중학생의 학습전략 향상을 위한 U&I활용 부모-자녀 연계 집단상담 프로그램 개발

Abstract

Objectives The purpose of this study was to devise a parent-child-linked group counseling program using U&I to improve learning strategies for middle school students, and to verify the effectiveness of the program. Methods The program design was devised through the procedure of analysis → design → development → execution → evaluation according to the procedure of the ADDIE model, which is a program development model. Next, the program was applied to the experimental group and compared with the control group to analyze the effect. For the analysis of program effects, a learning strategy measurement tool developed by Kim Dong-il (2005) was used. Results First, for program planning, the direction of program planning was set through a request survey and a review of previous studies. Then, the purpose and goal of the program were set. Next, the goal of each session of the program, the contents of the activity, and the operation strategy of the program were devised, and the final program was completed through the validation process from experts. As a result of applying the program to the experimental group, the overall score of the learning strategy of the experimental group and the score of all sub-factors were significantly higher than that of the control group. In addition, as a result of the interview analysis of children and parents, it was confirmed that children were able to establish and implement a learning strategy suitable for themselves through self-understanding, and parents were able to identify their children's learning strategy and link it to positive learning support. Conclusions As a result of applying the program to the experimental group, the overall score of the learning strategy of the experimental group and the score of all sub-factors were significantly higher than that of the control group. In addition, as a result of the interview analysis of children and parents, it was confirmed that children were able to establish and implement a learning strategy suitable for themselves through self-understanding, and parents were able to identify their children's learning strategy and link it to positive learning support.