사고력 향상 교수법 수업 적용 사례

윤옥한(Ok-Han Yoon) 한국교육방법학회 2021 교육방법연구 Vol.33 No.4

이 연구의 목적은 사고력 향상 교수법을 활용하여 수업을 설계하고 적용하여 학습 효과를 살펴보는 것이다. 연구목적을 달성하기 위한 연구 문제는 다음과 같다. 첫째, 사고력 향상 교수법 수업 설계는 어떻게야 하는가? 둘째, 사고력 향상 교수법을 적용한 수업의 학습 효과는 어떤가? 이다. 연구 방법은 K 대학 교수학습센터에서 실시하는 교수법 관련 컨설팅을 2018년 7월 18일부터 7월 31일 동안 받고 수업을 설계한 후 한 학기 동안 수업에 적용하였다. 연구 결과 첫째, 사고력 향상 교수법 수업 설계를 구체적으로 제시하였다. 사고력 향상 교수법 수업 설계의 기본원리는 흥미의 원리, 의사소통의 원리를 제시하였다. 사고력 향상 교수 기법으로는 짬짬이 토의, 완전일치 토의, 직소 토의, 이해 촉진시험 기법을 중심으로 사고력 향상 교수법 수업 설계를 제시하였다. 둘째, 사고력 향상 교수법의 학습 효과는 양적인 측면과 질적인 측면을 고차적 학습, 종합적 학습, 반성적 학습, 지각된 학업성취도, 지각된 학업 만족도 측면에서 살펴보았다. 이중 가장 높은 효과로 나타난 것은 지각된 학업 만족도(평균 4.55)로 나타났다. 연구 결과를 중심으로 사고력 향상 수업을 위한 제언은 다음과 같다. 첫째, 학습자가 수업에 적극적이고 능동적으로 참여할 수 있는 환경조성이 필요하다. 둘째, 교수학습 자료들은 여러 영역의 실생활 사례 중심으로 시작하여 실천적인 문제를 해결할 수 있는 다양한 수업 준비가 필요하다. 셋째. 다양한 관점을 적용하여 여러 문제에 대한 올바른 이해 능력을 향상할 필요가 있다. 넷째, 학습자가 다양한 배경지식을 활성화할 수 있도록 교사는 수업을 잘 설계 해야 한다. 다섯째, 학습자가 각 수업 단계에서 성찰의 과정을 통하여 자신의 의견을 조정할 수 있도록 해야 한다. The purpose of this study is to examine the learning effect of a lesson designed and applied by using a teaching method to improve thinking ability. The research questions to achieve this research purpose are as follows. First, how should the teaching method be designed to improve thinking ability? Second, what effect does the lesson in which the teaching method to improve thinking ability is applied have on learning? Regarding the research method, a teaching method-related consultation was conducted by the Teaching and Learning Center in K university from July 18 to July 31, 2018, and the lesson was designed for and applied in class for one semester. Following the study, the design of the teaching method for improving thinking ability was presented in detail. The principles of interest and communication were presented as the basic principles of instructional design for improving thinking ability. As a teaching technique for improving thinking ability, a teaching method design for improving thinking ability was presented with a focus on intermittent, complete agreement, and jigsaw discussions and on test techniques to promote comprehension. Furthermore, the quantitative and qualitative aspects of the learning effect of the teaching method used to improve thinking ability were examined in terms of higher-order, comprehensive, and reflective learning, perceived academic achievement, and perceived academic satisfaction. Of these, perceived academic satisfaction (M = 4.55) had the strongest effect. Suggestions for lessons on to improve thinking ability based on the research results are as follows. First, creating an environment in which learners can actively participate in class is necessary. Second, teaching and learning materials must be prepared for a variety of lessons focused on solving practical problems, starting with real-life cases in various areas. Third, improving the ability to properly understand various issues by applying different perspectives is necessary. Fourth, teachers should design lessons optimally, so that learners can activate various sources of background knowledge. Fifth, learners should be able to modify their opinions through the process of reflection at each lesson stage.

