‘바른 생활태도 습관화’를 위한 뇌교육 프로그램 실행연구

국문 초록 (Abstract)

본 연구는 ‘어떻게 하면 학생들이 행복한 마음으로 학교생활을 하면서 스스로 생활태도를 바르게 습관화할 수 있을까?’ 하는 교사로서의 고민으로부터 시작되었다. 본 연구는 뇌교육 프로그램을 학급 상황에 맞도록 구안․적용하는 과정에서 관찰과 반성적 사고를 통한 순환적 탐구과정을 거치는 실행연구 방법을 활용하였다. 본 연구는 군포중학교 3학년 1반 학생 36명을 대상으로 하였다. 1차로 2008년 3월~6월까지 예비프로그램을 진행하였으며, 예비프로그램을 운영하면서 알게 된 문제점과 개선점을 보완하여 2008년 9월~12월까지 본 프로그램을 진행하였다.
청소년기는 신체, 인지, 정서 및 사회적으로 많은 경험을 하게 되고, 뇌 발달적 측면에서도 많은 변화를 겪는 시기이다. 따라서 이 시기 학생들은 학교에서 개인의 잠재 능력과 지적 능력을 개발하고 사회화 과정을 지속적으로 거치면서 전인교육을 실현할 수 있도록 다양한 교육 기회를 제공받아야 한다. 그럼에도 불구하고 학교교육은 전인교육이라는 본래의 목적에 충실하지 못하고 대학입시를 위한 지적능력에 편중되어 있는 편이다. 이러한 현실에서 우리나라 청소년들의 삶의 질에 상당한 문제가 있음을 의미하는 통계들이 높아져가는 것을 볼 때 특정한 문제를 갖고 있는 학생들을 위한 치유프로그램 뿐만 아니라 일반적인 학생들을 위한 예방프로그램도 필요함을 알 수 있다

목차 (Table of Contents)

• 목 차
• 감사의 글
• 국문초록 ··························································ⅰ
• Ⅰ. 서 론·······················································1
• 1. 연구의 목적과 필요성···········································1
• 2. 연구의 방법과 내용·············································7
• 1) 연구의 계기··················································7
• 2) 연구의 방법··················································9
• 3) 연구의 내용·················································13
• 3. 연구의 의의와 제한점··········································15
• 1) 연구의 의의·················································15
• 2) 연구의 제한점···············································16
• 4. 용어의 정의···················································17
• 1) Happy School ················································17
• 2) 뇌체조······················································17
• 3) 지감수련(명상) ···············································81
• 4) 사랑주기····················································18
• 5) 뇌파진동····················································19
• 6) 파워브레인-체력,뇌력,심력·····································91
• 7) 힐링························································20
• Ⅱ. 이론적 배경················································20
• 1. 청소년의 발달적 특성··········································21
• 1) 청소년기의 정의 ·············································21
• 2) 청소년의 발달적 특성·········································22
• 2. ‘바른 생활 태도의 습관화’와 도덕성······························27
• 1) 용어의 정의·················································27
• 2) 인지발달 이론적 관점에서의 도덕성 발달························28
• 3. 뇌교육의 개념과 방법 ·········································32
• 1) 뇌교육의 개념···············································32
• 2) 뇌교육의 목적과 철학·········································33
• 3) 뇌교육의 방법···············································34
• 4. 인성교육·····················································38
• 1) 인성 및 인성교육의 개념 ·····································38
• 2) 인성교육의 원리 ·············································39
• 3) 인성교육 체계의 구조화 ······································40
• 4) 도덕성을 포함한 인성교육과 뇌교육의 연관성 고찰 ··············41
• Ⅲ. 예비 프로그램의 개발과 적용 결과························47
• 1. 예비프로그램 개발·············································47
• 1) 예비 프로그램 적용 학생들의 실태 파악·························47
• 2) 예비 프로그램의 내용 및 진행·································53
• 3) 교사의 교단일기를 통한 자기반성······························56
• 2. 예비 프로그램의 적용 결과······································59
• 1) 예비 프로그램의 효과·········································59
• 2) 예비 프로그램 문제점과 보완계획······························59
• 3) 예비 프로그램을 통해 알게 된 점······························60
• Ⅳ. 예비프로그램 분석 결과에 따른 본 프로그램의 구안 ···· 61
• 1. 본 프로그램의 구안 내용·······································61
• 1) 본 프로그램의 구안 필요성 ···································61
• 2) 본 프로그램의 구안 원칙······································63
• 2. 각 영역별 활동 프로그램·······································64
• 1) 건강(Health)프로그램 내용 조직 ·······························46
• 2) 행복(Smile)프로그램 내용 조직 ································17
• 3) 평화(Peace)프로그램 내용 조직 ································97
• Ⅴ. 본 프로그램의 적용········································87
• 1. 본 프로그램 적용··············································87
• 1) 연구대상 및 시기·············································87
• 2) 학급실태····················································87
• 2. 본 프로그램 적용 결과·········································89
• 1) 건강(H)프로그램 실행결과 ····································89
• 2) 행복(S)프로그램 실행결과····································9
• 3) 평화(P)프로그램 실행결과···································109
• 3. 본 프로그램의 적용 결과 분석··································119
• 1) 학생측면 ··················································119
• 2) 교사측면···················································127
• 3) 적용상 경험했던 문제점······································130
• Ⅵ. 결론 및 제언··············································132
• 1. 결론························································132
• 2. 제언························································135
• 참고문헌 ·························································138
• 부 록 ·························································145
• ABSTRACT ·····················································153