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초등학교 5, 6학년의 정서지능이 미술학업성취도에 미치는 영향
- 초등학교 5, 6학년의 정서지능이 미술학업성취도에 미치는 영향
- Other Titles
- Correlations of Emotional Intelligence, Achievement in the Art Subject of Elementary High Graders
- Issue Date
- 교육대학원 미술교육전공
- 이화여자대학교 교육대학원
- 본 연구는 정서지능과 미술교육의 관련성을 알아보고 초등학교 5, 6학년의 정서지능이 미술학업성취도에 미치는 영향을 밝히는 데 목적을 두었다.
이를 위하여, 서울시 소재 E 초등학교에 다니는 5, 6학년 총 45명을 대상으로 정서지능을 측정하고, 그들의 정서지능이 미술학업성취도에 어떠한 영향을 미치는지 실제 수업사례를 바탕으로 검증하였다. 연구 대상의 미술학업성취도를 산출하기 위하여 그들의 발달 단계에 맞는 제재로 ‘풍경화’를 선택하여 실시한 뒤, 미술이론성적과 미술실기성적을 각각 측정하였다.
통계적 자료처리를 위하여 SPSS ver 13.0으로 전산처리하여 차이분석, 상관분석, 다중회귀분석을 하였다.
본 연구의 결과를 요약하면 다음과 같다.
첫째, 초등학교 5, 6학년의 성별과 학년에 따른 정서지능의 차이는 나타나지 않았다.
둘째, 초등학교 5, 6학년의 정서지능의 수준별로 미술학업성취도는 정서인식과 사고촉진에서 유의미한 차이가 있었다.
셋째, 초등학교 5, 6학년의 정서지능과 미술학업성취도 간에는 어떠한 상관관계가 있는지 알아본 결과, 정서지능과 미술학업성취도와는 5가지 하위 영역 중중 3개 영역에서 유의미한 상관이 있는 것으로 나타났다.
넷째, 초등학교 5, 6학년의 정서지능이 미술학업성취도에 어떠한 영향을 미치는지 알아본 결과, 약 47% 정도의 유의미한 영향을 주는 것으로 나타났다.
이러한 분석결과를 종합해보면, 초등학교 5, 6학년의 정서지능이 미술학업 성취도에 긍정적인 영향을 미친다는 것을 알 수 있다. 이는 현 시대에서 중요시 되는 정서지능을 기르기 위해 학교현장에서 정서지능을 기초로 하는 미술교육이 필요하며, 이를 위해 정서지능의 각 변인들에 대한 사고와 노력이 요구된다고 할 수 있다. 또한 교사들은 학교현장에서 학생들의 정서지능을 파악하고, 학습자의 정서지능을 향상시키기 위해 다양한 미술활동 속에서 정서를 함양하고, 정서를 순화하여 정서지능을 높일 수 있도록 촉진시켜 주어야 할 것이다.;Among various subjects, art education aims at bringing up well-rounded human being in particular, and can cultivate emotional intelligence through a variety of artistic activities. Accordingly analyzing the relevance between art education and children’s emotional intelligence demonstratively can provide information on children’s emotional states, and further can present an appropriate direction in emotional education for the department of art.
Therefore the purpose of this study is to analyze the correlation between emotional intelligence and achievement in arts for the subjects of 5th and 6th graders of elementary school. In order to accomplish this purpose of the study, the differences of emotional intelligence by sex‧grade of the subjects were surveyed, and the differences of the achievement in arts by level of emotional intelligence, the correlation between emotional intelligence and achievement in arts and the effect of emotional intelligence on the achievement in arts were analyzed.
For this study, total 45 students in 5th and 6th grades at E elementary school in Seoul were asked by the questionnaire and research classes were conducted in April 2006. The emotional intelligence test tool for high graders of elementary school made by Yongrin Mun (1997) was used to measure children’s emotional intelligence, and each school records in theory and practice of arts were surveyed to calculate the achievement in arts.
For statistical data processing, the data was processed by SPSS ver. 13.0, and the variance analysis, correlation analysis and multiple regression analysis were carried out. The results were as follows:
First, as a result of performing the variance analysis to survey the differences of emotional intelligence of elementary 5th and 6th graders by sex‧grade, no difference of emotional intelligence by sex‧grade was found. This result was different from various studies on developmental tendency of emotional intelligence by sex‧grade, and it is considered that the difference of the result was originated from diversity of measurement and differences of test methods and subjects for studies. Consequently, it is deemed that successive studies by more proper methods and tools to be able to measure emotional intelligence are required.
Second, as a result of surveying whether the achievement in arts had significant difference by level of emotional intelligence of elementary high graders, there was significant difference in emotional awareness and stimulation of thinking.
Third, it was found that there were significant relations with the achievement in arts in three of five territories. Therefore it is deemed that we can positively consider the practical use of emotional intelligence educationally for the department of arts.
Fourth, it was found that emotional intelligence had approximately 47% of significant effect on the achievement in arts. Having about 47% of explanatory adequacy just by a single factor named ‘emotional intelligence’ can be regarded as very high value.
Putting above results of analyses together, it can be considered that emotional intelligence has positive effects on educational utilization for the department of elementary arts. This also means that programs for learning arts on the basis of emotional intelligence are requisite at schools to cultivate children’s emotional intelligence, which is regarded as important in the current times, and that thought and effort for each factor is required. This can be regarded as one of good teaching methods to provide learners with art education meeting the needs of the times, to heighten the effect of learning arts, and to bring up well-rounded human being.
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