창조성의 탐구력 신장을 위한 교수-학습법에 관한 고찰

김정아 창조교육학회 2012 창조교육논총 Vol.14 No.-

The purpose of this study is to research the teaching-learning for the increase of inquiry ability that belongs to intellectual field of creativity. The inquiry ability pertains to thinking action and belongs to the faculty of high thinking. Human is a creative being, and the effort to cultivate human intellectual capabilities by inquiry ability is the core subject of pedagogy. For the teaching-learning method to increase inquiry ability of creativity, the process of the inquiry learning suggested by Suchman, Lippitt, and Thelen was reviewed. Inquiring thinking ability is the one that a learner is to collect data actively, put them together, and create the new information in teaching-learning. Creativity is a human thinking ability to be described based on reason and intellect, and it can be manifested by inquiry ability. The main elements of the conditions of teaching-learning for the increase of inquiry ability are the data availability by learner, the organization of inquiry group, the utilization of resource personnel, and the planning of inquiry schedule. Inquiring thinking ability is the one that a learner is to collect data actively, put them together, and create the new information in teaching-learning. Therefore, to increase the inquiry ability by teaching-learning is to cultivate creative ability. Inquiry ability, which is a latent ability to learner, is a human potential tendency to be increased by teaching and learning. The problem of the education possibility to increase the inquiry ability would be the touchstone for the teaching-learning effect to manifest creativity. Thus, to create and seek the conditions for learner for the purpose of increasing inquiry ability should be the salient subject of teaching-learning.

“互联网”时代中国高校教师信息化教学能力提升研究

리구이란(Li, Gui-Lan)(李桂兰),김현태(Kim, Hyun-Tae)(金炫兑) 대한중국학회 2020 중국학 Vol.70 No.-

With the rapid development of information technology and education informatization, the informational teaching ability of university teachers has become an indispensable ability of university teachers in the “Internet” era. Improving the ability of informational teaching and adapting to the development of the times have become the only way for the development of university teachers. This paper explores the countermeasures to the improvement of the teaching ability of teachers in colleges and universities. Firstly, the paper expounds the basic connotation of college teachers informatization teaching ability: information teaching awareness and attitude, basic ability of informatization teaching, information technology and curriculum integration ability, evaluation and innovation ability, etc. Secondly, analyzes the main problems existing in the information teaching ability of Chinese college teachers. Teachers in universities and colleges have a certain awareness of using infoumation technology in teaching, but their ability to apply information teaching technology is poor, expecially in application of informatization teaching resources. On this basis, we find out the countermeasure form the perspectives of the government, schools and teachers, aiming to promote the connotative construction and characteristic development in private colleges. 随着信息技术与教育信息化进程的飞速发展, 高校教师信息化教学能力已成为“互联网”时代高校教师不可或缺的能力, 成为高等人才培养质量的关键因素。提高信息化教学能力, 顺应时代的发展已成为高校教师发展的必由之路。高校教师能否适应信息化的发展, 如何提高校教师的信息化教学能力成为一个值得关注的问题。本文以高校教师信息化教学能力为切入点, 首先, 阐述了高校教师信息化教学能力的基本内涵, 即信息化教学认知能力、信息化教学的基本能力、信息化教学资源的应用能力、教学评价与反思能力以及融合与创新能力;其次, 分析了目前高校教师信息化教学能力存在的主要问题, 指出中国高校教师具有一定的信息技术教学意识, 但还存在信息化教学技术应用能力偏低, 尤其是信息化教学资源应用能力欠佳等问题。最后, 在此基础上, 从政府、学校、教师的角度出发探讨了提升高校教师信息化教学能力的对策, 以期更好服务于高校的建设与发展。

