代案學校 人性敎育 Program이 靑少年의 社會適應에 미치는 效果性에 관한 硏究 : 慶州花郞高等學校 "마음대조공부"를 中心으로 = Analysis of the effect on alternative school's ethological program for adolescent's adaptation to society : centering around the case of Kyongju Hwalang high school

다국어 초록 (Multilingual Abstract)

The adolescents of our times tend to become easily tired and frustrates even with the slightest provocation. They are growing selfish and feeble and, therefore, it is not easy for them to have a warm and tender relationship with others around them. These are mainly due to the problems which are caused. by the dark side of our family system, such as overprotection or negligence by parents. In other words, families of our generation, which are supposed to serve as a nest of human life, is becoming a cause of adolescent deviation.
Moreover, Juvenile problems are getting worse because of the educational system and social climate which are putting excessive emphasis on preparing college entrance examination and having a terrific educational background.
Our alternative schools are classifies by their characteristics into the loving-school type and general-school type alternative school.
Thought the alternative schools in foreign countries have been developed keeping mutual relationship among countries, our alternative schools have been developed with characteristics of their own and also as in the respect of school operation and educational methods they have been affected by the foreign alternative schools directly or indirectly they build the model of alternative school.
The domestic alternative schools also have something in common with foreign ones in some ideal aspects, including educational object, curriculum or the pursuit of recovering their position as one of the educational subjects. However, there are differences between them in the following aspects: the pursuit of fostering a sense of community by letting students live in a dormitory, rural model or educational effect.
On the matter of curriculum, the society for the research should be organized only after establishing identity and the individual curriculum of each alternative school, which should be suitable to the school ideology and community, should be studied and developed. Curriculum suitable to the level of students should be developed experts with a chance to inspect them and utilize the people of each community.
Various trials on the teaching methods should be performed and in case of the study courses for making each student show hiw special ability, many lecturers and volunteers should be utilized to solve the matter of scarcity of teachers. on the matter of teachers, the study and training for teachers should be carried out continuously for teacher, any special institution should be organized for the education for teachers and the training of teachers and in addition, regulations on the qualification of teachers should be relaxed. Study & training and re-education for new contents of study and teaching method should be provided for teachers. We must consider carefully teacher to immerse themselves in study for class and guidance of their student. Each alternative school should keep in close touch mutually to discuss contents and method of teaching, any difficult problem in guiding students' life, and exchange information. Welfare program for the family of teachers should be prepared and thorough freedom and responsibility in teaching plan and teaching operation be given.

목차 (Table of Contents)

• 제1장 서론 = 1
• 제1절 연구배경과 목적 = 1
• 제2절 연구내용 및 조사방법 = 3
• 제2장 이론적 배경 = 5
• 제1절 대안학교의 성격 및 유형 = 5
• 1. 대안학교의 개념 = 5
• 2. 대안학교의 성격 = 6
• 3. 대안학교의 유형 = 10
• 제2절 대안학교의 역사적 발달 = 15
• 1. 1960년대~1980년대 대안적 교육실천시기 = 17
• 2. 1990년대 이후의 대안학교시기 = 20
• 제3절 인성교육 Program의 개발 = 26
• 1. 개발의 필요성 및 목적 = 26
• 2. 인성교육과 집단 경험 학습 = 29
• 3. 인간관계 훈련 프로그램 = 33
• 4. 감수성훈련 프로그램 = 40
• 5. 갈등해소 후련 = 42
• 제3장 대안학교에서의 인성교육 Program = 47
• 제1절 인성교육 과목 = 47
• 1. 텃밭 가꾸기 = 51
• 2. 봉사활동 = 51
• 3. 산악종주등반 = 51
• 4. 3분 묵상훈련 = 52
• 5. 기타 = 54
• 제2절 마음대조공부 Program = 56
• 1. 마음대조 공부의 목적 = 56
• 2. 마음대조 공부의 개요 = 57
• 3. 마음대조 공부의 세부내용 = 58
• 4. 운영방법 및 기대효과 = 63
• 제4장 조사설계 = 66
• 1. 조사대상 = 66
• 2. 조사내용 = 66
• 3. 조사방법 = 67
• 제5장 조사결과 분석 = 68
• 1. 조사대상자의 일반적 특성 = 68
• 2. 대인관계의 변화 = 69
• 3. 인성요소별 변화 = 73
• 4. 성격변화 및 기여 프로그램 = 80
• 5. 참여 청소년의 일반적 특성과 성격 점수와의 교차분석 = 83
• 제6장 결론 및 발전방향 = 85
• 참고문헌 = 89
• 부록, 설문지 = 91
• Abstract = 101