발달적 독서 치료 사례 연구

서지정보

· 발행기관 : 한국독서교육학연구회
· 수록지 정보 : 독서교육연구 / 2권
· 저자명 : 신운선

목차

Ⅰ. 서 론
Ⅱ. 연구 방법
Ⅲ. 연구 수행
Ⅳ. 결 론
참고문헌

초록

본 연구는 부모와 갈등을 겪는 아동이 정서 반응을 어떻게 드러내고 어떻게 변화해 가는지
독서 수업을 통해 파악하기 위해 문화기술적 접근과 교육기술지를 병행하였다. 그렇기 때문에 질
적인 분석과 해석을 위해 매 차시별 수업을 녹음하고 수업 자료를 스크랩하였다.
수업은 아동의 정서 발달을 목적으로 2004년 5월 22일부터 2004년 10월 10일까지 매 90분
기준으로 18회에 걸쳐 진행하였다. 9, 10세의 아동 3명의 소규모 그룹 수업 형태였으며 어머니
와의 관계 개선을 중심으로 하는 ‘가족’이란 주제로 진행되었다. 사용된 텍스트는 책이 13권으로
시집 3권, 그림 동화 2편, 판타지 동화 3편, 사실 동화 4편, 사진집 1권이며, 영상 매체로는 텔레
비전 프로그램 1편, 비디오 애니메이션 2편, 뮤직 비디오 1편이었다. 그리고 1회의 야외 수업이
있었다. 기본적인 프로그램 작성 시 본 연구자의 관점은 독자 반응 중심과 주제 중심과 영역․범
교과 통합이었다.

영어초록

This research started from the cognition that reading class program can play an
important role of promoting the sentimental development of children conflicting with
their family members, in the actual respect that family trouble having deepen and
the sentimental development having become the social issue.
This research adopts the ethnographic research with educography to understand
children conflicting with their parents how to show up their sentimental response and
how such reaction changes. The most meaningful achievement of children in this
class is the fact that children won recognition, their feeling taken as inappropriate
also was accepted positively and they understood in part by a new understanding of
dissatisfaction with their mother as a realistic matter. It means that the recognition
gives children a sense of psychologic stability so they agree to the fact that they
can be wrong.
The result of research made by the above-mentioned method and process runs as
follows.
First, the aspect of children sentimental development can differ not only because
of the relationship with parents but also because of the complicated effects such as
individual degree of education and socialization, family atmosphere and mental conflict
with their parents. Taking those differences into account while guiding reading
class, all family members' effort and understanding are requested for children's
desirable sentimental development.
Second, the effect of class program is that children purify their feeling through
catharsis, feel pleasure and gain self-confidence as they express themselves. The
interaction and recognitive methods of the class program help children understand
their sentiment and thought, futhermore, expand the breadth of comprehension for
others. Also it is guessed that the sense of emotional stability or the sense of
dissolution besides the effectiveness of recognitive method influences on reading
comprehension in this class.Third, the dialogues with mother give her the opportunity to plant the recognition
of her behavior and promote to understand her children and to change the way of
bring up children. Through the class, mother realized how her character and attitude
of the method of rearing children affect her children and children acknowledged
partly not only their fantasticality but also the way their mother is. The reading
class synthetically changes children's attitude significantly.
Fourth, when the class is processed with both children who has difficulty in the
sentiment development and children who don't, under conditions it give positive effect
complementarily rather than negative effect. In case of children who don't expose
their problem, the class affects that they come to expose and adjust the inappropriate
feeling which inheres in unconsciousness. This shows those workings help children
understand each other and have self-examination through companion, compared with
degree that adults are concerned about the negative effect of the difference of their
levels. It suggests that we can enlarge the range of this class for children who tend
to conceal their problem to achieve the sound, integrated sentimental development
over the preventive step.

참고자료

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