교직이수 학생들의 교직핵심역량, 교수능력 및 교직전문성 열망 간의 관계

안도희,김유리 한국교원대학교 교육연구원 2015 敎員敎育 Vol.31 No.1

This study was to examine the direct and indirect effects of core competencies in teaching, teaching ability on professional aspirations for teaching. The results indicated that core competencies in teaching, teaching ability and professional aspirations for teaching were positively associated with each other. Graduate students in education had higher core competencies in teaching, teaching ability, and professional aspirations for teaching than undergraduate students in education. Core competencies in teaching and teaching ability directly affected professional aspirations for teaching. And teaching ability mediated between core competencies in teaching and professional aspirations for teaching. Moreover, as a result of multigroup analysis, there were no significant differences observed on education-level. Implications of the study were discussed in terms of core competencies in teaching. 본 연구에서는 교직이수 학생들을 대상으로 이들의 교육수준(교육대학원생, 대학생)에 따라 교직핵심역량, 교수능력 및 교직전문성 열망에 차이가 있는지, 이들이 지닌 교직핵심역량이 교수능력과 교직전문성 열망에 직・간접적으로 영향을 미치는지 그리고 이에 대한 경로모형이 교육수준에 따라 차이가 있는지에 대해 탐색해 보고자 하였다. 본 연구 결과, 교육대학원생들이 대학생들에 비해 교직핵심역량과 교수능력 및 교직전문성 열망을 높게 지니고 있는 것으로 나타났다. 또한 교직핵심역량은 교수능력과 교직전문성 열망에 직・간접적으로 긍정적인 영향을 미치는 것으로 나타났으며, 교수능력은 교직핵심역량과 교직전문성 열망 간의 관계에서 매개효과를 보이는 것으로 나타났는데, 이는 교육수준에 관계없이 교직을 이수하고 있는 학생들 모두에게 동일하게 나타났다. 이와 같은 본 연구 결과는 교직이수 학생들의 교직핵심역량 강화 구축방안을 마련하는데 기초자료로 활용될 수 있을 것으로 기대된다.

『법화경』 적문에서 성문근기에 따른 비유연구

김희재 동아시아불교문화학회 2023 동아시아불교문화 Vol.- No.58

천태지의(天台智顗, 538-597)의 경우 비유를 단순한 설명방식에 한정하여 이해하고 있는 것이 아니라 중생의 근기에 맞춘 근기설법(根機說法)의 개념으로도 이해하고 있다. 오시교(五時敎)의 입장에서 성문(聲聞)의 근기변화는 붓다의 권실사용과 밀접한 연관을 갖는다. 화엄교는 돈기(頓機)에게 설한 것으로 성문은 그 뜻을 알 수 없다. 점기(漸機)에게 설한 아함교와 방등교 그리고 반야교는 성문의 근기를 점차적으로 성숙시켰다. 이와 같이 화타권실(化他權實)에서 사용하는 비유의 경우 성문이 법화교(法華敎)를 알 수 있게 근기를 성숙시키는 것을 목적으로 한다. 『법화경』의 적문에서 성문은 대승원교(大乘圓敎)를 받아들일 수 있는 근기의 성숙을 이루었다. 석가모니불은 이들을 대상으로 삼주설법(三周說法)을 하였다. 법설주(法說周)의 법설(法說)은 비유를 사용하지 않고 개현(開顯)에 대하여 곧바로 설하였는데 상근기(上根機)는 그것을 듣고 이해하였다. 비설주(譬說周)의 법설에서 화택삼거(火宅三車)의 비유를 설하였는데 중근기(中根機)는 그것을 듣고 개현을 이해하였다. 인연주(因緣周)의 법설에서 화성(化城)의 비유를 설하였는데 하근기(下根機)는 그것을 듣고 개현을 영해하였다. 삼주설법상 붓다가 성문에게 사용하는 비유는 중근기와 하근기의 성문에게 개현(開顯)을 이해시키기 위한 대기설법(對機說法)이라는 점에서 의미가 있다. 그러므로 『법화경』의 비유는 원교근기가 된 자들에게 실상을 이해시키기 위하여 설하고 있는 것으로 볼 수 있다. Tiantai Zhiyi used the parable not only as a kind of a method of explaining matters but also as a concept of preaching according to the learning ability abide by the learning ability of sentient beings. From the perspective of the Five Periods of teaching the changes in the learning ability of śrāvakas are closely related to the usage of tentative and real. The teaching of Avataṃsaka is for sentient beings with a mature learning ability that is unknowable to śrāvakas. The teachings of Agama, Vaipulya, and Prajñā were given to śrāvakas of an immature learning ability. Likewise, the parable aims at developing the learning ability of śrāvakas so that they can understand the teaching of the Lotus. In the first half of the Lotus Sutra, śrāvakas achieved the development of their learning ability by receiving the teaching of the Perfect. Shakyamuni Buddha has given them Three Rounds of Preaching. The preaching by Dharma is direct preaching about Revealing the True Teaching given to sentient beings with higher learning abilities. The preaching by the Parable of the Burning House of the Triple World is given to sentient beings with middle learning abilities. By listening to the Dharma with the parable, they understood the Revealing of the True Teaching. The preaching by means of the lives of past Buddhas is given to sentient beings with lower learning abilities with the parable of the conjured city. The parable in Three Rounds of Preaching given to the middle and the lower learning ability of śrāvakas is meaningful in the way that it considers the learning ability of an audience. Therefore the parable appears in the Lotus Sutra is being used not to all but to learning abilities of the Perfect Teaching to preach about the True Aspect.

