초등무용수업에서의 남녀 학생참여 및 상호작용 유형 분석 = An Analysis of Student Participation and Interaction Patterns in the Elementary School Danec Classes

다국어 초록 (Multilingual Abstract)

The purpose of this study was to identify the participation of the female and the male students and the interaction patterns in the elementary dance classes. For this study I observed the third-grade dance classes at Peacod elementary school in Seoul. The research system was the ethographic study that was based on the qualitative methodology. Data were collected through various methods such as in-depth interviews, video-tapes and document analysis.
There were differences in the female and the male students.
Four styles of the participation were categorized in boys; 'the leaders', 'the sympathizers', 'the spectators', and 'the desperate dancers'. 'The leaders' in group showed that they were active, creative, and scientific, and that they decided to adopt methods democratically. 'The sympathizers' showed that they were negative in the expressions and that they took in proposals of colleagues and followed them well. 'The spectators' showed that they were indifferent to their tasks, and didn't manage their tasks well. 'The desperate dancers' showed that they intented to their tasks, but couldn't participate in their tasks.
Three styles of the participation were categorized in girls; 'the taking care of', 'the interferers', 'the sympathizers'. 'The taking care of' showed that they were positive, highly skilled in their tasks, and took after their colleagues. 'The interferers' showed that they were ardent to do their tasks and contended for victory. Their skills were high or medium. 'The sympathizers' showed that they were negative but participated in their tasks.
There were sexual differences in the interactions, too.
The interactions were divided into two classes. First class was to do the task participation, the task appreciation, and the environments. Second class was boy to boy, girl to girl, boy to girl. In the task participation, boy to boy showed scolding, forcing, and pacifying; girl to girl showed pacifying, scolding, rebuking, forcing, and satisfying; boy to girl showed disputing, forcing, cooperating, and ignoring, In the task appreciation, the interactions were classified the positive and the negative. The positive interactions were admiration, encouragement, mimicry, control, self-satisfaction and banter; the negative interactions were indifference.

목차 (Table of Contents)

• Ⅰ.서론
• Ⅱ.연구 방법
• Ⅲ.연구 결과 및 논의
• 1.학생 참여 유형
• 2.학생 상호작용 유형
• Ⅳ.결론
• ※ 참고문헌
• ※ Abstract