학교폭력 예방을 위한 언어 교육 프로그램 개발 연구
연구책임자: 류성창(국민대학교 교수)
I. 서론 /1
1. 연구의 목적 및 필요성 ·················································································· 3
2. 연구의 내용 및 범위 ····················································································· 5
3. 연구 문제 ······································································································ 6
4. 연구 방법 ······································································································ 7
II. 선행연구 /11
1. 언어 방어의 의미와 기대효과 ····································································· 13
2. 언어 방어의 유형 ························································································ 16
III. 설문조사 /23
1. 사전조사 ····································································································· 25
2. 본 설문조사 ································································································ 39
IV. 언어 방어교육의 실제 적용 /65
1. 교사용 지도 매뉴얼 구성의 원리와 사례 ···················································· 67
2. 적용 사례 ·································································································· 105
V. 결론 /129
참고문헌 /137
부록 /141
1. 온라인 설문 문항 ······················································································ 143
2. 회귀분석1: 모든 성격 유형 표 ·································································· 163
3. 회귀분석2: 성격 유형중 신경증만 분석에 포함 ········································ 167
학교폭력 예방을 위한 언어 교육 프로그램 개발 연구
연구책임자: 류성창(국민대학교 교수)
I. 서론 /1
1. 연구의 목적 및 필요성 ·················································································· 3
2. 연구의 내용 및 범위 ····················································································· 5
3. 연구 문제 ······································································································ 6
4. 연구 방법 ······································································································ 7
II. 선행연구 /11
1. 언어 방어의 의미와 기대효과 ····································································· 13
2. 언어 방어의 유형 ························································································ 16
III. 설문조사 /23
1. 사전조사 ····································································································· 25
2. 본 설문조사 ································································································ 39
IV. 언어 방어교육의 실제 적용 /65
1. 교사용 지도 매뉴얼 구성의 원리와 사례 ···················································· 67
2. 적용 사례 ·································································································· 105
V. 결론 /129
참고문헌 /137
부록 /141
1. 온라인 설문 문항 ······················································································ 143
2. 회귀분석1: 모든 성격 유형 표 ·································································· 163
3. 회귀분석2: 성격 유형중 신경증만 분석에 포함 ········································ 167