그림지도 학습을 위한 멀티미디어 코스웨어의 개발 : 초등학교 3학년을 중심으로

장서순 부산교육대학교 교육대학원 2002 국내석사

컴퓨터가 학교 현장에 도입되면서 교수-학습 방법의 변화가 일어나고 있다. 교육인적자원부는 최근에 교육의 정보화 방안으로 교육 현장에서 적합한 교육매체를 활용하여 교육적 효과를 극대화 하고자 모든 국민공통기본교과에 ICT 활용교육을 10%이상 반영되도록 하는 학습 활동을 요구하고 있다. 본 연구에서는 그림지도에 관한 기존의 수업방식에서 탈피하여 그래픽, 사운드, 애니메이션, 동영상 등의 다양한 멀티미디어 자료를 활용해서 보다 입체적이고 구체적인 상황하에서 학생들이 그림지도 학습을 흥미있게 할 수 있는 멀티미디어 코스웨어를 개발하는 데 그 목적이 있다. 이러한 목적을 달성하기 위한 구체적인 내용으로는 다음과 같다. 먼저 멀티미디어 코스웨어에 대한 이론적 기초를 탐색하고, 실제 교육 현장에서 하고 있는 그림지도 학습에 대하여 부산시 소재 교사 50명을 대상으로 설문을 조사하였으며 아울러 학습자와 코스웨어간의 활발한 상호작용을 통해 지식의 일방적인 전달이 아닌 학습자 스스로 그림지도에 대한 개념과 지식을 구성해 나갈 수 있도록 하였다. 상호작용의 구현을 위해 멀티미디어 저작도구인 플래시를 사용하였고 직관적 판단을 할 수 있는 화면을 구성하였으며, 학습자 반응에 대하여 교사와의 상호작용을 통하여 적절한 피드백을 제공하도록 설계하였다. 멀티미디어 코스웨어는 수업매체용 소프트웨어로 분류 기준에 따라 다양한 유형이 있으나 여기서는 초등학교 3학년 학생을 대상으로 사회과 그림지도 영역과 관련된 다양한 학습경험을 제공하고, 이것을 통해 학습자의 개별화 요구를 충족시킬 수 있는 코스웨어를 작성하여 개별 학습용 형태로 개발하였다. 초기의 코스웨어가 객관주의적 이론을 많이 반영했지만 최근의 코스웨어는 구성주의적 이론을 많이 반영하고 있다. 구성주의의 설계 원리를 바탕으로 실제 학습자가 그림지도를 활용할 수 있는 환경과 유사한 환경을 그래픽, 이미지, 애니메이션, 동영상, 사운드 등의 다양한 멀티미디어 자료를 통해 구현하였다. 본 연구에서 구현된 멀티미디어 코스웨어를 사용함으로써 학습자는 보다 쉽게 그림지도의 개념을 이해할 수 있고, 원하는 시간에 어디서나 학습할 수 있게 되었다. 또한 학습자가 스스로 지식을 구성해 나가는 과정을 통해 학습 의욕을 높일 수 있는 개별화 학습 자료로써 단계적으로 학습이 이루어지도록 아동의 수준에 맞게 단계를 높여 학습 활동을 하는 수준별 학습도 가능케 하였다. ※ 본 논문은 2002년 2월 부산교육대학교 대학원위원회에 제출된 교육학 석사학위 논문임. There have been changes in the teaching and studying methods since computers were introduced in schools. Ministry of Education and Human Resources Development has demanded in recent years that more than 10% of ICT-based instruction be used in all national basic and common curricular in order to maximize the educational effect by using instructional media applicable to school classrooms as part of realizing information-oriented education. The objective of this research is to develop multimedia courseware which can make studying picture map interesting in a more concrete and three-dimensional situation by using multimedia materials such as graphics, animation, and moving images, which breaks from the past teaching methods for picture map. In order to attain such objective, the following research was designed and implemented. First, theoretical background about using multimedia courses was searched, and 50 teachers who are currently teaching in Pusan were surveyed on teaching picture map which is taught in schools. Active interaction between learners and courseware enables learners to construct the concept and knowledge on picture map not through unilateral way of conveying knowledge but through students participation. In order for interaction to be realized, Flash, which is multimedia authoring systems, was used, and the scenes was made up so that intuitive decisions can be made, and the proper feedback for learners' reaction was planned to be provided through interaction with teachers. While there are various types of multimedia courseware according to classification system, in this research was introduced a courseware that can meet learners' individualized needs through the diverse learning experience related to picture map in the social studies of elementary school third graders, and through focusing on providing necessary data. The early coursewares reflected a large amount of objective theories, but the a number of recent coursewares reflects constructionism. Based on constructionism, the environment which is similar to the ones where learner can actually make use of picture map was realized by using multimedia materials such as graphics, animation, moving images, and sound. The multimedia courseware used in this research can help learners understand the concept on picture map in a much easier way, and study wherever and whenever they want to. In addition, students can pass through the levels up according to their levels through the process of students' constructing the knowledge by themselves and individualized materials which can enhance their desire to learn and make the individualized learning possible.

