특별활동 교육과정 적응활동의 체계

다국어 초록 (Multilingual Abstract)

The purpose of this study is to analyze and examine the hierarchies of adjustmental activity in extra-curricula activities.
The concrete subjects based on the aims and needs are as following. First, how are the objective hierarchies of adjustmental activity in extra-curricula activities organized? Second, how are the content and activity hierarchies of adjustmental activity in extra-curricula activities constituted?A thesis submitted to the Committee of the Graduate School of Education, Gyeongsang National University in partial fulfillment of the requirements for the Master's degree of Education in August, 2006.
The method of this study is focused on the research of documentary records. The main materials are: The curriculum of elementary and middle school (The ministry of education, 1997a),
The explanation of extra-curriculum (The ministry of education, 1997b), The teacher's guide book of adjustmental activity in elementary school (The ministry of education, 2005d), The teacher's guide book of adjustmental activity in middle school (The ministry of education, 2005e), The teacher's guide book of adjustmental activity in high school (The ministry of education, 2005f), and other materials on extra-curriculum.
The hierarchies of adjustmental activity in extra-curricula activities examined in this study are made up 5 fields - 23 contents - 99 items - 497 activities.
Five fields on the hierarchies of adjustmental activity in extra-curricula activities are: making basic life habits, forming friendship, counseling, vocational developing, and finding identity.
Twenty three contents of the hierarchies of adjustmental activity in extra-curricula activities are as following: In making basic life habits, there are holding manners, observing rules, keeping orders, being moderate, clean-living, arranging affairs, and being thrifty and saving. In forming friendship, there are the meeting of congratulation, consolation, friendship and intimating relations between teacher and student. In counseling, there are the counseling of learning, health, relations, clubs, recreations, and individual affairs. In vocational developing, there are self inquiry, the understanding of jobs, collecting informations and researching them. In finding identity, there are the activities of self understanding and developing.
As a result of this study, the conclusion can be summarized as 5 fields - 23 contents - 99 items - 497 activities including from holding manners for making basic life habits to the program of increasing creativity in self developing for finding identity can be developed and operated by twenties programs centered on 23 contents in the objective hierarchies of adjustmental activity in extra-curricula activities. But these programs must be worked in the conditions and levels of the school, students and community. Thus the students should adjust in the changing world circumstance and solve positively their own problems.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• Ⅱ. 이론적 배경 4
• Ⅲ. 적응활동 영역의 교육목표 체계 24
• 1. 기본생활습관형성 활동의 목표 24
• 2. 친교활동의 목표 31
• 3. 상담활동의 목표 34
• 4. 진로활동의 목표 44
• 5. 정체성확립활동의 목표 51
• Ⅳ. 적응활동 영역별 주요내용 체계 55
• 1. 기본생활습관형성 활동의 주요내용 55
• 2. 친교활동의 주요내용 66
• 3. 상담활동의 주요내용 72
• 4. 진로활동의 주요내용 83
• 5. 정체성확립 활동의 주요내용 91
• Ⅴ. 논의 95
• Ⅵ. 요약 및 결론 104
• 참고문헌 107
• 부록 110