청소년의 핵심역량 형성 요인에 관한 연구 = A Study on Influencing Factors to Key Competencies of Youth

다국어 초록 (Multilingual Abstract)

(Abstract)
2015 curriculum defines the required ability in future society as ‘key competencies,’ and regulates to strengthen it. This study starts from a critical mind such like questions on ‘What makes key competencies?’ should be preceeded to realize the goal of educational authorities. Thus, the purpose of this research is summarized in two largely. First, this study intended to analyze influencing factors to key competencies of youth. Second, 2015 curriculum emphasized humanities education as a method of strengthening key competencies, this study tried to verify its meaning and effect by applying it to school educational fields.
Based on such purpose, preceeding researches on the concept of key competencies and forming factors were examined widely, and this study regulated sub factors of key competencies to self-directed learning ability, problem-solving ability, communication ability and citizenship accordingly. A questionnaire was made by setting up above 4-kind key competencies as independent variable, and establishing dependent variable influencing to it like ①Individual factor (Gender, Grade), ②Family factor(Socioeconomic position of family, Family relationship, Parent’s child-rearing attitude) ③ School factor (School environment, Student-Teacher relationship, Teacher’s instruction method), and then tried to analyze relations after drawing up the questionnaire. For doing so, this study carried out a questionnaire survey by objecting to 581 students of Grade 1, 2 in 5 high schools of Daegu City downtown, and results of analyzing it through frequency analysis, reliability analysis, variance analysis, regression analysis by utilizing SPSS 20.0 are same as follows.
Regarding important factors influencing to key competencies of youth, ‘Parents' child-rearing attitude,’ ‘Family relationship,’ ‘Student-Teacher relationship,’ ‘Teacher's instruction method’ appeared. Above all, ‘Parents’s child-rearing attitude’ was influenced most importantly. That is, parents’ child-rearing attitude affected much more important influences than family’s socioeconomic position, student-teacher relationship and teacher’s instruction method than school environment. This means that parents and teacher’s influences are great instead of physical conditions in forming core competencies, and also it indicates that intensifying parents and teacher’s competencies should be preceeded to strengthen key competencies.
Next, in order to verify what influences were affected to key competencies from humanities classical eduction, this study looked into the importance of ‘humanities classical education’ suggested in 2015 curriculum, and grouped the way of realizing it to educational fields after checking the status of humanities and classical education having been executed now in our country. So, humanities classical education was executed 24 times by objecting to 20 students of middle school Grade 1 in Daegue downtown. 「Anarchy」 and 「Socrates’s Excuse」 were progressed by applying ‘Havruta instructional method.’ The class was preceeded in order of ①Reading, ②Question, ③Discussion, ④Transcription. As a result of reviewing quantitative changes of key competencies through the survey, there were not significant differences statistically between pre-post questionnaire survey. For subtle changes which were hard to be grasped with quantitative research, this study analyzed detailed changes of students by doing parallel with qualitative research method through observation and interviews.
What’s most important changes was that students became to taste achievement through thought like ‘it is not difficult than I thought,’ ‘I can read it,’ and became a moment of being able to approach one step more to humanities education, thus it became a path of trying to read after finding out it in person. Achievement like desires of hoping to do something and achievement of being able to do it became a foundation of self-directed learning. Besides, divergent thinking was made in the process of reading the text and doing questions, and the clue about enhancement of problem-solving ability could be gotten subsequently. In addition, the class made students reflect and look back their life constantly, and self-reflection on ‘How to live’ became a basic of citizenship. Finally, students became to think about others’ eyes and others’ stances after getting out of self-centered thinking by connecting ‘personality’ of humanities classic to detailed scenes of life, and this became a basis of communication ability and citizenship. If such education is made continuously and steadily, it is expected that the education could contribute to forming key competencies of students greatly.
Based on above discussion, this study hopes that findings in this research could be a stepping stone for researches of many fields which strengthen parents and teachers’ competencies afterwards so as to foster key competencies of youth. Also, it is thought that this research results would be a basic in reconsidering the value and meaning of humanities classical education, developing humanities classical education programs which can be applied to school educational fields, and propelling them.

