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물리1 교과목에 대한 학습자가 인식한 수학능력시험의 난이도 변화
이봉주,정진 사단법인 인문사회과학기술융합학회 2017 예술인문사회융합멀티미디어논문지 Vol.7 No.4
This study aims to analyze physics Ⅰ in the 7th curriculum(2012 CSAT) and the 2009 revised curriculum(2015 CSAT) from learner's perspective. For this study, a total of 53 high school students in J area were chosen as research subjects. It was found that differences in difficulty recognition depend on characteristics of the subjects, gender, grade, and level of the mock test. The students were asked to analyze the questions of each physics unit in CSAT of the 7th curriculum and the 2009 revised curriculum by themselves and an interview was conducted to examine their standards to classify the difficulty of the questions. The students classified items their own judgement standards. The results of the study showed that female students were more difficult for physics subjects than male students. Students have their own judgment criteria, such as time spent solving a problem, conceptual application problems, and so on. In addition, it was found that the lower the grade thinking hard about the CSAT Physics Test. In this analysis process, they became more interested in physics and their behaviors to prepare for the exam were changed. 이 연구에서는 학습자의 관점에서 7차 교육과정(2012학년도 수능)과 2009개정 교육과정(2015학년도 수능) 물리Ⅰ에 대한 분석하고자 하였다. 이를 위해 J지역 고등학교 학생 총 53명이 연구대상으로 선택되었다. 연구대상자의 차이에 따른 난이도 인식은 성별, 학년, 모의고사 등급에 따라 차이가 있는 것으로 나타났다. 학생들 스스로 7차 교육과정과 2009개정 교육과정의 수능시험 물리 단원별 문항을 분석하게 하고 문항의 난이도를 구분한 기준에 대해 면담한 결과, 자신들만의 판단기준에 의해 문항을 분석하는 것을 알 수 있었다. 연구 결과 여학생이 남학생에 비하여 물리에 대하여 더 어렵게 생각하였다. 학년이 낮을수록 수능 물리시험에 대해 어렵게 생각하고 있는 것으로 나타났다. 학생들은 문제를 푸는데 소요된 시간이나 개념 응용문제 등을 난이도로 구분하는 등 자신들만의 판단기준이 있는 것으로 나타났다. 이와 같은 분석과정을 통해 학습자들은 물리라는 과목에 더 흥미를 가지게 되었고 시험을 준비하는 자세에 변화가 생겼다.
A CASE STUDY ON THE EFFECT OF REPEATED READING IN LEARNING NUMBER THEORY
이봉주 장전수학회 2021 Proceedings of the Jangjeon mathematical society Vol.24 No.2
This study aimed to highlight repeated reading as a teaching and learning method in math education by analyzing the effects of the technique. It also aimed to explore more efficient repeated reading strategies by classifying the repeat cycle into four types. Math reading was defined as reading to understand and learn mathematics content presented in textbooks, rather than simply reading text or content aloud. I applied repeated reading to the number theory learning of eight 4th year college students who were majoring in economics or business administration. Then I investigated the changes in their achievement and collected their opinions on repeated reading after learning. It was also found that repeated reading in university math education had positive effects in the point of both cognitive and affective aspects , regardless of repeat cycles. In addition, although there were differences according to individual student dispositions, the shorter the repeat cycle , the more positive it was. On the other hand, this study suggested that it would be more effective to provide students with feedback on what they rea d when teachers apply repeated reading in their math classrooms.