독서치료를 적용한 다문화교육 프로그램이 초등학생의 타인종 및 타문화에 대한 태도에 미치는 효과
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서지정보
ㆍ발행기관 : 한국독서치료학회
ㆍ수록지정보 : 독서치료연구 / 3권 / 1호
ㆍ저자명 : 박명희, 이명우
ㆍ저자명 : 박명희, 이명우
목차
Ⅰ. 서 론Ⅱ. 이론적 배경
Ⅲ. 연구 방법
Ⅳ. 연구 결과
V. 논 의
참고문헌
한국어 초록
본 연구는 독서치료를 적용한 다문화교육 프로그램이 초등학생의 타인종 및 타문화에 대한 태도에 미치는 효과를 검증하기 위해 다문화 반영 도서와 시청각 자료를 활용하여 독서치료를 적용한 다문화교육 프로그램을 실시하였다. 그 결과 독서치료를 적용한 다문화교육 프로그램을 실시한 실험집단이 통제집단에 비해 타인종에 대한 태도 점수와 타문화에 대한 태도 점수가 유의하게 높아졌으며 집단 간 주 효과 또한 통계적으로 유의한 차이가 나타났다. 따라서 독서치료를 적용한 다문화교육 프로그램이 초등학생의 타인종 및 타문화에 대한 태도 변화에 효과가 있었음을 알 수 있다. 즉 독서치료를 적용한 다문화교육 프로그램은 다문화교육 방법으로서 치료적․예방적 가치가 있다고 할 수 있다.영어 초록
The purpose of this study is to prove the effect of the multiculture education program applied bibliotherapy on the attitude toward other races and cultures for elementary school pupils. Even though Korea has now moved on to a multicultural society, its citizens are still biased towards foreigners and multicultural families. Multicultural children are being bullied, alienated, and excluded in school. Especially, the exclusive attitude of elementary school students toward these children is a serious impediment in Korea’s globalization. Therefore, it is necessary for students to be educated to have positive views towards multicultural families. Accordingly, we took a multiculture education program applied new bibliotherapeutic programs using books and videos. This program was comprised of several steps to raise scores in the basic realms of attitude: perception, emotion, action. Appropriate materials were picked out, and specific treatments were given to students based on the principles on bibliotherapy. Fifteen fifth grade students in S city’s E Elementary School participated in this program. There were no restrictions on the control group, and the program was divided into six separate terms.To test the effectiveness of the program, the two groups’ attitudes toward multicultural families were tested before and after the program. The SPSS/WIN 12.0 Statistics Program was used to prove the hypothesis based on the collected data. Individual ranges of error were minimized through the analysis of covariance to extract the purest effect of the program. The results are as follows. First, the group that participated in the bibliotherapy program performed better in the test assessing their attitudes toward other races. Second, the group that participated in the bibliotherapy program performed better in the test assessing their attitudes toward other cultures. Therefore, we can see that multicultural education program through bibliotherapy is an effective way of changing elementary school students’ attitudes. In other words, multicultural education through bibliotherapy has therapeutic and preventative values. This research is meaningful because it suggests a constructive example of change in elementary school students’ attitudes toward multicultural families, emphasizes the importance of change in our viewpoints, and hints to us that continuous education on multicultural education is needed.