대만의 학급인성교육방법에 관한 종합적 고찰

장서순 공주대학교 대학원 2017 국내석사

This study aimed to investigate the Classroom Discipline Method among teachers in Taiwan. Classroom Discipline Method has been categorized into and studied from 4 perspectives, including Classroom Rules and Management, Student Behavior Problems Correction, Classroom Environment Management, and Course Management in Class. In order to achieve the research purpose, this study adopted the comprehensive research method combining with the quantitative study of literature. Numerous existing case studies regarding Taiwanese Classroom Discipline Method starting from 2007 to March 2017 have been used. The main research materials are periodicals and books, integrating with the theses and reliable e-information, such as blogs, news, and articles, available in Taiwan. According to the results analyzed based on the 4 perspectives, the findings of the results and the conclusions are as follows. 1. The main approaches of Classroom Discipline Method in Taiwan: 1) Use of positive discipline managements whilst prohibiting all physical punishments. 2) Set up of positive and specific classroom rules and rewards as well as penalties systems before teaching in the classroom. Teachers are suggested to take note and consider the ideas and opinions from the floor students in order to appropriately revise the rules and systems together with the students. 3) Proper delegation of tasks to each student in the class and provision of necessary assistance for students to handle their duties in an ideal manner. 4) Apart from formal curriculum, teachers’ care and provision of a variety of positive Life Education, Character Education, and etcetera, as well as playing as a role model for students are important. 5) Improvement of students’ behavioral problems with positive attitudes by finding out the main cause(s) of the behavioral problems, giving assistance and education as regards the proper manners and behaviors of a student, letting the students reflect back on their own mistakes, and identifying their strengths to help reducing their unfavorable behaviors as well as maintaining pleasant behaviors. 6) Creation of a positive and orderly classroom environment based on student’s interest and needs. 2-way interactive communication among teachers and students regarding classmate decoration are encouraged. Teachers, first make a classroom layout plan in mind, and later on, encourage student to participate in the classroom layout discussion and guide students to follow classroom’s rules and regulation in order to maintain positive state and condition of the classroom. 7) Development of desirable relationship between teachers, students, and their parents via positive interpersonal communication 8) Emphasis on the teacher’s competence in teaching, good emotional management, and classroom discipline management, and lastly, self-reflection to help improving students’ concentration in the class and decreasing the occurrence of problematic behaviors. 2. Limitations of the Classroom Discipline Method in Taiwan 1) Limited power in imposing proper classroom discipline while obligated to follow the standard of Classroom Discipline formed by the government and Ministry of Education. 2) Overloaded work demands and duties among teachers, resulting in insufficient time to discipline the students in classroom. 3) Lacking of fund support for conducting extra activities related to education and decoration of classrooms 4) The contextual factor, such as inappropriate space for learning and shortage of classroom facilities 5) The personal factor, such as lack of professional capability among teachers In conclusion, according to those findings, this study offers suggestions to teachers, education for teachers, and future studies on Classroom Discipline.