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- 저자 : 탁나경 ( Na Kyoung Tak ) (검색결과 1 건)
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기본교육과정 사회과 교사용 지도서 내용에 대한 정신지체학교 사회 담당 교사의 인식 특성
탁나경 ( Na Kyoung Tak ),장종수 ( Jong Soo Jang ),신명규 ( Myung Gyu Shin ) 한국초등특수교육학회 2013 초등특수교육연구 Vol.15 No.1
This study examines the characteristics of society teachers in the school for the mentally retarded about teachers` guideline of basic curriculum and aims to provide references to organize the future guideline for society teachers. It surveyed 250 society teachers worked in the schools for mentally retarded children all parts of the country, and collected 110 questionnaires was calculated average and standard deviation by each sub-sector, its significance was verified by independent sample t test and One-way ANOVA, Scheffe to check the difference by background variable. The result from analysis are as follows: First, the society teacher for society teachers` manuals and General Studies presented to recognize the sex and region, class hours per week a big difference, but by number of special education career more than 10 years, society teacher and a special education teacher certification in societyhigh teacher more aware. And sanctions proposed with society teachers` manuals and lesson society teacher recognized for significant differences in sex and region, but the special education career more than 10 years, more in charge of the society with a special education teacher certification teachers more, 18high or more hours of classroom teachers more recognition. Third, the society teachers` manuals and class presenting content for society teacher recognized career in the difference between a teacher with over 10 years of experience and teachers with less than 10 years of experience. Overall, generally teachers considered the contents in the introduction helped to understand the society education of basic curriculum so it is necessary to be supplemented such as the distribution of references including new theory and trend of society education like CD, actually helpful to teachers, and more information about introduction and choice activities suggested in units and topics, and more advices for activities in each step. Moreover, the aims of lesson would be described as the words that mentally retarded children could understand, the step of studying would be improved to help the clear arrangement of lesson, and the formative evaluation should suggest various evaluation viewpoints to assess the ability to research society of mentally retarded children.This study examines the characteristics of society teachers in the school for the mentally retarded about teachers` guideline of basic curriculum and aims to provide references to organize the future guideline for society teachers. It surveyed 250 society teachers worked in the schools for mentally retarded children all parts of the country, and collected 110 questionnaires was calculated average and standard deviation by each sub-sector, its significance was verified by independent sample t test and One-way ANOVA, Scheffe to check the difference by background variable. The result from analysis are as follows: First, the society teacher for society teachers` manuals and General Studies presented to recognize the sex and region, class hours per week a big difference, but by number of special education career more than 10 years, society teacher and a special education teacher certification in societyhigh teacher more aware. And sanctions proposed with society teachers` manuals and lesson society teacher recognized for significant differences in sex and region, but the special education career more than 10 years, more in charge of the society with a special education teacher certification teachers more, 18high or more hours of classroom teachers more recognition. Third, the society teachers` manuals and class presenting content for society teacher recognized career in the difference between a teacher with over 10 years of experience and teachers with less than 10 years of experience. Overall, generally teachers considered the contents in the introduction helped to understand the society education of basic curriculum so it is necessary to be supplemented such as the distribution of references including new theory and trend of society education like CD, actually helpful to teachers, and more information about introduction and choice activities suggested in units and topics, and more advices for activities in each step. Moreover, the aims of lesson would be described as the words that mentally retarded children could understand, the step of studying would be improved to help the clear arrangement of lesson, and the formative evaluation should suggest various evaluation viewpoints to assess the ability to research society of mentally retarded children.This study examines the characteristics of society teachers in the school for the mentally retarded about teachers` guideline of basic curriculum and aims to provide references to organize the future guideline for society teachers. It surveyed 250 society teachers worked in the schools for mentally retarded children all parts of the country, and collected 110 questionnaires was calculated average and standard deviation by each sub-sector, its significance was verified by independent sample t test and One-way ANOVA, Scheffe to check the difference by background variable. The result from analysis are as follows: First, the society teacher for society teachers` manuals and General Studies presented to recognize the sex and region, class hours per week a big difference, but by number of special education career more than 10 years, society teacher and a special education teacher certification in societyhigh teacher more aware. And sanctions proposed with society teachers` manuals and lesson society teacher recognized for significant differences in sex and region, but the special education career more than 10 years, more in charge of the society with a special education teacher certification teachers more, 18high or more hours of classroom teachers more recognition. Third, the society teachers` manuals and class presenting content for society teacher recognized career in the difference between a teacher with over 10 years of experience and teachers with less than 10 years of experience. Overall, generally teachers considered the contents in the introduction helped to understand the society education of basic curriculum so it is necessary to be supplemented such as the distribution of references including new theory and trend of society education like CD, actually helpful to teachers, and more information about introduction and choice activities suggested in units and topics, and more advices for activities in each step. Moreover, the aims of lesson would be described as the words that mentally retarded children could understand, the step of studying would be improved to help the clear arrangement of lesson, and the formative evaluation should suggest various evaluation viewpoints to assess the ability to research society of mentally retarded children.
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