통합교육환경에서의 프로젝트접근법을 통한 발달지체유아의 자기결정 기술향상에 관한 연구 = The study on the progress of self-Determination skills of young children with development delayed Through project Approach in inclusion

다국어 초록 (Multilingual Abstract)

This research on the progress of self-Determination skills of young children with development delayed Through project Approach in inclusion
project approach-based class programs were conducted by the researcher and an assistant in accordance with prearranged activity plans.
Each class was conducted in the classroom or on the frontline of related activities. Each of class activities and anecdotes was recorded, and the next morning, during activities of free choice, the child's participation in teaching-aids activities and their behavioral characteristics were recorded in the checklist.
To observe changes in self-determination skills in project approach-based educational activities, class activities was observed in each session by the researcher and the assistant. Using the checklist (rearranged based on 2004 Oral School Research Report Data), during the activities of free choice, the child's class activities were observed and recorded, and thus related data were gathered.
This research explored the acquisition process by the retarded child of self-determination skills in the general total environment using the project approach-based educational activities, and it reached the following conclusion.
First, the research designed to determine the development delayed self-determination types shown in the project class course reached the following conclusion. Self-determination types were witnessed as, in the project approach-based subject-related educational activities frontline, the child had direct experiential opportunities, conducted subject-related activities, made bodily expression, worked on making, and gathered data thus presenting his thoughts. The child who could not participate in classes, played alone, and wandered around the classroom, and thus would not do anything on his own, increasingly interacted with peers, participated in activities and talked about his experiences thus showing changes in his behaviors as the research progressed.
Second, the research designed to determine changes in the development delayed self-determination skills during activities of his free choice found that children improved his self-determination skills as he conducted activities using teaching aids during activities of his free choice.
With the assistance by the teacher or by his peers, the child could draft game plans, know game rules and use them correctly, as well as could play games together with his peers.
Also, when problem situations occurred, the child even asked for the teacher's assistance.
However, it was difficult for the child to perform as many tasks as planned during teaching aids-based activities, indicating that development delayed have difficulty accomplishing their goals.

목차 (Table of Contents)

• Ⅰ. 서 론 = 1
• 1. 연구의 의의 = 1
• 2. 연구의 목적 = 3
• 3. 용어의 정의 = 4
• Ⅱ. 이론적 배경 = 6
• 1. 자기결정 = 6
• 1) 자기결정의 정의 = 6
• 2) 자기결정 능력의 구성요소 = 7
• 3) 특수교육에서의 자기결정 = 11
• 2. 프로젝트 접근법 = 13
• 1) 프로젝트 접근법의 특성 및 목적 = 13
• 2) 프로젝트 접근법의 학습목표 = 16
• 3) 자기결정과 프로젝트 교육활동의 관계 = 17
• Ⅲ. 연구방법 = 19
• 1. 연구대상 = 19
• 2. 연구도구 = 20
• 3. 연구절차 = 27
• 4. 자료처리 = 31
• Ⅳ. 연구 결과 및 해석 = 32
• 1. 자기결정 유형 = 32
• 2. 자기결정 기술의 변화 = 43
• 3. 자기결정기술 하위 영역의 회기별 점수 변화 = 44
• Ⅴ. 결론 및 논의 = 49
• 1. 결론 = 49
• 2. 논의 = 50
• 참고문헌 = 51
• 영문초록 = 55
• 부록 = 58
• 1. 1차 프로젝트 = 58
• 2. 2차 프로젝트 = 89