중·고등학교 특수교육대상 학생의 방과 후 교육활동에 대한 교사와 학부모의 인식 비교 = Comparing the Recognition Between Teachers and Parents about After School Education Activities for Students with Special Needs in Middle school and High school

다국어 초록 (Multilingual Abstract)

ABSTRACT



Comparing the Recognition Between Teachers and Parents about After School Education Activities for Students with Special Needs in Middle school and High school


by young cheol kim


Major in Secondary Special Education
Graduate School of Education
Kongju National University

Supervised by Professor Seung-cheol Kwak, Ph.D.


This research conducted a survey of special education students' parents and teachers. Their students and children go to special Middle and High schools or special classes in General middle and High schools in Jeju Self-Governing Province. By surveying, comparing and analyzing the teachers' and parents' understanding and the realities of the two groups afterschool programs, it also aimed to give proper directions related to the afterschool programs and subsequently give preliminary data related to their efficient operation. Their teachers, parents and students will be content with having received substantial afterschool programs.
From taking part in active four kinds of research problem and conducting comparative analysis and discussion, the following are the conclusions of this study.
First, analyzing teachers' and parents' understanding towards afterschool programs in aspects of the purpose, contents, methods and support, there was no meaningful difference in the support for afterschool programs. However, there was meaningful difference in three other things.
Second, watching their understanding towards afterschool programs relating to gender as teachers' sub-factors, there was a difference. Regarding age, there was difference in aspects of contents and support. However, there was no difference in aspects of purpose and satisfaction relating to teachers' careers though there was difference of their understanding in aspects of contents, methods and support. And there was difference in the aspect of its purpose and support relating teachers' position in general or special schools.
Thirdly, there was no meaningful difference in aspects of their understanding towards afterschool programs regarding students' genders and parents' gender, jobs as their sub-factors.
Fourth, there was no meaningful difference in aspects of the preference of its programs and its organizations for teachers' and parents' understanding about reform plans in afterschool programs. But, for the question of afterschool programs tuition fee, teachers answered that they wanted parents to become more interested and give support for education programs through contributing towards some of fee. Teachers also answered that they wanted many educational places as well as schools, and also more community support and work towards the afterschool programs involved with the community. However, parents considered that the educational environment was not good - poor programs and facilities for the educational demand.
Fifthly, there was no meaningful difference in the aspect of the understanding of afterschool programs relating to their gender, region and career which are teachers' sub-factors.

목차 (Table of Contents)

• 목 차
• I. 서론 1
• 1. 연구의 필요성과 목적 1
• 2. 연구의 문제 3
• 3. 용어의 정의 4
• Ⅱ. 이론적 배경 5
• 1. 방과 후 교육활동의 개념과 필요성 5
• 2. 방과 후 교육활동 프로그램 8
• 1) 특수학급 및 특수학교 교육활동 8
• 2) 방과 후 교육활동 프로그램 내용 9
• 3) 방과 후 교육활동 프로그램 운영과 현황 10
• 3. 선행 연구의 고찰 12
• Ⅲ. 연구방법 15
• 1. 연구대상 15
• 2. 조사도구 15
• 3. 조사 절차 17
• 4. 자료 처리 17
• Ⅳ. 결과 및 해석 18
• 1. 방과 후 교육 활동(목적, 내용, 방법, 지원, 만족도)에 대한 인식 18
• 1) 방과 후 교육활동(목적, 내용, 방법, 지원, 만족도)에 대한 교사의 하위 변인
• (성별, 연령, 경력, 소속)에 따른 인식 19
• 2) 방과 후 교육활동(목적, 내용, 방법, 지원, 만족도)에 대한 학부모의 하위 변인
• (학부모 및 학생의 성별, 학부모의 직업)에 따른 인식 23
• 2. 방과 후 교육 활동의 개선방안에 대한 인식 25
• Ⅴ. 논의 30
• Ⅵ. 결론 및 제언 33
• 1. 결론 33
• 2. 제언 34
• 참고문헌 36
• ABSTRACT 38
• 부록 40