정신지체인의 성과중심 전환교육을 위한 자기결정기술 촉진 방략 = Promoting methods for self-determination of outcome-oriented transitional education for students with mental retardation

다국어 초록 (Multilingual Abstract)

The title of this thesis is to focus on promoting methods for self-determination of outcome-oriented transitional education for students with mental retardation. The main method is to inquire about literature on the above topic. The purposes of this paper are; firstly, to investigate the relationship between outcome-oriented transitional education and self-determination. To investigate various elements and theories of self-determination. Secondly, to investigate how to promote methods on achieving the autonomy. Thirdly, investigate how to promote methods on self- regulation. Fourthly, how to promote methods on psychological empowerment. Finally, how to promote these methods of self-realization.
The main method used for this paper was to investigate much literature on self-determination in Korea and in other countries. After achieving that task, the next challenge was to present how to promote methods for self-determination of outcome-oriented transitional education for students with mental retardation in order to be widely used in many special schools in Korea. And wanted to present many theoretical ways for them to be widely used in the context of the many special schools, special teachers and their parents in Korea.
In this paper introduction, the meaning and the methods of this paper are explained. In the second chapter, there are various elements on self-determination that are presented, for example, it's various theories and models used in promoting methods for use in self-determination of outcome-oriented transitional education for students with mental retardation, and in the relationship between outcome-oriented transitional education and self-determination. In the third chapter, there are the sub elements of autonomy are presented using various promotional methods on how to promote and achieve autonomy. In the fourth chapter, there are various elements of self-regulation that are discussed and presented using various promotional methods on how to promote self-regulation. In the fifth chapter, there is an investigation of various elements regarding psychological empowerment and the presentation of various promotional methods on how to promote psychological empowerment. In the sixth chapter, there are various elements on self-realization and how to present the various promotional methods on how to promote self-realization.
After the completion of this paper, the following results were obtained; firstly, there was a close relationship between outcome-oriented transitional education and self-determination. Secondly, autonomy could be promoted through imitation training, the solving of problem, self-instruction and self-management techniques such as self-observation, self-evaluation and self-enforcement. Thirdly, self- regulation must be promoted through self-management, creating promotional stimuli, modeling, enforcement and giving feedback. Fourthly, psychological empowerment can be promoted through positive expectancy and the promotion of recognition on self-efficacy. Finally, self-realization must be promoted through an understanding of one's own merits and demerits and promoting an individuals' self-knowledge on their own disorders.
The goal of this study is that much observation on self-determination will be followed, used, improved throughout. This study seeks to draw attention to the issue of how to handle this mentally retarded in the Korean school system. It is intended to act as a starting point for the development of other ideas and strategies concerning this issue.

국문 초록 (Abstract)

이 연구는 정신지체인의 성과중심 전환교육을 위한 자기결정기술 촉진 방략을 밝히기 위한 문헌연구로 연구목적은 첫째, 정신지체인의 성과중심 전환교육과 자기결정의 관련성, 자기결정 구성요소, 제이론과 모델을 구체적으로 탐색하고, 둘째, 정신지체인의 자율성 촉진 방략을 밝히고, 셋째, 정신지체인의 자기규칙 촉진 방략을 밝히며, 넷째, 정신지체인의 심리적 역량 촉진 방략을 밝히며, 다섯째, 정신지체인의 자아실현 촉진 방략을 밝히는 것이다.
연구방법은 자기결정과 관련된 국내외 여러 문헌을 분석·탐색하여 우리나라 특수교육현장에서 이용될 수 있도록 자기결정기술 촉진 방략을 제시하는데 특히 특수교육현장에서 널리 활용될 수 있는 자기결정기술에 관한 이론적인 토대와 교수 방법 및 전략들을 제공하는 데 있다.
서론에서는 연구 의의와 목적, 방법을 밝히고, 성과중심 전환교육과 자기결정에서 전환교육 요소 중 중요한 요소로 인식되고 있는 자기결정 구성요소, 제이론, 여러 모델에 대한 탐색으로 자기결정에 대한 기본적이고 전반적인 지식을 이해하고, 전환교육과 자기결정의 관련성을 밝히고 나아가 자기결정의 주요 특성인 자율성, 자기규칙, 심리적 역량, 자아실현 각각에 대한 구성요소를 탐색하고 그 촉진 방략을 밝힌다.
자율성 촉진 방략으로 자율성 구성요소인 독립, 위험 무릅쓰기 및 안전기술; 선택결정; 문제해결 및 의사결정 등에 대한 구체적인 방략을 탐색했다.
자기규칙 촉진 방략으로 자기규칙 하위 구성요소인 자기관리전략인 자기관찰, 자기평가, 자기강화; 자기교시; 목적설정과 과제수행 등에 대한 구체적인 방략을 탐색했다.
심리적인 역량 촉진 방략으로 심리적인 역량 구성요소인 자기 효능감, 성과에 대한 기대감, 내적 통제소재, 자기옹호와 지도력에 대한 구체적인 방략을 탐색했다.
자아실현 촉진 방략으로 자아실현 구성요소인 자아인식과 자기지식에 대해 구체적으로 탐색했다.
연구를 통해 얻은 결론은 첫째, 성과중심 전환교육과 자기결정은 밀접한 관련이 있다. 둘째, 자율성은 모의훈련, 문제해결, 자기교시, 자기관리 등을 통해서 촉진되고, 셋째 자기규칙은 자기관리전략인 자기관찰, 자기평가, 자기강화를 통해서 그 외 촉진자극주기, 모델링, 강화, 수정된 피드백 제공 등을 통해 촉진되고, 넷째, 심리적 역량에서 자기 효능감은 긍정적 기대 증진과 지각증진을 통해서, 다섯째, 자아실현은 자기장애에 대한 이해와 자기 단점과 장점을 바르게 이해함으로써 자기지식이 증진되고 촉진된다.
학교현장에서 이 이론들을 토대로 많은 현장연구가 뒤따르고 한국적인 토대에 바탕을 둔 많은 새로운 이론과 촉진 프로그램 및 교육과정이 개발되었으면 한다.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구 의의 = 1
• 2. 연구 목적 = 3
• 3. 연구 방법 = 4
• Ⅱ. 성과중심 전환교육과 자기결정 = 6
• 1. 성과중심 전환교육 = 6
• 2. 자기결정 구성요소와 제이론 = 13
• 3. 전환교육과 자기결정 = 42
• Ⅲ. 자율성 = 49
• 1. 자율성 구성요소 = 49
• 2. 자율성 촉진 방략 = 51
• Ⅳ. 자기규칙 = 79
• 1. 자기규칙 구성요소 = 79
• 2. 자기규칙 촉진 방략 = 80
• Ⅴ. 심리적 역량 = 118
• 1. 심리적 역량 구성요소 = 118
• 2. 심리적 역량 촉진 방략 = 120
• Ⅵ. 자아실현 = 142
• 1. 자아실현 구성요소 = 142
• 2. 자아실현 촉진 방략 = 142
• Ⅶ. 결론과 제언 = 157
• 1. 결론 = 157
• 2. 제언 = 158
• 참고 문헌 = 159
• Abstract = 193

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