본 연구는 전국 시각장애학교에 재학 중인 중학생을 대상으로 역사수업 실태 및 역사인식 수준을 분석 하여 시각장애학교 중학생을 대상으로 하는 역사교육의 문제점을 파악하여 보다 효율적인 역사교육을 위 한 기초적인 자료를 제공하는데 목적이 있다. 이를 위해 시각장애학교에 재학중인 중학생 150명을 대상 으로 설문을 실시하였으며, 그 결과는 다음과 같다. 첫째, 시각장애학교 중학생의 전반적인 역사수업 실 태와 역사인식 수준은 보통이다. 둘째, 역사수업 실태의 배경변인별로는 중학교 1학년 학생들이 상대적으 로 중학교 2학년 학생들보다 역사수업에 많은 관심을 가지고 있지만, 역사수업 이해도나 집중도는 고학 년에 비해 낮다. 셋째, 역사인식 수준의 배경변인별로는 ‘정치분야 관심’은 3학년이 2학년보다 높고, ‘애국심 향상 도움’은 1학년과 3학년이 2학년보다 높다.
The objective of this study is to provide basic material for more effective instruction and give a direction to middle school students, who are blind, in order to make them understand accurate history by analyzing the actual condition of history class and historical awareness of the visually impaired and by understanding the point of dispute of history education for middle school students visually impaired. The brief findings of this study is below as. First, the actual condition of general history class and the level of understanding history of the middle school students, who are blind, are average. In actual condition of history class, ‘necessity for history’ is the highest whereas ‘provide diverse instructional media’ is the lowest. In historical awareness level, ‘helping to improve patriotic spirit’ is the highest and ‘the experience of inquiry and discussing study’ is the lowest. Second, in background variables of the actual condition of history class, relatively first year students in middle school are more interested in history class than second year students but less understood and concentrated than students in higher grades. In background variables like gender, eyesight, the time of losing sight, the consequences are average without noticeable differences. Third, by background variables of the level of understanding history, in ‘political interest’, third year students’ consequence is higher than second year and in ‘helping to improve patriotic spirit’, third and first year students’ is higher than second year. In ‘history subject’s help in actual life’, the consequence of first year students in middle school is higher than second year students’ and generally first year students are better understanding history than second year students. In background variables like gender, eyesight, the time of losing sight, the level of historical awareness is average without noticeable differences. Second, the positive behavioral support was effective on reducing the interference behavior of children with multiple disabilities.
Ⅰ. 서 론 Ⅱ. 연구 방법 Ⅲ. 결과 및 논의 Ⅳ. 결론 및 제언
