자기교시훈련이 정신지체아동의 덧셈학습에 미치는 효과

다국어 초록 (Multilingual Abstract)

The Effects of Linguistic Self-instructional Training on Mental Retarded Children's Addition Learning
Kim, Hye Jin

Department of Special Education Graduate School
Kongju National University

Supervised by Prof. Kim, Sam Sup Ph. D.

The study is to find out the effects of self-instructional training so as to improve addition learning achievement. The specific purposes of this study are as follows;
First, to find out the effects of self-instructional training on mental retarded children's addition tasks achievement.
Second, to prove the influences of self-instruction training on maintenance of the addition tasks achievement.
The design of this study applied to multi-baseline for looking into the effects of addition tasks achievement on children with mental retardation.
In the period of baseline, the mental retarded children were given addition task without self-instructional training to find out the initial addition ability of the retarded children. In A child, the period of baseline was 6 sessions, in case of B child, 8 sessions, in case of C child, 10 sessions. Each child was given the same evaluation as test used in the period of baseline, after self-instructional training, in the period of arbitration. After the experiment was finished, children received maintenance tests, three times, per a week. In maintenance tests period, children never received another addition learning.
The conclusions of this study can be summarized as follows;
First, self-instructional training proved to be effective in addition learning task achievement of children with mental retardation. Self-instructional training helps children with mental retardation understand their task clearly by using their own language constantly in the processing of problem solving. It also helps them solve their problems stage by stage and they can access their addition task easily for themselves, serving the cues on self-behavior.
Second, self-instructional training turned out to be effective in the maintenance of addition learning task achievement of children with metal retardation. Despite no more given education to children, children can maintain their addition learning task achievement because they are able to internalize their learned strategies through systematical and stageable self-instructional training.
The implications of this study are as follows;
The further studies will be required because there are many limitations in the subject of matter in this study. Also, a variety of self-instructional training programs by achievement level will be made for children to create their excitement and improve their problem-solving skills.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구 문제 5
• 3. 용어의 정의 5
• Ⅱ. 이론적 배경 7
• 1. 자기교시훈련 7
• 2. 정신지체아동의 특성과 자기교시 13
• 3. 정신지체아동의 수학학습과 자기교시훈련 14
• 4. 자기교시훈련과 유지효과 16
• Ⅲ. 방법 19
• 1. 참여자 19
• 2. 설계 21
• 3. 도구 22
• 4. 장소 및 기간 24
• 5. 실시절차 24
• 6. 관찰자간 신뢰도 27
• Ⅳ. 결과 29
• 1.자기교시훈련이 덧셈과제 성취능력에 미치는 효과 29
• 2. 자기교시훈련이 덧셈과제 성취능력 유지에 미치는 효과 32
• Ⅴ. 요약 및 결론 34
• 참고문헌 36
• ABSTRACT 40
• 부록 42