독보 능력 지도를 위한 연구 분석

한진실,조대현,윤성원 한국음악응용학회 2019 음악응용연구 Vol.11 No.-

이 연구의 목적은 독보 능력 지도를 위한 연구의 분석이다. 즉 독보 능력 지도를 위해 연구된 논문들에 대한 동향과 그 내용에 대한 분석이다. 이 연구는 연구의 시작에서 독보 능력의 개념, 독보 능력 지도와 지도상의 유의점, 교수법에 따른 독보 능력 지도 방안으로 달크로즈 교수법의 근운동 감각, 코다이 교수법의 리듬 읽기와 손기호, 오르프 교수법의 언어와 신체동작, 고든 학습 법의 리듬과 음의 학습단계에 대해 고찰하였다. 그리고 이를 바탕으로 독보 능력 지도를 위한 연구를 분석하였다. 우선, 독보 능력 지도 연구의 동향을 수여기관별 논문 수, 발행년도별 논문 수, 지도교수별 논문 수로 나누어 분석하였다. 이어 한국연구재단 학술연구정보서비스에서 검색 한 256편의 선행 연구 중에서 주요 연구 9편을 분석하였다. 이에 이 연구는 다음과 같이 제언한 다. 첫째, 독보 능력 지도에 있어서 이해 영역의 학습을 전제하여야 할 것이다. 둘째, 독보 능력 지도에 있어서 활동 영역의 학습이 이루어져야 할 것이다. 셋째, 독보 능력의 지도에 있어서 가창, 기악, 창작, 감상 등의 각 분야의 교육에서 계통성과 통합성이 유지되도록 학습이 이루어져야 할 것이다. The purpose of this research is to analyze research for teaching music reading ability. In other words, this research analyzes the trend and content of theses studied for guidance of music reading ability. In the beginning of this research, the concept of music reading ability, guidance of music reading ability and things to be noted during guidance, and the method of teaching music reading ability according to teaching method - the sense of muscular movement from Dalcroze teaching method, rhythm reading and hand signs from Kodály's teaching method, language and physical movements from Orff's teaching method, and rhythm and stages of audiation from Gordon’s learning method - were reviewed. Based on this, studies for teaching music reading ability were analyzed. First, the trend of research on guidance of music reading ability was analyzed by classifying into the number of theses by awarding institution, the number of theses by year of issue, and the number of theses by advising professor. Following this is an analysis of major 9 theses among 256 preceding research searched through the Korean Studies Information Service System of National Research Foundation of Korea. As a result, this research has the following suggestions: First, when it comes to teaching music reading ability, understanding field needs to be studied beforehand. Second, for guidance of music reading ability, activity field needs to be studied. Third, as for teaching music reading ability, learning needs to be done for systemicity and integrity to be maintained in each education sector of singing, instrumental music, creation, and appreciation.

