본 연구의 목적은 수화를 활용한 교과지도가 초등학생의 장애에 대한 인식을 향상시킬 수 있으며 자아존중감 향상에 긍정적인 효과를 만들 수 있는지 확인하는 것이다. 본 연구의 대상은 대구광역시 D초등학교 5학년 4개반을 편의표집하여 한반에 26명의 학생들로 각각 실험집단과 통제집단으로 선 정하여 사전, 사후 검증방법으로 연구를 수행하여 결과를 비교 분석하였다. 2012년 4월 30일부터 7월 3일까지 10주에 걸쳐 10차시 수업을 실시하였다. 수화를 동반한 교과지도가 초등학생의 장애인식과 자아존중감에 미치는 효과를 검증하기 위하여 SPSS 20.0 프로그램을 활용하였다. 결과에 따르면 첫 째, 수화를 활용한 교과지도가 초등학생들의 장애 인식 개선에 효과가 있었다. 둘째, 수화를 활용한 교과지도가 일반 초등학생들의 자아존중감 개선에 효과가 있었다. 결론적으로 초등학생을 대상으로 교과지도를 함에 있어 수화를 활용함으로써 장애인식을 개선시키는 동시에 자아존중감도 향상시키 는 효과가 나타난다.
The purpose of this study was to verify that teaching utilizing Korean Sign Language could improve the perception on the disabled and could make positive effects on the improvement of self‐esteem of elementary school students. The subjects of this study were 105 students in 4 Grade 5classes in D Elementary School in Daegu Metro City. 26 students in a class were chosen as an experimental group and rest of three classes were selected as control groups respectively. To verify the effects, pre-and post-test through survey were performed and the results were compared and analyzed. The interventions were made from April 30 to July 3 in 2012. 10 sessions of 40 minutes’ subject teaching using Korean Sign Language were performed in regular Korean etc. classes. The collected materials were processed by SPSS 20.0 to verify the effects of subject teaching utilizing Korean Sign Language on the perception of disability and self esteem of elementary school students. Pre post average and standard deviations were calculated. According to the results, the followings were found; first, the subject teaching utilizing Korean Sign Language improved the perception of elementary school students on people with disabilities. Second, the subject teaching utilizing Korean Sign Language brought positive improvement to self esteem of elementary school students. Considering the study results, the subject teaching utilizing Korean Sign Language would improve the perception on the disabled and make positive effects on self esteem even though they did not use Korean Sign Language themselves. Further studies dealing with more cases of diverse age groups and different grade students should be followed.
Ⅰ. 서 론 Ⅱ. 연구 방법 Ⅲ. 결과 및 논의 Ⅳ. 결론 및 논의
