정신지체 특수학교 고등부 과학 교과교육 실태 조사

Abstract

The purpose of this study was to find the problems and construed the actual status of educational curriculum on science subject at high school for the mentally retarded students to suggest foundational data that will be needed for the improvement of science education curriculum for the mentally retarded students. The study was done on 88 science teachers at 31 high schools for the mentally retarded students and the contents of the survey divided into 4 categories such as the recognition of science teachers on curriculum throughout the science education at high school for the mentally retarded students, the teaching status and solution for improvement on science subject at high school for the mentally retarded students, the teaching status and solution for improvement on science subject at high school for the mentally retarded students, the status of science laboratory and solution for improvement on science subject at high school for the mentally retarded students and the problem and solution for improvement on pre-service education (teacher training school at university) and current education. The results of the study were as follows: Firstly, when conducting the education for science subject at high school for the mentally retarded students, teachers felt that there was a lack of knowledge on education using scientific process (observation, measurement, sorting, communication, experiment), which was based on the standard of developmental disordered students related to the daily life of students with contents of science in the curriculum of foundation education. Secondly, there were not enough science laboratory provided at school for the mentally retarded students. however, there was no standard case established for science teaching tools at schools for disables in Korea all area yet and each school was told to ensure science tools individually according to the features of schools for disables. Thirdly, training teachers in pre-service education include only certain number of universities, which operated the education for science area and there was a small number of universities, which accomplished the science curriculum as an independent subject. Although the completion of the course of study allocated during the 4th year at university, however, there was a problem of carrying it out properly since it is overlapped with a period of teaching interning at school of education and the times of completion were different from each universities, which was formed for 2-3 hours. The researcher suggested few things based on this results as follows: Firstly, the study was not enough to be seen as a view of all teachers who were in charge of teaching high science at school for the mentally retarded students and the lessons with actual objects should be established providing enough education appliances and preparing the standard of laboratory according to the features of disabled students together with development of equipments that could be used safely for students and teaching-learning contents date how it should be approached with what contents, which teachers could teach them closely related to real life and required teaching materials (programs that were made based on the ability of students) in science education at high school for the mentally retarded students. Secondly, the expansion of professionalism on science education was required by providing essential training hours on science subject and providing hours for completion of science, which was unified with all other universities of education Thirdly, the efforts of student was required to reflect the result of evaluation and investigation that finds out what students wants on the science education. Therefore, the follow-up studies were needed to achieve the purpose of science education at primary school for the mentally retarded students efficiently based on the problem and status, which were found on this study.