대화식 저널 쓰기가 정신지체 아동의 반성적 쓰기와 문제 행동에 미치는 영향
Effects of Using Dialogue Journal Writing on Reflective Writing and Problem Behaviors of Children with Mental Retardation.
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초록
본 연구는 정신지체 아동들에게 대화식 저널을 쓰게 하여 반성적 쓰기의 빈도와 문제행동의 발생율의 변화를 살펴보고자 하였다. 이를 위해 초등학교 6학년 특수학급 정신지체 학생들 3명을 대상으로 대상자간 중다 간헐 기초선 설계를 사용하여 학생들이 재학 중인 Y초등학교의 특수학급에서 중재를 실시하였다. 중재는 30분 동안 방과 후에 학생들이 전 날 쓴 글에 대해서 교사의 피드백을 읽고 답하는 것과 그 날의 일지를 쓰는 것으로 구성되었으며, 문제 행동에 대한 관찰은 5교시 수업 시작 10분 후에 실시되었다. 연구 결과, 대화식 저널 쓰기를 통해 학생들의 반성적 쓰기 수준은 향상되었고 문제 행동은 감소하였으며, 이러한 결과에 대해 반성적 쓰기의 빈도 및 유형, 문제 행동과의 관계 측면에서 논의가 제시되었다.
Abstract
The purpose of this study was to investigate the effects of dialogue journal writing on reflective writing and problem behaviors of students with mental retardation. Three primary school students showing problem behaviors participated in study. Intervention was consisted of two parts; researcher's feedback about the students' works they had written before the day and the students' dialogue journal writing about their experience that day. Researcher's feedback was divided into three categories, which were to promote reflective writing, to provide the participants with emotional supports and to give information about problem solving. Observation for problem behaviors during class was made for ten minutes using partial interval time sampling. The results obtained from the present study were as follows: 1. The number of reflective writing of three participants was increased. 2. The percentage of problem behaviors of three participants was reduced. In conclusion, the results show that dialogue journal writing was effective on increasing the reflective writing and reducing the problem behaviors of the student with mental retardation.
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