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초등학교 특수학급에서 특수아동의 행동통제에 관한 문화기술적 연구
이정선,김종심 국립특수교육원 2003 특수교육연구 Vol.10 No.1
본 연구는 초등학교 특수학급에서 특수교사는 특수아동들을 어떻게 통제하고 특수아동들은 이에 어떻게 대응하는지를 분석하는데 목적이 있다. 이러한 연구 목적을 달성하기 위해 약 12개월 간 전라남도 H군에 위치한 Happy초등학교의 특수학급을 대상으로 문화기술적 방법으로 자료를 수집하고 분석하였다. 학습지도와 생활지도로 나누어 바람직한 행동을 강화하고 바람직스럽지 못한 행동을 줄이는 특수교사의 통제 전략과 특수아동의 대응 전략을 분석하고, 통제의 발생원인과 의미에 대해 분석하였다. 일반학급에서의 학생통제와 구별되는 특수아동 통제의 특징을 밝힘으로서 특수학급에서 효과적인 통제방식으로 강압적 통제와 인간 중심적 통제의 조화로운 활용을 제안하였다. The purpose of the study is to describe the phenomena of exceptional children's control, and to explore the meaning and the distinctive features of the control in a special classroom of the elementary school. For this purpose, the study proposed the three research questions, i. e., control and coping strategies, the meaning of control, and features of exceptional children's control. The study was conducted by ethnographic research method for 12 month in the special classroom(resource room) of the Happy Elementary School located in Chonnam Province. Ethnographic data were collected and analyzed by participant observation and in-dept interview. Major findings can be summarized as follows: First, teachers' control strategies for the exceptional children can be divided into teaching subjects and guidance area. And special educators implemented both (1) control strategy of the reinforcement for desirable behaviors and (2) for the decrease of undesirable behaviors among exceptional children. Second, students in the study tried to copy with the teachers' control by implementation of (1) positive opposition, (2) negative opposition, and (3) no reaction strategies. Third, special educators and exceptional children's recognition on the cause of humanity oriented control were the same as (1) encouragement vs. doing well (2) prevention vs. caring for (3) concern vs. love. But both of their recognition on the cause of coercive control are different: (1) short endurance vs. boring (2) lake of effort vs. difficulty of subject (3) individual character vs. teaching method. Fourth, special educators and exceptional children interpreted cohesive control as the same:‘encouragement’vs.‘love’. But their interpretations of the coercive control were different, i. e., education' vs.‘letting off steam’. Fifth, the control strategies of special classroom were different from that of integrated classroom: (1) individual control vs. group control (2) humanity oriented control vs. rule oriented control (3) preventive control vs. prescriptive control. In conclusion, this study suggests that the most effective control in special classroom is the harmonious implementation of the humanity oriented control and the coercive control.