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Flanders 언어상호작용 분석법을 활용한 수학영재 수업 분석
이윤경(Yoon-Gyeong Lee),이중권(Joong-Kweon Lee) 한국콘텐츠학회 2014 한국콘텐츠학회논문지 Vol.14 No.5
본 연구는 Flanders 언어상호작용 분석법을 활용하여 대학부설영재원 수학영재 수업에서 교수-학생 간의 언어적 상호작용을 분석한다. 연구문제는 수학영재 수업의 1)Flanders 코드 항목별 결과는 어떠한가? 2)언어형태는 어떠한가? 3)Flanders 지수결과는 어떠한가? 연구대상은 대학부설 영재교육원 중등 수학반 수업이며, 수업과정을 비디오 녹화한 동영상을 AF분석 프로그램 3.54를 활용하여 분석한 결과 1)Flanders코드 항목별 분석결과, 교사의 비지시적 발언보다 지시적 발언이, 학생의 반응적인 발언보다 자진적인 발언이 많은 것으로 나타났고, 분류 항목별 빈도수는 강의, 학생의 자진적인 말, 활동 등이 전체수업의 대부분을 차지하였다. 2)수업 흐름은 대체적으로 바람직한 수업 흐름 모델을 따르지 않는 것으로 나타나, 학생 발언에 대한 교사의 적절한 피드백이 요구된다. 3)지수 분석 결과, 수정 비지시, 교사 질문비, 학생 발언비, 학생 질문 및 넓은 답변비는 분석기준보다 높게 나타났고, 비지시는 분석 기준보다 낮게 나타났다. The purpose of this study is to provide useful information for improving interaction between teacher and student by analysing gifted class in mathematics with the Flanders Category System. Research questions are as follow. In gifted class in mathematics, How is the result of analysis regarding interactions between the teacher and students, according to 1) Flanders Coding system? 2) Flanders’ language pattern? 3) Flanders’ Index system? For this, 3 gifted classes in mathematics were recorded by video camera and analyzed by Advanced Flanders (AF) analysis program version 3.54. Results are as follow. 1) Code Category Analysis mostly consists of lecture, voluntary speaking and chaos, silence work. 2) Most class patterns are not in accordance with effective class pattern models. So teacher needs to accept students opinion actively and give appropriate feedback. 3) In Indices Results, revised I/d ratio, teachers question ratio, students speaking ratio, Student question and wide answer ratio are higher than analysis standard, indirect ratio is lower than analysis standard.
Flanders 언어상호작용 분석법을 적용한 수학 교과 수업 분석
이윤경(Yoon-Gyeong LEE),이중권(Joong-Kweon LEE) 한국수산해양교육학회 2014 水産海洋敎育硏究 Vol.26 No.4
The purpose of this study is to provide useful information by analysis on mathematic classes for improve interactions between teacher and student using the Flanders Category System. For this, mathematic classes were observed by videotapes and recorded, 10 recorded videotapes were selected for analysis the property of linguistic interaction. The collected videotapes and records materials were transcribed by Advanced Flanders(AF) analysis program version 3.54. The detail investigated topics for studying are as follows. 1) What is the property of the Flanders 10 code analysis results? 2) What is the property of main and subsidiary linguistic flow of interaction? 3) What is the property of the Flanders index analysis results? The results of this study are as follow: 1) In Flanders 10 code analysis results, teachers non-directive speaking is 12.76%, teachers Indicative speaking is 50.28%, students reactive speaking is 4.07%, students voluntary speaking is 9.66%. 2) Among the 10 classes, 5 classes main flow is ask convergent question → students reactive speaking → lecture → ask convergent question, 2 classes main flow is lecture → ask convergent question → students reactive speaking → lecture, 3 classes main and subsidiary flow is lecture → ask convergent question → lecture → work. 3) In indices results, revised I/d ratio, students speaking ratio, student question, wide answer ratio are higher than analysis standard and indirect ratio, teachers question ratio are lower than analysis standard.