도예활동이 정신지체아의 주의력집중에 미치는 효과 = (A) study on the conclusion that is gotten on the basis of this study finding is as following

국문 초록 (Abstract)

본 논문은 도예활동이 정신지체아의 주의력집중에 미치는 효과에 대한 실험과 결과이다. 사전에 FAIR(주의집중력검사)와 ACTeRs(ADHD 주의력결핍 행동 교사용 평정지)검사를 실시하였고, 도예활동프로그램을 실시한 아이들과 실시하지 않은 아이들을 FAIR(주의집중력검사)와 ACTeRs(ADHD 주의력결핍행동 교사용 평정지)검사을 통해 비교하였다.
도예활동을 한아이가 안한 아이보다 주의력신장이 더 크게 나타났다. 본 연구의 나타난 결과 FAIR (주의집중력검사)는 P(선택주의력), C(지속력), Q(품질통제력)이 있다. 활동을 통하여 주의집중력의 세 가지 영역이 모두 향상되었다. ACTeRs(ADHD 주의력결핍행동 교사용 평정지) 검사를 함께 실시하였고, 그 결과 연구 대상 학생 모두 주의집중력 결핍이 감소되었음을 보여주었다. 또한, 비실험군인 3면의 아이들의 전·후 검사를 보면 약간의 향상과 약간의 저하 분이 있는데, 이는 실험군에 비해 너무도 작기 때문에 아이들의 성장에 따른 자연적 향상과 저하로 생각된다.
결과를 살펴볼 때, 정신지체 학생들에게도 그들의 장애 특성을 고려한 도예 및 공예 활동 프로그램의 내용 및 지도방법을 개발하여 적용한다면 주의집중력에 도움을 줄 수 있을 것으로 생각한다.

다국어 초록 (Multilingual Abstract)

Ceramic art activity is effect on mental retarded children's attention concentration Ceramic art activity is effective in mental retarded children's possession power kidney.
By Q (quality controls), C (sustaining power), P (elite plant strain), period of ten days by average rate of increment by area if examine by appeared wave and result of FAIR (concentration examination of a state) of this study elevation appear and arrival level Q(quality controls) highest appear.
Sustaining power and elite plant strain of possession were developed similarly through ceramic art activity, and quality mastery of possession that is function of week of good quality developed most.
This is meaning qualitative elevation of possession, and in preliminary inspection 8 students such as level of possession power all see but two girl students were shown different elevation in post-inspection.
This executed together ACTeRs (since calm for ADHD attention shortage action teacher) examination through teacher's observation in thinking that there may be error by difference of benevolence ability at the slightest slip, and as a result, all study target students showed that possession power shortage had reduced.
This result displays that ceramic art activity that consider mind retarded children's special quality and does having insight is very effective in possession power elevation.
All of the three area of possession power were improved through ceramic art activity and quality controls of them developed most.
This is seen by sequence of work process that should work gradually according to special quality and manufacture order that ceramic art activity must equip careful work attitude that mean qualitative elevation of possession.
Also, because recursive map was consisted for work that need proficient function, appear to be appeared result.
Was expose that elite plant strain and sustaining power are also improved much such as quality controls, this is thought that is due to one as expectation about variety and accomplishment that make various work each time whenever apply program of this study is interested with High work motive.
Because was gotten born by ceramics dish and cup is very attractive work filling by mind retarded children characteristic pure picture who someone can not imitate, and these accomplishment gave students great sense of accomplishment and interest for ceramics work rises thereby, result that is elevation of possession power appears.
On the other hand, to ones company formation joining together and acts joyfully a lot of was beaconed, and give positive influence to recreation development of mental retardation students can.
Also, in practice process of this study, ceramic art activity of putting first to make life props that consider mind retarded children's modeling ability and does having insight other leisure or hobby mouth organ of Korea recreation of almost wholly lacking mental retardation students and conclusion that can give positive influence to development of emotion get.
Think that can help in motor activity and possession power doing requisitely in job activity in future if apply developing when examine result such as singularity, ceramic art that consider their obstacle special quality to mental retardation students and substance of industrial arts active program and map method.
When see as conclusion such as singularity, to improve mental retardation student's possession power, can know that ceramic art activity program of this study that execute is effective, and may equip possession power if is directive developing suitable contents and map method considering their obstacle special quality to mental retardation students.
If do several offers as following on the basis of result of this study, first, if develop various ceramic art activity program that consider obstacle student's obstacle special quality and studying special quality and modeling ability and auxiliary material that can make easily, physical activity is thought that forces children can do ceramic art activity.
Second, think a lot of that can be beaconed to ones company formation joining together and acts joyfully if use in program of general students and integration education.
Third, think that can give greater sense of accomplishment and help to recreation copper or job activity thereby if an opportunity and space are readied time of war that can introduce general public work of students.
Fourth, systematic study is thought that must be attained so that can guide ceramic art activity to filial piety beef shish kebab.
On the other hand, ceramic art activity gives obstacle students High sense of accomplishment and is thought that can help to emotion development, and helps to recreation that improve quality of life.
Propose study that ceramic art activity gets to own power of expression augmentation and sociality development of children to succession study.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 2
• 3, 용어의 정의 = 3
• Ⅱ. 이론적 배경 = 4
• 1. 정신지체의 정의 = 4
• 2. 정신지체의 원인 = 5
• 3. 정신지체아의 주의집중력 = 6
• 4. 정신 지체아의 미술 = 9
• 5. 도예의 특성 및 생활도자기 만들기 = 13
• 6. 정신지체아에 대한 도예활동의 의의 = 15
• Ⅲ. 연구의 방법 = 19
• 1. 연구의 대상 = 19
• 2. 연구의 도구 = 24
• 3. 연구의 절차 = 30
• 4. 자료의 처리 = 31
• Ⅳ. 주의집중력 검사 결과 및 해석 = 32
• Ⅴ. 결론 및 논의 = 65
• ABSTRACT = 67
• 참고문헌 = 70
• 부록1 도예활동 프로그램 = 72
• 부록2 도예활동 프로그램 = 73
• 부록3 도예활동 프로그램 = 74
• 부록4 ACTeRs(ADHD 주의력결핍행동 교사용 평정지) = 75
• 부록5 사진 = 76