본 연구의 목적은 사회과 독해내용정리 전략을 적용하여 초등학교 학습장애 학생의 사회과 학업성취도와 자기효능감에 미치는 효과를 검증하고자 하는 것이다. 연구에 참여한 대상은 C시 소재 초등학교 6학년 학습장애 3명이었다. 연구자가 제작한 독해내용정리 전략 검사지를 이용하여 학생들의 전략 활용을 측정하였으며, 학업성취도와 자기효능감을 검사하였다. 본 연구에서는 독해·내용정리 전략을 전략교수 8단계 과정을 통해 적용하였으며, 대상자간 중다기초선 설계를 이용하여 전략교수의 효과를 검증하였다. 연구 결과, 학습장애 학생들은 사회과 독해내용정리 전략을 완전학습 할 수 있었으며, 사회과 독해내용정리 전략의 적용은 학습장애 학생들의 사회과 학업성취도 및 자기효능감 수준을 향상시키는데 효과가 있었다. 논의에서 연구과정에서 발견된 점들을 중심으로 논의되었다.
This study was investigated to examine the effects of a Comprehension-Summarization Strategy towards the achievements of Social studies and Self-efficacy of elementary students with learning disabilities (LD). The subjects were three sixth graders with LD from an elementary school in C city in Chungnam province. The ability of comprehension strategy usage was measured by the Strategy tests. The achievements in social studies and the level of Self-efficacy were also obtained. This study employed the eight stages to instruct the Strategy and a multiple-baseline across students to examine the effects of the Strategy instruction. The results of this study are following. First, the subjects reached the mastery level of the Strategy. The researchers guided the subjects to pass the Strategy learning processes step by step, while the experimenter offered positive feedbacks and helped them correct their errors. So they could master the strategy. Second, the subjects improved on the social studies achievements through using the Strategy. They could show their improved strategy ability and apply it to social studies tasks. Third, the strategy instruction was effective for the student with LD to improve their self-efficacy. They seemed to acquire some autonomy for learning. It is necessary to retest the Strategy on social studies by applying various graders to generalize the research results. Teachers need to collaborate with parents of the students with LD to help them generalize and use the strategy continuously.
Ⅰ. 서론 Ⅱ. 연구방법 Ⅲ. 연구결과 Ⅳ. 논의 Ⅴ. 결론 참고문헌 Abstract
