Abstract
This study has been conducted with $1^{st}$ grade elementary students where the purpose was to develop students' interest in themselves and to cultivate their self-awareness as the first step toward establishing a suitable course and career for their start-up features. Students have conducted the cyber study through "Incheon e-School" and cyber reading "Booktoby" and recorded three types of outcomes - affective self-awareness, social self-awareness and intelligence self-awareness - on each side of the Pyramid, thus constructing their own self-awareness pyramids of the system. According to the results, after such activities were undertaken during the $1^{st}$ semester, their opinion toward their self-control and study ability has improved as much as about 67% compared to that of the beginning of the last semester. Regarding the effects of cyber reading, their interest, spontaneity and understanding toward reading books have also improved as much as 54% and 50%, 33% respectively along with positive answers of as much as 75% with regard to self-awareness. When it comes to the results of the SCI-II test (used to evaluate self-awareness), the total average has improved by as much as 3 points and the three components of self-awareness - affective, social, and intelligence - have improved by as much as 4points, 1point, and 5points, respectively.
본 연구는 초등 1학년 학생들을 대상으로 학습자들로 하여금 자신에 대해 관심을 가지고 나아가 긍정적 자아개념을 발달시켜감으로써 장차 진로 설계를 위한 긍정적 자산을 마련하게 하고자 하는 것에 목표를 두고 수행한 사항을 중심으로 기술하였다. 본 연구에서 학습자들은 사이버 학습인 '인천e스쿨'과 사이버 독서 자료인 '북토비' 활동을 하며 그 과정 속에서 발견하게 된 자신의 모습을 자아정체성 피라미드의 각 면에 기록하며 자아정체성 피라미드를 완성해 가는 작업을 수행하였다. 그 결과 학습자들은 자기주도적 학습능력에 대해 67%가 향상되었다고 응답하였고, 독서에 대해서는 독서에 대한 흥미도, 자발성, 이해도가 각각 54%, 50%, 33% 가량 향상된 것으로 나타났으며 자신에 대한 관심도를 묻자 응답자의 약 75%가 높아졌다고 답하였다. 자아정체성 검사인 SCI-II의 1,2차 검사결과를 비교한 결과 자아개념에 대한 총점에서는3점, 영역별 -정의적, 사회적, 인지적 영역 - 관심도는 각각 4점, 1점, 5점씩 향상된 것으로 나타나 모두 긍정적인 변화를 가져온 것으로 나타났다.