교육경험과 접촉경험이 세계시민의식에 미치는 영향 : 다문화감수성의 매개효과를 중심으로 = (The) effects of education and contact experiences on global citizenship : the mediating effect of intercultural sensitivity

목차 (Table of Contents)

• Ⅰ. 서론································································································1
• 1. 연구의 필요성 및 목적··································································1
• Ⅱ. 이론적 배경···················································································6
• 1. 세계시민의식··················································································6
• 1) 세계사회의 형성··········································································6
• 2) 세계시민의식의 개념··································································8
• 3) 세계시민의식 구성요소····························································10
• 4) 교육경험, 접촉경험과 세계시민의식·····································15
• 2. 다문화감수성················································································18
• 1) 다문화감수성의 개념································································18
• 2) 다문화감수성 구성요소····························································22
• 3) 교육경험, 접촉경험과 다문화감수성·····································25
• 4) 다문화감수성과 세계시민의식················································28
• 3. 연구문제 및 가설··········································································29
• Ⅲ. 방법 및 절차················································································32
• 1. 연구대상························································································32
• 1) 설문조사·····················································································32
• 2) 심층면담·····················································································33
• 2. 측정도구························································································34
• 1) 교육경험, 접촉경험···································································34
• 2) 다문화감수성·············································································35
• 3) 세계시민의식·············································································36
• 3. 자료분석························································································37
• Ⅳ. 연구결과······················································································38
• 1. 교육경험, 접촉경험, 다문화감수성, 세계시민의식의 관계···38
• 2. 교육경험이 다문화감수성과 세계시민의식에 미치는 영향···40
• 1) 교육경험에 따른 다문화감수성과 세계시민의식 차이········40
• 3. 접촉경험이 다문화감수성과 세계시민의식에 미치는 영향···42
• 1) 접촉경험에 따른 다문화감수성과 세계시민의식 차이········42
• 2) 방문기간에 따른 다문화감수성 차이·····································44
• 3) 방문지역에 따른 세계시민의식 차이·····································45
• 4. 교육경험과 세계시민의식 관계에서
• 다문화감수성의 매개효과····························································46
• 5. 접촉경험과 세계시민의식 관계에서
• 다문화감수성의 매개효과····························································48
• 6. 교육경험, 접촉경험과 세계시민의식 관계에서
• 다문화감수성의 매개효과····························································50
• 7. 교육경험과 접촉경험의 경험적 의미········································53
• 1) 교육경험 후 변화·······································································53
• 2) 접촉경험 후 변화·······································································57
• 3) 교육경험과 접촉경험의 가능성···············································60
• Ⅴ. 결론 및 시사점············································································62
• 1. 연구결과 요약 및 논의································································62
• 2. 연구결과의 시사점·······································································65
• 3. 연구의 한계점 및 후속연구의 제언···········································67
• 참고문헌·····························································································68
• 부록·····································································································76
• ABSTRACT·······················································································88