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(A) Study on the organization and administration of curriculum for the special class in elementrary schoolin 원문보기
初等學校 特殊學級 敎育課程 編成·運營 分析

  • 저자

    권충훈

  • 학위수여기관

    慶尙大學校 大學院

  • 학위구분

    국내박사

  • 학과

    교육학과

  • 지도교수

  • 발행년도

    2004

  • 총페이지

    iii, 116p.

  • 키워드

    초등교육 특수학급 교육과정 특수교육;

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T10059987&outLink=K  

  • 초록

    The purpose of this study is to systematically analyze and present the status of organization and administration of curriculum for the special class in elementary school systematically and to present it. The concrete problems of this study based on the necessity and purpose of this study are as following; First, how are the national and regional curricula reflected by cities and provinces, locations of schools, and administration styles of special classes reflected ? Second, how are the conditions of cities and provinces, locations of schools, and administration styles of special classes reflected in organizing school curriculum? Third, what are the operating status of school curriculum by cities and provinces, locations of schools, and administration styles of special classes? The data were collected from randomly sampled 500 teachers who are in charge of the 3,087 special classes in elementary school(2,411 schools) around the nation, as of 2003. This study used a questionnaire based on the results of literature study and the organization and administration guidelines of 7th curriculum for special school. The domains of questionnaire were set up by 3 subjects. Three subjects consist of the analysis of the reflection status by national and regional level, the analysis of organization status of school curriculum, the analysis of the administration status of school curriculum. The questionnaire consists of 16 sections with 83 items. The data of this study was analyzed using SPSS 10.0 for Window. One-way ANOVA was used to analyze organization and administration status of school curriculum by cities and provinces, locations of school, and administration styles of special classes. The results of this study are as follows: When we organize and administer curriculum for special class by regional level, it is desirable to consider particular characteristics of each city or province, conditions by the location of school, and ways of administration by formation of special class. When we organize the curriculum for special class by school level, it is desirable to consider particular characteristics of each city or province, different levels of basic learning, educational sentiment of parents, difference of season, different levels of curriculum, characteristics and actual conditions of students, reformation or modification of texts and learning materials, remedial education activities, extracurricular activities, and character education activities. The specific conditions to be considered by the location of school in terms of organizing school curriculum include professional human resources, interests of parents, distribution of subjects of special education, conditions of volunteer activities, subject-based optional activities, conditions of pan-subject learning activities. The ways of administration to be considered by the formation of special class include form of union between normal and special class, full-time administration style, part-time administration style by each subject, special learning method using 'resource room'. Curriculum for special class by school level should be not only based on the organization and administration guidelines of national and regional curriculum, but should consider educational conditions by the location of school. In terms of organization and administration of curriculum for the special class, it is desirable to decide the form of administration of special class according to types of handicap, learning ability, and educational needs of parents and maximize functions. In addition, for maximization of full-time and part-time special classes and resource room, it is desirable to consider educational exchanges between regular and special classes, and resource room, fixed placement of teachers in charge of special class and resource room, mutual help between students and parents, and compromise between small group learning and whole class learning.


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