STAD협동학습을 적용한 수학학습이 초등학교 수학학습부진아의 연산능력과 수학학습태도에 미치는 영향

양경화 ( Kyung Hwa Yang ),강옥려 ( Ock Ryeo Kang ) 서울敎育大學校 初等敎育硏究所 2013 한국초등교육 Vol.24 No.3

본 연구는 STAD협동학습을 적용한 수학학습이 초등학교 수학학습부진아의 연산능력과 수학학습태도에 미치는 영향을 알아보고자 하였다. 이를 위해 초등학교 5학년의 수학학습부진아를 네학급에서 각각 6명씩 24명을 선정하였다. 두 학급에 속한 실험집단의 아동들은 STAD협동학습을 적용한 수학학습을 나머지 두 학급에 속한 통제집단의 아동들은 수학교사용 지도서를 적용한 일반적인 수학학습을 회기 당 40분씩 주 3회, 총 17회기를 진행하였다. 중재의 효과를 확인하기 위해 연산능력 검사와 수학학습태도 검사를 한 결과, STAD협동학습을 적용한 수학학습을 한 수학학습부진아가 통제집단에 비해 연산능력과 수학학습태도에서 모두 유의한 차이를 보였다. 이는 STAD협동학습을 적용한 수학학습이 초등학교 수학학습부진아의 연산능력과 수학학습태도를 향상시킬 수 있는 효과적인 학습전략임을 나타내어 준다. 후속연구에서는 수학의 다른 영역에서의 STAD협동학습의 효과를 살펴보고, 소집단의 협력을 최대한 할 수 있도록 각 학교와 학급의 환경 요소에 맞는 집단을 구성하는 노력과 협력기술을 향상시키는 연구가 필요하다. The purpose of this study was to examine the effects of the STAD cooperative learning on computation abilities and learning attitudes for low-achieving students in mathematics. The subjects were 24 low-achieving students who were in the fifth grade. Four classes were involved in the study. 12 students from two classes were selected as an experimental group, 12 students from the other two classes were selected as a control group. While the experimental group took math lessons applying STAD cooperative learning, the control group received instruction according to the teacher`s guide for math. The intervention was implemented in 17 sessions, three times a week, 40 minutes each. To verify the effect of intervention, pre- and post-tests for computation abilities and math learning attitudes were conducted. The data derived from this study was analyzed through t-test using SPSS. The findings of the study were as follows: First, STAD cooperative learning was more effective than applying the teacher`s guide for math in terms of computation abilities of mathematical low-achieving students. Second, STAD cooperative learning was more effective than applying the teacher`s guide for math in terms of mathematical learning attitudes of low-achieving students in mathematics. Regarding self-concepts, attitudes, and learning habits about the mathematics, the experimental group showed statistically significant differences compared to the control group. According to the results, STAD cooperative learning was found to improve the computation abilities of low-achieving students in mathematics and show positive effects on changes in their mathematical learning attitudes. Future studies need to analyze the effects of other areas of STAD cooperative learning. Also, in order to promote full participation in a small group, it is necessary to conduct research that improves cooperative skills and makes efforts to effectively organize small groups based on the environmental factors of each school and class.

일탈행동 청소년을 위한 특별교육프로그램 효과에 관한 연구

신동로(Shin Dong Ro),양경화(Yang Kyung Hwa) 교육종합연구원 2005 교육종합연구 Vol.3 No.1

본 연구의 목적은 일반 중․고등학교에서 폭력, 절도, 무단결석, 가출, 음주, 흡연 등 여러가지 부적응 행동으로 인해 단기간 동안 특별교육이수의 징계를 받은 일탈학생들을 대상으로 특별교육이수기관에서 특별교육 프로그램을 실시하고 효과를 검증하여, 학생들의 부적응 및 일탈행동을 미리 예방하고 개인의 긍정적 성격특성과 자기 효능감 및 자기 통제력을 키우고 개발시켜 건강한 자아 형성을 돕고 학교생활에 잘 적응할 수 있도록 하는데 있다. 연구결과 일탈행동을 보인 청소년들이 소년원에서 특별교육프로그램을 받은 후 학교생활태도검사와 자기통제검사, 자기효능감 검사에서 높은 향상을 보여주었다. The purpose of this study is to execute the special education program institution and test its effect, in the special education completion, on the students, who were submitted to the disciplinary punishment of short-term special education completion, due to various maladjustment behaviors, including violence, larceny, truancy, abscondence, drinking, and smoking, in the general middle and high schools. And the purpose of this study is to prevent the maladjustment behaviors and deviant behaviors, and grow and develop the positive personality features, self-efficacy, and self-control, and then help the healthy self-formation and adjust students to their school life. The results have shown that deviant behavior juveniles were increased in school life attitude test, self-efficacy test, and self-control test.

