• Title, Summary, Keyword: 수업요구도

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수학교사의 발문에 대한 수업반성 사례연구

  • Kim, Won-Gyeong;Kim, Myeong-Ju
    • Communications of Mathematical Education
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    • v.19 no.1
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    • pp.191-213
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    • 2005
  • 이 연구는 수학교사가 자기수업 관찰을 바탕으로 수업반성의 과정에서 발문을 어떻게 반성하는지, 반성을 통해 수업에서 발문을 어떻게 변화시키며, 교사와 학생 사이의 상호작용에 어떤 변화가 나타나는지를 분석하기 위한 것이다. 두 중학교 수학 교사를 대상으로 일주일에 1회씩 총 5회의 수업관찰과 수업반성의 순환과정을 통해 얻어진 관찰자료, 녹화자료, 면담자료로 분석한 결과는 다음과 같다. 첫째, 교사의 수업반성 결과 학생들로 하여금 수업에 더 많이 참여하고 학생 자신의 생각을 표현할 수 있도록 유도하기위한 효과적인 발문을 고안하였고, 교사 자신의 수업을 자발적으로 평가하는 경향을 보였다. 둘째, 발문의 변화 면에서 반성 초기의 수업보다 반성 후기의 수업에서 설명을 요구하는 발문유형의 빈도가 높게 나타났으며, 판단을 요구하는 발문을 하고 나서 그 판단에 대하여 설명하도록 요구하는 발문을 함으로써 학생들로 하여금 자신의 생각과 아이디어를 표현할 수 있도록 하는 것으로 나타났다. 그리고, 문제해결과정에 학생들의 참여의 기회가 늘어나도록 발문을 하는 것으로 나타났다. 셋째, 상호작용 측면에서 교사와 학생간의 상호작용이 학생과 학생들 간의 상호작용 패턴으로 변화하였고, 교사의 판서가 의사소통을 단절시키던 것에서 교사와 학생의 의사소통의 방향을 안내하는 역할을 하는 것으로 나타났다.

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A Need of In-Service Education for the Professional Development of Middle School Science Teachers' Teaching Practice (중학교 과학교사들의 수업 실행 전문성 개발을 위한 교사교육 요구)

  • Choi, Young;Lee, Musang;Song, Myungseub
    • Journal of Science Education
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    • v.34 no.2
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    • pp.369-382
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    • 2010
  • The purpose of this study is to survey the need of in-service education for the professional development of middle school science teachers' teaching practice. The questionnaire was modified by Young Choi's framework(2010) to survey the level of the progression in the professional development and learning, the degree of in-service education necessity, and the degree of priority of need. The questionnaire was administered to 203 middle school science teachers in Daegu. The mean level of the progression in the professional development and learning were 2.45 and 3.15. The degrees of in-service education necessity to improve level of the progression in the professional development and learning was 3.45, and 3.16. The element and aspect highest degree of priority of need were 'element 1. planning coherent sequences of lessons' and 'aspect 1-4. planning difference among individuals', 'aspect 1-2. planning learning activity'. The degree of in-service education necessity and the degree of priority of need was a significant difference according to almost all of the teachers' characteristics.

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A Study on the Improvable Proposal of Instruction for College of Engineering based on Analyzing learners' needs and satisfaction (공과대학 학생들의 수업에 대한 요구와 만족도에 근거한 공과대학 수업개선 방안 탐색)

  • Min, Hye-Ree;Hong, Seong-Youn
    • Journal of Engineering Education Research
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    • v.12 no.4
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    • pp.38-45
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    • 2009
  • The purpose of this study is to explore improvable proposal of instruction through analyzing learners' needs and satisfaction for college of engineering. Based on the online survey date with undergraduate students in Seoul National University, recognition difference between students in college of engineering and all students in SNU was identified. Among several factors influenced on learners' satisfaction in class, it is shown that satisfaction to facilities is higher than any other factor related to instruction. Generally, satisfaction with teaching in class is lower while satisfaction to an extrinsic support to students is high. Therefore, instructors should be more concerned about teaching in class. Learners' satisfaction with instructors' feedback to assignments and tests is significantly higher in college of engineering. However, learners' satisfaction with the progress of classwork and assignment students should perform regularly is lower than one in other colleges.

