earticle

영어

1. The purpose of the study is to prove the effective variables like genders, grades, records and regions of the conflict perceived by elementary school children with subject special teachers.
2. To satisfy with it, questionaries were used through 70 elementary school children, 3rd and 4th grades, and 124 children, 5th and 6th grades.
3. The questionaries were based on the pre-studies, Yeon, Hyejeong, 1998; Choi, Jincheol, 1993; Nam, Jeongmin, 2006 and corrected under the direction of the thesis director.
The data of the conflict between children and teachers were analyzed with t-verification and F-verification(one-way ANOVA) according to the effective variables and shown with the classification of the conflict as characters of teachers, activities in classes, management of the class, expectations of teachers and communication within co-teachers.
Following is the results of a study on the effective variables of children's background of the conflict with their subject special teachers.
First, genders of children have meaning on the conflict perceived by children with subject special teachers, and male children perceive the conflicts more than female children.
Second, grades of children have meaning on the conflict perceived by children with subject special teachers, and children in senior feel greater conflict with subject special teachers. than they in junior.
Third, records of children have no meaning on the conflict perceived by children with subject special teachers.
Forth, regions of children have some meaning on the conflict perceived by children with subject special teachers, and the greatest is regions of Ri(it is the smallest unit of regions), and the next is regions of Myeon and Up.
Above results led the following conclusion.
First, subject special teachers should understand children's characters of 1. genders, study the fixable teaching-learning methods on their gender and teach them with them.
Second, subject special teachers should learn effective communication with children in each grade and use it in the classroom. It is important that they respect opinions of children in senior, understand the culture of peer group, and sympathize with them.
Third, subject special teachings are suited for activities, experiments and practice which are not sensitive to grades and should keep their interesting in their learning.
Forth, subject special teachers of small schools in the region of country have to have communication with children and their parents with positive open dialogue and vary means to exchange their opinions each other at anytime.

한국어

본 연구는 초등학교 학생의 배경변인(성별, 학년, 성적, 지역)에 따라 초등학생이 인식한 교과전담교사와의 갈등 실태를 알아보고자, 초등학교 학생 24명을 대상으로 질문지를 통해 조사하였다.
학생 배경 변인에 따른 교과전담교사와의 갈등 정도를 살펴 본 결과 및 결론은 다음과 같다.
첫째, 학생의 성별에 따라 학생이 인식한 교과전담교사와의 갈등은 유의미한 차이가 있었고, 남학생이 여학생보다 더 높은 갈등을 인식하는 것으로 나타났다. 따라서 교과전담교사는 학생의 성별에 따른 특성을 잘 알고, 학생들의 상별에 맞는 교수․학습 방법을 구안하여 지도해야 할 것이다.
둘째, 학생의 학년에 따른 교과전담교사와의 갈등에는 유의미한 차이가 있었고, 고학년(5, 6학년) 학생들이 중학년(3, 4학년) 학생들보다 교과전담교사에게 더 큰 갈등을 느끼고 있었다. 따라서 교과전담교사는 학생의 학년에 맞는 효율적인 의사소통 방법을 익히고 이를 학생 지도에 활용하여야 할 것이다.
셋째, 성적에 따라 초등학생이 인식한 교과전담교사와의 갈등에는 유의미한 차이가 없었다. 따라서 교과전담교과 성적에 덜 민감한 활동․실험․실습 등이 바람직하다.
넷째, 지역에 따른 교과전담교사와의 갈등은 부분적으로 유의미한 차이가 있었는데, 리 지역에 사는 학생들이 교과전담교사와의 갈등을 가장 크게 느끼고, 다음으로는 면 지역, 읍 지역 순이었다. 따라서 시골 지역 소규모 학교에 근무하는 교과전담교사는 학생 및 학부모와 가능한 의사소통의 문을 활짝 열고 다양한 방법으로 의견을 나누어 평소에 서로간의 의견을 조율하는 것이 필요하다.