This study aims to develop folk play programs and apply and study them to prevent school violence of elementary school students that are getting more serious. Reasons of school violence by elementary school students are various and complicated rather than fragmentary. In other words, there are a few...
This study aims to develop folk play programs and apply and study them to prevent school violence of elementary school students that are getting more serious. Reasons of school violence by elementary school students are various and complicated rather than fragmentary. In other words, there are a few factors inter-connected such as personal psychological factor, home-environmental factor, school-environmental factor and socio-environmental factor. However, reasons and solutions for school violence should be found in school because students spend their time in school mostly. Also, prevention education should be conducted in the school spot. In the regard, two classes (39 students per each class) from 4th grade, which is the middle between the low grades and the high grades, were selected as the experimental group and the control group. For the study, class hours of school were utilized. For the study tools of the programs, folk plays with our traditional culture and were selected and developed appropriately to the level of 4th grades of elementary school. The folk plays selected as can arise value of our traditional culture, be educational for promoting community spirit and raise development of sociality at the same time. In addition, the folk plays can be effective to prevent school violence by increasing interrelations with peers. These are the results of complex comparison and analysis of various materials studied and published so far and the surveys that I have investigated and studied at educational spots. 1. The study topics established in study are as follows: 1) Develop folk play programs for elementary school students. 2) Understand effects of folk play programs on satisfaction of school life. 3) Find out influences of folk play programs on behavior improvement of school violence of elementary school students. 2. Educational goals of the folk plays chosen as the study tools in this study are as follows: 1) Recognize the necessity of inheritance and development through value and confidence on our traditional culture. 2) Foster sociality through demonstration of autonomy, patience and creativity. 3) Build sound character by promoting emotional comfort through individual and group plays. 4) Increase satisfaction from school life and effects of behavior improvement in school violence. 3. Features and attentive points of tests about the folk play programs developed in this study are as below: Folk plays in the 7th curriculum of education for low grades of elementary school is titled as an integrated course to grow sound body and mind, ability of creative description and psychological attitude by developing joyful plays and description activities. However, the folk play programs in this study were conducted parallel with small group plays with 6-7 members and by the unit of a class because there are limits in folk play programs in textbooks as individual plays in the wide meaning. Additionally, Goals of the programs in the textbooks are mainly about study of life experiences and music activities. Therefore, the folk play programs in this study aimed for the participants to share interactive feelings, increase familiarity with peers and foster emotional ability. Also, teachers organized small groups randomly not to overlap team members for 6 kinds of plays. 4. The study design was conducted 14 times for 4 weeks and for 40 minutes each time. The inspections consisted of preliminary, before and after inspections. For content validity on the inspection questions, reliability coefficient, Cronbach‘α was used (the overall average reliability was .77). 5. For verification of result analysis and effects, SPSS 16.0 Program was used for statistical process. Analysis methods are as below: 1) In order to verify validity of the questions, professors and students in doctoral degree courses were consulted and the questions were finally selected by consulting three teachers of elementary school. 2) Frequency and percentage were used for analysis of the study objects. 3) Analysis of covariance (ANCOVA) was conducted to verify the main effects of the two groups. 4) Statistical significance probability (p-value) was conducted at p<.05. 6. Conclusions gained through this study are as follows: 1) The programs utilizing the folk plays developed in this study seem that they positively affect on friendships and school satisfaction level among satisfactions of school life of elementary school students. It implies that the play programs of this study positively affects on friendships through direct interactions with peers and the positive friendships may increase positive images of school to the students. However, it appeared that the relationships with teachers were not affected because it is considered that the relationships with teachers were good with high scores in advance. One more reason is that the teachers did not participate in the plays directly, but they were considered as supervisors. 2) Next, there were positive changes in influences on school violence behaviors as well. So to speak, changes in wrong recognition of elementary school students on school violence show that the folk play programs are effective on the education of school violence prevention. 3) Next and finally, it was shown that the programs are effective to improve permissive attitude on school violence that had been recognized in a wrong way. It may be considered that the folk ply programs gained promotion of thinking ability development and cognitive autonomy.