초등수학교육에서 사고력 신장을 위한 수업방법에 관한 연구

  • Kim, Gyu-Sang
    • Communications of Mathematical Education
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    • v.13 no.1
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    • pp.97-105
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    • 2002
  • 최근 들어, 갈수록 다양화 ${\cdot}$ 다기화 되어 가는 사회 상황은 우리로 하여금 끊임없는 선택을 하도록 요구하고 있으며, 그것은 다시 깊고 넓은 생각을 하도록 요구하고 있다. 또한 사회 변화의 가속화와 경쟁의 첨예화는 우리로 하여금 그 선택과 그에 따른 생각을 보다 신중하고 현명하게 하도록 요구하고 있다. 이에 따라, 초등수학교육에서도 사고력 신장을 위한 수업방법의 필요성을 역설하고 있다. 따라서, 본고는 아동들이 수학수업에서 사고력 신장을 위한 수업 방법을 탐색해 봄으로써, 아동의 능력을 강화하고, 아동의 인지발달을 촉진하며, 개인의 지식 수준을 향상시키고자 한다.

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Pre-Service Early Childhood Teacher's Perception and Demand on Science Education Lecture (교육실습 후 예비유아교사들의 아동과학지도수업에 대한 인식 및 요구)

  • Lee, Eun Jin;Kim, Jung Hee
    • Korean Journal of Childcare and Education
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    • v.10 no.4
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    • pp.97-118
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    • 2014
  • The purpose of this study was to investigate perception and demand on early childhood science education lectures. In order to verify this purpose, it was applied to 228 pre-service teachers in a 3-year early childhood teacher - training department. There were 3 grades which finish the teacher practice. The results of this study were the following. First, they reported that the educational contents and the teaching skills they acquired in their preliminary program helped them in making class leading plans and leading skills for every activity pattern. Second, pre-service teacher wanted hands on practical activity that can be directly applied in the field.

Analysis of Instruction Design Factors for Information Communication Ethics Education of Primary and Secondary Schools by Using Conjoint (컨조인트 분석을 이용한 초·중등학교 정보통신윤리교육 수업 설계 요소 분석)

  • Park, Chan-Jung
    • The Journal of Korean Association of Computer Education
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    • v.10 no.1
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    • pp.9-19
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    • 2007
  • Recently, since the importance of the information communication ethics education for primary and secondary schools has being highlighted, researches and new instructional materials have been published actively. On the other hand, with the advance of e-learning, the various kinds of educational methods which consider the characteristics and the requirement of students are being developed. The educational method for Information Communication Ethics education is no exception. If the practical method for Information Communication Ethics education which considers students' requirements is developed, then a better educational effect can be acquired. In this paper, we decompose instructional design features into 4 components such as goal, model, contents, and media in order to design a better instruction for Information Communication Ethics education. And then, we analyze the relative importance of the instructional design components by using Conjoint method based on our questionnaire result. Finally, we propose an instructional design method for Information Communication Ethics as well as examine the differences among the instructional design components.

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The Study on the Investigation of the Evaluation Standards for Mathematics Teaching Focused on Teacher's Knowledge (수학 수업에서 요구되는 교사 지식에 대한 평가 기준 재탐색)

  • Hwang, Hye-Jeang
    • Communications of Mathematical Education
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    • v.26 no.1
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    • pp.109-135
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    • 2012
  • On the standards or elements of teaching evaluation, the Korea Institute of Curriculum and Evaluation(KICE) has carried out the following research such as : 1) development of the standards on teaching evaluation between 2004 and 2006, and 2) investigation on the elements of Teacher Knowledge. The purposes of development of evaluation standards for mathematics teaching through those studies were to improve not only mathematics teachers' professionalism but also their own teaching methods or strategies. In this study, the standards were revised and modified by analyzing the results of those studies focused on the knowledge of subject matter knowledge, knowledge of learners' understanding, teaching and learning methods and assessments, and teaching contexts. For this purpose, the part of subject matter knowledge was consisted of four evaluation domains such as the knowledge of curriculum reconstruction, knowledge of mathematical contents, methodological knowledge, mathematical value. The part of Learners' unders tanding included the evaluation domains such as students' intellectual and achievement level, students' misconception in math, students' motivation on learning, students' attitude on mathematics learning, and students' learning strategies. The part of teaching methods and evaluation was consisted of seventh evaluation domains such as instruction involving instructional goal and content, instruction involving problem-solving activity, instruction involving learners' achievement level and attitude, instruction on communication skills, planning of assessment method and procedure, development on assessment tool, application on assessment result in class were new established. Also, the part of teaching context was consisted of four evaluation domains such as application of instructional tools and materials, commercial manipulatives, environment of classroom including distribution and control of class group, atmosphere of classroom, management of teaching contexts including management of student. According to those evaluation domains of each teacher knowledge, elements on teaching evaluation focused on the teacher's knowledge were established using the instructional evaluation framework, which is developed in this study, including the four areas of obtaining, planning, acting, and reflecting.

