중학교 계발활동의 운영 및 학생 참여 활동

Abstract

현대 사회의 청소년들에게는 인성교육이 지식교육 못지않게 중요하며 심신의 조화로운 발달을 도모하고 전인교육의 일환으로 실시되는 계발활동은 인성교육적 측면에서 그 중요성이 크다고 할 수 있다. 선행 연구에 따르면, 계발활동의 운영 실태에 관한 연구가 주를 이루어 왔을 뿐, 계발활동에 대한 학생들의 심리적인 접근을 다룬 논문은 그리 많지 않았다. 따라서 본 연구는 중학교의 특별활동 영역인 계발활동의 운영 실태를 분석하고 인구통계학적 특성에 따른 계발활동의 유용성, 흥미도, 만족도, 요구도의 차이를 알아보고자 한다. 더불어 가정과 관련 계발활동에 대한 선호도를 살펴본 후 계발활동에 연이어 새롭게 시행될 동아리활동의 나아갈 방향과 가정교과 관련 동아리활동을 활성화 시키는 방안을 모색하는데 목적이 있다. 본 연구의 연구문제는 첫째, 중학교 계발활동의 운영 현황에 대해 알아본다. 둘째, 인구통계학적특성에 따른 중학교 계발활동의 참여활동의 차이를 알아본다. 셋째, 인구통계학적특성에 따른 중학교 가정교과 계발활동의 선호도에 대해 알아본다. 본 연구의 자료 수집은 설문지 응답방식으로 이루어졌고 서울과 경기, 전남에 소재하고 있는 중학교 남녀 재학생을 대상으로 하였으며 총 700부를 최종 분석 자료로 사용하였다. SPSS Statistics 17.0 Program을 사용하여 통계 분석을 하였고, 분석방법으로는 빈도분석, 요인분석, 신뢰도분석, 백분율, 평균, t-test, 일원분산분석(ANOVA), 교차분석 방법을 실시하였고 사후 검증을 위해 Duncan test 방법을 실시하였다. 본 연구의 결과를 요약하면 다음과 같다. 첫째, 중학교 계발활동의 전반적인 운영 현황을 살펴보면 학술문예활동분야의 개설률이 가장 높았으며 학생들의 가입률 또한 높았다. 여가문화활동, 실습노작활동, 보건체육활동분야도 충분한 개설률을 보였으나 상대적으로 정보통신활동이나, 종교활동분야의 개설률과 가입률은 저조하였다. 그리고 가정과 관련 계발활동부서의 개설 현황을 살펴본 결과, 의생활관련분야(의류·섬유·패션소품)와 주생활관련분야(인테리어소품)의 개설률이 높은 반면 식생활관련분야의 부서 개설률은 비교적 낮은 편이었다. 또한 가정교과 관련 계발활동부서는 여자중학교에 비하여 남자중학교의 개설률이 저조하였다. 중학교 계발활동의 운영 방식은 4주마다 4시간씩 실시되는 전일제 형태가 가장 많았으며 상당수의 학생들이 희망대로 계발활동부서의 배정이 어렵다고 인식하고 있었다. 학생들은 부서 선택 시, 혼자의 생각과 담임선생님의 설명, 선배나 친구들의 설명에 의하여 주로 선택하는 것으로 보아 계발활동부서에 대한 학교의 구체적이고 체계화된 안내가 이루어지지 않고 있음을 알 수 있었다. 따라서 학교는 각 부서별로 팜플렛, 포스터제작, 방송 등을 활용하게 하여 계발활동 부서에 대한 안내와 홍보가 충분히 이루어지도록 해야 한다. 둘째, 중학교 계발활동의 필요성 및 중요성에 대한 학생들의 인식을 알아본 결과, 학생들은 계발활동에 대하여 전반적으로 긍정적으로 인식하는 편이었고 남학생집단이 여학생집단에 비하여 계발활동이 조금 더 필요하고 중요하다고 생각하였다. 셋째, 중학교 계발활동의 유용성에 대하여 학생들의 인식을 알아본 결과, 학생들은 계발활동 유용성에 대하여 ‘자기계발성’보다는 ‘여가활동성’ 요인을 높게 평가하였으며 남학생집단이 여학생집단에 비하여 또 1학년집단이 다른 학년에 비하여 계발활동의 유용성(‘자기계발성’과 ‘여가활동성’)을 조금 더 높게 평가하였다. 넷째, 중학교 계발활동의 흥미도에 대한 학생들의 인식을 알아본 결과, 중학생들은 계발활동에 대하여 흥미도의 소극성 요인보다는 적극성 요인의 수치가 높았으며 남학생집단이 여학생집단에 비하여 흥미도의 적극성 요인이 높았다. 1학년 집단이 다른 학년에 비하여 흥미도의 적극성 요인이 높았고 소극성이 낮았는데 이는 학년이 올라감에 따라 늘어나는 학업량과 진로에 대한 스트레스의 영향 을 덜 받았기 때문인 것으로 사료 된다. 다섯째, 중학교 계발활동의 만족도에 대한 학생들의 인식을 알아본 결과, 계발활동 ‘운영 시간’보다는 ‘운영 체계’에 대한 만족도가 높은 편이었다. 남학생집단이 여학생집단보다 ‘운영 체계’에 대한 만족도가 높았으며 1학년집단이 다른 학년보다 만족도가 높았다. 