뇌교육 부모교육 프로그램이 자녀교육관 및 자녀양육태도에 미치는 영향

국문 초록 (Abstract)

본 연구는 지식기반사회에 적합한 부모교육의 대안으로서 뇌교육 프로그램에 기초한 부모교육 프로그램의 가능성을 모색하기 위한 것이다. 뇌교육 부모교육 프로그램의 가능성을 검증하기 위하여 프로그램에 참여한 학부모의 자녀교육관 및 양육태도의 변화를 연구하였다. 이를 위하여 다음과 같은 연구 가설을 세웠다.
첫째, 뇌교육 부모교육 프로그램을 참여한 학부모는 그렇지 않은 학부모보다 자녀교육관에 유의한 변화가 있을 것이다.
둘째, 뇌교육 부모교육 프로그램을 참여한 학부모는 그렇지 않은 학부모보다 양육태도에 있어 유의한 변화가 있을 것이다.
연구대상은 부산시에 소재한 중앙학부모교육원 두뇌교육 프로그램에 참가한 학부모와 무분별 모집한 일반 학부모 총 44명이었으며, 이들을 실험집단과 통제집단으로 나누어 1개월 동안 12시간의 뇌교육 프로그램을 실시하였다. 본 연구의 측정도구에는 이원영(1983)의 자녀교육관 검사척도와 장영진(2000)의 부모양육 태도 검사지가 사용되었다. 결과 자료 분석에서는 SPSS 12.0 통계프로그램의 쌍별 t-검증을 이용하여 프로그램의 사전 및 사후 결과 점수를 비교하였다.
자료 분석 결과에 의하면, 뇌교육 프로그램에 참여한 실험집단은 통제집단과의 프로그램 실시 전․후 비교 결과, 자녀교육관과 양육태도의 통계적 유의한 차이를보였다. 실험집단은 프로그램 실시 후 성인중심 교육관에서 유아중심의 교육관을 지향하며, 흥미 및 경험, 놀이 중심의 교육을 선호하는 경향을 나타내었다. 또한 실험집단의 자율적-통제적 태도, 의도적 무관심-과잉 보호적 태도, 일관성-비일관성 태도의 부분에서 부모의 양육태도의 변화가 있었다. 뇌교육 프로그램이 자녀교육관 및 자녀양육태도에 영향을 주는 것으로 볼 수 있다.
이상의 결과를 종합해보면 뇌교육 부모교육 프로그램은 자녀교육관과 양육태도에 있어 유의한 영향을 미치는 것으로 보인다. 이는 뇌교육 부모교육 프로그램이 자녀의 긍정적 성장을 돕는 효과적인 프로그램으로서 현장에서 보다 적극적으로 활용할 필요성이 있음을 시사한다.

목차 (Table of Contents)

• 목 차
• Ⅰ. 서 론··············································1
• 1. 연구의 필요성 및 목적 ········································ 1
• 2. 연구의 가설 ···················································5
• 3. 용어의 정의····················································6
• 4. 연구의 제한점··················································7
• Ⅱ. 이론적 배경··········································8
• 1. 부모교육······················································8
• 1) 부모교육의 개념··············································8
• 2) 부모교육의 목적 및 필요성·····································9
• 2. 뇌교육과 부모교육 프로그램·····································14
• 1) 뇌교육의 의미················································14
• 2) 뇌교육 이론에 기초한 부모교육 프로그램························17
• 3. 자녀 교육관···················································20
• 4. 자녀 양육태도·················································24
• Ⅲ. 연구 방법···········································28
• 1. 연구 대상·····················································28
• 2. 실험 설계 ····················································28
• 3. 측정 도구 ····················································29
• 4. 프로그램 구성과 내용 ·········································31
• 5. 연구 절차 ····················································32
• 6. 자료 처리·····················································33
• Ⅳ. 결과 및 해석········································34
• 1. 실험집단과 통제집단의 동질성 검증······························34
• 2. 자녀교육관 효과검증···········································35
• 3. 자녀양육태도의 효과검증 ······································37
• Ⅴ. 결론 및 제언········································40
• 참 고 문 헌 ·······················································44
• 부 록 ·······················································48
• ABSTRACT ······················································57