兒童이 知覺한 敎師行動과 自我槪念 및 創意性과의 關係硏究

국문 초록 (Abstract)

本 硏究는 국민학교에서 授業의 質을 좌우하는 敎師行動이 兒童의 다양한 知覺을 통하여 兒童의 自我槪念 및 創意性과는 어떠한 關係가 있는지를 밝히는데 그 目的이 있다.
이러한 目的을 달성하기 위해서 設定한 硏究問題는 다음과 같다.
I. 兒童이 知覺한 敎師行動에 따라 兒童의 自我槪念은 어떠한 차이가 있는가?
II. 兒童이 知覺한 敎師行動에 따라 兒童의 創意性은 어떠한 차이가 있는가?
III. 兒童이 知覺한 敎師行動과 自我槪念 및 創意性은 어떠한 相關이 있는가?
1. 硏究方法
1) 標集
本 硏究는 서울에 所在한 江南의 1개 國民學校 5, 6학년의 4학급과 江北의 1개 國民學校 5, 6학년의 6개 학급 467名(남자 246명, 여자 221명)을 대상으로 標集하여 檢査 結果를 分析하였다.
2) 測定道具
本 硏究의 測定道具는 Weinstein, Marshall, Brattesani, Middlestadt가 개발한 敎師行動 尺度(Teacher Treatment Inventory Scale)를 尹 淳弘(1988)이 제작한 敎師行動檢査紙로써 4개의 下位尺度別로 총 43문항으로 구성했고 自我槪念檢査는 張 銀榮(1988)이가 제작하여 사용한 檢査를 기초로 하여 각 하위변인에 해당하는 문항은 18개, 14개로 구성되었으며 創意性檢査는 鄭元植, 李榮德(1965)이 國民學校 4, 5, 6학년을 대상으로 하여 제작한 표준화 간편 창의성 검사를 사용하였다.
3) 統計分析方法
本 硏究에 수집된 자료는 코딩(Coding)작업후 SPSS Program을 이용하여 전산처리되었으며 分析方法은 Cronbach-α계수 一元變量分析 T-검증, Pearson의 적률상관계수 r 를 산출하여 분석하였다.
2. 硏究結果
本 硏究의 자료를 기초로 하여 硏究問題를 검증한 結果는 다음과 같다.
첫째, 兒童이 知覺한 敎師行動과 自我槪念은 모든 變因에서 높은 상관관계가 있음이 밝혀졌다. 즉 兒童이 敎師行動을 肯定的으로 知覺하면 自身의 自我槪念도 높게 나타나고 있음을 알 수 있다.
둘째, 兒童이 知覺한 敎師行動과 創意性의 차이를 T-검증한 결과 敎師의 行動을 肯定的으로 知覺하는 집단과 否定的으로 知覺하는 집단간의 創意性은 有意한 차이가 없는 것으로 나타나고 있다. 즉 否的相關이 있음이 밝혀졌다. 이러한 경향은 創意性 총점에서 뿐만 아니라 下位要因들 개방성, 유창성, 융통성, 독창성에서도 마찬가지로 나타나고 있다.
兒童이 敎師行動을 높게 知覺하는 경우는 오히려 創意性의 낮음을 알 수 있다.
셋째, 兒童의 自我槪念과 創意性과의 相關關係는 모두 否的 方向을 나타내고 있음을 알 수 있다.
즉 創意性의 높은 兒童일수록 自我槪念이 否定的인 경향이 보인다.
현재 創意性이 높은 것으로 나타난 아동일수록 오히려 否定的인 自我槪念을 형성하고 있는 경우가 더 많다고 할 수 있다. 創意性 下位變因중에는 유창성과 융통성이 自我槪念과의 否的 相關關係가 비교적 有意하게 나타난 것으로 보인다.
즉 유창성과 융통성을 지닌 아동일수록 학문적 및 일반적 自我槪念이 더욱 否定的인 경향이 있다. 그러나 創意性의 下位變因들중에서 개방성과 독창성은 自我槪念과 거의 무상관 관계에 있다.
넷째, 敎師行動과 自我槪念은 높은 正的相關이 있으나 敎師行動과 創意性, 自我槪念과 創意性은 오히려 否的相關을 보이고 있다.
이상의 사실에 비추어 綜合的인 結果를 도출해 보면 兒童이 知覺한 敎師行動에 따라 兒童의 自我槪念은 有意한 차이를 보였으며 兒童이 敎師行動을 肯定的으로 知覺하면 肯定的인 自我槪念이 形成되고 敎師의 行動을 否定的으로 知覺하면 否定的인 自我槪念이 形成된다는 것이다.
즉 敎師行動은 兒童의 性格形成에 많은 영향을 미치고 있으므로 敎師들의 行動은 바로 兒童들의 모범이 됨을 알 수 있다.
兒童들의 創意性은 敎師行動이나 肯定的인 自我槪念에는 영향을 받지않고 있음을 알 수 있다.
兒童이 敎師行動을 肯定的으로 知覺할 때 情緖的으로 安定되어 肯定的인 自我槪念을 갖고 社會와 國家發展에 기여할 수 있는 創意性이 획득 啓發될 수 있다는 敎育的 意義를 시사받을 수 있다.