또한 학생들은 계발활동 비용에 대하여 비교적 부담이 없다고 응답하였고, 계발활동비용이 발생한 경우에도 그 비용은 적절하다고 생각하는 학생들이 많았다. 현재의 부서 활동에 만족하지 못하는 경우도 있었는데 ‘원하지 않은 부서라서’, ‘흥미가 없어서’라는 응답이 많아 계발활동에 대한 흥미와 적성이 비용보다 더 큰 영향력을 미치는 것을 알 수 있었다. 계발활동 부서 선택 시 흥미를 가지고 참여할 다양한 부서가 있는지에 대하여 학생들은 전반적으로 마음에 드는 부서가 있다고 응답하였으나 다양성측면에서 여학생집단이 남학생집단에 비해 만족도가 조금 떨어지는 것으로 나타났고 학년이 올라갈수록 만족도가 떨어지는 경향을 보였다. 여섯째, 중학교 계발활동의 요구도에 대한 학생들의 인식을 알아본 결과, 계발활동의 효율적인 시간배당에 대하여 학생들은 계발활동이 고정적으로 자주 시행되는 것을 더 선호하였고 계발활동에서 결과물 발표의 필요성에 대하여 상당수의 학생들이 필요하다고 응답하였다. 일곱째, 중학교 가정교과 관련 계발활동에 대한 선호도를 조사한 결과, 대부분의 학생들이 가정과 관련 계발활동에 대하여 높은 선호도를 나타내었고 제과제빵반, 요리실습반과 같은 식생활관련분야(조리·영양)의 부서가 인기가 많았으며 특히 남학생들의 선호가 압도적이었다. 위의 연구결과를 적극 반영하여 앞으로 시행될 동아리 활동의 바람직한 운영을 위하여 다음과 같은 제언을 하고자 한다. 첫째, 학생들의 희망과 특기를 반영한 다양한 종류의 동아리를 개설하고 반드시 본인의 희망에 따른 부서 배정이 이루어질 수 있도록 해야 한다. 둘째, 동아리 부서를 계획, 운영, 평가함에 있어서 교사에 의한 일방적인 운영이 아닌 학생들이 운영의 주체가 되는 창의적이고 자발적인 동아리 활동이 되어야 할 것이다. 셋째, 알차고 풍성한 동아리 활동 운영을 위하여 학교에서는 동아리활동 시간을 확실히 보장해주어야 한다. 넷째, 본 연구의 결과를 살펴보았을 때 가정교과 관련 계발활동 부서 중 식생활 관련부서에 대한 높은 선호도와 참여의지를 확인할 수 있었다. 따라서 학생들의 의견을 적극 반영하여 식생활 관련 동아리의 개설이 요구되어지는 바이다. 다섯째, 가정교과 관련 동아리활동이 활성화되기 위해서는 실습·노작활동의 성격이 강하므로 실습 시설과 재료에 대한 교육 당국의 재정적 지원이 충분히 뒷받침 되어야 할 것이다. 여섯째, 학생들이 동아리 체험 활동을 경험하면서 진로탐색과 연계되어질 가능성이 있으므로 학교는 교내외의 인적, 물적 자원을 적극 활용하여 동아리 활동과 진로탐색 프로그램을 연계 지원하는 것도 좋은 방법이 될 것이라 생각한다. | In today's society, the character education is as important as the knowledge education and, developmental activities conducted as part of holistic education is also significant in terms of character education. According to previous studies, information gathered on the actual managing of developmental activities were the most, but there were not many studies dealing with student's awareness about developmental activities. As a result, this study is aimed to analyze the actual management condition of developmental activities, and find out gender difference in usefulness, interest, satisfaction, the request of middle school students and student's preference for developmental activities related to home economics education. After that, we will consider desirable directions about newly implemented club activities and measures to promote club activities related to home economics education.

