정신지체 특수학교 중등부 국어교과교육 운영 실태와 교사 인식 조사 = (A) study on the current status and teachers' perception of Korean language education at middle and high school for the mental retardation

다국어 초록 (Multilingual Abstract)

The purpose of this study is to propose ways of improving problems with Korean Language Education by investigating the Current Status of the education at Middle and High School for the mental retardation. The subjects in this study were 198 Korean Language teachers in 22 Middle and High schools for students with mental retardation. As the study tool, questionnaire was made with total 40 questions within two parts, one of which is the actual state of korean language education in the specialized middle and high schools for the children with mentally retardation, and the collected data were analyzed with SPSS 12.0 statistical program.
The results of this study are as follows.
First, there were many specialized middle and high schools for the children with mentally retardation which set up Korean language curriculum on school unit, and organize, operate it 5 hours weekly. Korean language teachers reflected the students and their parents' demand & school situation besides basic koran language curriculum when they make out Korean language education plan. They also grasped the current korean language ability level of the students with mental retardation by using the results of previous year's individualized education program. Then, made out IEP which is practiced through modification depending on situations.
Second, they were identified that they make much of hearing, speaking, reading, writing altogether and teach the learning contents by integrating or dividing according to the contents. They even integrated Korean language with different subject. They favored carrying out one-to-one class and general class side by side. The order of direct instruction, whole language instruction, collaborative instruction forming small group, environment centered language intervention proved to be the teaching-learning method mostly used by the teachers.
Third, as the Korean language teaching materials, Korean language textbooks for the specialized school were most used, while home-study materials made by teachers were most used as korean language teaching-learning materials. Teaching material. teaching instruments, multiple level of home-study materials and computer aided data suitable for the seriously retarded students should preferentially be secured for effective national language class.
Fourth, national language teachers at specialized middle. high schools for the students with mental retardation perceived the purpose of national language education as the heightening of communication ability necessary for daily life. About the suitability for being in charge of korean language education, they generally picked out the teachers who majored in korean language, along with quite a few of other opinions that as the form masters know their students' characteristics well, they could teach Korean language well even though Korean language is not their major.
Fifth, the contents of basic national language knowledge, national language teaching-learning methods need to be included in pre-service education to increase teachers' professionalism. Besides, training institutions are required to open useful in-service training in national language education and offer chances to the teachers to participate the training

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성 1
• 2. 연구 문제 4
• 3. 용어의 정의 4
• Ⅱ. 이론적 배경 5
• 1. 국어교과 교육 5
• 2. 정신지체 특수학교 중등부 국어교과 교육 7
• 3. 정신지체학생의 국어 사용 특성 17
• 4. 선행 연구 고찰 20
• Ⅲ. 연구의 방법 23
• 1. 조사 대상 23
• 2. 연구 도구 25
• 3. 연구 절차 27
• 4. 자료의 처리 29
• Ⅳ. 연구 결과 30
• 1. 정신지체 특수학교 중등부 국어교과교육 운영 실태 30
• 2. 정신지체 특수학교 중등부 국어교과 교육에 대한 국어
• 교사의 인식 55
• Ⅴ. 논의 78
• Ⅵ. 결론 및 제언 91
• 1. 결론 91
• 2. 제언 94
• 참고문헌 95
• 부 록 : 정신지체 중․고등학교 국어교과교육 운영실태
• 및 교사 인식 조사 설문지 99
• 영문초록 111