무용교육과정에 의한 초등학생의 사회성 발달에 관한 연구

Abstract

The purpose of this study is to make a comparative study of the sociality development of elementary students. To attain the goal of this study, the survey data were collected from two different groups; one group including 3 elementary schools in Daejeon City that has been learned a dance through their school curriculums was selected, the other group including 3 elementary schools in Daejeon City that has not been learned a dance though their school curriculums was selected. The questionnaire for measuring the sociality development which had originally been made by Scott (1965) was used. The components of sociality development are patience, concentration, self-control, attitude and partnership, and each question items were measured by 5 point Likert-type Scales. Frequency Analysis, Crosstabs Analysis, t-test and one-way ANOVA were done by the social scientific statistical package SPSS 8.0. The main findings of this study could be summarized as follows: First, there are significant differences(p<.01, p<.05) in four components of sociality development; patience, self-control, attitude and partnership, except only concentration item between two groups; one group was educated a dance in their school, the other group not. It means that the dance education in elementary school has a positive effect on the sociality development of elementary students. Second, there are significant differences(p<.01, p<.05) in patience, self-control, attitude and partnership items except only concentration item between two groups; one group interested in dance education in elementary school, the other not. It means that the more interest students have in dance education in elementary school, the higher level of sociality development students have. Third, there are no differences in the level of sociality development according to the gender and grade of elementary students. Consequently, this study proved that a dance education in the elementary schools had a positive effect on promoting the sociality development for elementary students. Therefore, to increase the level of sociality and promote self-expression, a newly systematic program in the dance education curriculums for the cheerful participation should be made. Also, well trained teachers or dance major teachers in a university should be employed as well. Lastly, the study of how the characteristic, the spirit and the methods of dancing masters affects the character and the attitude of the elementary students should be followed.