다중지능 이론에 기초한 강점지능 활용 국어학습이 ADHD 학생의 부적응 행동에 미치는 영향
분야
사회과학 > 교육
저자
이선아 ( Seon Ah Lee ) , 정지언 ( Ji Eon Jeong )
발행기관
한국초등특수교육학회
간행물정보
초등특수교육연구 2013년, 제15권 제1호, 73~95페이지(총23페이지)
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    국문초록
    본 연구는 다중지능 이론에 기초한 강점지능 활용 국어학습이 ADHD 학생의 부적응행동에 미치는 영향을 알아보는 데 그 목적이 있다. 이를 위하여 A광역시 소재의 4학년ADHD학생 1명을 대상으로 그 학생의 부적응행동 중 과제 불이행행동, 수업방해 행동, 욕설하기 행동에 다중지능의 강점 지능이 미치는 영향을 알아보기 위하여 다중지능검사를 실시한 결과 대상 학생은 언어지능이 강점지능으로 나타났다. 모든 교과 중에서 언어지능을 가장 많이 활용할 수 있는 교과가 국어과이므로 대상학생이 자신의 강점지능을 충분히 활용할 수 있도록 언어지능 중 토론과 모둠학습의 형식으로 국어과의 교수-학습 방법을 재구성하였다. 대상 학생의 강점지능인 언어지능이 학습과제불이행 행동, 수업방해 행동, 욕설하기행동에 미치는 영향을 알아보기 위하여 행동간 중다기초선설계를 실시하였다. 그 결과 첫째, 다중지능 이론에 기초한 강점지능 활용 국어학습은 ADHD학생의 학습과제불이행 행동이 감소시키는데 긍정적인 효과를 나타내었다. 둘째, 다중지능 이론에 기초한 강점지능 활용 국어학습은 ADHD학생의 수업방해 행동을 감소시키는 긍정적인 효과를 나타내었다. 그러나 셋째, 다중지능 이론에 기초한 강점지능 활용 국어학습은 ADHD학생의 욕설하기 행동을 중재기간동안에는 긍정적인 효과를 나타내었으나 유지기간에는 다시 기초선 수준만큼의 욕설하기 행동이 나타났다. 이와 같은 연구 결과를 볼 때 가드너의 주장처럼 사람은 각기 다른 강점 지능을 가지고 있고 ADHD학생의 문제 행동을 개선하기 위해서 다중기능 이론에 기초한 강점지능 활용한다면 ADHD 학생의 문제행동의 개선에 긍정적인영향을 줄 것이다.
    영문초록
    The purpose of the study was to understand how strong intelligence-focused Korean learning, based on Gardner`s Multiple Intelligence Hypothesis, affects learners diagnosed with ADHD. In order to achieve the research goal, the study conducted a multiple intelligence test targeting one individual ADHD learner, and re-designed a Korean learning-teaching plan focusing on the verbal intelligence, a strong intelligence. The target learner in the study certainly had competent verbal intelligence and yet, the learner did not like writing but loved speaking in front of others. In consideration of the fact, the study created a class mostly focusing on group speaking activities and discussions, and looked into how such activities influence the learner`s problem behaviors as assignment nonfulfillment, actions of disturbance and swearing. The results of the study are summarized as follows. First, the strong intelligence-focused Korean learning based on Gardner`s Multiple Intelligence Hypothesis turned out to have a positive influence on reducing of the ADHD learner`s assignment nonfulfillment. During the intervention instead of the baseline session, the assignment nonfulfillment behavior was remarkably decreased. Although the nonfulfillment rate during the maintenance period was a bit higher than the intervention, since the rate appeared lower than the baseline session, the study concluded that the strong intelligence of the multiple intelligences would be effective in reducing problem behaviors of a ADHD learner. In addition, for a learner with the strong verbal intelligence, the study confirmed that it would be better to give the learner an individual class, and a chance to speak in front of the whole class while encouraging the learner to share ideas with other peers in the group. Second, the strong intelligence-focused Korean learning based on Gardner`s Multiple Intelligence Hypothesis was observed to have a positive influence on the ADHD learner`s disturbance actions during class. For the intervention, the target learner in the study was assigned to a proper group responsibility rather than a private assignment with several chances to use one`s strong intelligence, the verbal intelligence. During this intervention, the actions of class disturbance were down to 34.7% comparing to the baseline session. The rate was reduced even during the maintenance period than the baseline session and for that reason, it was learned that the strong intelligence-focused Korean learning would decrease a ADHD learner`s disturbance actions during class. Third, the study figured out that the strong intelligence-focused Korean learning based on Gardner`s Multiple Intelligence Hypothesis would reduce the ADHD learner`s swearing in a positive way. During the intervention, the frequency of the target learner`s swearing decreased a great deal but during the maintenance period after the intervention, the learner swore as much as one did during the baseline session. The study has comp up with proposals as follows. First, the problem resided in how to generalize the results of the study. However, the study had only one target learner whose intelligence was relatively higher than those of other ADHD learners. In other words, from the beginning, the target learner in the study was able to produce more positive results in a group discussion, and if more participants could be examined in a following study on the same topic, results of such study would be more generalized. Second, this study aimed to investigate effects of strong intelligence of the multiple intelligences on problem behaviors of ADHD learners. However, it would be significant at the same time if a following study in the future discusses how to help ADHD learners to make up for their weak intelligences while examining weak intelligences of the ADHD learners, and making a use of their strong intelligences. Third, the strong intelligence of the multiple intelligences could be