교육연극이 아동의 정서지능과 친사회적 행동에 미치는 영향

국문 초록 (Abstract)

본 논문의 목적은 초등학교 입학 전 미취학 나이인 7세 아동들을 대상으로 연극적 요소를 교육에 활용하는 교육연극을 실시하여 교육연극이 아동의 정서지능과 친사회적 행동에 미치는 효과를 검증하는 데 있다.
본 연구는 교육연극을 실시한 실험집단과 교육연극을 실시하지 않은 통제집단 아동 간에 친사회적 행동과 정서지능의 차이를 알아보기 위하여 다음과 같은 연구 문제를 설정하였다.

연구 문제 1. 교육연극이 아동의 정서지능에 어떠한 영향을 미치는가?
가. 교육연극이 자기 인식 능력에 어떠한 영향을 미치는가?
나. 교육연극이 자기 조절 능력에 어떠한 영향을 미치는가?
다. 교육연극이 타인 인식 능력에 어떠한 영향을 미치는가?
라. 교육연극이 타인 조절 능력에 어떠한 영향을 미치는가?

연구 문제 2. 교육연극이 친사회적 행동에 어떠한 영향을 미치는가?
가. 교육연극이 개인정서 조절능력에 어떠한 영향을 미치는가?
나. 교육연극이 대인관계 형성능력에 어떠한 영향을 미치는가?
다. 교육연극이 교육기관 적응능력에 어떠한 영향을 미치는가?

본 연구의 결과를 바탕으로 다음과 같은 결론을 내릴 수 있다.
첫째, 교육연극이 아동의 정서지능에 유의미한 차이를 보였다.
교육연극이 자기 인식 능력, 자기 조절 능력 및 타인 조절 능력에 긍정적인 영향을 미치었음을 알 수 있다. 그러나 본 연구에서 타인 인식 능력은 유의적 차이를 보이지 않았다.
둘째, 교육연극이 친사회적 행동에 교사 평정에서 유의미한 차이를 보였다.
교사의 평정에서 개인정서 조절능력과 교육기관 적응능력 및 대인관계 형성능력에서 유의미한 차이를 보였다. 교사의 평가는 실험이 진행되는 동안 아동을 관찰하여 내린 평가로서, 교사의 평가가 보다 객관적인 평가할 수 있다고 판단된다.
친사회적 행동의 부모와 아동의 평정에서 유의 수준이 <.05를 넘어서 유의미할 평가를 내릴 수 없다. 설문 작성에서 아동이 답하는 기간에 아동의 감정적인 답변이 그대로 답지에 반영되어 유의미한 결과를 얻지 못하였다.
본 연구에서 첫째, 어머니의 교육 영향이 큰 미취학 아동의 경우에 어머니의 영향 정도가 평가에 포함되어야 할 필요가 있다. 둘째, 아동용 친사회적 행동 평정척도나, 아동 정서지능 평가도구는 좀 더 표준화된 도구가 개발되어야 할 필요가 있다. 셋째, 프로그램의 처치 기간이나 평가 기간을 장기간으로 늘려야 할 필요가 있음을 제안한다.

목차 (Table of Contents)

• 그림목차 ···················································································ⅲ
• 표목차 ······················································································ⅳ
• 국문초록 ···················································································ⅴ
• 제1장 서 론 ···············································································1
• 제1절 연구의 필요성 및 목적 ····················································1
• 제2절 용어의 정의 ···································································4
• 제3절 연구의 제한점··································································6
• 제2장 이론적 배경········································································7
• 제1절 교육연극 ········································································7
• 1. 교육 연극의 개념·····························································7
• 2. 연극의 교육적 효과··························································7
• 3. 연극적 기법 및 유형 ·······················································9
• 4. 교육연극에 영향을 미치는 요인 ···········································18
• 제2절 정서지능 ········································································20
• 1. 정서지능의 개념과 요소 ····················································20
• 2. 감성 지능에 영향을 미치는 요인········································23
• 제3절 친사회적 행동··································································25
• 1. 친사회적 행동의 개념과 요소 ···········································25
• 2. 친사회적 행동에 영향을 미치는 요인··································26
• 제3장 연구 방법·········································································29
• 제1절 연구 절차········································································29
• 1. 연구 대상······································································29
• 2. 연구 기간······································································29
• 3. 연구 내용······································································29
• 제2절 연구 도구·······································································30
• 1. 감성지능 측정도구····························································30
• 2. 친사회적 행동 측정도구·······················································31
• 3. 검사도구의 신뢰도 ·····························································33
• 제3절 연구절차·········································································35
• 1. 연구보조자 훈련 ·····························································35
• 2. 교육연극 프로그램 ··························································35
• 3. 사후검사 ······································································38
• 4. 자료처리 ······································································38
• 제4장 연구결과 및 논의································································39
• 제1절 정서지능에 대한 집단별 차이 ···········································39
• 제2절 친사회적 행동에 대한 집단별 차이 ·····································44
• 제3절 논의 ···············································································47
• 제5장 결론 및 제언······································································49
• 제1절 결 론 ············································································49
• 제2절 제 언 ············································································50
• 참고 문헌 ···············································································51
• ABSTRACT ·············································································54
• 부록 ························································································56