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장애이해교육과 연계한 초등학교 문화다양성 교육과정 개발 및 실행 효과
박명화,서유진 학습자중심교과교육학회 2022 학습자중심교과교육연구 Vol.22 No.20
Objectives This study developed disability-awareness instruction embedded in cultural diversity curriculum and analyzed its effects on the disability awareness and attitudes of elementary-school students. Methods The teacher-initiated team for curriculum development developed the curriculum based on the 5-step of ADDIE model. The three core areas of curriculum were identified as identity and diversity, human rights and equality, and respect and coexistence and then developed instructional activities, materials, and evaluation criteria. During 6 months through two semesters the curriculum were provided for elementary-school students in the 5th-grade inclusive class. Results The paired sample t-test proved that the students’ positive awareness and attitudes in the personal and social areas were significantly improved. Based on the analysis of the students’ reflection notes, they understood that it was important to respect diverse cultures and to protect human rights. Also, they became aware of students with disabilities as an equal being. Conclusions Based on these results. the significance of this study and suggestions for future study were discussed. 목적 본 연구에서는 장애이해교육과 연계한 문화다양성 교육과정을 개발하고 이를 학교 교육과정 내 교과수업에서 제공한 후 초등학생들의 장애인식과 수용태도가 어떻게 변화되는지를 살펴보았다. 방법 본 연구의 교육과정은 교사주도 교육과정 개발팀에 의해 ADDIE 교수 설계 모형의 절차에 따라 개발되었다. 교육과정의 핵심영역은 정체성과 다양성, 인권과 평등, 존중과 공존으로 선정되었고 각 영역에 대한 교육활동과 자료, 평가기준이 개발되었다. 개발된 교육과정은 J도 J시에 위치한 초등학교 5학년 통합학급 학생들에게 1학기와 2학기에 걸쳐 약 6개월 동안 제공되었다. 결과 대응표본 t-test 통계분석 결과, 교육과정에 참여한 후 학생들의 장애에 대한 긍정적인 인식과 개인적, 사회적 영역에서의장애수용태도는 통계적으로 유의미한 향상을 나타냈다. 또한 학생들이 교육활동에 참여하면서 작성한 소감문 분석결과, 학생들은나와는 다른, 다양한 문화를 존중하려는 마음을 갖고 인권의 중요성을 깨닫게 되면서 나와 동등한 존재로서 장애를 가진 친구를 이해하고 인식하는 모습을 보였다. 결론 본 연구의 결과를 바탕으로 장애애해교육과 연계한 문화다양성 교육과정 개발과 실행의 의의와 본 연구의 제한점에 기초한추후 연구 방향 등이 논의되었다.
임상 치과위생사의 치과의료 서비스 과정에서 영어 의사소통 능력 관련 요인
박명화,박종태,장종화,Park, Myeong-Hwa,Park, Jong-Tae,Jang, Jong-Hwa 한국치위생학회 2022 한국치위생학회지 Vol.22 No.5
Objectives: This study analyzes factors related to English communication skills in the dental health services of clinical dental hygienists who provide dental medical services to foreigners. Methods: Surveys were conducted to measure students' English communication skills. Participants comprised 195 clinical dental hygienists working at dental English study cafes or who provided dental medical services to foreigners. After analyzing the differences in English communication skills, hierarchical multiple regression analysis was performed on the factors related to English communication skills. Results: English communication skill of dental hygienists was 1.96 points out of 5 points. The factors related to the English communication skill of the clinical dental hygienists were foreign patient care, language training experience, overseas living experience, and certified English proficiency. The adjusted explanatory power of this model was 53.0%. Conclusions: Dental hygienists in charge of foreign patients have experience in language training and overseas residence, have a language qualification certificate, and have higher English communication skills. It is necessary to develop English language learning programs based on metaverse to develop the English communication skills of dental hygienists who provide dental health services to foreign patients and to operate a creative educational environment to increase interest in learning English.