무용교육이 정신지체아의 주의집중력 및 사회성숙도 향상에 미치는 영향

다국어 초록 (Multilingual Abstract)

This study aims at looking into what relationship dance education have with mentally disabled children's attention and social maturity. So, this study selected an experimental group, 9 ones, and a control group, 9 ones, targeting at mentally disabled children , possible to take training and education, of 2nd graders, W Special Middle School at T cosmopolitan city, measured their attention and social maturity through post as well as prior test, and applied to dance education programs total 24 times(40 minutes, each), 2 times a week for 12 weeks, at W Special School Gym from July 5 to September 23, 2001. On the purpose of verifying the hypothesis, this study performed an analysis of covariance to analyze the difference in attention and social maturity between groups participating in dance education and also a multiple regression analysis to analyse an influence on social maturity of attention at participating in dance education. The result from study methods and processes were as followings.
First, the group participating in dance education programs had more significant influence on attention change than the group not participating in the program. That is, mentally disabled children's participation in dance programs had an affirmative influence on attention.
Second, the group participating in dance programs had more significant influence on social maturity than the group not participating in the programs. That is, mentally disabled children's participation in dance programs had an affirmative influence on promotion of sociality. In addition, it had a significant influence on all of the aspects such as voluntary intention, physical exercises, communication, and sociality, subsidiary factors of social ripening. So, mentally disabled children's participation in dance programs had very affirmative influence on voluntary mind, physical exercises, and sociality.
Third, attention from participation in dance education programs had a significant influence on sociality. That is, elevated attention from participation in dance education programs had an affirmative influence on social ripening, that is subsidiary factors such as voluntary intention, physical exercises, communication, and sociality. Especially, attention had a significant influence on physical exercises, communication, and sociality in order. So, attention on which an emphasis is layed at the time of education, can be elevated through dance education programs, and through the program, it is possible to promote learning and education effectiveness related with mentality, sense, and cognition for mentally disabled children.

목차 (Table of Contents)

• 목 차
• Ⅰ. 서 론1
• 1. 연구의 필요성 1
• 2. 연구 목적 3
• 3. 연구 가설 4
• 4. 연구의 제한점 4
• 5. 용어의 정의 5
• Ⅱ. 이론적 배경 6
• 1. 무용교육의 본질 6
• 2. 정신지체아와 무용교육 8
• 3. 정신지체아의 주의집중 학습 12
• 4. 정신지체아와 사회성 16
• Ⅲ. 연구 방법 21
• 1. 연구대상 21
• 2. 연구설계 및 절차 22
• 3. 연구도구 23
• 4. 자료처리 25
• Ⅳ. 연구결과 27
• 1. 무용교육프로그램 참가가 정신지체아의 주의집중력에 미치는 영향 27
• 2. 무용교육프로그램 참가가 정신지체아의 사회성숙도에 미치는 영향 29
• 1) 무용교육프로그램 참가가 정신지체아의 자율성에 미치는 영향 31
• 2) 무용교육프로그램 참가가 정신지체아의 운동성에 미치는 영향 32
• 3) 무용교육프로그램 참가가 정신지체아의 의사소통에 미치는 영향 34
• 4) 무용교육프로그램 참가가 정신지체아의 사회성에 미치는 영향 36
• 3. 무용교육프로그램 참가에 따른 주의집중력이 사회성숙도에 미치는 영향 37
• 1) 무용교육프로그램 참가에 따른 주의집중력과 사회성숙도와의 상관관계분석 38
• 2) 무용교육프로그램 참가에 따른 주의집중력이 사회성숙도에 미치는 영향 37
• Ⅴ. 논 의 40
• 1. 무용교육프로그램 참가가 정신지체아의 주의집중력에 미치는 영향 40
• 2. 무용교육프로그램 참가가 정신지체아의 사회성숙도에 미치는 영향 41
• 3. 무용교육프로그램 참가에 따른 주의집중력이 사회성숙도에 미치는 영향 42
• Ⅵ. 결론 및 제언 44
• 1. 결 론 44
• 2. 제 언 45
• 참고문헌 46
• 부 록 49
• ABSTRACT 58