한 초등학교 교사의 사회과 수업의 성찰적 이해: “아이의 눈으로 수업 보기” 방법을 적용하여

서근원,송하인 한국교육인류학회 2018 교육인류학연구 Vol.21 No.4

The purpose of this study is to illustrate an example of a classroom instruction research method that can guide school teachers to understand and improve their instruction by themselves. For this purpose I reviewed the classroom instruction research methods that are generally used by school teachers. And I clarified the meaning of the method of "instruction reflection." I looked for a concrete way to reflect my classroom instruction. "Viewing instruction from the pupil's perspective" is suitable research method for my purpose. This approach is based on the theory and research method of anthropology of education. I tried to understand the social studies instruction of the 3rd grade of elementary school from San’s perspective who is attending that instruction as a pupil. San usually says preposterous words and struggled against his classmates. I thought that he had a misconception, and had egocentric attitude. So, I tried to correct his misconception and attitude. That was regarded as appropriate role of school teacher. But, viewing from San's perspective, San has unique thoughts due to strong curiosity. His unique thoughts arouse conflicts with other pupils and exclusion from them. San does not have a misconception. So, I can say that I and other pupils have stereotypes. Given this, it is not San that should be corrected but the curriculum, textbooks, and the habitual of my classroom instruction. 이 연구는 학교 현장의 교원이 교육인류학의 연구 방법을 응용하여 자신의 수업을 성찰적으로 이해하는 하나의 사례를 제시하는 것을 목적으로 한다. 이 목적을 위해서 연구자는 현재 학교 현장에서 일반적으로 사용되어 온 수업 관찰의 방법을 개괄적으로 검토하고, 기존 수업 관찰 방법의 문제점을 해결하기 위해서 최근 현장 교원들에 의해서 주목받고 있는 수업 성찰이란 무엇이며, 교육인류학의 이론적 문제 의식과 연구 방법을 기반으로 하고 있는 “아이의 눈으로 수업 보기”는 구체적으로 어떤 절차에 의해서 수업을 성찰적으로 이해하도록 하는지 살펴보았다. 이와 함께 그 방법을 적용하여 연구자가 담임으로 있는 초등학교 3학년의 사회과 수업을 그 수업에 참여한 산이라는 아이의 관점에서 성찰적으로 이해해보았다. “아이의 눈으로 수업 보기” 방법을 적용하여 그 수업을 성찰적으로 이해한 바에 따르면, 산이가 수업의 과정에서 엉뚱한 소리를 하고, 다른 아이들과 자주 다투는 것은 산이가 오개념을 가졌거나 자기중심적이어서가 아니라 궁금증과 호기심이 많아서 다른 아이들과 다르게 독특한 방식으로 사고하기 때문이다. 그로 인해서 다른 아이들이 산이를 오해하고 갈등하거나 배척한다. 이런 점을 고려하면 산이가 오개념을 가졌다기보다는 교사인 나를 비롯하여 산이 주변의 사람들이 고정관념을 가졌다고 볼 수 있다. 그러므로 교정해야 할 것은 산이가 아니라 나의 수업 관행이다.

학습자 특성에 따른 채팅 시스템의 교육적 효과성 분석

박지웅 ( Ji-woong Park ) 한국고등직업교육학회 2003 한국고등직업교육학회논문집 Vol.4 No.3

The purpose of this study is to identify the effects of text chatting instruction and avatar chatting instruction on the academic achievement and learning attitude by learner’s personality. The purpose was accomplished by examining three hypotheses and analyzing data obtained from an experiment. In order to verify the hypotheses, 35 college students participated and were respectively assigned to text chatting instruction group( 17 students) and avatar chatting instruction group(18 students) which consisted of respectively extrovert and introvert. The results of the study were as follows' 1. There was not significant difference in the academic achievement between avatar chatting instruction and text chatting instruction. 2. For extrovert, avatar chatting instruction was more effective than text chatting instruction in the academic achievement. For introvert, text chatting instruction was more effective than avatar chatting instruction in the academic achievement. 3. Avatar chatting instruction was more effective for learning attitude than text chatting instruction. There was not significant difference in the effect on attending dimension between extrovert and introvert. Extrovert was more effective for self-regulated learning and for applying study skill than introvert. According to the results, it can be concluded that the effects of avatar chatting instruction and text chatting instruction on the academic achievement and learning attitude are different by learner’s personality.

