새터민 초등학생과 남한 초등학생의 상호 적응 실태 연구 = A Study on the Mutual Adaptation of Saeteomin and South-Korean Student in Elementary School

다국어 초록 (Multilingual Abstract)

As of February, 2007 there are over 1,000 Saeteomin Youth in South Korea, of which about 340 are assumed to be elementary school students. An adaptation course for the Saeteomin students in elementary school is provided only in the Samjuk Elementary School where the author of this thesis (hereafter the author) teaches at the moment. With 110 students, Samjuk Elementary School has its special status as the first public school in South Korea, where the adaptation course is made available for the Saeteomin students to learn with South Korean students side by side in a class room.
Hereby the author tries to search the method of mutual adaptation of Saeteomin and and South-Korean student, setting up three themes of study: the early reaction of the Saeteomin students in the South Korean elementary school; the adaptive attitude of Saeteomin students in the elementary school of settlement area; the attitude and adaptation of the South Korean students who are taking part in the adaptation course.
The results of the study are as follows:
Firstly, according to the results of the survey poll conducted on 81 of 2005/2006 and 27 of 2007 Saeteomin students, and an interview survey with a class teacher of a special class for Saeteomin students, the Saeteomin students shows strong motivation for the adaptation, positive attitude to the school and to his or her peers, and zeal for learning. But the results also shows that the Saeteomin students have difficulties with their dialect as they sometimes could not well communicate with South Korean students, and they are also afraid of presenting their opinion freely during the class.
Secondly, according to the results of the survey poll conducted on 40 Saeteomin students and their teachers of the same number in 2006, and 20 Saeteomin students and their teachers of the same number in 2007, a telephone survey conducted on 4 class teachers of the settlement area, and lastly, an interview survey with a class teacher of a special class for Saeteomin students in Samjuk Elementary School, we could ascertain both positive and negative elements for the adaptation. The positive elements are: the short lapse of postponed learning, positive behavioral attitude, peaceful domestic life, the active attitude of the teachers, the concern and support of the South Korean students. The negative elements are: low academic ability, unstable domestic life, an inferiority complex in regard to the physical appearance.
Thirdly, according to the survey poll conducted on the 6th grade students of Samjuk Elementary School in 2007, and the in-depth interview with 5 of them, the South Korean students show positive attitude to the school life with Saeteomin students, and they are ready to help the Saeteomin students for their adaptation to the school life. And they also show the possibility of attitude change through direct contact with Saeteomin students, which means that they could treat the Saeteomin students as “peers” or “friends”, not as the initial “North Korean escapee students.” On the whole, it is showed that the South Korean students should exert more efforts for the adaptation to the Saeteomin students. And it is to be noted that the South Korean students express their negative view on “violence” and “low academic ability.”
From these results we can assume that the five-step-process of direct contact, i.e., concern of students and support of teachers - mutual understanding - mutual acceptance - positive change of attitude, is to be practiced for the successive mutual adaptation.
More study is needed to contrive the effective method for the adaptation of Saeteomin in proper in South Korea with the follow-up research of the mutual adaptation conducted on the South Korean students of middle and high schools, and also South Korean citizens in general.

목차 (Table of Contents)

• 목 차
• ABSTRACT
• List of Table = ⅲ
• List of Figure = ⅳ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구 목적 = 5
• 3. 연구 문제 = 13
• 4. 연구 방법 = 14
• 5. 연구의 제한점 = 20
• Ⅱ. 이론적 배경 = 22
• 1. 새터민 초등학생의 개념 = 22
• 2. 새터민 초등학생의 특성 = 26
• 3. 새터민 초등학생의 특례입학 = 30
• Ⅲ. 위탁 교육 학교에서의 적응 실태 = 47
• 1. 새터민 초등학생의 위탁교육 학교생활 = 47
• 2. 새터민 초등학생의 위탁교육 학교적응 실태 = 49
• 3. 위탁교육 학교에서의 적응교육 실태 분석 = 62
• Ⅳ. 정착지 학교에서의 적응 실태 = 68
• 1. 정착지 학교에서의 새터민 초등학생 실태 = 68
• 2. 정착지 학교에서의 적응 실태 분석 = 72
• (1) 설문 통계 자료를 통한 양적 분석 = 72
• (2) 교사 면담을 통한 질적 분석 = 80
• Ⅴ. 남한 초등학생들의 적응 실태 = 90
• 1. 원적학급 남한 초등학생의 실태 = 90
• 2. 남한 초등학생의 적응 실태 분석 = 93
• (1) 설문지를 통한 양적 분석 = 93
• (2) 질문지와 심층 면담을 통한 질적 분석 = 109
• Ⅵ. 결론 및 제언 = 135
• 1. 결론 = 135
• 2. 제언 = 142
• 참고문헌 = 145
• <부록 1> 남한 초등학생의 적응 실태 설문지 = 149
• <부록 2> 남한 초등학생의 적응 실태 질문지 = 159
• <부록 3> 새터민 학생 적응교육 설문지(정착지학교 학생용) = 161
• <부록 4> 새터민 학생 적응교육 설문지(교사용) = 163