The followings are the research tasks of this study. First, to find out about actual management condition about developmental activities in middle school. Second, to find out the difference in middle school students' participation activities of developmental activities by demographic features. Third, to find out student's preference to developmental activities related to home economics education by demographic features.

The Questionnaire method was adopted to obtain data. The subjects in this study were students in middle school of Seoul, Gyeonggi and Jeonnam province. After the survey was conducted, the questionnaire from 700 participants were analyzed. ‘SPSS for Window 17.0 Program’ was employed to obtain statistical data on means and percentage, frequency, factor analysis, t-test, one-way ANOVA, crosstabs and Duncan's post-hoc analysis were utilized.

The results of this research are summarized as followed: First, the actual condition about developmental activities in middle school, academic literature activity departments were opened, and out of all, they were the most. However, leisure and cultural activity departments, laborious activity training departments, health and physical activity departments were properly opened, but information communication activity departments, religious activity departments were poorly opened. In the opening rate about developmental activity related to home economics education, clothing-related activity departments, housing-related activity departments were properly opened. On the other hand, dietary-related activity departments were poorly opened, and also, developmental activity departments related to home economics education were poorly opened in boy's middle school than girl's middle school. In the management method of developmental activities in middle school, full-time system (4 hours a week) was the most commonly adopted method by many schools, and many students said it is difficult to choose developmental activity departments as their preferences. Second, considering the result of researching the necessity and the importance of developmental activities, we could see that students feel positive about them and male students think it is more important than female students. Third, considering the result of researching usefulness of developmental activities, we find that students think that the factor of 'leisure activity' is more important than the factor of 'development of themselves'. Also, we can realize that more male students than female students and more freshmen than the other year students think usefulness of developmental activities ('development of themselves' and 'leisure activity') is more important. Forth, the result of researching student's interests of developmental activities, many students were generally active and male students, especially first graders, were more active than female students and other graders. Fifth, according to the result of researching student's satisfaction of developmental activities, we could find that students were more satisfied with operating hours than management system of developmental activities. Also, we could know female students were more satisfied with management system of it than male students and the first graders were more satisfied with than other graders. Moreover, students answered that there is no cost burden of developmental activities. Even if the burden of the cost is caused, they thought it is appropriate and some students were not satisfied with developmental activities because since non-preferred developmental activities department were designated to them. Therefore, we could know interests and aptitude for developmental activity departments have more effect on their own satisfaction than the cost of it. Many students answered there is a variety of developmental activity departments to choose, but in terms of range of choices, female students were less satisfied with it than male students. At the same time, older students were less satisfied with developmental activity than younger students. Sixth, the result of researching student's request of developmental activity, we could find that they hoped it to be operated regularly and to have it's contest. Seventh, the result of researching student's preference about developmental activity related to home economics education, many students showed high preference of it. Especially bakery department, cooking department were very popular with male students.

To find out desirable directions about newly implemented club activities, the suggestions by the results are as follows:

First, various clubs that reflect student's needs and speciality should be opened and assigned on their demands. Second, the way in of planning, managing and evaluating clubs should be managed creatively by students, not teachers. Third, school authorities have to allot time for club activities to manage them profitably. Fourth, in according to the result of this research, it is ascertained that dietary life-related departments are the most popular of departments related to home economics education. So, the dietary life-related departments should be established to reflect student's demands. Fifth, developmental activities related to home economics education should have practical and laborious characteristics. In that way, school authorities will support financially practical training facilities and materials to revitalize them. Sixth, as experiencing club activities, students are able to explore their career. Thus, school authorities should support club activities related to career exploration program through human resources and material resources inside and outside of school.; In today's society, the character education is as important as the knowledge education and, developmental activities conducted as part of holistic education is also significant in terms of character education. According to previous studies, information gathered on the actual managing of developmental activities were the most, but there were not many studies dealing with student's awareness about developmental activities. As a result, this study is aimed to analyze the actual management condition of developmental activities, and find out gender difference in usefulness, interest, satisfaction, the request of middle school students and student's preference for developmental activities related to home economics education. After that, we will consider desirable directions about newly implemented club activities and measures to promote club activities related to home economics education.

