정신지체 초등학생의 국어과 듣기 말하기 영역 성취기준의 수행수준

Abstract

This study aimed to examine the actual condition of performance level of Korean language art listening and speaking area in 2011 revised special education curriculum of students at the mental retardation special elementary school. Following this study purpose, the study selected 'how are the performance level by grades and performance level by achievement standards of Korean language art listening and speaking area are?' as a study problem. To solve this study problem, author let teachers with the experience of instructing 126 students from 2 mental retardation special elementary schools evaluate their performance level by use of questionnaire. The summary of study results was as follows. First, the performance level of listening and speaking of students at the mental retardation special elementary school became low as their grade increased. Looking into the performance level of first-second grade students, while the students who had trouble in performing were under 10%∼20%, the rate of third-fourth grade and fifth-sixth grade students having trouble in performance was higher than one of first-second grade students and the difference of performance level in the grade appeared big. Second, comparing the performance level of listening and speaking area, the more they rose to upper grade, the lower the performance level of speaking appeared than listening. As well, it was shown that the hierarchy and performance level of achievement standard by each grades suggested in curriculum did not conform. Third, looking into the performance level by achievement standards of listening and speaking area, the difference of performance level among achievement standards suggested in one core element appeared bigger than the difference of performance level among achievement standards suggested in the core element of the same grade. As well, there were many differences from the achievement standard performance level among each grade.