of the 1970’s. 78 out of 278 students thought the current status of students’ rights is “better” than that of the past. 56 out of 278 students thought this is the time when teachers’ rights should be protected. Different opinions between male and female students became apparent. 85 female students replied “the same” and 62 female students replied “better.” However, 56 male students replied “the same” and 69 male students replied “better.”The result raises two questions: the first is about why students have different experiences in spite of their living in the same time and place; and the second is the different opinions between boys and girls. In general, it is considered that female students are less exposed to violence than males. However, more female students stated that school violence is a serious problem in society. Based on these results, the students’ film comments were analyzed on the basis of The Bourdieu theory of “symbolic violence”, “champ”, and “habitus.” In conclusion, this study pays much attention to the invisible and gentle violence legitimation by school system, suppressing students’ rights in Korea. Even at present, organized school violence which continues from 1970’s is not an individual problem.