used to fix problem behaviors of not only ADHD learners but also general students. The general students do have strong intelligences of their own, and problem behaviors that they would want to improve. Hence, the study suggests that teachers generalize Gardner`s Multiple Intelligence Hypothesis, providing the students chances to use their strong intelligences both at school and in daily life. That way, the students will finally build up positive self-consciousness inside them with the help of the teachers.The purpose of the study was to understand how strong intelligence-focused Korean learning, based on Gardner`s Multiple Intelligence Hypothesis, affects learners diagnosed with ADHD. In order to achieve the research goal, the study conducted a multiple intelligence test targeting one individual ADHD learner, and re-designed a Korean learning-teaching plan focusing on the verbal intelligence, a strong intelligence. The target learner in the study certainly had competent verbal intelligence and yet, the learner did not like writing but loved speaking in front of others. In consideration of the fact, the study created a class mostly focusing on group speaking activities and discussions, and looked into how such activities influence the learner`s problem behaviors as assignment nonfulfillment, actions of disturbance and swearing. The results of the study are summarized as follows. First, the strong intelligence-focused Korean learning based on Gardner`s Multiple Intelligence Hypothesis turned out to have a positive influence on reducing of the ADHD learner`s assignment nonfulfillment. During the intervention instead of the baseline session, the assignment nonfulfillment behavior was remarkably decreased. Although the nonfulfillment rate during the maintenance period was a bit higher than the intervention, since the rate appeared lower than the baseline session, the study concluded that the strong intelligence of the multiple intelligences would be effective in reducing problem behaviors of a ADHD learner. In addition, for a learner with the strong verbal intelligence, the study confirmed that it would be better to give the learner an individual class, and a chance to speak in front of the whole class while encouraging the learner to share ideas with other peers in the group. Second, the strong intelligence-focused Korean learning based on Gardner`s Multiple Intelligence Hypothesis was observed to have a positive influence on the ADHD learner`s disturbance actions during class. For the intervention, the target learner in the study was assigned to a proper group responsibility rather than a private assignment with several chances to use one`s strong intelligence, the verbal intelligence. During this intervention, the actions of class disturbance were down to 34.7% comparing to the baseline session. The rate was reduced even during the maintenance period than the baseline session and for that reason, it was learned that the strong intelligence-focused Korean learning would decrease a ADHD learner`s disturbance actions during class. Third, the study figured out that the strong intelligence-focused Korean learning based on Gardner`s Multiple Intelligence Hypothesis would reduce the ADHD learner`s swearing in a positive way. During the intervention, the frequency of the target learner`s swearing decreased a great deal but during the maintenance period after the intervention, the learner swore as much as one did during the baseline session. The study has comp up with proposals as follows. First, the problem resided in how to generalize the results of the study. However, the study had only one target learner whose intelligence was relatively higher than those of other ADHD learners. In other words, from the beginning, the target learner in the study was able to produce more positive results in a group discussion, and if more participants could be examined in a following study on the same topic, results of such study would be more generalized. Second, this study aimed to investigate effects of strong intelligence of the multiple intelligences on problem behaviors of ADHD learners. However, it would be significant at the same time if a following study in the future discusses how to help ADHD learners to make up for their weak intelligences while examining weak intelligences of the ADHD learners, and making a use of their strong intelligences. Third, the strong intelligence of the multiple intelligences could be used to fix problem behaviors of not only ADHD learners but also general students. The general students do have strong intelligences of their own, and problem behaviors that they would want to improve. Hence, the study suggests that teachers generalize Gardner`s Multiple Intelligence Hypothesis, providing the students chances to use their strong intelligences both at school and in daily life. That way, the students will finally build up positive self-consciousness inside them with the help of the teachers.
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