Satir 경험적 성장모델을 적용한 집단프로그램이 성폭력 가해자의 자아존중감 및 의사소통변화에 미치는 효과

서혜석 ( Hye Seok Seo ),양경화 ( Kyung Hwa Yang ) 慶熙大學校 社會科學硏究院 2010 社會科學硏究 Vol.36 No.1

본 연구는 G교도소에서 제공되는 집단프로그램에 참여하는 성폭력가해자로서 교도소 담당자에 의해 의뢰된 대상으로 Satir 경험적 성장모델을 적용한 집단프로그램을 활용하여 자아존중감 및 의사소통 변화을 위한 효과성에 관한 연구이다. 프로그램 진행은 2008년 9월부터 10월까지 주 1회씩 총 7회에 걸쳐 약 120분씩 교도소 내 집단 상담실에서 실시하였다. 본 연구의 효과를 검증하기 위해 객관적인 평가와 주관적인 평가를 하였다. 실험집단과 통제집단을 설정하여 프로그램 실시 전·후에 자아존중감 및 의사소통 검사지를 실시 한 후 t-test를 실시하였다. 또한 주관적인 평가로서 연구자와 관찰자 중심기법을 사용하였다. 연구결과를 토대로 다음과 같은 결론을 얻었다. Satir 경험적 성장모델을 적용한 집단프로그램을 활용하여 성폭력 가해자의 자아존중감 및 의사소통변화에 효과가 있었다. 또한 프로그램 실시 구성단계에 따라 하위영역인 깊이에 변화를 주었다. 이것은 여러 가지 급변하는 어려운 한계 속에 교도소 실천현장에서 Satir 경험적 성장모델을 적용한 집단 프로그램의 활용가능성을 제시하는 데에 의의와 큰 성과가 있다고 하겠다. The purpose of this study is to see the effect of Group Program for the Improvement of Self-esteem and Communication of Sexual Violence Offenders through Satir's theory of Growth Model. Subjects were chose among those who are participating the program provided by the Prison G by recommendation of the Prison Personnel. The Program was taken place from September 2008 to October 2008, once a week, total of 7 times at the Prison Group Consulting Room. Each class endured 120 minutes. To verify the effectiveness of the program Subjective Evaluation and Objective Evaluation was performed. Experimental Group and Controlled Group were selected and took Trait Anxiety Test before and after the program and then took the Pair T-Test. Also for Subjective Evaluation observer & researchers focus techniques was used. The following is concluded from the experiment. By utilizing the Group Program through Satir's theory of Growth Model of Sexual Violence Offenders. In addition, the overrall evaluation of the program was found to be different across three stages of the program. This experiment provides significance by offering the possibility of applying Group Program through Satir's theory of Growth Model within rapidly changing and harshly limited prisons.

초등학생의 이타성과 행복감의 관계 : 사회적 지지의 매개효과

이경민(Lee Kyeoung Min),이난(Lee Nan),양경화(Yang Kyung Hwa) 한국복지상담교육학회 2018 복지상담교육연구 Vol.7 No.2

