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효율적인 (效率的) 실험지도를 (實驗指導) 위한 실험목표 상세화에 따른 지도방법 개선에 대한 연구
정완호,김명심 韓國生物敎育學會 1985 생물교육 Vol.13 No.2
The aim of this study is to specify the experiment objectives in the biological field of Middle School Sciences (I) changed according to the textbook revision in '84 School year and to develop the effective experiment-oriented teaching and evaluating methods, making use of these specified objectives. The specific objectives of this study are as follows; 1) to specify each experiment objectives in accordance with the general objectives of science subjects. 2) to apply the specified experiment objectives to criterion-referenced experiment classes. 3) to develop the proper evaluation methods and test items according to the specified objectives. The research design of this study is composed of three stages; First, in the above-mentioned objective 1), the objectives of biological lessons in the first grade of middle schools are specifically presented. Second, to examine the students performance changes and interest response in order to achieve the objective 2) Third, to develop the test items appropriate to the new evaluation methods of each unit and present their best usages in order to attain the objective 3). The results of this study can be Summarized as follows: 1) To develop the specified experiment objectives and grasp the picture of how the experiment lessons in each unit are distributed in the fields of preens skills such as observing, classifying, measuring, inferring, predicting, formulating hypothesis, variable controlling, etc. 2) To develop a new experiment lesson plan and its guide-report, applying the specified objectives. 3) The conventional evaluating methods were inclined to emphasize the cognitive domain, but here, the new test items are developed to evaluate not only the experimental skills but also the psychomotor domain and affective domain. The evaluating area consists of the cognitive domain (60%), the affective domain (20%) and the psychomotor domain (20%). 4) The most part of the process skills in these experimental lessons prove to belong to observing and classifying. 5) The students in the experimental class show the mole increase of 15% in their interest response and higher marks by 13 in their summative test than those in the controlled class.
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박소현(So Hyun Park),정명심(Myoung sim Jung) 한국언어청각임상학회 2012 Communication Sciences and Disorders Vol.17 No.1
배경 및 목적: 한국사회에 다문화가정 구성원의 비율이 증가함에 따라 이들 가정 출신 아동의 언어문제 어려움이 언어병리학계의 관심사가 되고 있다. 최근 발표되고 있는 연구들은 다문화가정 아동의 언어문제를 보여주고 있지만, 아직까지 임상현장에서 다문화가정 아동의 언어평가 및 치료를 위한 방향을 제시하는 연구는 부족한 실정이다. 본 연구의 목적은 다문화가정 아동을 평가하고 치료하면서 경험한 특성과 언어장애아동과의 차이점은 무엇인지 대해 언어치료사들이 어떠한 견해를 가지고 있는지 파악하고, 보다 더 효율적인 언어평가 및 치료방법을 모색하고자 함이다. 또한 이들을 위한 향후과제는 무엇인지 살펴보고자 하였다. 방법: 면담 질문지를 개발한 후, 다문화가정 아동의 언어평가 및 치료경력을 고려하여 면담 대상자를 선정하였다. 선정된 언어치료사 7명을 대상으로 심층면담을 실시하고, 면담 내용을 연속적 비교법을 통해 분석하여 주제를 도출하였다. 결과: 심층면담결과, 다음과 같은 4개의 주제와 17개의 하위주제가 도출되었다: (1) 다문화가정 아동의 평가, (2) 다문화가정 아동의 언어특성, (3) 다문화가정 아동의 치료, (4) 향후과제. 논의 및 결론: 다문화가정 아동의 언어평가와 언어지도/치료 시 나타나는 아동의 언어특성과 전문가들의 견해를 정리하고, 이를 토대로 다문화가정 아동을 실질적으로 이해하고 보다 효율적인 언어평가 및 치료를 하기 위해 고려해야 할 점을 논의하였다. Background & Objectives: As the number of multicultural families has been increasing for years in Korea, increased attention has been given to children’s language development. Recent research has revealed language problems in children from multicultural families; however, research specifically designed to determine whether these problems are due to language differences or language difficulties is lacking. The present study investigates the differences in language characteristics and methods of assessment and intervention between children with simple language disorders and children from multicultural families. Methods: In-depth interviewing was used for data collection. Seven speech-language pathologists (SLPs) who had been working with children from multicultural families were interviewed individually. All interviews were audio-taped and transcribed. The transcripts were analyzed using the constant comparative method of qualitative analysis. Results: Four primary themes and seven subthemes emerged from the analysis: 1) speech and language evaluation of children from multicultural families, 2) language characteristics of children from multicultural families, 3) speech and language intervention of children from multicultural families, and 4) recommendations for future research and for SLPs who work with children from multicultural families. Discussion & Conclusion: The results are discussed in relation to the themes defined in the present study as well as in reference to other related literature. Recommendations for future research are also presented.
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