學校特性別 環境特徵에 따른 學生들의 知的·主觀的 反應의 比較硏究

Abstract

學生의 成長·發達에 至大한 영향을 미치는 學校環境은 物理的 環境보다는 學校의 風土, 雰圍氣, 學生生態 等의 心理的 環境이 더욱 重要하다고 보겠다. 우리나라 高等學校의 경우 人文係 高等學校는 一般 學群 및 特殊地 高等學校가 있는데 學校敎育이 學生들의 適切한 必要活動에 도움을 줄 임무가 있다는 점을 고려할 때.學生들이 지니는 독특한 양상을 바탕으로 해야 한다고 본다. 따라서 이 硏究에서는 두 集國間의 心理的 環境特性을 비교·검토해 보고 두集團間에 어떠한 差異가 있는지를 究明함으로써 學校敎育에 도움을 주고자 한다. Barker의 行動背景 理論과 Newcomb의 환경도형을 바탕으로 한 姜周泰 外 4人 製作의 「學校環境診斷檢査」를 이용하여 연구하였고 對象은 特殊地集團 302名과 一般學群集團 431名으로 總733名을 표집대상으로 실시하였다. 本 硏究에서 검토·분석한 결과에 의하면 心理的 環境을 구성하고 있는 知的·主觀的 次元에서 특히 知的 次元面에서 一般學群集團이 우수함을 보이고 있다. 즉, 學習態度, 學業成就, 學校施設의 活用, 餘暇善用 및 對入關係의 樣相 面에서 特殊地集團은 그 活動양상이 一般學群集團보다 낮은 것으로 나타났다. 또한 主觀的 次元에서도 다소 낮은 경향을 보이는데, 창의성, 意志力등에서 낮은 결과를 나타낸 반면 活動의 自發性과 관련된 영역면에서는 약간 높은 반응을 보이고 있다. 全體 男·女를 學校特性別 구분없이 차이 검증한 결과에 따르면 男·女間의 差는 없는 것으로 나타났으며, 다만 學校特性別 集團間의 比較에서는 女子集團의 경우는 1 ,2學年 共히 知的次元에서, 그리고 男子集團의 경우는 主觀論 次元에서 一般學群 集團이 特殊地 集團보다 높은 것으로 나타났다.;The school environment is so important to student's growth and development, especially psychological environment as reflected in school climate and classroom atmosphere manifested by students' activities is. In this country, the senior high school is classified into the general school and specific one. Every guidance activity of school must depend upon the basic understandings of students and their environments. The purpose of this study was to examine and analyze the differences of psychological environment between the two groups. The tools used in this study were the standardized Scale for the assessment of school Environment by Kahm Choo-Tae and four others, and its theoretical model was based on Barker's behavior setting theory and Newcomb's subcultural model. Test items were constructed according to the dimension of intellectuality and subjectivity. The size of the sample are 302 specific senior high school boys and girls, 431 general senior high school ones --- a total of 733 students. The following results and conclusions were obtained from the study : In intellectual dimension which is composed of scholastic achievement and personal relationship, the general senior high school groups were significantly higher than specific ones. In subjective dimension which is composed of creativity, will power and autonomy of activity, the general senior high school groups were slightly higher than specific ones. In subjective dimension which is composed of creativity, will power and autonomy of activity, the general senior high school groups were slightly higher than specific ones. In girl's groups, the general high school groups were higher than the specific ones in intellectual dimensions. And in boys' groups, the general high school groups were higher than the specific ones in subjective dimensions. Between the boys' and girls' groups, there are no differences in intellectual and subjective dimensions.