[교육] 체험활동 프로그램(program]) 이 자폐성 아동의 사회적 기술 및 정서 발달에 미치는 결과
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작성일 24-05-13 10:12
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Download : 체험활동 프로그램이 자폐성 아동의 사회적 기술 및 정서 발달에 미치는 효과.hwp
그러므로 체험활동 호로그램을 구성하여 제공함으로서 활동중심 교육의…(省略)
Ⅰ. 서 론 1, 1. 연구의 必要性 및 목적 1, 2. 연구 문제 2, Ⅱ. 이론(理論)적 배경 3, 1. 자폐성 아동의 사회적 기술 3, 2. 자폐성 아동의 정서적 속성 5, 3. 활동중심 체험학습 11, Ⅲ. 가 설 ······················································································· 14, Ⅳ. 연구 방법 ················································································ 15, 1. 대상 ······················································································· 15, 2. 도구 ······················································································· 19, 3. 절차 ······················································································· 23, 4. 처리 ················································································· 27, Ⅴ. 연구 실행 ·················································································· 28, Ⅵ. 연구 결과 ·················································································· 44, 1. 사회적 기술 實驗(실험) 전·후 비교 결과 ················································· 44, 2. 정서 발달 實驗(실험) 전·후 비교 결과···················································· 49, Ⅶ. 논의 ·························································································· 53, 1. 자폐성 아동의 사회적 기술 ··························································· 53, 2. 자폐성 아동의 정서 발달 ······························································ 54, Ⅷ. 요약 및 결론 ·············································································· 56, 1. 요약 ························································································· 56, 2. 결론 ························································································· 57, 참고문헌 ······················································································· 59, 부 록 ······················································································· 60, 다운로드 : 209K
[교육] 체험활동 프로그램(program]) 이 자폐성 아동의 사회적 기술 및 정서 발달에 미치는 결과
설명
다.
체험활동프로그램,자폐성아동,사회적기술,사범교육,레포트
Download : 체험활동 프로그램이 자폐성 아동의 사회적 기술 및 정서 발달에 미치는 효과.hwp( 95 )
순서
레포트/사범교육
Ⅰ. 서 론 1, 1. 연구의 필요성 및 목적 1, 2. 연구 문제 2, Ⅱ. 이론적 배경 3, 1. 자폐성 아동의 사회적 기술 3, 2. 자폐성 아동의 정서적 특성 5, 3. 활동중심 체험학습 11, Ⅲ. 가 설 ······················································································· 14, Ⅳ. 연구 방법 ················································································ 15, 1. 대상 ······················································································· 15, 2. 도구 ······················································································· 19, 3. 절차 ······················································································· 23, 4. 자료처리 ················································································· 27, Ⅴ. 연구 실행 ·················································································· 28, Ⅵ. 연구 결과 ·················································································· 44, 1. 사회적 기술 실험 전·후 비교 결과 ················································· 44, 2. 정서 발달 실험 전·후 비교 결과···················································· 49, Ⅶ. 논의 ·························································································· 53, 1. 자폐성 아동의 사회적 기술 ··························································· 53, 2. 자폐성 아동의 정서 발달 ······························································ 54, Ⅷ. 요약 및 결론 ·············································································· 56, 1. 요약 ························································································· 56, 2. 결론 ························································································· 57, 참고문헌 ······················································································· 59, 부 록 ······················································································· 60, FileSize : 209K , [교육] 체험활동 프로그램이 자폐성 아동의 사회적 기술 및 정서 발달에 미치는 효과사범교육레포트 , 체험활동프로그램 자폐성아동 사회적기술
사회를 구성하고 있는 개인은 생활에 필요한 여러 가지 규칙이나 기능, 사회適應에 필요한 방법을 배워야 한다. 특히 문제해결능력과 정보처리능력이 부족하여 자신의 문제를 스스로 해결하지 못하고 다른 사람의 도움을 받아야 하는 자폐성 아동들의 경우에는 사회에서 제공되는 서비스를 적절하게 파악하고 활용하는 방법을 터득할 필요가 있다 언제까지나 가족 구성원들의 지원과 도움만을 받을 수 없음을 고려할 때 이들에 대한 지원은 사회의 책임으로 사회는 지원책을 계속, 확대 제공해야만 한다(김영환, 1996). 때문에 학교교육에서도 학생들에게 기본적인 사회생활 수행능력을 향상시킬 수 있는 사회적 기술 신장을 위한 교육이 필수적이라 할 수 있다 이를 위해 교육環境은 모든 수요자의 교육적 요구에 적합하게 구성되어져야 하며 특수교육 대상자들 역시 사회의 주류에 섞여 서로 관계를 맺고 유지하며 살아갈 수 있도록 교육環境을 제공하는 것이 필요하다.
