청각장애학생을 위한 내러티브를 활용한 도덕과 교수-학습 지도안 개발과 만족도 조사

다국어 초록 (Multilingual Abstract)

he purpose of this study is to analyze its satisfaction and to develop teaching and learning guide using narrative for implementing the effective ethics, teaching and learning toward hearing impaired students.
As there is no text book adequate to the student's level in ethics education at hearing impaired school, the teaching and learning process of the ethics education should taught by professionally special teachers after it is re-established. However, aside from the other subjects, there are a lot of abstract terms in ethics and contents. Sign language related to the abstract terms is very insufficiently established. Thus, in order to effectively implement the ethics education, a change in teaching and learning method is necessary. Considering this matter, the literature study was done for developing a prototype of adequate teaching and learning guide. In order to develop the prototype of a guide, "narrative was actively used. The developed prototype and questionnaire were used as the study tool for analyzing the satisfaction.
In order to compare the narrative typed teaching and learning guide with the lectured typed lesson, each of less method was applied to 2nd class of 3rd grade of middle school students and 1st class of 3rd grade of high school students during a semester, and the satisfaction of the students was analyzed by the questionnaires. Results of questionnaire are as followings.
First, the narrative lesson is more effective in understanding the content of the study than the other less method.
Second, in an aspect of lesson environment, the narrative lesson is meaningfully better than the lecture typed lesson.
Third, in studying the ethical knowledge, the students with less grade prefer to the narrative typed lesson.
Fourth, in accepting the contents of the study, the narrative lesson is more easily accepted than the lecture typed lesson.
Fifth, the students do not feel bored because the narrative typed lesson has a connection from the beginning to the end in the content of the study and it is much easier to understand the entire flow of the content of the study.
Six, the students reacted that the narrative typed lesson stimulated curiosity, and lets the students swear and feel the ethical living through the ethics lesson. The entire satisfaction was meaningfully higher than the lecture typed lesson.
The lecture typed lesson that has strong boring feeling because it is comparatively solid and give less visual stimulation was shown ineffective reaction in the students with less grade. the narrative typed lesson that actively delivered the content of the study with a connection as if the teachers tell like an actor on the stage is very effective in hearing impaired students who get a lot of visual stimulation. However, in order that the ethics, teaching and learning is achieved more smoothly, the limitation of the study that should be more discussed and the subsequent study are lastly suggested.

목차 (Table of Contents)

• I. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구 문제 = 3
• II. 이론적 배경 = 5
• 1. 도덕과 교육의 특성 = 5
• 2. 청각장애학생의 발달 특성 = 12
• 3. 내러티브의 정의 = 15
• 4. 내러티브와 도덕과의 관련성 = 17
• 5. 내러티브를 활용한 교수-학습 방안 = 25
• III. 연구 방법 = 38
• 1. 연구 대상 = 38
• 2. 연구 도구 = 38
• 3. 연구 절차 및 자료처리 = 41
• IV. 연구 결과 = 44
• 1. 청각장애학생을 위한 내러티브를 활용한 도덕과 교수-학습 지도안 개발 = 44
• 2. 청각장애학생에게 내러티브를 활용한 도덕과 교수-학습 만족도 조사 = 47
• V. 결론 및 제언 = 56
• 1. 결론 = 56
• 2. 제언 = 57
• 참고문헌 = 59
• ABSTRACT = 61
• 부록 = 63