본 연구는 초등학생의 이타성과 사회적 지지가 행복에 미치는 영향을 확인하고, 초등학생 고학년의 이타성과 행복의 관계에서 사회적 지지의 매개효과를 알아보고자, 전북 소재의 초등학교 두 곳의 5, 6학년 373명을 대상으로 행복감 척도와 이타성 척도, 사회적 지지 척도를 하나의 질문지 양식으로 작성하여 설문조사를 실시하였다. 수집된 자료는 SPSS 19.0을 이용하여 상관분석, 빈도분석 등을 수행하였고, AMOS 21.0을 이용하여 구조방정식모형을 분석하였다. 연구결과 첫째, 초등학생의 이타성은 행복에 유의한 정적 영향을 미치는 것으로 나타났으며, 초등학생의 이타성 수준이 높을수록 행복 수준도 높아졌다. 둘째, 초등학생의 이타성과 사회적 지지는 서로 유의한 관계가 있는 것으로 나타났다. 이타성 수준이 높을수록 사회적 지지도 높게 나타났다. 셋째, 사회적 지지와 행복은 정적 상관관계가 있었으며, 가족, 친구, 교사의 지지가 높을수록 행복을 느끼는 정도도 높아짐을 알 수 있었다. 넷째, 초등학생의 이타성과 행복감의 관계에서 사회적 지지는 부분매개효과가 있는 것으로 나타났다. 사회적 지지는 초등학생의 행복 증진에도 영향을 주지만, 여러 가지 심리적 건강에 긍정적인 영향을 미친다는 것을 확인함으로써 다시 한 번 사회적 지지의 중요성을 강조하였다. Many research have been presented that altruism and social support is related with happiness. Though altruism and social support of factors which is influential to happiness is an important variable, investigation about the relevance between them was not done a lot of research. Therefore this study confirms that influence elementary’s altruism and social support effects for happiness, also investigate the mediating effect of social support in the relationship between elementary’s altruism and happiness. Results were based on a sample of 340 children age 11 to 12 years. Data were collected by using a scale of happiness, helping behavior measures, the social support scale with make out a one list. The collected data was performed correlation analysis and frequency analysis by IBM SPSS 19.0 and analyzed the structural equation modeling by AMOS 21.0. Analysis Results showed happiness and altruism, social support is significantly correlated between all the variables. The results also confirmed that the social support have a significant part of the mediating effect when altruism affects the impact on happiness discussed the mediating effect of social support in elementary’s altruism and happiness. This study confirmed that elementary’s altruism affects happiness positively, child with high altruism the more highly recognizes a social support, child who is receiving social support is altruism. Also this study confirmed that social support has a significant part of the mediating effect when altruism affects happiness. This study suggests that systematically support and education about altruism and social support is important for improving elementary s happiness.

창의적 재량활동의 요구와 운영에 관한 실태 분석 : 2001,2002 중학교 1학년 비교 Focusing on the First Grade of Middle School in the School Year of 2001 and 2002

신동로,김현숙,양연희,양경화 全北大學校 敎育大學院 2003 敎育論叢 Vol.23 No.-

The purpose of this study is to compare and analyze the difference between the first year and the second year on the requirements, operations, and teachers of creative optional activities, which have been executed for the first time in the Seventh Curriculum. For this study, through questionnaire survey, this study will analyze and examine the actual condition of requirements and operations in the creative optional activities ac-cording to regions. in order to identify the problem and efficient operational direction of creative optional activities. For the purpose of this study, the research problems were presented as follows. What are the requirements for the formation and operation of creative optional activities according to the background characteristics of students and teachers? What are the characteristics according to regions in the formation and operation of creative optional activities? The results of this study through the comparison between the first year and the second year can be summarized as follows. (1) First, the operational time of creative optional activities is average yearly 34 hours. The difference between the first year and the second year according to regions is not large, whereas the operational time of yearly 68 hours increases by 20.6% in large cities in the second year. (2) Second, the learning field of creative optional activities alternates the pan-curricular learning and the self-initiated learning in general. Other education, personality education, sex education, and environment education are executed in order in the first year, whereas personality education, sex education, other education, and environment education are executed in order in the second year. (3) Third, most supervisory teachers are entrusted to the teachers with less classes than the last year and other teachers in both the first year and the second year, whereas the volunteer supervisory teachers are less than 10%. So, the supervisory teachers feel too many psychological burdens. (4) Fourth, the difference in the operation of creative optional activities is not significant according to regions, sex, and teachers/students, whereas the higher-aged teachers are positive and the higher-ranked students are positive. (5) Lastly, in order to activize classes, students respond that they should participate in their classes actively and positively, and require that their teachers should execute interesting classes and field experience learning.