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NTIS 바로가기Family and environment research : fer, v.56 no.3, 2018년, pp.283 - 300
최성연 (한국교원대학교 대학원) , 채정현 (한국교원대학교 가정교육과)
This study examined the effects of a practical problem based home economics instruction using multiple intelligences teaching and learning methods for the prevention school violence by high school students'. The contents of this study are as follow. 1) Develop the practical problem-based instruction...
핵심어 | 질문 | 논문에서 추출한 답변 |
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학교폭력 예방 교육의 목표는 무엇인가? | 또한, 청소년의 환경 사회적 위험요인과 학교폭력피해 경험의 요인을 중재하여 탄력성을 강화시키고 환경사회적 위험요인을 제거하는 보호 요인을 강화시키기 위한 교육이다(Wang, 2013). 학교폭력 예방 교육의 목표는 학생들이 학교폭력에 대해 올바른 인식과 태도를 형성하고 폭력 상황에서 대처할 수 있는 갈등해결전략 및 문제해결능력, 의사소통능력, 공감능력을 향상시키는 것이다(Son & Chae, 2013). | |
학교폭력의 위험요인을 개인적 요인과 환경적 요인으로 나누어 설명하면? | 학교폭력의 위험요인은 개인적 요인과 환경적 요인으로 나누어 볼 수 있다. 개인적 요인으로는 낮은 자아존중감, 공격성, 낮은 공감 능력이 있으며, 환경적 요인으로는 부모와 자녀 간의 대화 부족, 강압적이고 일관성이 결여된 부모의 자녀 양육 방식, 가정 폭력 경험, 원만한 인간관계 형성에 필요한 사회적 기술 교육 부재, 교사의 무관심과 부적절한 지도 방식, 극단적인 이기주의, 대중매체의 폭력 노출 등이 있다(Korea National University of Education, Teacher Development Center, 2013; Park et al., 2007; Wang, 2013). | |
실천적 문제 중심 수업의 효과로 무엇이 향상되는가? | 실천적 문제 중심 수업은 학교폭력 보호 요인을 강화시킬 수 있는 수업 중의 하나이다(Son & Chae, 2013). 실천적 문제 중심 수업과 관련한 선행연구에 의하면, 이 수업은 문제 해결 능력(Choi & Shin, 2002), 창의력(Lee, 1999), 의사결정 능력(Chae, 1999) 등의 고등 사고 능력을 향상시킬 뿐만 아니라 자아존중감(Chae & Yoo)과 학업성취와 학습 동기(Park & Cho, 2009)를 향상시키는 것으로 나타났다. Son과 Chae (2013)는 실천적 문제 중심 수업은 학생들이 경험하게 되는 학교폭력 발생 상황에서의 문제 해결을 돕고 학교폭력 발생을 억제하는 개인의 심리적·정서적 요인을 발달시키고 강화시키기에 적합한 수업이라고 언급하였다. |
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