점토활용의 입체표현활동이 시각장애학생의 주의집중력 및 자아존중감 향상에 미치는 효과

다국어 초록 (Multilingual Abstract)

The aim of this study is to explore the effect of solid expression activity by using clay on the students with visual impairment concentration and self-esteem. It is the experimental research and pre and post tests on the single subject. Research questions are as follows: Firstly, how is the effect of the solid expression activity program by using clay on the improvement of students with visual impairment concentration? Secondly, how is the effect of the solid expression activity program by using clay on the improvement of students with visual impairment self-esteem?
As research subjects, three middle school students who attended X special school for students with visual impairment, located in Gwangju metropolitan city, were selected. Experimental periods were from September, 2009 to July, 2010. Experiment of 16 sessions was conducted with 2 times per week and 45 minutes each time. Solid expression activity program in this research was reorganized in accordance with the level of students with visual impairment by the author of this research, I. As assessment tools, pre-post tests of concentration and self-esteem were used through the reorganization of the observation list, created by McConnell (1988). In the first place, the frequency of behavior that appears in periods of baseline, intervention, and maintenance was indicated with tables in data processing, and the multiple baseline graph between subject student was used for investigating the effect on concentration. In order to examine overall behavioral change of student with visual impairment, words and behaviors of subjects that appear in the scene of the experiment were observed and recorded. Qualitative analysis on the comments of researcher and subjects was conducted. In addition, in order to examine the effect of solid expression activity program by using clay on self-esteem, the scores of pre and post tests were compared and analyzed. Conclusions, drawn through this study, are as follows:
Firstly, the solid expression activity by using clay had a positive effect on the improvement of students with visual impairment concentration. It was revealed that the solid expression activity by using clay is effective in improving the visually handicapped student's concentration.
Subject students tended to have a low-concentration time. However, the time of their concentration gradually increased after carrying out solid expression activity by using clay. Since solid expression activity is the program that invokes interest by varying topics according to sessions, students with visual impairment concentration seems to be improved.
Next, solid expression activity by using clay was effective in reducing the distraction of student with visual impairment. Since students who had a low frequency in participating in class due to their distraction performed their activity with touching art materials. As a result, time of responding to the change of a surrounding environment was reduced and thereby distracted activity seems to be gradually reduced.
Lastly, solid expression activity by using clay was effective in improving the activity of task-finishing. Subject students, who had not performed tasks well, felt a sense of high accomplishment and confidence, and became passionate and patient through the solid expression activity by using clay. As a result, the frequency in the performance of their tasks increased.
Secondly, the solid expression activity by using clay had a positive effect on the improvement of students with visual impairment self-esteem. As a result of investigating visually handicapped student's self-esteem through pre and post tests, social self-esteem and academic self-esteem of the subordinated areas were improved. In addition, it was found that their self-esteem was improved in words and behaviors. It is estimated that students' self-esteem was improved because students recognized that they were valuable beings through the medium of art.
What remains to be complemented by future research is that quantitative and comparative analysis by selecting experimental group and control group is required for the practical usage of this research. In addition, the measurement about the effect of solid expression activity by using clay, whether it has a continual effect on the improvement of students with visual impairment concentration and self-esteem, is needed.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 의의 1
• 2. 연구의 목적 3
• 3. 용어의 정의 3
• 4. 연구의 제한점 4
• Ⅱ. 이론적 배경 5
• 1. 시각장애학생의 입체표현활동 특성 5
• 2. 시각장애학생의 주의집중력 특성 9
• 3. 시각장애학생의 자아존중감 특성 11
• 4. 선행연구 고찰 16
• Ⅲ. 연구방법 19
• 1. 실험대상 19
• 2. 실험도구 21
• 3. 실험설계 25
• 4. 점토활용의 입체표현활동 프로그램 25
• 5. 실험절차 26
• 6. 자료처리 28
• Ⅳ. 연구결과 29
• 1. 점토활용의 입체표현활동 프로그램이 시각장애학생의 주의집중력 향상에 미치는 효과 29
• 2. 점토활용의 입체표현활동 프로그램이 시각장애학생의 자아존중감 향상에 미치는 효과 37
• Ⅴ. 논의 39
• 1. 방법에 대한 논의 39
• 2. 결과에 대한 논의 40
• Ⅵ. 결론 및 제언 45
• 1. 결론 45
• 2. 제언 46
• 참고문헌 47
• Abstract 51
• 부록 54