The Effects of Differential Instruction on Korean Middle School Students’ English Collocation Acquisition

Hyunmi Choi,Jee Hyun Ma 서울대학교 2012 외국어교육연구 Vol.15 No.-

This study examined whether explicit or implicit teaching is more efficient in improving Korean middle school students’ English verb-noun collocation knowledge. Forty Korean EFL middle school students participated in the study and they were assigned to either the explicit instruction or implicit instruction group. The participants’ English verb-noun collocation knowledge was measured through pre-, immediate post-, and delayed post-tests over the 5- week experimental period, and a survey of participants’ opinions on the instruction they received was carried out. The results showed that the students who received the explicit collocation instruction displayed better learning outcomes, suggesting the immediate influence of the explicit instruction, and more importantly the sustained initial advantage. That is, the explicit group students did retain the target items significantly better than the implicit group students. The responses from the two groups also indicated the positive effects of the explicit collocation instruction. The explicit group students were mostly satisfied with the instruction and showed increased confidence in acquiring English collocations while the implicit students did not. This study provides L2 teachers with valuable information on how to teach L2 collocation more effectively.

‘좋은 수업’의 특성이 내포하는 교육적 의미와 시사점

성병창,김달효 한국수산해양교육학회 2020 水産海洋敎育硏究 Vol.32 No.1

This study aims to examine the elements of 'good instruction' presented by various scholars and to examine the meaning of whether the elements are truly in accordance with good instruction. In addition, the criteria used for the teacher's teaching evaluation and the professor's lecture evaluation will provide implications to match the elements of 'good instruction'. When I review the literature on good instruction in a comprehensive manner, it can be seen that the elements emphasized as the characteristics of good instruction are similar to the characteristics of efficient instruction or effective instruction, In other words, it can be confirmed that the factors such as clarity of instruction, sufficientness of communication(interaction), diversity of method, and effectiveness of learning are emphasized as the characteristics of good instruction. When I look into the instruction evaluation items of the class observation book in elementary and secondary schools and the lecture evaluation items implemented in universities, as with the instruction evaluation of elementary and secondary schools, the characteristics of 'good instruction' such as empathy, authenticity, respect, close relationship of care, restoration of relationship between instructor and student, encouragement, enlightenment, and improvement of thinking ability are rarely reflected in the lecture evaluation of universities, Therefore, it is necessary to approach the good instruction from an open perspective, and to approach the more essential perspective.

장애아를 위한 무용교육의 인지적 지도법에 관한 연구

박영하 한국무용예술학회 2009 무용예술학연구 Vol.26 No.-

As getting more consideration of individuals with special needs, social welfare organs and social participation activities are incredibly increased in Korea. Moreover, Korea society spreads out consideration into the area of special education programs, so that integrated-education system is accelerated and various educational programs as well as therapeutic programs are provided to them. After comparing and analyzing the principle theories and instructions throughout previous studies, this study presents adaptable instruction and strategies for the area of adapted dance/movement education. In the result, this study found that Sensory-Intelligence Instruction, Self-Discovery Instruction, and Guided Instruction are adaptable to teach children with special needs. Moreover, this study applied those instruction into visual imagery, story mapping, question activities, keyward memory instruction, so that it was approved that three instruction developed by this study are applicable in the area of adapted dance/movement education. This study has a limitation to present newly developed instruction and strategies, yet future study should be conducted for developing various dance program applying three instruction; Sensory-Intelligence Instruction, Self-Discovery Instruction, and Guided Instruction. Which works will contribute to develop adapted dance/movement education in the future.

