여자 대학생의 자기성찰 경험에 대한 내러티브 탐구

국문 초록 (Abstract)

인간은 자신의 존재에 대한 질문을 던지며 끊임없는 자기반성과 성찰을 통해정체성을 형성해 나간다. 본 연구는 초등학교 시기부터 다양한 형식으로 뇌교육프로그램을 이수한 여자 대학생들이 어떻게 자신을 성찰하고, 정체성을 형성하는지를 알아보는 데 있다. 삶의 이유를 찾고 목표를 정하고 이를 실현하기 위해노력하는 과정은 모두 우리 뇌에서 이루어진다. 따라서 뇌를 어떻게 쓰는가에따라 삶의 질이 결정된다고 할 수 있다. 이러한 점에서 뇌가 가진 최고의 가치를 실현함으로써 건강, 행복, 평화를 추구하는 뇌교육 프로그램에 주목했다.최근 사회 인식의 변화와 교육수준의 향상 등에 따라 우수한 여성 인력들이사회진출을 하고 있으나, 남성에 비해 진로선택과 취업 시 많은 갈등과 어려움을 겪고 있다. 여자 대학생들이 경험하는 다양한 사회문화적 환경 속에서 자기성찰 경험은 이들의 삶에 어떤 영향을 미쳤고, 뇌교육 프로그램은 자기성찰 경험과 어떻게 연관을 맺는지 살펴보았다.

목차 (Table of Contents)

• 목 차
• 국문초록···················································································································ⅰ
• Ⅰ. 서론·················································································································· 1
• 1. 연구의 필요성 및 목적···················································································· 1
• 2. 연구문제············································································································ 4
• Ⅱ. 연구방법········································································································· 5
• 1. 내러티브 탐구··································································································· 5
• 2. 연구 참여자······································································································· 7
• 3. 연구 방법 및 절차··························································································· 9
• (1) 현장으로 들어가기 : 이야기 속으로 들어가기·········································· 9
• (2) 현장에서 현장 텍스트(field texts)로: 이야기 장소에 존재하기············ 10
• (3) 현장 텍스트 구성하기················································································ 13
• (4) 현장 텍스트로부터 연구 텍스트(research texts)로································ 14
• (5) 연구텍스트 구성하기·················································································· 15
• 4. 연구자의 경험적 배경과 제한점··································································· 16
• (1) 삶에 대한 새로운 시각·············································································· 16
• (2) 정체성 형성의 중요성················································································ 18
• (3) 연구의 한계································································································· 18
• Ⅲ. 연구의 이론적 배경 ·············································································· 20
• 1. 대학생의 발달특성·························································································· 20
• (1) 대학생의 발달과업······················································································ 20
• (2) 여자 대학생의 심리사회적 발달특성························································ 22
• 2. 자기성찰(自己省察, Self-reflection)과 경험················································ 24
• (1) 자기성찰의 개념·························································································· 24
• (2) 경험을 통한 자기성찰의 의미··································································· 27
• 3. 뇌교육의 특질································································································· 29
• (1) 뇌교육의 개념과 목적················································································ 29
• (2) 뇌교육의 방법····························································································· 30
• Ⅳ. 자기성찰 경험에 대한 내러티브······················································ 33
• 1. 김미나 이야기································································································· 33
• (1) 성적 스트레스 그리고 따돌림··································································· 33
• (2) 검정고시 준비 그리고 뇌교육··································································· 35
• (3) 대학 진학: 현실에 눈을 뜨다···································································· 38
• 2. 최수정 이야기································································································· 41
• (1) 어머니의 변화 그리고 아버지와의 갈등·················································· 41
• (2) 역사학에 대한 관심···················································································· 43
• Ⅴ. 뇌교육과 자기성찰 경험······································································ 47
• 1. 경험에 대한 새로운 의미부여······································································· 47
• 2. 가치관 형성····································································································· 52
• 3. 뇌교육이라는 상징적 경계············································································ 54
• Ⅵ. 요약 및 결론······························································································ 59
• 1. 요약 ················································································································ 59
• 2. 결론 및 제언··································································································· 61
• 참 고 문 헌············································································································· 64
• ABSTRACT ············································································································ 69