This study aims to develop folk play programs and apply and study them to prevent school violence of elementary school students that are getting more serious. Reasons of school violence by elementary school students are various and complicated rather than fragmentary. In other words, there are a few factors inter-connected such as personal psychological factor, home-environmental factor, school-environmental factor and socio-environmental factor. However, reasons and solutions for school violence should be found in school because students spend their time in school mostly. Also, prevention education should be conducted in the school spot. In the regard, two classes (39 students per each class) from 4th grade, which is the middle between the low grades and the high grades, were selected as the experimental group and the control group. For the study, class hours of school were utilized. For the study tools of the programs, folk plays with our traditional culture and were selected and developed appropriately to the level of 4th grades of elementary school. The folk plays selected as can arise value of our traditional culture, be educational for promoting community spirit and raise development of sociality at the same time. In addition, the folk plays can be effective to prevent school violence by increasing interrelations with peers. These are the results of complex comparison and analysis of various materials studied and published so far and the surveys that I have investigated and studied at educational spots. 1. The study topics established in study are as follows: 1) Develop folk play programs for elementary school students. 2) Understand effects of folk play programs on satisfaction of school life. 3) Find out influences of folk play programs on behavior improvement of school violence of elementary school students. 2. Educational goals of the folk plays chosen as the study tools in this study are as follows: 1) Recognize the necessity of inheritance and development through value and confidence on our traditional culture. 2) Foster sociality through demonstration of autonomy, patience and creativity. 3) Build sound character by promoting emotional comfort through individual and group plays. 4) Increase satisfaction from school life and effects of behavior improvement in school violence. 3. Features and attentive points of tests about the folk play programs developed in this study are as below: Folk plays in the 7th curriculum of education for low grades of elementary school is titled as an integrated course to grow sound body and mind, ability of creative description and psychological attitude by developing joyful plays and description activities. However, the folk play programs in this study were conducted parallel with small group plays with 6-7 members and by the unit of a class because there are limits in folk play programs in textbooks as individual plays in the wide meaning. Additionally, Goals of the programs in the textbooks are mainly about study of life experiences and music activities. Therefore, the folk play programs in this study aimed for the participants to share interactive feelings, increase familiarity with peers and foster emotional ability. Also, teachers organized small groups randomly not to overlap team members for 6 kinds of plays. 4. The study design was conducted 14 times for 4 weeks and for 40 minutes each time. The inspections consisted of preliminary, before and after inspections. For content validity on the inspection questions, reliability coefficient, Cronbach‘α was used (the overall average reliability was .77). 5. For verification of result analysis and effects, SPSS 16.0 Program was used for statistical process. Analysis methods are as below: 1) In order to verify validity of the questions, professors and students in doctoral degree courses were consulted and the questions were finally selected by consulting three teachers of elementary school. 2) Frequency and percentage were used for analysis of the study objects. 3) Analysis of covariance (ANCOVA) was conducted to verify the main effects of the two groups. 4) Statistical significance probability (p-value) was conducted at p<.05. 6. Conclusions gained through this study are as follows: 1) The programs utilizing the folk plays developed in this study seem that they positively affect on friendships and school satisfaction level among satisfactions of school life of elementary school students. It implies that the play programs of this study positively affects on friendships through direct interactions with peers and the positive friendships may increase positive images of school to the students. However, it appeared that the relationships with teachers were not affected because it is considered that the relationships with teachers were good with high scores in advance. One more reason is that the teachers did not participate in the plays directly, but they were considered as supervisors. 2) Next, there were positive changes in influences on school violence behaviors as well. So to speak, changes in wrong recognition of elementary school students on school violence show that the folk play programs are effective on the education of school violence prevention. 3) Next and finally, it was shown that the programs are effective to improve permissive attitude on school violence that had been recognized in a wrong way. It may be considered that the folk ply programs gained promotion of thinking ability development and cognitive autonomy.
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