초등학생의 학습성격유형에 따른 학습몰입의 특성

다국어 초록 (Multilingual Abstract)

M. A. Thesis


Elementery School Students of the Characteristics of Learning Style on the of Learning Flow


Yeonjeong Ji

Department of Education
Graduate School
Yeungnam University
(Supervised by Professor Yoonjoo Lee, Ph.D.)


Abstract

The purpose of this study is to verify elementery school students of its effect of learning style learning flow the means depending. Leaners and learning style the targets for 120 people, were inspected learning flow level. Quantitative research of meterials for statistical analysis for Windows statistics programs use SSPS 19.0. To accomplish Major statistical analysis was condueted to one-way ANOVA. Qualitative research for the purpose of April 2012 as the target 24 men and months, focus group interviews and interviews, the Experience Sampling Method(ESM) was carried out. The collected data is Constant Coparison Method analysis of iterative procedure was presented as the result of a research Study and interpretation are: first, when you compare the overall average learning style and learning flow. actual-spontaneous-routine-conceptual-specific-learner of the learning flow sphere ride clear goal of sub factors in three relatively high. in contrast, actual-spontaneous-learner norms around an ideal match to explore of learning flow is relatively low. in the context of this qualitative research, learning flow elements of the child's flow experience, depending on the learning style of nature are connected to each other by a variety of unique aspects, and note the difference. second, the flow experience of the elementary school children in the enjoyment, happiness, accomplishment, and joy, and so has a positive relationship with a parent or teacher, couple, attention and recognition from their peers in an environment that is more often given to an flow experience. third, children were the most flow experience at school. praise and reward the more flow experience in a given activity. fourth, children with physical activity and interest, a sense of pleasure and accomplishment through the activities you are interested in, when there was flow experience. fifth, to the flow experience for children with some level of technology and training, practice is necessary. sixth, the context of the commitment of the child and the nature of learning style in flow experience, depending of element they are connected to each other with a variety of unique aspects are being concluded. Or more assay that understand the characteristics of the personality of children and elementary school children in the context of their lives flow in the experience that can enhance the quality of life of the children realize the importance and is recommended as fodder may help. Especially children can facilitate the flow experience in practical education programs and school counseling in the scene as a basis to understand the children worthy of.



keywords : Learning Style, Learning Flow, Qualitative Research, Elementary Students.

목차 (Table of Contents)

• 목 차
• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 6
• 3. 용어의 정의 6
• 가. 학습성격유형 6
• 나. 학습몰입 6
• Ⅱ. 이론적 배경 8
• 1. 학습성격유형 8
• 가. 학습유형의 이론적 배경 8
• 나. 학습성격유형의 개념과 특징 9
• 다. 학습성격유형별 특성 11
• 2. 학습몰입 (Learning flow) 15
• 가. 학습몰입의 개념 15
• 나. 학습몰입의 특징과 구성요소 17
• 3. 선행연구 24
• 가. 학습성격유형에 관한 연구 24
• 나. 몰입에 관한 연구 25
• Ⅲ. 연구 방법 29
• 1. 연구 대상 29
• 가. 연구대상자의 일반적 특성 29
• 나. 연구대상자의 학습성격유형 분포 32
• 2. 연구도구와 자료수집 34
• 가. U&I학습유형검사 34
• 나. 학습몰입척도 35
• 다. 포커스 그룹 인터뷰 36
• 라. 심층면담 37
• 마. 경험표집방법 38
• 3. 자료 분석 39
• 가. 양적 분석 39
• 나. 질적 분석 39
• 4. 연구의 신뢰성 40
• 5. 연구절차와 기간 42
• Ⅳ. 연구 결과 43
• 1. 초등학생의 학습 성격유형에 따른 학습몰입 43
• 가. 학습성격유형에 따른 학습몰입 하위요인별 차이 43
• 1) 학습몰입 변수별 상관관계 43
• 2) 학습성격유형별 학습몰입 평균 44
• 3) 학습몰입 평균 45
• 4) 도전과 능력 조화요인 평균비교 46
• 5) 명확한 목표요인 평균비교 47
• 6) 구체적인 피드백요인 평균비교 48
• 7) 과제에 대한 집중요인 평균비교 49
• 8) 통제감요인 평균비교 50
• 9) 행위와 의식의 통합요인 평균비교 51
• 10) 자의식의 상실요인 평균비교 52
• 11) 시간감각의 왜곡요인 평균비교 53
• 12) 자기 목적적 경험요인 평균비교 54
• 2. 초등학생의 몰입행동 특성 55
• 가. 땀 흘리고 재미있어 시간가는 줄 모르는 55
• 나. 좋아하는 사람들과의 관계가 나를 몰입하게 한다 56
• 다. 성과와 칭찬을 소망하며 열심히 한다 57
• 라. 몰입을 방해하는 요인 58
• 마. 내가 정한 목표를 향해가는 몰입의 과정 60
• 바. 흥미와 호기심 61
• 사. 소망한다고 모두 경험하지는 못 한다 62
• 아. 머리가 즐거워 한다 64
• 3. 초등학생의 학습성격유형별 몰입의 특성 65
• 가. 습관이 돼서 65
• 나. 궁금해 궁금해 67
• 다. 오늘은 또 무엇을 만들지? 68
• 라. 1등이 최고야 70
• 마. 나의 목표는 올백 71
• 바. 도전 72
• Ⅴ. 논의 74
• Ⅵ. 결론 및 제언 83
• 1. 결론 83
• 2. 제언 85
• 참고문헌 86
• Abstract 90
• 부록1. 연구참여동의서 92
• 부록2. U&I 학습성격검사지 93
• 부록3. U&I 학습유형검사지 96
• 부록4. 학습몰입검사지 99