초등학생들의 무용교육 경험유무에 의한 감성지능 비교 = (The) Emotional Quotient Difference by the Dance Education Experience Existence and Nonexistence of the Elementary School Students

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate the contrast of the emotional quotient for the dance education existence and nonexistence of the elementary school students. The survey is accomplished through 20 questionnaires(5 questions for the emotion recognition, 4 questions for the emotion expression, 4 questions for the empathy, and 7 questions for the emotion control) conducted by Daekyo Co., Ltd., to 240 students having the dance class and 240 students not having the dance class chosen from the fifth and sixth grade elementary school students in Cheong Ju city, Chungbuk. The conclusion is made with the result of the contrast and analysis as followed.
According to the result of the contrast and analysis for the emotional quotient difference between the 240 students having more one year dance class and less one year dance class and the 240 students not having the dance class, it is shown that the emotional quotient for the experienced students as 3.44 is higher than 3.26 of the emotional quotient for the inexperienced students(p<0.01).
As the group of having the dance education, the emotional quotient is 3.51 for the students, who are interested in the dance class and 3.37 for the students, who are not interested in the dance class there is outstanding difference between two groups(p<0.05). In addition, within the group of not having the dance education, the emotional quotient is 3.39 for the students, who are interested in the dance class and 3.21 for the students, who are not interested in the dance class. It is learned that compared with the emotional quotient of having the dance education, the emotional quotient of the group of not having the dance education is lower, but the emotional quotient of the students, who are interested in the dance class is higher.
When the emotional quotient is compared in accordance with the student's education period for the dance education, it is shown that 3.68 for the emotional quotient of the students, who have learned the dance education more than one year is higher than 3.43 for the emotional quotient of the students, who have learned the dance education less than one year(p<0.01). The emotional quotient for the subordinate factor of the education period between two groups has little difference with the result that more than one year is 3.69 and less than one year is 3.66 in case of the emotion recognition. As more than one year is 3.93, and less than one year is 3.69 on their own emotion recognition , there is statistically outstanding difference(p<0.01), however, as on another person's emotion recognition more than one year is 3.54, and less than one year is 3.57, on the contrary, less than one year shows higher emotional quotient.
In the part of the emotion expression, as more than one year is 3.80 and less than one year is 3.57, the emotional quotient of the students, who learn the dance education more than one year is shown to be higher(p<0.01). In addition to the empathy, the emotional quotient by 3.81 for students, who learn more than one year, is much higher than the one by 3.51 for students, who learn less than one year(p<0.001).
In the part of the own emotion control, as more than one year is 3.54 and less than one year is 3.40, the emotional quotient of the students, who are educated more than one year, is higher(p<0.05). In another emotional control, the emotional quotient by 3.62 is higher than the one by 3.27 for the students, who are educated less than one year(p<0.001).
After considering all the results, the emotional quotient is shown to be high with the students, who have the dance education experience, who are interested in the dance education, and who have the long dance education period. So, the necessity of the dance education is shown to be positive and it is concluded that by means of developing the emotional quotient, the dance education has positive influence on the emotional quotient.

목차 (Table of Contents)

• 목차 = Ⅰ
• 제1장 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구목적 = 3
• 3. 연구의 제한점 = 4
• 4. 연구가설 = 4
• 제2장 이론적 배경 = 5
• 1. 초등무용교육의 교육적 가치 = 5
• 2. 초등학교 무용교육과정 및 지도법 = 7
• 3. 감성지능의 개념 = 12
• 4. 무용교육과 감성 = 14
• 제3장 연구방법 = 18
• 1. 연구대상자의 특성 = 18
• 2. 측정도구 및 내용 = 19
• 3. 측정방법 = 19
• 4. 자료처리 방법 = 20
• 제4장 연구결과 = 21
• 1. 무용교육 여부에 따른 감성지수 비교 = 21
• 2. 무용수업에 대한 관심과 감성지수 비교 = 23
• 3. 무용교육 경험기간에 따른 감성지수 비교 = 28
• 제5장 논의 = 33
• 제6장 결론 = 36
• 참고문헌 = 37
• 부록 = 41
• ABSTRACT = 45