精神遲滯 特殊學校 敎育課程 運營의 實態 分析에 관한 硏究

Abstract

The purpose of the study is to analyze the actual condition of the operation of the curriculum of the special school for the mentally retarded. For this purpose, data obtained from this study were T-tested by the foundation of the school and by gender and F-tested by age and by career in combination. The statistical level of significance was judged at the level of P=0.05. Therefore, the conclusion could be drawn; Firstly, there was seldom a perceptional difference between teachers as to whether the apportionment of time was well operated by the foundation of the school and by career in regard to the reality of the operation of the apportioned time of school-centered curricula, but the opportioned time to curricula was shown to be better operated in national and public schools than that in private schools by the foundation of the school. It was shown that teachers with the teaching-profession career of more than 16 years to less than 20 eyars had a high level of understanding the apportioned time to curricula. It was shown that male teachers had a more relatively positive posture toward curricula of the special school for the mentally retared on the school level than female teachers in a respect of gender, and it is judged that teachers perceive that approtioned time to curricula is well operated because teachers in the fourties have a high understanding of a new system. Therefore, it can be inferred that time for consultations and studies is further required to make the operation of apportioned time to curricula appropriate. Secondly, there was seldom a perceptional difference between teachers as to whether the organization of curricula was well effected, by the foundation of the school, by gender, and by age in regard to the reality of school-centered curricula, but it was shown that curricula was better organized in national and public schools than in private school in a respect of the foundation of the school. It was revealed that male teacher had a higher understanding of the organiation of curricula than female teachers in terms of gender, and that teacher more than 21 years of age had a high level of understanding the curricular organization in terms of age. Because teachers with less career were lacking in understanding the organization of curricula for the mentally. retarded in terms of age, it is seen that they perceived that the more teacher's career was the better the organization of curricula worked out. Accordingly, this suggest that it is necessary to provide much material for the expansion of the opportunity of training and the organization of curricula. Thirdly, there was seldom a perceptional difference between teachers as to whether curricula worked out well by the foundation of the school, by age and by career in regard to the actuality of the operation of school-centered curricula. But it was revealed that curricula for the mentally retarded were better operated in national and public schools than in private schools terms of the foundation of the school, and that teachers in the fourties by age and teachers with career of more than 21 years had a high understanding of the operation of curricula. It was revealed that male teachers had a further positive attitude toward teaching profession and a more positive posture toward the operation of school-level curricula than female teachers in terms of gender. Because female teachers view teaching profession as a vulgarly ordinary job-view, it is judged that male teachers perceive that curricular operation is well done more than female teachers. Accordingly, treatment toward female teachers should be ameliorated, and female teachers should take a more active attitude toward the operation of curricula for the mentally retarded. Fourthly, it was revealed that there was seldom a difference between teachers as to teachers' participation in the operation of school-centered curricula by the foundation of the school, by gender, by age and by career in relation to the reality of the degree of teachers' participation. But it was revealed that as institutional, administrative and financial assistance is provide better in national and public schools than private schools in terms of the foundation of the school, teachers in national and public school further participate in the operation of school-centered curricula than those in private schools. And it was shown that male teachers by gender, teachers more than the fifties by age, and teachers with career of more than 21 years had a high degree of participation in the operation of curricula.