Instruction Design and Satisfaction Analysis of Information Communication Ethics Education for Primary Schools by applying Conjoint Analysis (컨조인트 분석을 적용한 초등학교 정보통신윤리 수업 설계 및 만족도 분석)

  • Park, Chan-Jung;Moon, Jung-Hee
    • Journal of The Korean Association of Information Education
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    • v.10 no.2
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    • pp.241-248
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    • 2006
  • Recently, as the importance of the information communication ethics education has increased, the research about new instructional method or contents have been progressed actively. On the other hand, due to the advance of e-learning technology, instead of teacher-centered instruction, the development of learning contents and learning method for satisfying students' requirements is proceeded actively. In this paper, in order to increase the learning effect for information communication ethics education for primary school students, we propose a new way to design an instruction which considers the characteristics and the requirements of students. We decompose instructional design features into 4 components such as goal, model, contents, and media, and then we pose questionnaire to the 5th grade students of a primary school. After that, we analyze data by using the conjoint analysis. Based on the result of the conjoint analysis, we give instructions to two classes in order to compare the learning achievement of the two classes. Finally, by evaluating the students and analyzing their satisfaction levels, we diagnose the effectiveness of the proposed method.

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A Phenomenological Study on Students' Experiences of Flipped Learning-Based Class of Sensory Integration Therapy (대학생의 플립드 러닝 기반 감각통합치료 수업 경험에 관한 현상학적 연구)

  • Lee, Nahael;Jung, Hyerim
    • The Journal of Korean Academy of Sensory Integration
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    • v.15 no.2
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    • pp.80-92
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    • 2017
  • Objective : The purpose of this study is to investigate the meaning of students' experience participating in the flipped learning based instruction in sensory integration, and to understand the demand and introspection of participants. Methods : This study used a phenomenological approach of qualitative study. The participants were 10 students in 3rd year of the occupational therapy program in K Univeristy. Data information was collected by one-to-one interview and analyzed through phenomenological research method. Results : Through the interview, 20 units of meaning, 8 central meanings, and 3 themes were drew. The information collected were analyzed into three themes; Learning Experiences in Online and Offline Courses, Request and Introspection of Learners on Flipped Learning. The result showed that online courses brought learners convenience and satisfaction with repeatable learning in every time and space the learner want. However, the learners appealed issues of communication and concentration due to the absence of face-to-face instruction by their instructor. For the offline courses, students showed interest in various practical classwork of sensory integration and changes in their attitude to actively engage in the practical classes. Conclusion : Flipped learning based instruction was effective for the sensory integration classes which require practice in terms of time securement and immersion in practice. The learners requested for adopting flipped learning based instruction to other subjects in occupational therapy curriculum, and introspected that they needed to actively engage in classes through the experience of flipped learning-based classes of sensory integration. The results of this study can be used as a basic resource when flipped learning classes are planned in occupational therapy education.

Analysis on Perceptions and Needs of High School Students Regarding the Sewing Practice Class (고등학생의 바느질실습 수업에 대한 인식 및 요구 분석)

  • Kim, Sangmi
    • Journal of Korean Home Economics Education Association
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    • v.31 no.2
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    • pp.51-65
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    • 2019
  • The purpose of this study was to collect information for the improvement of sewing practice classes and to draw implications by carrying out an investigation into the perception and needs of 185 students in the first grade of high school for sewing practice classes. The results of the study are as follows. First, most of the students perceived that the instructional objectives of the practicum as the utilization in everyday life. The students' perception of the class was moderately positive. In terms of the subfactors, the participation level appeared to be the highest while the comprehension level was the lowest. Also, the utilization level showed the greatest difference between male and female students. The results suggest that female students were more positive in their perception of the class than the male students because of the significant difference in the subfactors of class perception, excluding utility and teaching learning method satisfaction. Second, it appeared that the students were likely to use these skills in everyday life as a result of the sewing practice classes. In terms of the practice content, students preferred working individually in terms of organizing their own projects, making their own selections, and freely deciding the size of their products. This study demonstrated that the students preferred teacher-centered classes when acquiring skills and knowledge and student-centered classes when brainstorming and performing the teacher's role. In terms of instructional management, the students preferred four to six 50-minute long lessons per semester and no group work involved.