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學習遲進兒 敎育에 關한 硏究

Title
學習遲進兒 敎育에 關한 硏究
Other Titles
(A) Study on Education for The Slow-Learning Children
Authors
金英愛.
Issue Date
1969
Department/Major
대학원 교육학과
Keywords
학습지진아교육교육학
Publisher
이화여자대학교 대학원
Degree
Master
Abstract
The principle aims of this study were to observe various characteristics of slow-learning children, and to investigate some general theories in connection with the education of the slow-learning children, then to provide an effective educational program. For the investigation of some factors which influence the slow-learning, 192 retarded students in upper-grades from two elementary schools were studied as the sample. I. Q. scores of these subjects ranged to approximately 70 to 90. A slow-learning child is defind as a child who because of intellectual retardation is unable to be adequately educated in the ordinary classroom instruction without provision of special program or modification of curriculum. The findings indicated that the characteristics of these retarded children are not due to mentally retarded problems but to factors in the environment and to physically handicapped problems. They have less ability to work the higher mental process originality, creativeness, generalization, abstraction, and problem-solving. The majority of subjects have the characteristics of cultually deprived children, especially students from low, status socio-economic home. Auditory and visual difficulties, speech defects were found in these group. As the educational provisions for the slow-learning child, special class must be organized. It is.inportant.to discover and provide for slow-learning child at as early an age as possible, before attitudes and feelings related to failure are established. Children of similar ages, abilities and interests must be grouped together in so far as possible so that the program can be suited to, physical maturity and mental and social development. Unit study centered around the life experiences of the child is the efficient method of providing for slow-learning child many worth-while learning. Each child has his own pattern of growth. The kind and number of learning situations provided, therefore, must be suited to the child's level and rata of learning ability so that he may achieve with reasonable success.
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