민속놀이 프로그램이 초등학생의 학교생활 만족과 학교폭력 행동에 미치는 영향 = Influence of Folk Play Programs on Satisfaction and Violence of Elementary School Students in Their School Lives

다국어 초록 (Multilingual Abstract)

This study aims to develop folk play programs and apply and study them to prevent school violence of elementary school students that are getting more serious.
Reasons of school violence by elementary school students are various and complicated rather than fragmentary. In other words, there are a few factors inter-connected such as personal psychological factor, home-environmental factor, school-environmental factor and socio-environmental factor. However, reasons and solutions for school violence should be found in school because students spend their time in school mostly. Also, prevention education should be conducted in the school spot. In the regard, two classes (39 students per each class) from 4th grade, which is the middle between the low grades and the high grades, were selected as the experimental group and the control group. For the study, class hours of school were utilized.
For the study tools of the programs, folk plays with our traditional culture and were selected and developed appropriately to the level of 4th grades of elementary school.
The folk plays selected as can arise value of our traditional culture, be educational for promoting community spirit and raise development of sociality at the same time. In addition, the folk plays can be effective to prevent school violence by increasing interrelations with peers. These are the results of complex comparison and analysis of various materials studied and published so far and the surveys that I have investigated and studied at educational spots.

1. The study topics established in study are as follows:
1) Develop folk play programs for elementary school students.
2) Understand effects of folk play programs on satisfaction of school life.
3) Find out influences of folk play programs on behavior improvement of school violence of elementary school students.

2. Educational goals of the folk plays chosen as the study tools in this study are as follows:
1) Recognize the necessity of inheritance and development through value and confidence on our traditional culture.
2) Foster sociality through demonstration of autonomy, patience and creativity.
3) Build sound character by promoting emotional comfort through individual and group plays.
4) Increase satisfaction from school life and effects of behavior improvement in school violence.

3. Features and attentive points of tests about the folk play programs developed in this study are as below:
Folk plays in the 7th curriculum of education for low grades of elementary school is titled as an integrated course to grow sound body and mind, ability of creative description and psychological attitude by developing joyful plays and description activities.

However, the folk play programs in this study were conducted parallel with small group plays with 6-7 members and by the unit of a class because there are limits in folk play programs in textbooks as individual plays in the wide meaning. Additionally, Goals of the programs in the textbooks are mainly about study of life experiences and music activities. Therefore, the folk play programs in this study aimed for the participants to share interactive feelings, increase familiarity with peers and foster emotional ability. Also, teachers organized small groups randomly not to overlap team members for 6 kinds of plays.

4. The study design was conducted 14 times for 4 weeks and for 40 minutes each time. The inspections consisted of preliminary, before and after inspections.
For content validity on the inspection questions, reliability coefficient, Cronbach‘α was used (the overall average reliability was .77).

5. For verification of result analysis and effects, SPSS 16.0 Program was used for statistical process.
Analysis methods are as below:
1) In order to verify validity of the questions, professors and students in doctoral degree courses were consulted and the questions were finally selected by consulting three teachers of elementary school.
2) Frequency and percentage were used for analysis of the study objects.
3) Analysis of covariance (ANCOVA) was conducted to verify the main effects of the two groups.
4) Statistical significance probability (p-value) was conducted at p<.05.

6. Conclusions gained through this study are as follows:

1) The programs utilizing the folk plays developed in this study seem that they positively affect on friendships and school satisfaction level among satisfactions of school life of elementary school students.
It implies that the play programs of this study positively affects on friendships through direct interactions with peers and the positive friendships may increase positive images of school to the students. However, it appeared that the relationships with teachers were not affected because it is considered that the relationships with teachers were good with high scores in advance. One more reason is that the teachers did not participate in the plays directly, but they were considered as supervisors.
2) Next, there were positive changes in influences on school violence behaviors as well. So to speak, changes in wrong recognition of elementary school students on school violence show that the folk play programs are effective on the education of school violence prevention.
3) Next and finally, it was shown that the programs are effective to improve permissive attitude on school violence that had been recognized in a wrong way. It may be considered that the folk ply programs gained promotion of thinking ability development and cognitive autonomy.

목차 (Table of Contents)