목차 (Table of Contents)

• 목 차
• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구 문제 및 내용 3
• Ⅱ. 이론적 배경 4
• 1. 핵심역량 4
• 가. 핵심역량의 개념 4
• A. 역량 개념의 등장배경 4
• B. 오이시디 데세코 프로젝트의 ‘핵심역량’ 5
• C. 외국의 핵심역량 교육 7
• D. 우리나라의 핵심역량 수용과정 9
• 나. 핵심역량의 하위요소 15
• A. 자기 주도적 학습능력 15
• B. 문제해결능력 17
• C. 의사소통능력 20
• D. 시민성 23
• 2. 핵심역량 형성요인 29
• 가. 개인적 요인 30
• 나. 가정적 요인 31
• A. 부모의 사회 경제적 지위 32
• 1) 부모의 사회 경제적 지위의 개념 32
• 2) 부모의 사회 경제적 지위의 측정 34
• 3) 부모의 사회 경제적 지위와 핵심역량의 관계 35
• B. 부모의 양육태도 39
• 1) 부모의 양육태도의 개념 40
• 2) 부모의 양육태도의 유형 및 측정 40
• 3) 부모의 양육태도와 핵심역량의 관계 42
• 다. 학교적 요인 44
• A. 학교의 환경적 요인 44
• B. 인문 고전 교육 46
• 1) 인문 고전 교육의 중요성과 방향 46
• 2) 인문 고전 교육과 핵심역량의 관계 51
• Ⅲ. 연구 설계 57
• 1. 연구 모형 57
• 2. 연구 절차 58
• 3. 연구 방법 59
• 가. 핵심역량 형성 설문조사 59
• A. 연구 대상 59
• B. 측정 도구 59
• 1) 핵심역량 측정도구 : 종속변인 59
• 2) 핵심역량에 형성 요인 측정도구 : 독립변인 63
• 나. 인문고전 교육프로그램 실험조사 75
• A. 연구 대상 75
• B. 사전-사후 핵심역량 측정 도구 77
• C. 인문고전 선정 77
• D. 수업계획 및 수업모형 79
• 4. 자료수집 및 분석방법 86
• Ⅳ. 연구 결과 89
• 1. 청소년의 핵심역량 형성 요인에 대한 분석 89
• 가. 분석 자료의 일반적 현황 89
• 나. 분산 분석 결과 95
• A. 개인적 요인 95
• B. 가정적 요인1-가정의 사회경제적 지위 96
• C. 가정적 요인2-가족관계 및 부모의 양육방식 99
• D. 학교적 요인 102
• 다. 상관관계 분석 결과 104
• 라. 회귀분석 결과 110
• A. 자기 주도적 학습능력에 대한 회귀 분석 결과 111
• B. 문제해결능력에 대한 회귀 분석 결과 115
• C. 의사소통능력에 대한 회귀 분석 결과 119
• D. 시민성에 대한 회귀 분석 결과 123
• 2. 인문고전 교육이 청소년의 핵심역량에 미치는 영향 127
• 가. 양적 연구 결과 : 핵심역량의 사전 사후 변화 127
• 나. 질적 연구 결과 128
• A. 학생 개인의 일반적인 사항 128
• B. 인문고전 교육의 효과 130
• C. 인문고전 교육이 핵심역량에 미치는 영향 141
• Ⅴ. 결론 및 제언 154
• 1. 요약 154
• 2. 결론 및 논의 158
• 가. 청소년의 핵심역량에 영향을 미치는 요인 158
• 나. 인문 고전 교육이 핵심역량에 미치는 영향 167
• 3. 연구의 한계와 제언 169
• 가. 연구의 한계 169
• 나. 제언 170
• 참고문헌 173
• Abstract 180
• <부록 1> 연구 참여 동의서 183
• <부록 2> 청소년용 연구 설문지 184