Our society has entered the Fourth Industrial Revolution with the artificial intelligence market growing, As our society advances forward, we can grasp the essential meaning of our existence and the value of breakthrough technology by keeping an open ... Our society has entered the Fourth Industrial Revolution with the artificial intelligence market growing, As our society advances forward, we can grasp the essential meaning of our existence and the value of breakthrough technology by keeping an open eye on current sociocultural events. Through the medium of education, we need to foster individuals who understand flow of culture, know how to cooperate, and are armed with various skills, and place them in the right positions in order to cultivate a society in which humans and technology cooperate rather than compete. In fostering talented individuals who will lead our future, the essence of educating adolescents would be teaching students to understand and respect other individuals and to grow together. In this aspect, humanistic education is fundamental in that it works to develop both various cognitive and affective domains of students. As a result, students aim towards building a healthier lifestyle for themselves. This will in effect become a basis for a healthier society. Adolescents in their formative years go through both physical and psychological developmental stages. During this period, they are very much influenced by others and in the process of interacting with others occurs the formation of their judgements and character. As a result, adolescents develop social skills which they need in becoming a mature adult. Sociality can be defined as a skill in which an individual self-recognizes one's status and regards other individuals in order to maintain integral interpersonal relationships in one's circle. For adolescents to develop good character traits and to pursue a healthy lifestyle of being considerate and sharing happiness with others, various practical academic curriculums which are linked to their daily lives need to be designed for developing such social skills. In this study, an educational program – "re-enactment in art appreciation class" - was designed and carried out on high school students to investigate the effects of this program on the development of sociality of second year high school students. Re-enactment is an educational activity in which students empathize with historical figures, thus, enabling them to look into the thinking process behind such behaviors and recreating those behaviors through imagination and inferencing. Re-enactment has been widely used as teaching method to overcome the limitations of learning academic subjects in a piecemeal way. Recently, numerous research has been done on the positive benefits of re-enactment on leaner's personality domain as well as on learner's cognitive domain has opened new doors for further research on this topic. This study examines the theory of re-enactment, searches for a way to apply re-enactment in high school art appreciation class and investigates the relationship between re-enactment and sociality. After examining the high school art textbook(2009 revised version), the researcher selected a unit on art appreciation and constructed a teaching program based on the steps of re-enactment. The experimental subjects for this study were 52 students from two classes of Y girls' high school located in Anyang, Gyeonggi-do. 26 students were placed in the experimental group and the experimental group participated in 8 periods of art appreciation class, using re-enactment. Evaluation tools study for this study consisted of teacher assessment of the re-enactment program and of students'performance, and student evaluation of the program. Also, validity was verified by one education expert and two art teachers. For measuring students'sociality, a pre-post measure was taken using a sociality test developed by Yoon(2006) for measuring the degree of improvement in students sociality. The results of the sociality test for both experimental group and control group were analyzed by the R statistical package program. Along with statistical analysis, qualitative evaluation was conducted by examining students'performance results, students'course evaluation and satisfaction surveys, student interviews, and teachers' observation records. The conclusion of this study is as follows: First, using re-enactment in art appreciation class for second year high school students showed to have positive effects on their sociality. In comparing sociality test results from the experimental group and the control group, it was found that the average score of the experimental group increased from 3.67 to 4.28, which is a statistically significant improvement(t=-10.184, p<.001). A post hoc test on the experimental group found statistically significant differences among the five components of sociality, which are 'empathy and kindness', 'anger-management and accepting criticism', 'requesting', 'making a conversation', and 'asserting'. Second, qualitative analysis of examining students' performance results, students’course evaluation and satisfaction surveys, student interviews, and teachers' observation records showed that the use of re-enactment art appreciation classes has positive effects on students'understanding of art works and on expression activities, as well as on learners'sociality. Re-enactment enables students to recreate the thinking process of an artist, during which students empathize with the various feelings and emotional shifts a work of are bears. In this process, students have a deeper understanding of the work of art while keeping in mind the sociocultural context in which the artist is in. Furthermore, in order for students to extend this experience of re-enactment to expressing their feelings, students participated in working on collaborative projects, topics related to their lives and others'feelings. In this process, students showed understanding and acceptance of others and actively interacted with each other just as they empathized with the artist. In all, the empathizing and communicating required by re-enactment in art class has shown to improve students' interpersonal relationships, with the components of sociality all improving. The fact that the experimental group showed a higher level of completeness on collaborative project than the control group, shows that re-enactment in art appreciation can have a positive effect on students' expression skills also. This study is significant in that it verified the positive effects of using re-enactment in art appreciation class on adolescents sociality and its educational values. More research is needed to be done on this topic and the researcher hopes, in the future, that various art related teaching programs will be developed for the purpose of fostering adolescents' sociality, which will contribute to the overall growth of students. ，韩语论文范文，韩语论文范文 |