• 목 차
• 표목차 ⅲ
• 그림목차 ⅴ
• ABSTRACT ⅵ
• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구 문제 6
• 3. 용어의 정의 6
• 4. 연구의 제한점 7
• Ⅱ. 이론적 배경 8
• 1. 연구 변인의 개념 8
• 가. 민속놀이의 개념과 가치 8
• 나. 학교생활 만족도 14
• 다. 학교폭력의 태도 18
• 라. 학교폭력의 현황 20
• 2. 연구 변인들 간의 관계 26
• 가. 초등학생 학교폭력의 형태와 원인 26
• 나. 민속놀이의 교육적 효과 48
• Ⅲ. 민속놀이 프로그램 개발 58
• 1. 개발과정 58
• 2. 프로그램 교육안 58
• 3. 프로그램 지도안 64
• Ⅳ. 연구방법 66
• 1. 연구대상 66
• 2. 연구설계 67
• 3. 연구도구 68
• 가. 학교생활 만족도 검사 68
• 나. 학교폭력 성향 검사 69
• 다. 학교폭력 태도 검사 70
• 4. 연구절차 71
• 가. 예비검사 71
• 나. 사전 검사 71
• 다. 실험 실시 71
• 라. 사후 검사 72
• 5. 자료분석 73
• Ⅴ. 연구결과 74
• 1. 연구대상의 일반적 특성 74
• 2. 민속놀이 프로그램의 효과검증 76
• 가. 초등학생의 학교생활 만족도에 미치는 효과 76
• 나. 초등학생의 학교폭력 행동에 미치는 효과 80
• 다. 초등학생의 학교폭력 태도에 미치는 효과 85
• Ⅵ. 결론 및 제언 90
• 1. 결론 90
• 2. 제언 92
• 참고문헌 93
• 부록 113
• 표 목차
• <표 Ⅰ-1> 학생범죄의 동기별 현황 18
• <표 Ⅰ-2> 학교폭력의 유형별 발생률 19
• <표 Ⅰ-3> 금품 갈취 피해율 20
• <표 Ⅰ-4> 언어폭력 협박률 20
• <표 Ⅰ-5> 구타 신체 폭력률 21
• <표 Ⅰ-6> 따돌림의 피해율 22
• <표 Ⅰ-7> 학교폭력의 원인 47
• <표 Ⅱ-1> 초등학교 7차 교육과정에서의 민속놀이 내용 56
• <표 Ⅱ-2> 민속놀이 프로그램 교육안 63
• <표 Ⅱ-3> 민속놀이 프로그램 실행 지도안 65
• <표 Ⅲ-1 > 연구설계 모형 67
• <표 Ⅳ-1> 학교생활 만족도 신뢰도 분석 68
• <표 Ⅳ-2> 학교폭력 성향 검사지 신뢰도 분석 69
• <표 Ⅳ-3> 학교폭력 태도 신뢰도 분석결과 70
• <표 Ⅴ-1> 실험집단 및 통제집단의 참여자 정보 75
• <표 Ⅴ-2> 친구관계 만족도의 집단 간 사전, 사후검사 점수비교 76
• <표 Ⅴ-3> 친구관계 만족도의 집단 간 공변량 분석 77
• <표 Ⅴ-4> 선생님과의 관계 만족도의 집단 간 사전, 사후검사 점수비교 77
• <표 Ⅴ-5> 선생님과의 관계 만족도의 집단 간 공변량 분석 78
• <표 Ⅴ-6> 학교 만족도의 집단 간 사전, 사후검사 점수비교 78
• <표 Ⅴ-7> 학교 만족도의 집단 간 공변량 분석 79
• <표 Ⅴ-8> 충동성의 집단 간 사전, 사후검사 점수비교 80
• <표 Ⅴ-9> 충동성의 집단 간 공변량 분석 80
• <표 Ⅴ-10> 공격성의 집단 간 사전, 사후검사 점수비교 81
• <표 Ⅴ-11> 공격성의 집단 간 공변량 분석 81
• <표 Ⅴ-12> 개인심리의 집단 간 사전, 사후검사 점수비교 82
• <표 Ⅴ-13> 개인심리의 집단 간 공변량 분석 83
• <표 Ⅴ-14> 분노 조절감의 집단 간 사전, 사후검사 점수비교 83
• <표 Ⅴ-15> 분노 조절감의 집단 간 공변량 분석 84
• <표 Ⅴ-16> 대인관계의 집단 간 사전, 사후검사 점수비교 84
• <표 Ⅴ-17> 대인관계의 집단 간 공변량 분석 85
• <표 Ⅴ-18> 학교폭력에 대한 허용적 태도의 집단 간 사전, 사후검사 86
• <표 Ⅴ-19> 학교폭력에 대한 허용적 태도의 집단 간 공변량 분석 86
• <표 Ⅴ-20> 학교폭력 가해 및 피해자에 대한 태도의 집단 간 사전, 사후검사 점수비교 87
• <표 Ⅴ-21> 학교폭력 가해 및 피해자에 대한 태도의 집단 간 공변량 분석 87
• <표 Ⅴ-22> 학교폭력 대처 태도의 집단 간 사전, 사후검사 점수비교 88
• <표 Ⅴ-23> 학교폭력 대처 태도의 집단 간 공변량 분석 89
• 그림 목차
• <그림 1> 민속놀이 프로그램 내용(강강술래) 112
• <그림 2> 민속놀이 프로그램 내용(남생이 놀이) 113
• <그림 3> 민속놀이 프로그램 내용(고사리 끊기) 114
• <그림 4> 민속놀이 프로그램 내용(청어엮기 / 청어풀기) 115
• <그림 5> 민속놀이 프로그램 내용(대문놀이) 116
• <그림 6> 민속놀이 프로그램 내용(덕석몰기 / 덕석풀기) 117