통합교육 환경에서 자기결정 학습전략이 정신지체 아동의 자기주도 학습행동 및 학업성취에 미치는 효과 = (The) effects of self-determination learning model of instruction on the student-directed learning behavior and academic achievement for students with mental retardation in inclusive classroom

국문 초록 (Abstract)

이 연구는 통합교육 환경에서 자기결정 학습전략을 통해 정신지체 아동의 수업참여행동, 의사표현하기와 도움요청하기 행동, 자기조정 학습전략 사용 및 사회과 학업성취에 미치는 효과를 알아보았다. 연구결과 통합교육 환경에서 자기결정 학습전략은 정신지체 아동의 수업참여행동, 자기조정 학습전략 사용 및 사회과 학업성취에 효과가 있는 것으로 나타났으며, 의사표현하기와 도움요청하기 행동에 부분적으로 효과가 있는 것으로 나타났다. 연구결과에 기초하여 정신지체 아동의 자기주도 학습행동 함양에 관한 논의를 하였다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the effects of Self-Determination Learning Model of Instruction(SDLMI) on the student-directed learning behaviors and academic achievements of students with mental retardation in inclusive elementary classroom. The effects of SDLMI model on the participation, verbal expression, help-requesting behavior, use of student-directed learning strategies and academic achievement of social studies were examined for students with mental retardation. Multiple baseline design across subjects were estabilished in four students with mental retardation. The results were as follows:
First, after the intervention of SDLMI, children's participation in class were improved and maintained. All four students showed effective changes in their behavior. All four students showed increased participation in class and the results were maintained during 2 weeks of generalization period.
Second, after the intervention of SDLMI, students A showed improvement in verbal expression and help-requesting behavior whereas students B did not. All four students did not show maintainance verbal expression and help-requesting behavior.
Third, after the intervention of SDLMI, the use of self-regulated learning strategies increased in all students. In other words, during intervention period, all four students showed increased antecedent cue regulation, self-instruction, self-questioning and self-monitoring strategies and maintained the use of those strategic behavior. All four students showed positive changes during generalization period in the use of self-regulated learning strategies.
Fourth, after the intervention of SDLMI, three out of the four students reached the goal which they set themselves for social study class. This result showed that student B could not reach the goal. Goal attainment scaling(GAS) showed that teachers' expectation for students' academic achievement has improved after the intervention. Students could set more realistic goals for themselves.
In conclusion, it was suggested that teachers should teach students with mental retardation how to select and decide what they want in their learning, set goals and use strategies to achieve the goals. For that purpose, SDLMI would be suggested as a model of self-directed instruction. SDLMI was effective since it lead to the use of student-directed learning strategies and encompass various strategies to use. However, unless detailed instruction and guidance for students to apply SDLMI, the model could not be come effective tool for students with mental retardation. Therefore, follow up studies in the future should examine the effects of various programs of SDLMI, which is applicable to students with mental retardation.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구문제 = 3
• Ⅱ. 이론적 배경 = 5
• 1. 자기결정의 개념 = 5
• 2. 자기결정 구성변인 = 14
• 3. 자기결정 학습모형 = 29
• 4. 자기결정 학습과 사회과 일반교육과정 = 36
• Ⅲ. 방법 = 42
• 1. 대상 = 42
• 2. 도구 = 46
• 3. 설계 및 절차 = 48
• 4. 자료처리 = 60
• 5. 타당도 및 신뢰도 = 62
• Ⅳ. 결과 = 67
• 1. 수업참여행동 = 67
• 2 의사표현하기와 도움요청하기 행동 = 71
• 3. 자기조정 학습전략 사용 = 75
• 4. 사회과 학업성취 = 82
• Ⅴ. 논의 = 86
• Ⅵ. 결론 = 91
• 참고문헌 = 94
• ABSTRACT = 113
• 부록 = 116

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