스포츠와 예술을 통한 학교폭력 감소방안 연구(수탁-교육부)
연구책임자 : 이옥선(서울대학교)
I. 서론 ···················································································································· 1
1. 연구의 목적 및 필요성 ········································································································· 1
2. 연구의 내용 ································································································································ 3
3. 연구 방법 ···································································································································· 5
Ⅱ. 이론적 기초 ··································································································· 9
1. 학교폭력 감소 및 예방과 음악 프로그램 ············································································ 9
가. 이론적 기초 ·························································································································· 10
나. 국내외 프로그램 ·················································································································· 11
다. 학교폭력 감소 및 예방 관련 음악 프로그램의 현장 적용 사례 ······························ 12
라. 시사점 ···································································································································· 15
2. 학교폭력 감소 및 예방과 미술 프로그램 ········································································· 17
가. 이론적 기초 ·························································································································· 17
나. 국내외 프로그램 ·················································································································· 20
다. 학교폭력 감소 및 예방 관련 미술 프로그램의 현장 적용 사례 ······························ 20
라. 시사점 ···································································································································· 22
3. 학교폭력 감소 및 예방과 체육 프로그램 ········································································· 22
가. 이론적 기초 ·························································································································· 22
나. 국내외 프로그램 ·················································································································· 25
다. 학교폭력 감소 및 예방 관련 체육 프로그램의 현장 적용 사례 ······························ 27
라. 시사점 ···································································································································· 29
Ⅲ. 실태 분석 ····································································································· 33
1. 조사 방법 ································································································································· 33
2. 학교폭력 감소 및 예방 프로그램 관련 교사의 인식 분석 ··········································· 35
3. 학교폭력 감소 및 예방 프로그램 관련 학생의 인식 분석 ··········································· 51
4. 학교폭력 감소 및 예방 프로그램 관련 현장 교사 면담 분석 ····································· 66
5. 시사점 ······································································································································· 68
Ⅳ. 학교폭력 감소 및 예방을 위한 예술·체육 프로그램의 구성 ·············· 73
1. 프로그램 구성 원리 및 방향성 ··························································································· 73
2. 프로그램 구성 틀과 활용 방안 ··························································································· 75
Ⅴ. 학교폭력 감소 및 예방을 위한 예술·체육 프로그램의 실제 ·············· 85
1. 음악 프로그램 ························································································································· 85
2. 미술 프로그램 ······················································································································· 190
3. 체육 프로그램 ······················································································································· 251
Ⅵ. 활용 방안 및 향후 정책 과제 ································································· 377
1. 활용 방안 ······························································································································· 377
2. 정책 과제 ······························································································································· 378
참고 문헌 ············································································································· 379
부록 ······················································································································· 384
1. 교사용 설문지 ······················································································································· 384
2. 학생용 설문지 ······················································································································· 389
3. 교사 자문단 대상 질문지 ··································································································· 393
스포츠와 예술을 통한 학교폭력 감소방안 연구(수탁-교육부)
연구책임자 : 이옥선(서울대학교)
I. 서론 ···················································································································· 1
1. 연구의 목적 및 필요성 ········································································································· 1
2. 연구의 내용 ································································································································ 3
3. 연구 방법 ···································································································································· 5
Ⅱ. 이론적 기초 ··································································································· 9
1. 학교폭력 감소 및 예방과 음악 프로그램 ············································································ 9
가. 이론적 기초 ·························································································································· 10
나. 국내외 프로그램 ·················································································································· 11
다. 학교폭력 감소 및 예방 관련 음악 프로그램의 현장 적용 사례 ······························ 12
라. 시사점 ···································································································································· 15
2. 학교폭력 감소 및 예방과 미술 프로그램 ········································································· 17
가. 이론적 기초 ·························································································································· 17
나. 국내외 프로그램 ·················································································································· 20
다. 학교폭력 감소 및 예방 관련 미술 프로그램의 현장 적용 사례 ······························ 20
라. 시사점 ···································································································································· 22
3. 학교폭력 감소 및 예방과 체육 프로그램 ········································································· 22
가. 이론적 기초 ·························································································································· 22
나. 국내외 프로그램 ·················································································································· 25
다. 학교폭력 감소 및 예방 관련 체육 프로그램의 현장 적용 사례 ······························ 27
라. 시사점 ···································································································································· 29
Ⅲ. 실태 분석 ····································································································· 33
1. 조사 방법 ································································································································· 33
2. 학교폭력 감소 및 예방 프로그램 관련 교사의 인식 분석 ··········································· 35
3. 학교폭력 감소 및 예방 프로그램 관련 학생의 인식 분석 ··········································· 51
4. 학교폭력 감소 및 예방 프로그램 관련 현장 교사 면담 분석 ····································· 66
5. 시사점 ······································································································································· 68
Ⅳ. 학교폭력 감소 및 예방을 위한 예술·체육 프로그램의 구성 ·············· 73
1. 프로그램 구성 원리 및 방향성 ··························································································· 73
2. 프로그램 구성 틀과 활용 방안 ··························································································· 75
Ⅴ. 학교폭력 감소 및 예방을 위한 예술·체육 프로그램의 실제 ·············· 85
1. 음악 프로그램 ························································································································· 85
2. 미술 프로그램 ······················································································································· 190
3. 체육 프로그램 ······················································································································· 251
Ⅵ. 활용 방안 및 향후 정책 과제 ································································· 377
1. 활용 방안 ······························································································································· 377
2. 정책 과제 ······························································································································· 378
참고 문헌 ············································································································· 379
부록 ······················································································································· 384
1. 교사용 설문지 ······················································································································· 384
2. 학생용 설문지 ······················································································································· 389
3. 교사 자문단 대상 질문지 ··································································································· 393