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장애인의 리빙랩 활동 참여를 통한 학습경험에 관한 사례연구
남현미,김은경,박상옥 학습자중심교과교육학회 2023 학습자중심교과교육연구 Vol.23 No.19
Objectives The purpose of this study is to explore the learning experiences of adults with disabilities through their participation in living lab activities. Methods The site that this study paid attention to is a welfare center for the disabled in Daejeon Metropolitan City, which conducted the citizen-participating social problem-solving living lab project in 2020. The study was conducted over a year from March 2020 to February 2021, with a total of 14 participants, including 2 people with physical disabilities, 3 people with developmental disabilities, 5 social workers, 2 parents with disabilities, and 2 assistants with disabilities. Based on the participants' experiences, the qualitative case study method was based on an in-depth understanding of the research topic. The retrospective records of participants in the collected Living Lab reports and results reports were referenced, and line-by-line analysis was conducted by repeatedly reading individual in-depth interview data for each person with physical disabilities, developmental disabilities, and social workers. Various efforts were made to comply with research ethics, such as completing research ethics education, preparing prior consent forms for research participants, reviewing research results, and discussing experts. Results As a result of the analysis, the learning experience that occurred in the process of the disabled becoming the main body and solving their problems on their own through living lab activities was found, which contributed to finding meaning and reward, improving self-directedness, and improving efficacy. Conclusions According to the results of these studies, it was found that people with disabilities, such as Living Lab activities, need to make continuous efforts to speak out and expand opportunities to participate in social activities. The study's findings show that learning experiences through living lab activities contribute to the acquisition of subjectivity and initiative of the disabled, and that the participation of the disabled in living lab activities needs to be actively utilized in a new way of lifelong education. Based on this, discussions and follow-up studies were proposed.
발도르프교사의 통합학급 내 도움수업(Extra Lesson) 운영에 관한 협력적 실행연구
남현미,김은경 한국장애인평생교육복지학회 2023 장애인평생교육복지연구 Vol.9 No.2
Research Purpose: This study focuses on the method of Extra Lesson, which incorporates sensory integration therapy among the Waldorf education approaches, with the aim of exploring practical strategies for implementing Extra Lessons to benefit students with borderline intelligence. Research Method: This research was conducted as a collaborative action study at a Waldorf school in City D. It took place in a combined class of 3rd and 4th graders from November 2022 to April 2023, excluding vacation periods. Extra Lessons were conducted nearly every day from Monday to Friday, lasting from 8:50 AM to 9:20 AM, totaling 30 minutes per session. The research participants included two collaborating teachers, two parents, and ten Waldorf school students from the 3rd and 4th grades, including one intellectually disabled student and one slow learner. Data collected were analyzed using a comprehensive analytical procedure based on practical pragmatism. Research Findings: The results of this study revealed that students with borderline intelligence could receive opportunities for sensory development and peer relationship formation through Extra Lesson activities. These students gained confidence in self-expression based on sensory development through Extra Lesson activities. They also experienced a sense of achievement in the step-by-step lesson progression and were able to reduce their fear of new challenges. Both disabled and non-disabled students in peer relationships expanded their understanding of each other and showed increased empathy. Teachers found value in the collaborative action research, gaining a positive perception of collaborative action research and obtaining specific directions and content for supporting students with borderline intelligence. Recommendations: This study holds significance in providing concrete insights into designing and implementing customized lessons for the increasing population of students with borderline intelligence. Further research is needed to explore the impact of Extra Lessons on students with borderline intelligence.
충남 중도입국 청소년의 가정 및 학교생활에 관한 생태학적 해석
김은경,최정윤,남현미,이사코바,신유빈 다문화아동청소년연구원 2024 다문화아동청소년연구 Vol.9 No.1
This study aims to comprehensively interpret the lives of Central Asian immigrant adolescents in Region A of Chungnam Province, within their situational conditions and context, and discuss educational support directions for them. To achieve this, interviews were conducted with six students and six parents to analyze their experiences in both home and school settings. These were then reinterpreted focusing on components within an ecological framework. As a result, it was confirmed that while the immigrant adolescents physically entered a new environment, their self-concepts as organic entities had not yet integrated into this new setting. These adolescents were consistently exposed to their home country's language and culture in a densely populated environment, strengthening a migrant-centered community, thereby hindering the youths' efforts to adapt and integrate into the new cultural sphere. It was noted that parents' occupational worlds influenced their children's academic motivation and achievements. Additionally, parents' low understanding of Korean educational systems and culture consistently impacted the current situation, reflected in low Korean language proficiency and academic achievement. Policy-wise, limitations in supporting Korean language education were identified. By addressing the environmental aspects revealed in this study, educational support strategies were discussed. The significance lies in raising new issues on how to interpret the boundaries these immigrant adolescents are self-establishing.