학습능력에 따른 초등학교 1학년의 학습준비에 관한 연구 = Study on the learning readiness of the first graders in the elementary school according to the levels of the learning ability

다국어 초록 (Multilingual Abstract)

This study purports to distinguish the various differences between two groups with the high and low learning abilities according to levels of the learning readiness. To perform this purpose, two research problems are set forth as follows based on the rationale.
First, what are the factors of the learning readiness?
Second, what are the differences of the factors of the learning readiness according to the levels of that?
To achieve these research problems, 198 subjects of 1th grade in an elementary school(99 first graders in the high level of the learning ability and 99 first graders in the low level of the learning ability) are selected. And then the tests for the learning readiness and the home background were administerd according to the levels of the learning abilities.
The written investigation for home background are composed of parents' jobs, schooling, and family members. The learning readiness test consists of 44 13 items on the individual traits, 10 items on the home peculiarities, 5 items on the peer group peculiarities, 9 items on the cognitive character, and 7 items on the general traits.
Findings from this research are as follows.
In the individual area, more students in the upper level of the learning abilities tend to go to bed early, to get up early, and to be active than those in the lower level. However, more students in the lower level of learning abilities tend to prefer the toys than those in the lower level of the learning abilities.
In the home area, students in the upper level of the learning abilities are more likely to watch the movies and the puppet shows, to go to the book stores, and to sing a song in front of parents than those in the lower level of the learning abilities.
In the peer peculiarities area, more students with the high learning abilities tend to accept peer's opinions than those with the low learning abilities.
In the cognitive area, more students with the high learning abilities than those with the low learning abilities tend to prefer to read books, to imitate what has been taught, to represent their thoughts in essay, and to express accurately the objects.
The degrees of individual traits are not different between two groups of students with the levels of the learning abilities during the preschool. While after entrance, more individual traits are shown in students with the high level learning ability than those with the low level learning ability(t=3.174, p<.01). More family properties are shown in students with the high level of the learning abilities than those with the low level learning abilities during the preschool and after the entrance of the elementary school(before entrance, t=3.876, p<.001;after entrance, t=3.159, p<.01). In the peer peculiarity area, there are not significant difference between two groups according to the levels of the learning abilities. In the cognitive domain, students with the high learning ability show higher scores than those with the low learning ability during preschool and after entrance(before entrance, t=5.149, p<.001; after entrance, t=4.008, p<.001).

목차 (Table of Contents)

• Ⅰ. 서 론 = 1
• 1. 문제의 제기 = 1
• 2. 연구문제 = 3
• 3. 용어의 정의 = 4
• 4. 연구의 제한점 = 5
• Ⅱ. 이론적 배경 = 6
• 1. 학습준비도 = 6
• 2. 가정환경과 학습성취 = 7
• 3. 또래집단과 학습성취 = 12
• 4. 학습자 특성과 학습성취 = 14
• Ⅲ. 연구방법 = 36
• 1. 연구대상 = 36
• 2. 연구절차 = 37
• 3. 연구도구 = 38
• 4. 자료분석 방법 = 41
• Ⅳ. 결과 및 해석 = 42
• 1. 학습능력 수준에 따른 개인적 특성의 차이 = 42
• 2. 학습능력 수준에 따른 가정환경의 차이 = 49
• 3. 학습능력 수준에 따른 또래집단 특성의 차이 = 55
• 4. 학습능력 수준에 따른 인지적 특성의 차이 = 59
• 5. 학습능력에 따른 일반적 특성 차이 = 64
• 6. 학습능력에 따른 학습준비도 차이 = 67
• Ⅴ. 요약 및 결론 = 70
• 1. 요 약 = 70
• 2. 결론 및 제언 = 72
• 참 고 문 헌 = 75
• 영 문 초 록 = 78
• 부 록 = 81