내러티브(생애서술식) 주거 의미 교육을 통한 중학생 자아정체감과 주거정체성 형성에 대한 연구

Abstract

The Purpose of this Study was to analyse the Narrative Education could affect middle school students' Self-Identity and Dwelling-Identity. Basically, for this study we analyzed and accounted as follows; 1. This study used a measurement tool having public confidence in another thesis to know students' self-identity. And This study's researcher made new measurement tool to check dwelling-identity. Because there are no any survey models or available measuring tools in accordance with dwelling-identity. This existing self-identity measuring questionnaire was composed of 27 items. New measurement tool includes critical 9 individual questions. 2. We carried out survey targeting middle school students after narrative educating during regular technology-home economics classes. 3. For this study, 380 middle school students were selected as experiment objects. But, only 310 students participated and acted hardly in house-meaning Education. Therefore, this study's survey restricted on 310 students being regarded as meaningful participants for correct result. 4. This study was programmed for 8 weeks as new producted teaching · Learning plan. Through these process, The results revealed that Narrative housing-meaning education could enhance to Dwelling-Identity growth. But, as unexpected, This Narrative education could not contribute to better Self-Identity. As a conclusion, housing-meaning teaching based on narrative curriculum can give chances to look after oneself, family's life, history and so on. Furthermore, many students felt a sense of satisfaction or accomplishment by this narrative curriculum.