정신지체 특수학교 음악교육과정 운영 실태 분석 = The Study on Current State of Music Curriculum in Schools for the Retarded

다국어 초록 (Multilingual Abstract)

The purpose of this study is to current state of music curriculum and level of satisfaction of teachers for music on music curriculum.
The subjects of this study are employed teachers for music who are charge for music education in 26 schools for the mentally, keyongsangnam․buk-do. The questionnaire ware mailed to 110 teachers for the retarded, and after calculated Mean, Standard Deviation(SD) according to type of sex, career, and grade, the data were applied to test, and t-test and F test in order to find out significant differences among them.
The results of this study are as follows;
First, in current state of music curriculum for the schools for the retarded, most teachers known well on revised special schools basic curriculum, also they were applying it to their classes, they have practiced teaching-learning goal according to students' level. They have operated their classes as divided to group classes and individual classes, the results analyzed hours of music classes and hours of music classes according to type of grade, showed that elementary and middle, high schools have 2 hours a week, most of classes were utilize by music textbook for special schools. In case of using music text book for special schools, teachers usually use 1 level in elementary to high school, 2 level in middle school, 3 level in high school, also they teach as integrated with perceptive activities, expressive activities, and impressive activities according to materials of music textbook. in materials for classes except textbook, teachers use internet related site, internet accompaniment, when accompaniment, most utilizing score is textbook. Schools have music related circle and performance team, type of music related circle or performance team is instrumental music team, chorus team, rhythm chorus team, traditional percussion quartet in order.
Second, in job satisfaction of teachers according to music curriculum, job satisfaction of teachers on time alloted music education activities is average. Many teachers thought that appropriate alloted time on music education activities is 3 times a week. When teaching Guide book for teacher, teachers though that problems are teaching-learning difficulty according to characteristics of students with disabilities and shortage of superior teachers. Teachers thought that the reason that exclusive charge teachers for music education need are because of music studies' knowledge, functional competency. Most of teachers thought that the reasons that special teachers can teach music education in special schools, is because basic curriculum for mental retardation need not competency function. Most of teachers thought that training to elevate their competencies in special schools is shortage of contents and opportunity, also they want to receive training appliable music training opportunity for spacial teachers only. For the future studies, the same study should apply to teachers in all special schools for the retarded and comparative study between special schools applying basic curriculum for mental retardation and common curriculum for student without disabilities should do. Also study according to type of disabilities should do.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 의의 1
• 2. 연구의 목적 3
• 3. 용어의 정의 3
• Ⅱ. 이론적 배경 4
• 1. 특수학교 기본교육과정 4
• 2. 특수학교 음악과 교육과정 8
• 3. 장애 학생의 음악과 학습 지도 관련 이론 17
• 4. 선행연구 고찰 21
• Ⅲ. 연구 방법 23
• 1. 연구대상 23
• 2. 연구도구 24
• 3. 연구 절차 25
• 4. 자료 처리 26
• Ⅳ. 결과 및 해석 27
• 1. 정신지체 특수학교의 음악교육과정 운영 실태 27
• 2. 음악교육과정 운영에 따른 교사의 만족도 47
• Ⅴ. 결론 및 제언 61
• 1. 결론 61
• 2. 제언 62
• 참고문헌 64
• 영문초록 66
• 부록 69