사회복지학과 학생의 MBTI 유형에 따른 학습지도 방안에 관한 연구

서지정보

· 발행기관 : 한국사회복지교육협의회
· 수록지 정보 : 한국사회복지교육 / 1권 / 1호
· 저자명 : 손광훈

목차

1. 연구목적
2. 이론적 배경
3. 연구방법
4. 연구결과
5. 결 론
참고문헌

초록

본 연구는 MBTI 검사를 통해 사회복지학과 학생의 성격유형의 특성을 살펴보고, 각 유형에 따른 학습스타일의 특성을 파악하여 적절한 학습지도의 기초를 마련하기 위해 수행하였다. 연구대상자는 8년(1997-2004)간 ‘인간행동과 사회환경’ 과목을 수강한 K대학교 사회복지학과 학생 610명을 대상으로 하였다. 연구결과를 보면 첫째, MBTI 선호형을 크기순으로 보면, ISTJ가 가장 높고, 다음으로는 ESTJ, ISFJ, ISFP 순서로 나타나 IS 유형이 전체의 약 35%를 차지하는 것으로 나타났다. 둘째, MBTI 4가지 선호경향을 살펴보면, 외향형보다는 내향형을, 직관형보다는 감각형을, 사고형보다는 감정형을, 판단형보다는 인식형을 더 선호하는 것으로 나타났다. 셋째, MBTI 선호형에 따른 학습스타일은 대체로 내향형을 선호하기 때문에 스스로 내적으로 생각을 정리할 시간을 원하기 때문에 먼저 듣고 관찰하거나 연구할 수 있는 기회를 제공하고 과제에 대한 결과물을 수업시간에 즉각적으로 요구하기 보다는 생각해 볼 수 있는 시간을 제공하는 것이 완성도 있는 결과를 도출해 낼 수 있다.

영어초록

The Purpose of study is to identify the tendency of the Myers-Briggs Type Indicator(MBTI) for 1997-2004 of social work students in Kyungsung University. This study's theoretical frameworks are C. G. Jung's psychological type of the University students. The study's subjects are 610 students attending a course of human behavior and social environment at social welfare department in Kyungsung University for seven years. The analytic methods of the research used SPSS/Win 11.0 used Average Scores, Standard deviation, and X2 analysis for MBTI of the university students.
The result of this study are as follows: The first, K University students' type is revealed as ISFP for the main MBTI type. The second, the order of priority of MBTI types are ① ISTJ(14%), ② ESTJ(11%) ③ ISFJ(10.6%) ④ ISFP(10.3%) and IS types are 35%. The third, social work students' I(57%) trend is 14% higher than E trend(43%), S(75%) trend is 51% higher than N trend(24%), F(54%) trend is 8% higher than T trend(46%), and P(51%) trend is 2% higher than J trend(49%).
The fourth, because of students of social work students in K university prefer introversion to extroversion, they wants to arrange times of intrinsic thinking of itself. Professors of K university are necessary to offer opportunities of hearing, observing, and studying beforehand, to offer more of having a try for thinking times than of immediately requiring their homework findings.
The fifth, it has turned out that, among the four orientations of the MBTI preferences, the sensuous type is more strongly preferred than the thinking type in thinking/sensing. This means that students tend to like watching and confirming with their own eyes. Therefore, the effectiveness of study increases when audio-visual materials, counselling room and presentation are used for the teaching method of direct demonstration, and also when many clinical cases are introduced. This type of students likes to be objective as well as to confirm with their eyes. but they prefer the emotional type. So, a humanistic approach of teaching in a warm and cooperative atmosphere of class may be more helpful than a logical approach in a formal atmosphere. In this sense, a small-group classwork can be recommended. In a harmonious small-group, all students can cooperate to produce some results.
When both preferences of the emotional type and the cognitive type are combined, it is necessary to use such teaching media as role-play, powerpoint and all kinds of video materials that may be something new to students, and that help make them more interested and concerned than the regular methods of teaching.
In sum, students of social welfare can be taught more effectively through the methods as follows: The first method is to let them have some direct experiences that may make them interested and concerned in a rather relaxed atmosphere. The second one is to use the methods of confirming with their eyes, such as audio-visual materials, video materials, presentation, counselling room, direct clinical cases. The third one is to organize small discussion groups in addition to team teaching, because students would be difficult to be stimulated or encouraged to develop and suggest third alternatives if they were given to internal thinking.

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