美国中小学汉语教师实践性知识研究

QUANQUAN YUAN 한국중국어교육학회 2023 중국어교육과연구 Vol.- No.41

Despite the impact of the COVID-19 epidemic, the popularity of Chinese in the world has "increased rather than decreased", and more and more people around the world are learning Chinese. Due to the increasing demand for Chinese language learning abroad, the Foreign Exchange and Cooperation Center of the Ministry of Education of China has sent many Chinese teachers to teach in many countries around the world. In the three years from 2018 to 2021, the author has been engaged in Chinese teaching in three high schools in the United States. She has discovered the problems she encountered as a Chinese teacher when teaching abroad, summarized some experiences and thoughts, and realized the importance of teachers’ practical knowledge directly affects whether teachers can successfully carry out teaching abroad and the level of teaching efficiency. This article sorts out the foreign language teaching concepts, teaching objectives and teaching methods in the United States, focusing on exploring and trying to answer the following questions: 1. What aspects does the practical knowledge of Chinese teachers include? 2. What practical knowledge affects the teaching ability and effectiveness of Chinese teachers in primary and secondary schools in the United States? 3. How do Chinese teachers in primary and secondary schools in the United States use practical knowledge to improve their teaching abilities? This article identifies the types of practical knowledge that influence teachers' teaching abilities in the United States. They are: specific teaching methods, classroom teaching skills, teachers’ teaching experience, understanding of students, understanding of the environment, teachers’ cross-cultural communication skills, ability to reflect on and improve teaching, teachers’ English proficiency, etc. This practical knowledge plays a guiding role in teachers' teaching. The research results of this article have reference significance for the selection and recruitment of Chinese teachers in American primary and secondary schools, and for American Chinese teachers to improve their teaching abilities. This article will also help to understand the important types of practical knowledge that affect the teaching ability of Chinese primary and secondary school teachers in the United States, and at the same time provide materials for research on the practical knowledge of Chinese teachers outside China.

원어민 교수와의 협동 수업이 대학생 학습자의 미시적 거시적 영어 말하기 능력에 미치는 영향: 토익말하기시험을 중심으로

이정아 한국현대영어영문학회 2013 현대영어영문학 Vol.57 No.1

Lee, Jeong Ah. “The Effects of Collaborative Teaching on Acquiring Micro and Macro Speaking Ability: Focus on TOEIC Speaking”. Modern Studies in English Language & Literature 57.1 (2013): 199-219. The primary goal of this study is to identify the effects of collaborative teaching and the proficiency levels acquired in the areas of micro speaking ability such as grammar and vocabulary as well as macro speaking ability such as using conversation strategies when teaching TOEIC Speaking skills. This study uses regression analysis to analyze the self-reporting survey responses on the use of micro and macro speaking ability. In addition, two raters analyze the feedback that students received from their instructors based on Brown (2004)`s micro and macro speaking ability list. The statistical results indicate that native English-speaking teachers can help students to acquire micro speaking ability; however, macro speaking ability is acquired only in collaborative teaching because the macro speaking ability is taught in the students` mother tongue. This study shows that collaborative teaching is more effective to teach macro speaking ability especially for learners who have low level of English proficiency. It is evident that it is necessary to determine which teaching style is more effective by first identifying the goals of the curriculum. (Sungkyul University)

