사회과 통합교육 교수-학습 지원 방안으로서 자기결정학습모형의 효과성 연구 = (The) effects of self-determination learning model of instruction as instruction-learning support plan for social studies inclusive education

다국어 초록 (Multilingual Abstract)

The purpose of this study was to investigate the effects of Self-Determination Learning Model of Instruction(SDLMI) as instruction-learning support plan for social studies inclusive education. In this study, the change of students with disabilities and nondisabled students and teachers were examined. The questions of study were set up relating to the purpose of this study as follows.
First, is self-determination learning model of instruction effctive to disabled children's change?
Second, is self-determination learning model of instruction effctive to non-disabled children's change?
Third, is self-determination learning model of instruction effctive to teacher's change?
For the purposes of this study is located P, A and B in the city elementary school 6th grade social studies in Thirty-eight patients in the learning model is applied to self-determination tests were carried out. A primary school students, 18 were placed in the experimental group, B elementary way, receiving instruction in teaching the 20 patients were placed in the control group. Students with disabilities to learning disabilities in the experimental group and control group, one by one, each is incorporated. In this study, social studies teaching and learning support plan as a self-determined learning model in order to verify the effectiveness of quantitative analysis and qualitative analysis were used together. The results were as follow:
First, Application of self-determination in social studies by learning to quantitative changes, the experimental group is part of the integration of students with disabilities and the social studies classroom achievement and learning attitude tests than students with disabilities in the control group also received high marks in post. In addition, The experimental group also belong to the progress of students with disabilities in the social studies test scores have increased. An experimental group of students with disabilities, learning attitude and sub-types from the attention received the highest score.
Through the integration of qualitative analysis, the experimental group belongs to the class learning the attitudes of students with disabilities, the results based on social studies for students with disabilities and increased engagement and attention.
Second, Self-determined learning model of social studies through the application of the quantitative changes in non-disabled students, the experimental group in the social studies achievement test scores p<.01 level, showed a statistically significant difference in learning, in attitude test p<.05 level showed a statistically significant difference. Non-disabled students' learning through qualitative analysis of attitude change was found between the experimental groups during social studies class, students without disabilities inclusive classroom participation also increased with the whole class, an interest in social studies class was increased.
Third, Self-determined learning model of social studies teachers during the implementation of the changes in the look, the experimental group on integrated education for classroom teachers integrate the change of recognition, positive beliefs about students with disabilities increased, changing the way teachers were teaching.
So when you see the results of these studies, social studies teaching and learning support plan for integrated education as a self-determined learning model, students with disabilities, non-disabled students, classroom teachers to integrate all were found to be effective.

목차 (Table of Contents)

• Ⅰ.서 론. 1
• 1. 연구의 필요성과 목적 . 1
• 2. 연구 문제 . 6
• 3. 용어의 정의 7
• 4. 연구의 제한점 . 8
• Ⅱ. 이론적 배경 9
• 1. 통합교육을 위한 교수-학습 지원. 9
• 2. 자기결정학습모형 12
• 3. 사회과 통합교육과 자기결정학습모형. 16
• Ⅲ. 연구방법 21
• 1. 연구대상. 21
• 2. 실험자 25
• 3. 실험설계. 26
• 4. 연구도구. 27
• 5. 연구절차. 30
• 6. 자기결정학습모형 적용 사회과 수업. 33
• 7. 자료분석 및 처리 39
• Ⅳ. 연구결과 42
• 1. 자기결정학습모형이 장애학생의 변화에 미치는 효과. 42
• 2. 자기결정학습모형이 비장애학생의 변화에 미치는 효과 53
• 3. 자기결정학습모형이 교사의 변화에 미치는 효과 66
• Ⅴ. 논 의 77
• 1. 연구방법에 대한 논의. 77
• 2. 연구결과에 대한 논의. 80
• Ⅵ. 요약 및 결론 91
• 1. 요약. 91
• 2. 결론 93
• 참고문헌. 96
• 부록 106
• Abstract. 141