보편적 학습설계에 대한 중등교사들의 인식과 실행 수준

다국어 초록 (Multilingual Abstract)

Universal design for learning(UDL) is introduced recently as a new paradigm for teaching, learning, assessment and curriculum development. This study was set to investigate secondary school teachers' perception for the necessity and classroom application of UDL.
The research questions were as follows:
1. How are the teachers' perception and classroom application of UDL in multiple means of representation, action and expression and engagement?
2. How are the teachers' perception and classroom application depending on with/without experiences in both the terminology and their education on UDL?
3. What educational supports should be provided for classroom applications of UDL?

241 questionnaires were distributed to both general and special education teachers of secondary schools with special education classroom in Daejeon. Among them, 175 questionnaires were returned and analyzed statistically in this study.
The major results of the study can be summarized as follows:
First, special education teachers' perception for the necessity and classroom application of UDL were higher compared to those of general education teachers. Second, both general and special education teachers perceived the necessity of UDL but classroom application was not followed as much as need. Third, only a few general education teachers seemed to be recognizant of the term UDL and had education experiences on UDL. Fourth, both general and special education teachers responded that educational environment support would be most needed supports applying UDL in secondary schools.
In conclusion, UDL is a powerful tool for classroom application. Therefore in-service training is needed for the teachers to utilize them in secondary schools.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구 문제 4
• 3. 용어의 정의 4
• Ⅱ. 이론적 배경 5
• 1. 보편적 학습설계의 개념 5
• 2. CAST의 보편적 학습설계 원리 7
• 3. 보편적 학습설계와 교수전략 12
• Ⅲ. 연구방법 16
• 1. 연구 대상 16
• 2. 조사 도구 17
• 3. 조사 실시 18
• 4. 자료 분석 18
• Ⅳ. 연구결과 19
• 1. 설명수단 제공의 필요성 인식과 실행 수준 19
• 2. 표현수단 제공의 필요성 인식과 실행 수준 20
• 3. 참여수단 제공의 필요성 인식과 실행 수준 21
• 4. 보편적 학습설계의 용어 인식 22
• 5. 보편적 학습설계에 대해 교육받은 경험 25
• 6. 보편적 학습설계의 실행을 위한 지원 28
• Ⅴ. 논의 및 결론 32
• 참고문헌 36
• ABSTRACT 39
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