지적장애학교의 초등부 창의적 체험활동 운영실태와 교사인식

다국어 초록 (Multilingual Abstract)

The Realities and Teachers' Recognition of Creative Experiential Learning Activities
in School for Children with
Intellectual Disability


Written by : Hwang, Huijuan
Department of Special Education
Graduate School of Education
Directed by: Prof. Lee, Young-Chul Ph.D.


<ABSTRACT>

The purpose of this study was not only to analyze the teachers’ recognition on the creative experiential learning activities and help students do creative experiential learning activities leveled with each student at each school.
Data were collected by the survey questionnaires which were sent to intellectual disabilities schools with creative experiential learning activities in korea. The subjects of the study were elementary teachers from 20 schools and the responses from 120 elementary teachers in the same schools about possible refrom measures were analyzed by SPSS19.0/PC program.
The results carried out by t/F investigation were as follows.
First, creative experiential learning activities were mapped out by the school curriculum management committees, and carried out every week, by the unit of class, under the guidance of the homeroom teachers in conventional three different areas. THe weekly or monthly informal lesson plans were prepared, and they acquired information on curricula from the data presented by the Ministry of Education.
Second, in order to creative experiential learning activities, related training should be provided for teachers to cultivate required competence, and they should be encouraged to pay more attention to these activities. There should be extensive administrative and financial support, and curricula should be developed in consideration of the ability and traits of students and the circumstances of local community. For lower graders, adaptive and developmental activites would be recommendable, and it's desired that upper graders should be engaged in self-governing, adaptive and developmental activities. Team teaching is called for, and a wide range of evaluation methods, including observation or portfolio, should be put to use.
In conjunction with the findings of this study, there are some suggestions:
First, creative experiential learning programs should be tailored to the needs of students, parents, teachers and local community.
Second, creative experiential learning programs should primarily be developed by the Ministry of Education or office of education, and then rearranged by each school to fit in school circumstances.

목차 (Table of Contents)

• 목 차
• Ⅰ. 서 론 1
• 1. 연구 필요성 1
• 2. 연구 목적 4
• Ⅱ. 이론적 배경 5
• 1. 특수교육과정의 이해 5
• 2. 창의적 체험활동에 이해 10
• 3. 창의적 체험활동에 대한 선행연구 분석 21
• Ⅲ. 연구 방법 24
• 1. 연구 대상 24
• 2. 측정 도구 25
• 3. 연구 절차 27
• 4. 자료 처리 27
• Ⅳ. 결과 및 해석 28
• 1. 창의적 체험활동 교육과정의 운영 실태 28
• 3. 창의적 체험활동 교육과정의 교사인식 41
• Ⅴ. 결론 및 제언 68
• 참고문헌 71
• 영문초록 75
• 부 록 78