토의 ‧ 토론 중심 수업에 참여한 예비특수교사의 경험과 인식

김미선 한국특수교육교과교육학회 2016 특수교육교과교육연구 Vol.9 No.3

Several instruction methods have been suggested to improve the quality of university education, recently. There is a large range of opinion on the necessity and importance of discussion and debated oriented instruction for elevating teacher professionalism related to a training college. When pre-special education teachers participate in education environment conditions after graduating the university, discussion and debated oriented instruction is one of good methods to improve the class participation of students. Therefore, the availability of discussion and debated oriented instruction is increased in university class. The purpose of this study is that communication ability can be improved by discussion and debated oriented instruction. The study was conducted with preservice special teachers who participated discussion and debated oriented instruction. Based on the quality analysis of their experience, we try to solve such questions as: 1) how discussion and debated oriented instruction is interpreted in university class and 2) what is the problem of discussion and debated oriented instruction. Eight pre-special education teachers were participated in this study. The results of quality analysis were classified as follows:1)the idea of discussion and debated oriented instruction, 2) experience the difficulty of discussion and debated oriented instruction and 3) support plan for discussion and debated oriented instruction. There were eight sub themes. The practical methods for maximizing the efficiency of discussion and debated oriented instruction were suggested in the results and discussion. 최근 대학 교육의 질을 제고하기 위해서 다양한 수업방법들이 제안되고 있는 가운데 교원양성학과 관련해서 교사 전문성 향상을 위한 토의‧토론 수업의 필요성이 대두되고 있다. 예비특수교사들이 대학을 졸업하고 교육현장에 투입되었을 때, 학생들의 수업 참여도를 높이고 일반교사뿐 아니라 기타 전문가들과의 협력적 의사소통 능력 증진을 위해서 실행할 수 있는 방법 중 하나가 토의‧토론 수업이다. 이러한 맥락에서 교원양성학과 대학 수업에서 토의‧토론 수업의 활용도가 높아지고 있는 추세이다. 예비특수교사들은 토의‧토론 수업을 통해 미래 사회에서 요구되는 의사소통 능력을 어떻게 향상시킬 수 있을 것인가에 대한 의문이 이 연구의 시작이다. 본 연구는 토의‧토론 중심의 수업에 참여한 예비특수교사들을 대상으로 수업 모니터링으로 수업참여와 만족도를 분석하고, 그들의 경험을 질적으로 분석하였다. 예비특수교사들에게 대학 수업에서 토의‧토론 수업이 어떻게 이해되고 해석되는지 그리고 토의‧토론 수업의 문제점이 무엇인지를 파악하여 어떻게 문제점을 해결해 갈 수 있을 지에 대한 제안을 하고자 하였다. 연구 참여자는 8명의 예비특수교사이며 질적 분석 결과는 (1) 토의‧토론 수업에 대한 생각 (2) 토의‧토론 수업 경험의 어려움 (3) 토의‧토론 수업을 위한 지원 방안이라는 3개의 주제와 8개의 하위주제로 정리되었다. 논의와 결론에서는 토의‧토론 수업을 효과성을 극대화하기 위한 실천적인 방향을 제시하였다.

Schema-Based Instruction on Learning English Polysemous Words: Effects of Instruction and Learners` Perceptions

( Makoto Mitsugi ) 범태평양 응용언어학회 2017 Journal of Pan-Pacific Association of Applied Ling Vol.21 No.1

The purpose of this study is to investigate the effectiveness of two instruction methods for teaching polysemous English prepositions (at, in, on) and to explore learners` perception on learning tools used in the instruction when learning polysemous words. The first study investigated the effectiveness of schema-based instruction (SBI), which is a form of instruction based on the insights of cognitive linguistics (CL) and is a way of teaching, which provides learners with the schematic core meaning. Whereas, translation-based instruction (TBI) is one of the conventional ways of teaching prepositions as polysemous words, which offers learners a list of several meanings of each preposition. Two tests, as pre- and post-tests were carried out to examine the effectiveness of the instruction. A second study explored how leaners perceived the learning tools in each instruction method. The methods consist of the core schema and translations in dictionary, which were analyzed with the motivation to be able to conduct more effective instruction on polysemous words in the classroom. For this study, data was collected by a questionnaire and analyzed qualitatively to extract constructs that learners have on both instructions. Based on the results of these two studies, this paper argues that the core-schema approach to teaching English propositions is more effective than the conventional approach. Furthermore, the core schema approach is practical to administer to learners; however, it was discovered that learners perceived both benefits and disadvantages in the two instruction methods and suggested the necessity of separate-use depending on the learning situation.

대학에서의 블렌디드 수업에 관한 소고–수업 선호도를 중심으로-

황혜정 영남수학회 2023 East Asian mathematical journal Vol.39 No.4

Expectations and interests in blended learning are increasing as universities respond to the educational flow of transition to e-lernring. This study tried to explore and understand the meaning of and the properties of blended instruction. In addition, through the literature review, this study was to find out how bleanded learning affected in teaching and learning situation. Particularly, it was to find out students’ preference to the type of blended instruction. Those types are the mixed of or the unique of class instruction(off line), on line, and recorded instruction. To investigate learners’ preference to the type of the instruction and also the reason of the preference, in this study, the 27 undergraduate students of the fourth grade in the major of mathematics education in the C university located in G area. By the result, most students preferred the mixed type of instruction involving off line and recorded instruction. The reason is that they could attend to the class while participating in the group activity positively and understand the content through the communication in depth and the instructor’s feedback. Because of this reason, they did not prefer to the only one type insturction such as the recorded type.