창조교육 교수-학습의 발전단계에 관한 연구

이용길 ( Yong Gil Lee ) 창조교육학회 2015 창조교육논총 Vol.17 No.-

This study reflects the development stage of teaching and learning in creative education. Teaching and learning stages in creative education include 5 stages - Inspiration, Detection, Discovery, Revelation and Development. This theory formalizes the scope of logic and time that educationally introduces a thinking process to create human value and applies it to teaching and learning events for creative education. The development stage of creative teaching and learning creates a new value, which can completes teaching and learning objectives for teachers and learners and thereupon achieves a value of creative ability. This enables learners to solve a problem by using thinking skills through teaching and learning and eventually achieve the learning objectives by teacher``s scaffolding. This stage of development includes the problem solving capability for learners to find the ways to achieve learning objectives and a series of behaviors to find the solution for teaching and learning objectives. The tactics in the development stage of creative teaching and learning, therefore, put their emphasis on ``problem solving process``. This refers to the process where learners utilize the knowledge and functions within their schema in order to solve problems in an educational situation, and the problem solving process includes the tactics used to achieve learning objectives and creative values in the end. The development stage for problem solving covers ``detective skills``, which contain tasks, thinking process, suggestions, and questions. Thus, we should consider how to apply appropriate detective skills for teaching and learning tasks in terms of the development stage of creative teaching and learning. Meanwhile, teachers should not teach the detective skills themselves to learners but let them achieve the thinking capability to find the solution for the given task. Namely, problem solving as regard to this development stage should focus on problem solving process not on the solution itself, leading to creative development. The creative development stage which reveals creative values in achieving learning objectives makes it possible to achieve educational objectives through problem solving in teaching and learning process and create a new value. This development stage should be converted into the inspiration stage, which enables to display creativity and stimulates autonomous learning: It is a circulation process which continues the development of creative abilities and thus indicates infinite possibilities in developing human abilities.

비판적 사고능력 신장을 위한 CRTA 수업모형 사례연구

왕경수(Kyungsu Wang),정민수(Minsoo Cheong),조대형(Daehyung Jo) 전북대학교 교육문제연구소 2010 교육문제연구 Vol.15 No.1

본 연구는 비판적 사고능력을 신장시키기 위한 CRTA(Creating; Revising; Teaching; Assessing) 수업모형의 활용에 관한 사례기반 연구이다. 먼저 사고능력, 사고전략, 사고습관의 발달 촉진을 위한 CRTA 수업모형을 분석하여 초등학교 국어과 수업사태에 적용하여 보고 비판적 사고능력이 신장됨을 살펴보았으며, 형성적 연구방법으로 초등학교 수업에 적합한 CRTA 수업모형을 일부 수정하여 제안하였다. CRTA 수업모형의 수정 제안으로 비판적 사고능력교육의 교육/학습 수레바퀴의 하위 요소 간 연결이 보다 자연스러워졌으며 4가지 주요 교육목표의 전반적인 반영 및 평가가 보다 구체화 되었다. 또한 비판적 사고능력교육과 비판적 사고능력평가를 명시적으로 접근하여 학습내용의 효과적인 인지와 더불어 비판적 사고능력의 신장 방안을 제시하였다. 이러한 접근은 학생들에게 교육목표의 명시적 접근에 대한 부담감을 줄여주었으며 교육목표의 수정 및 전달에 대한 시간도 단축하여 비판적 사고능력 신장을 효과적으로 도달하게 하였다. This study is to research the use of the CRTA(Creating; Revising; Teaching; Assessing) teaching model application through case studies to enhance critical thinking ability. The advancement of students’ critical thinking ability is an important educational aim for all educators. However, teaching critical thinking ability cannot be easily accomplished with a high amount of in-class instruction time and restrictive study time. Accordingly, instructing students how to express their thoughts clearly must require a systematic design and delicate teaching strategy by the instructor. The research method was to collect and study several models currently in the literature and then propose adjustments to this model by using the formative research method. Also, the teaching progress scenario was reorganized to conform to the CRTA teaching model for improving critical thinking ability. The much of the research that is being done in the area of critical thinking ability education has been accomplished at the elementary school level, as at this age, students’ curiosity and their desire to question the conditions of society is strong. Therefore, this study should improve the critical thinking ability as applied in elementary school study within the CRTA teaching model(Kassem, 2000a, 2000b) for improvements in education.