표현활동경험이 아동의 E.Q에 미치는 영향

다국어 초록 (Multilingual Abstract)

This study is a study on the expressive activities experience has on the E.0 of children after constructing the 201imes'expressive activity learning program and applying it to the field learning on the basis of the movement efements of Laban.
The 2 tasks of study established aTe (I)an analysis of the average of E.0 between the experiment groups and controBed group, and (2)an analysis of the difference in the E.0 by sex & realm of before · afteF ]earning between two group?
A study was by 98 Y e]ementary school's students of 4th grade selected unintentionally and by high grade emotional intelligence inspection paper developed by Mun Yong-rin in 1997. For the subject of study, expressive activity program was app]ied to groups September 2th, 2002 to October Sth, for a weeks and 4 hours after school for a week.
Treatment of inspection result was by analysis with 3-way (sex × condition of experiment H after · before) by use of SPSS statistic package.
The conclusion obtained through analysis of data is as follows.
1) analysis of the average of E.0 by reaim of before · after the expressive activity teaming Male students of average analysis experiment group of emotional intelligence by realm. group of after · before erpressive activity experience were the highest in the emotion-recognition, the lowest in the empathy and female students oF experiment group were the highest in the emotion-Tecognition after learning, the lowest in the empathy
Male students of controled groups were the highest in the emotion-expression after learning, and the lowest in the empathy, while female students of controled groups were the highest in the emotion-application after learning, and the lowest in the empathy.
2) anafysis of the difference of E.0 by groups, sex, reaim of before after the expresslve activity learning.
① In case of emotion-recognition realm, there was a meaningfu] difference before·after learning in the experiment groups, and also a meaningful difference among female groups.
② In case of the emotion-expression realm. there was a meaningful difference before·after learning, and there was a meaningful difference female student of experiment group,
male student of controled group
③ In the case of the empathy realm, there was no meaningful difference before'after learning in the interaction by group, sex and group·sex
④ In the case of the emotion-regulation, there was a meaningful difference before·after learning, also there was a meaningful difference in the controled group before·after teaming, but there was no difference in the interaction by sex, group'sex
⑤ In case of the emotion-application realm, there was no meaningfu] difference before·after Beaming and there was a meaningful difference before · after teaming in the controled group but there was no meaningful difference in the interaction by sex, group ' sex
When putting the above conclusion together, the average of emotion-cognition was the highest, and empathy was the lowest, emotion-application was decreasing.
Also it found that expressive activity learning experience has a meaningful difference in elevation the ability in the emotional intelligence realm of elementary school students of 4th grade and there was a meaningful difference in elevating the emotion-expression realm of
female student.

목차 (Table of Contents)

• 목차
• I. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 2
• 3. 연구의 문제 = 3
• 4. 연구의 제한점 = 3
• 5. 용어의 정의 = 3
• II. 이론적 배경 = 5
• 1. E.Q(Emotional Quotient)의 이해 = 5
• 2. 표현활동과 E.Q의 관련성 = 13
• 3. 선행연구 = 19
• III. 연구 방법 = 22
• 1. 연구대상 = 22
• 2. 측정 도구 및 연구 절차 = 22
• 3. 표현활동학습 프로그램 구성 = 24
• 4. 자료 처리 = 27
• IV. 결과분석 및 논의 = 28
• 1. 표현활동 학습 전·후의 E.0 분석 = 28
• 2. 표현활동 학습 전·후의 집단별, 성별, E.Q의 영역별 차이 분석 = 30
• V. 결론 및 제언 = 45
• 1. 결론 = 45
• 2. 제언 = 46
• ABSTRACT = 50
• 부록 = 52