특수교육에서의 좋은 수업에 대한 학부모의 인식

박자영,임경원 한국정서행동장애학회 2011 정서ㆍ행동장애연구 Vol.27 No.4

The purpose of this study is to find out what kind of instruction in special education would be recognized as good by parents, collecting basic data and information for further research and practice of good instruction in future special education. To this end, this study distributed and analyzed a total of 322 copies of a questionnaire to members of the twelve associations across South Korea of parents with children with special education needs and to parents of children enrolled in special education schools or classes in four regions of South Korea. The levels of importance parents attributed to different factors of good instruction were given one sample t-test. The results of the study are as following. Parents thought the most important factor about good instruction is the need for a healthy relationship of trust between the teacher and the student in terms of student-teacher relationships and products of instruction. In terms of the instruction content, parents thought functional education the most important content. In terms of the teaching method, parents gave the highest level of importance to the method that reflected the diversity of disabilities affecting students. In terms of the instruction environment, parents thought the physical environment of instruction was most important for it to be good instruction. In terms of instruction evaluation, parents thought transition and general evaluation were most important to good instruction. These result would provide an opportunity for teachers of special education to re-think on their teaching methods and attitudes, and take these considerations into account in order to make their instruction better. 이 연구는 학부모가 인식하는 특수교육에서의 좋은 수업이란 어떤 수업인지 그 중요도를 살펴봄으로써, 향후 특수교육 현장에서의 좋은 수업 관련 연구 및 실천을 위한 기초정보를 제공하는데 그 목적이 있다. 이를 위해 전국 12개 지역의 장애인부모 단체와 4개 지역의 특수학교 및 특수학급 교사의 협조를 받아 학부모가 작성한 총 322부의 설문지를 분석하였다. 학부모가 인식하는 좋은 수업에 대한 중요도에 대해 t검증을 실시하였다. 연구 결과 좋은 수업에 대한 중요도를 살펴보면, 학부모는 좋은 수업이 지향해야 할 관점으로 교사학생 간의 신뢰하는 관계 형성을, 좋은 수업 내용 측면에서는 기능적 교육과정을, 좋은 수업 방법 측면에서는 장애의 다양성을 고려한 방법을, 수업 환경 측면에서는 좋은 수업을 위하여 물리적 환경을, 좋은 수업 평가 측면에서는 수업의 평가 중 전이와 일반화 평가를 가장 중요하게 인식하는 것으로 나타났다. 이러한 연구 결과를 바탕으로 교사들은 좋은 수업을 위해 교사의 수업 방식과 태도를 되돌아보는 기회를 갖고, 학부모가 생각하는 좋은 수업에 대한 인식을 반영하고 참고해야 한다.

탐구수업의 오솔길에서

한광웅 한국사회교과교육학회 2010 사회과교육연구 Vol.17 No.1

This Research is explored the meaning for 'inquiry' of inquiry instruction interconnected the level of reconstruction of instruction model. This Research make use of narrative as the writing method that represent teacher' voice. Representation of his voice is not representation in one's true light but result of continuous play of the knowing. Teacher represent the meaning by narrative that understand his instruction experience. Teacher reconstruct instruction newly fix into inquiry instruction model. Its novelty is liken to walk a way into a regular track when reconstructed inquiry instruction. Its novelty change old-fashion at this time. Its 'inquiry' must not shut up old-fashioned inquiry instruction. 'inquiry' is a walk in the path pass over regular road. The path is not seen to big road and roam about winding maze at the moment enter. This 'inquiry' stop a regular track of inquiry instruction and show its novelty like a flash. 'inquiry' of inquiry instruction is not kept simple application or change instruction model. This is confined a regular track of instruction model however make up newly. Instruction experience pass over the matrix-meaning space, rethinking about the meaning of 'inquiry' of inquiry instruction. 본 연구는 교사의 수업이야기 연구방법으로 수업모형 재구성의 수준과 맞물려 탐구수업의 ‘탐구’의 의미를 탐색하였다. 본 연구는 교사의 목소리를 재현하기 위한 글쓰기 방식으로 이야기를 활용하였다. 교사의 목소리의 재현은 ‘있는 그대로’의 재현이 아니라, 끊임없는 앎의 놀이의 산물이다. 교사는 교사의 수업경험을 이해하여 그 의미를 수업이야기의 형태로 재현한다. 교사는 탐구수업모형에 맞추어 새롭게 수업을 재구성한다. 탐구수업을 재구성했을 때 새로움은 수업모형의 일정한 궤도를 따라 정해진 길을 걸어가는 것에 비유할 수 있다. 이럴 때, 탐구수업의 새로움은 전혀 새롭지 않은, 진부함으로 바뀐다. 탐구수업의 ‘탐구’는 탐구수업의 진부함에 갇혀서는 안 된다. ‘탐구’는 정해진 길을 벗어나 뻗어나간 오솔길에서 산책이다. 오솔길은 큰 길에 비해 잘 보이지 않기도 하고 들어서면 꾸불꾸불해 미로에서 방황하기도 한다. 이런 ‘탐구’는 탐구수업의 정해진 궤도를 정지시켜, ‘탐구’의 새로움을 마치 섬광처럼 보여준다. 탐구수업의 ‘탐구’는 수업모형의 단순한 적용이나 변화에 있지 않았다. 이는 아무리 새롭게 치장하더라도 수업모형의 일정한 궤도에 갇히게 된다. 이런 격자화된 수업의 의미 공간에서 벗어나는 수업경험은 탐구수업의 ‘탐구’의 의미에 대해 다시 생각해 보게 한다.