[교육] 체험활동 호로그램이 자폐성 아동의 사회적 기술 및 정서 발달에 미치는 효과(效果)
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작성일 22-11-09 09:11
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Download : 체험활동 프로그램이 자폐성 아동의 사회적 기술 및 정서 발달에 미치는 효과.hwp
정상화와 더불어 나타나기 처음 한 장애아동들의 완전통합은 교육environment의 통합뿐만 아니라 장래 이들의 지歷史(역사)회 통합을 전제로 future 의 생활을 준비하도록 하는 한편, 자기완성을 이루어 나가도록 사회적 기술 발달 및 정서 발달이 무엇보다도 필요하다. 특히 문제해결능력과 정보처리능력이 부족하여 자신의 문제를 스스로 해결하지 못하고 다른 사람의 도움을 받아야 하는 자폐성 아동들의 경우에는 사회에서 제공되는 서비스를 적절하게 파악하고 활용하는 방법을 터득할 필요가 있다 언제까지나 가족 구성원들의 지원과 도움만을 받을 수 없음을 고려할 때 이들에 대한 지원은 사회의 책임으로 사회는 지원책을 계속, 확대 제공해야만 한다(김영환, 1996). 때문에 학교교육에서도 학생들에게 기본적인 사회생활 수행능력을 향상시킬 수 있는 사회적 기술 신장을 위한 교육이 필수적이라 할 수 있다 이를 위해 교육environment은 모든 수요자의 교육적 요구에 적합하게 구성되어져야 하며 특수교육 대상자들 역시 사회의 주류에 섞여 서로 관계를 맺고 유지하며 살아갈 수 있도록 교육environment을 제공하는 것이 필요하다.
설명
체험활동프로그램,자폐성아동,사회적기술,사범교육,레포트
Download : 체험활동 프로그램이 자폐성 아동의 사회적 기술 및 정서 발달에 미치는 효과.hwp( 84 )
Ⅰ. 서 론 1, 1. 연구의 피료썽 및 목적 1, 2. 연구 문제 2, Ⅱ. 이론적 배경 3, 1. 자폐성 아동의 사회적 기술 3, 2. 자폐성 아동의 정서적 특성(特性) 5, 3. 활동중심 체험학습 11, Ⅲ. 가 설 ······················································································· 14, Ⅳ. 연구 방법 ················································································ 15, 1. 대상 ······················································································· 15, 2. 도구 ······················································································· 19, 3. 절차 ······················································································· 23, 4. data(資料)처리 ················································································· 27, Ⅴ. 연구 실행 ·················································································· 28, Ⅵ. 연구 결과 ·················································································· 44, 1. 사회적 기술 實驗 전·후 비교 결과 ················································· 44, 2. 정서 발달 實驗 전·후 비교 결과···················································· 49, Ⅶ. 논의 ·························································································· 53, 1. 자폐성 아동의 사회적 기술 ··························································· 53, 2. 자폐성 아동의 정서 발달 ······························································ 54, Ⅷ. 요약 및 conclusion(결론) ·············································································· 56, 1. 요약 ························································································· 56, 2. conclusion(결론) ························································································· 57, 출처 ······················································································· 59, 부 록 ······················································································· 60, 파일크기 : 209K
Ⅰ. 서 론 1
1. 연구의 필요성(必要性) 및 목적 1
2. 연구 문제 2
Ⅱ. theory(이론)적 배경 3
1. 자폐성 아동의 사회적 기술 3
2. 자폐성 아동의 정서적 特性(특성) 5
3. 활동중심 체험학습 11
Ⅲ. 가 설 ······················································································· 14
Ⅳ. 연구 방법 ················································································ 15
1. 대상 ······················································································· 15
2. 도구 ······················································································· 19
3. 절차 ······················································································· 23
4. data(자료)처리 ················································································· 27
Ⅴ. 연구 실행 ·················································································· 28
Ⅵ. 연구 결과 ·················································································· 44
1. 사회적 기술 experiment(실험) 전·후 비교 결과 ················································· 44
2. 정서 발달 experiment(실험) 전·후 비교 결과···················································· 49
Ⅶ. 논의 ·························································································· 53
1. 자폐성 아동의 사회적 기술 ··························································· 53
2. 자폐성 아동의 정서 발달 ······························································ 54
Ⅷ. 요약 및 결론 ·············································································· 56
1. 요약 ························································································· 56
2. 결론 ························································································· 57
서지사항 ······················································································· 59
부 록 ······················································································· 60
사회를 구성하고 있는 개인은 생활에 필요한 여러 가지 규칙이나 기능, 사회adaptation(적응) 에 필요한 방법을 배워야 한다. 그러므로 체험활동 프로그램(program]) 을 구성하여 제공함으로서 활동중심 교육의 전개가 요구된다 이를 위해서는 비장애인들과 더불어 다양한 관계를 형성하고 독립적인 사회생활을 위해서는 무엇보다도 사회적 기술 및 정서 발달이 중요한 변인이 될 것이다. 일반인들은 자라면서 자신의 행동을 스스로 통제하는 것을 배우지만 자폐인들은 많은 행동을 자신이 스스로 통제하는 것을 배우지 …(투비컨티뉴드 )
레포트/사범교육
순서
Ⅰ. 서 론 1, 1. 연구의 필요성 및 목적 1, 2. 연구 문제 2, Ⅱ. 이론적 배경 3, 1. 자폐성 아동의 사회적 기술 3, 2. 자폐성 아동의 정서적 특성 5, 3. 활동중심 체험학습 11, Ⅲ. 가 설 ······················································································· 14, Ⅳ. 연구 방법 ················································································ 15, 1. 대상 ······················································································· 15, 2. 도구 ······················································································· 19, 3. 절차 ······················································································· 23, 4. 자료처리 ················································································· 27, Ⅴ. 연구 실행 ·················································································· 28, Ⅵ. 연구 결과 ·················································································· 44, 1. 사회적 기술 실험 전·후 비교 결과 ················································· 44, 2. 정서 발달 실험 전·후 비교 결과···················································· 49, Ⅶ. 논의 ·························································································· 53, 1. 자폐성 아동의 사회적 기술 ··························································· 53, 2. 자폐성 아동의 정서 발달 ······························································ 54, Ⅷ. 요약 및 결론 ·············································································· 56, 1. 요약 ························································································· 56, 2. 결론 ························································································· 57, 참고문헌 ······················································································· 59, 부 록 ······················································································· 60, FileSize : 209K , [교육] 체험활동 프로그램이 자폐성 아동의 사회적 기술 및 정서 발달에 미치는 효과사범교육레포트 , 체험활동프로그램 자폐성아동 사회적기술
[교육] 체험활동 호로그램이 자폐성 아동의 사회적 기술 및 정서 발달에 미치는 효과(效果)
다.
