役割놀이와 自己表現訓練 프로그램이 初等學生의 自己表現 能力 向上에 미치는 效果 比較 = Comparison Between Role-Playing and Self-Expressing Training Program effects Upon Elementary Students Self-Expressing ability improvement

다국어 초록 (Multilingual Abstract)

This research is to examine if taking a role-play helps to boast self-expressing ability in demonstrative aspect. Three criteria were used to measure the improvement of self-expressing ability. self-expression behavior, human nature self-expression, and emotional self-expression.
Measurement of self-expression behavior evaluates how one knows about the method of self-expression. Human nature expression assesses how irrational thinking interrupts self-expressing ability. Lastly, the measurement of emotional self-expression is to calculate how anxiety interferes to perform self-expression. This research is formed of three hypothesis described in the following:
First, the group that presented the took role-play training would have distinctively higher performance on self-expression than those of controlled group that experienced self-expression training restricted group that has not been experienced any training program.
Second, those taking role-play training would score higher in subordinate factor of self-expressing standard than the controlled group and the restricted one.
Third, the role-play training group would have higher ability in self-expression measured by teacher assessment standard than the controlled and the restricted group.
To evaluate this, 30 students of 1-4, 6th graders of G Elementary School were arranged by groups of experimental, controlled, and restricted. There were 10 students in each group.
In the beginning, all participants of three groups have tested to examine their self-expression behavior, human nature self-expression, emotional self-expression.
The experimental group and controlled group have obtained group consultation and self-expressing training program by the procedure, 40 minutes per day. While the controlled group was performing the program the restricted group was completely let free. A week after the experiment, there had been an after-experiment-test to measure self-expressing abilities.
The result of this research are as the following:
First of all, the experimental group that took role-play training had absolutely higher ability of self-expression than those of controlled and restricted group.
Secondly, the experimental group that took role-play training had higher score in self-expressing behavior measurement than controlled and the restricted group.
Thirdly, the experimental group definitely had higher score that was graded by teacher assessment standard.
The results above show that taking role-play is an efficient method to improve self-expressing ability than previous self-expressing training program.
In order to explain these positive results, it is required to have more elaborated analysis. The individual programs that are currently developed and used aim for same goal, so called improvement. Nonetheless, there could be extremely different results depending to the content of programs and situation status. Thus, the claim that taking role-play training is more efficient method to improve elementary students' self-expressing ability entails constant challenge to be in more various aspects.

목차 (Table of Contents)

• 목차 = iv
• Ⅰ. 서론 = 1
• 1. 연구의 목적 = 1
• 2. 연구 문제 = 5
• Ⅱ. 이론적 배경 = 7
• 1. 자기표현 능력 = 7
• 2. 자기표현 능력 발달의 원리 = 11
• 3. 자기표현 훈련에 대한 고찰 = 15
• 4. 역할놀이를 통한 자기표현 = 19
• 5. 역할놀이의 자기표현 훈련 프로그램의 비교 = 23
• Ⅲ. 연구 방법 = 25
• 1. 연구의 대상 = 25
• 2. 실험 설계 = 25
• 3. 측정 도구 = 25
• 4. 연구 절차 = 27
• 5. 프로그램 = 28
• 6. 자료 처리 = 31
• Ⅳ. 결과 및 해석 = 32
• 1. 자기표현 행동척도에 미치는 효과 = 32
• 2. 자기표현 행동척도 하위요인에 미치는 효과 = 34
• 3. 교사평가척도에 미치는 효과 = 39
• Ⅴ. 결론 및 논의 = 41
• 참고문헌 = 44
• 영문초록 = 51
• <부록 1> 역할놀이 집단상담 프로그램 = 54
• <부록 2> 자기표현훈련 프로그램 = 65
• <부록 3> 자기표현행동 척도 = 100