다국어 초록 (Multilingual Abstract)

This study is aimed at to defining on what relations have between children's self-notion and creative nature through children's various perception and creative nature by the teacher's behavior which controls quality of teaching at the elementary school.
In order to accomplish such purpose studying issues established are as indicated below:
I. What is the children's self-notion different depending on the teacher's behavior perceived by the children?
II. What is the children's creative nature different depending on the teacher's behavior perceived by the children?
III. What correlations have between the teacher's behavior perceived by the children, self-notion and creative nature?
1. Method of study
1) Collection of questionnaire
This study has been analyzed the testing results upon collecting votes collected from the object of 467 pupils - (246 boys and 221 girls), covering 4 classes of grade 5 and 6 of one elementary school located in Kangnam, Seoul, and 6 classes of grade 5 and 6 of one elementary school at Kangbuk.
2) Measuring instrument
The measuring instrument in this study have made use of the examination paper for teacher's behavior made by Yoon Soon-Hong(1988) for Teacher Treatment Inventory Scale, composed of the total 43 items by different low measures of four (4). And self-notion test has composed of 18 and 14 articles that comes under about lower grade with the basis of inspection used which was made by Chang Eun-Young (1988). Also for the Creative Notion Test was conducted by the simplified testing with the object of 4, 5, 6 grade of elementary school made by Chung Won-Shik, Lee Young-Duk (1965).
3) Statistical analyzing method
The data collected for this study have computerized upon utilizing the SPSS Program after coding operation, and analyzing method was utilized the Cronbach - analysis of computation unitary changing quantity/a, verification/T and computing the suitability correlated computation of Pearson.
2. Result of the study
The result of verification for the issue studied the data in this study is as stated below:
Firstly, it was clarified that the teacher's behavior and self-notion perceived by children have a high correlation with the all changing factors.
An other words, if the children affirmatively perceive the teacher's behavior it showed highly even on their self-notion as well.
Secondly, as a result o the T-verification for the differences of teacher's behavior perceived by children and the creative nature showed no significant different on creative nature between the group perceive the teacher's behavior affirmative and group perceive negatively. In short it was clarified that they have denial correlation. Subsequently it was clarified that such a tendency is evenly same in open-door nature of the lower factor, fluent nature, adaptability and creative nature too.
Therefore it could be recognized that in case of the children those perceive high on their teacher's behavior are rather low in creative nature.
Thirdly, the correlation between the children's self-nation and creative nature have shown the both were negative tendency.
An other words, the children those have a higher creative notion showed that their self-notion were negative tendency.
Presently, on the contrary, could say that there are children those have shown a high creative nature formed more on negative self-notion. Among those who are in a creative low factor seemed to have shown comparatively significant on negative correlation with the fluent nature and adoptability with self-nation.
In short, those children those preserve fluent nature and adaptability are the more negative tendency on learning and general self-notion. However, the open-door nature and creative nature among the low factor of creative nature have almost no correlation with the self-notion.
Fourthly, although the teacher's behavior and self-notion has a high righteous correlation, but it showed a rather negative correlation on teacher's behavior and creative nature, self-notion and creative nature.
In view of the above stated fact, when we examine the result synthetically, it showed a significant difference on children's self-notion depending on the teacher's behavior perceived by children, but if the children perceive affirmative way for the teacher's behavior, it will form a affirmative self-notion; if the children perceive in a negative way for the teacher's behavior, it will form a negative self-notion. In short, since the teacher's behavior exert great effect to the children's character formation and so the teacher's behavior could be the very model of children.
We can recognize that the children's creative nature will never exert effect to the teacher's behavior or affirmative self-nation.
Therefore, it is suggested that an educational significance may be enlightened upon obtaining creative nature that could be contributed for the development of society and nation with an affirmative self-notion while emotionally settled at the time of the children perceive their teacher's behavior affirmatively.

목차 (Table of Contents)

• 목차
• I. 序論 = 1
• 1. 問題의 提起 = 1
• 2. 硏究의 目的 = 5
• II. 理論的 背景 = 7
• 1. 敎師行動 = 7
• 2. 自我槪念 = 10
• 3. 創意性 = 15
• 4. 敎師行動과 自我槪念 및 創意性과의 關係 = 22
• 5. 假說 = 27
• III. 硏究方法 = 28
• 1. 標集 = 28
• 2. 測定道具 = 28
• 3. 資料處理 = 33
• IV. 結果 및 論議 = 34
• 1. 結果 = 34
• 2. 論議 = 43
• V. 要約 및 結論 = 46
• 1. 要約 = 46
• 2. 結論 = 48
• 參考文獻 = 50
• 英文抄錄 = 56
• 附錄 = 60