정신지체 학생의 일반 교육과정 접근을 위한 자기결정 학습모형 탐색

Access to General Curriculum of Self-Determination Learning Model of Instruction for Students with Mental Retardation

  이 연구는 정신지체 학생의 일반교육과정 접근을 촉진시키기 위한 자기결정 학습의 주요 변인과 변인별 특성을 탐색하고, 자기결정 학습모형의 효과성과 교사훈련의 함축성을 탐색하였다. 1997년에서 2006년까지 국내외의 실험연구 24편을 중심으로, 자기결정 학습변인(목표설정과 획득, 선택하기와 결정하기, 문제해결, 자기조정과 자기경영, 의사소통과 자기옹호, 자기인식과 자기지식)의 특성과 자기결정 학습 전략의 효과성과 적용의 범위를 살펴보았다. 연구결과 자기결정 학습변인과 모형은 정신지체학생을 포함하는 연구가 75%로 대부분이었고, 중학생이상(만 12세이상)이 91.7%으로 청소년기에 많이 적용되고 있었으며, 중재전략은 자기결정 학습모형이 29.2%로 가장 많았다. 이를 토대로 자기결정 학습변인과 모형의 제한점과 제언을 제시하였다.

  The purpose of this study was to review and analyze the relevant studies on self-determination learning strategies related to the access to general educational curriculum by students with mental retardation and to present self-determination learning model of instruction and teacher training process. Based on 24 Korean and American journal articles written between 1997 and 2006, we defined self-determination learning model encompassing six variables, which are goal setting and attainment, choice making and decision-making, problemsolving, self-regulation and self-management, communication and self-advocacy, self-awareness and self-knowledge. As a result, we found that most (75%) studies on self-determination learning variables and model included students with mental retardation, that this model was mostly applied to adolescents - 91.7% was　junior high school students (age 12) or older and that self-determination learning model was the most frequently used mediation strategy(29.2%). Based on these findings, we presented limitations and suggestions about selfdetermination learning variables and model of instruction.