The followings are the research tasks of this study. First, to find out about actual management condition about developmental activities in middle school. Second, to find out the difference in middle school students' participation activities of developmental activities by demographic features. Third, to find out student's preference to developmental activities related to home economics education by demographic features.

The Questionnaire method was adopted to obtain data. The subjects in this study were students in middle school of Seoul, Gyeonggi and Jeonnam province. After the survey was conducted, the questionnaire from 700 participants were analyzed. ‘SPSS for Window 17.0 Program’ was employed to obtain statistical data on means and percentage, frequency, factor analysis, t-test, one-way ANOVA, crosstabs and Duncan's post-hoc analysis were utilized.

The results of this research are summarized as followed: First, the actual condition about developmental activities in middle school, academic literature activity departments were opened, and out of all, they were the most. However, leisure and cultural activity departments, laborious activity training departments, health and physical activity departments were properly opened, but information communication activity departments, religious activity departments were poorly opened. In the opening rate about developmental activity related to home economics education, clothing-related activity departments, housing-related activity departments were properly opened. On the other hand, dietary-related activity departments were poorly opened, and also, developmental activity departments related to home economics education were poorly opened in boy's middle school than girl's middle school. In the management method of developmental activities in middle school, full-time system (4 hours a week) was the most commonly adopted method by many schools, and many students said it is difficult to choose developmental activity departments as their preferences. Second, considering the result of researching the necessity and the importance of developmental activities, we could see that students feel positive about them and male students think it is more important than female students. Third, considering the result of researching usefulness of developmental activities, we find that students think that the factor of 'leisure activity' is more important than the factor of 'development of themselves'. Also, we can realize that more male students than female students and more freshmen than the other year students think usefulness of developmental activities ('development of themselves' and 'leisure activity') is more important. Forth, the result of researching student's interests of developmental activities, many students were generally active and male students, especially first graders, were more active than female students and other graders. Fifth, according to the result of researching student's satisfaction of developmental activities, we could find that students were more satisfied with operating hours than management system of developmental activities. Also, we could know female students were more satisfied with management system of it than male students and the first graders were more satisfied with than other graders. Moreover, students answered that there is no cost burden of developmental activities. Even if the burden of the cost is caused, they thought it is appropriate and some students were not satisfied with developmental activities because since non-preferred developmental activities department were designated to them. Therefore, we could know interests and aptitude for developmental activity departments have more effect on their own satisfaction than the cost of it. Many students answered there is a variety of developmental activity departments to choose, but in terms of range of choices, female students were less satisfied with it than male students. At the same time, older students were less satisfied with developmental activity than younger students. Sixth, the result of researching student's request of developmental activity, we could find that they hoped it to be operated regularly and to have it's contest. Seventh, the result of researching student's preference about developmental activity related to home economics education, many students showed high preference of it. Especially bakery department, cooking department were very popular with male students.

To find out desirable directions about newly implemented club activities, the suggestions by the results are as follows:

First, various clubs that reflect student's needs and speciality should be opened and assigned on their demands. Second, the way in of planning, managing and evaluating clubs should be managed creatively by students, not teachers. Third, school authorities have to allot time for club activities to manage them profitably. Fourth, in according to the result of this research, it is ascertained that dietary life-related departments are the most popular of departments related to home economics education. So, the dietary life-related departments should be established to reflect student's demands. Fifth, developmental activities related to home economics education should have practical and laborious characteristics. In that way, school authorities will support financially practical training facilities and materials to revitalize them. Sixth, as experiencing club activities, students are able to explore their career. Thus, school authorities should support club activities related to career exploration program through human resources and material resources inside and outside of school.