RISS 학술연구정보서비스

검색
다국어 입력

http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.

변환된 중국어를 복사하여 사용하시면 됩니다.

예시)
  • 中文 을 입력하시려면 zhongwen을 입력하시고 space를누르시면됩니다.
  • 北京 을 입력하시려면 beijing을 입력하시고 space를 누르시면 됩니다.
닫기
    인기검색어 순위 펼치기

    RISS 인기검색어

      학습자중심교육을 위한 학습자의 정의적 특성에 따른 교과 포지셔닝 연구

      한글로보기

      https://www.riss.kr/link?id=T14901759

      • 0

        상세조회
      • 0

        다운로드
      서지정보 열기
      • 내보내기
      • 내책장담기
      • 공유하기
      • 오류접수

      부가정보

      다국어 초록 (Multilingual Abstract)

      The purposes of this study were to investigate learner’s perception in terms of affective characteristics (individual interest, confidence, students’ valuing) for 10 subjects (Korean, ethics, social, music, practical, math, art, science, physical, english) and to analyze the relative positions of 10 subjects on the positioning map through similarities of learner’s affective characteristics.
      For this study, a survey was conducted by fifth and sixth grade elementary school students from seven elementary schools located in Seoul, Gyeonggi-do, and Chungcheongnam-do. The survey used to measure affective characteristic for 10 subjects. Total 349 surveys were handed out and collected, but 318 of them with honest answers were only used for this research.
      As means for this study, first, the frequencies and percentages were calculated to understand the basic characteristics of the study, and reliabilities of each measure were computed. Second, Pearson’s correlation analysis was used to identify the relationships between individual interest, confidence, students’ valuing. Third, this study conducted statistical analysis including T-test in the gender and ANOVA in the perceived academic achievement to verify the difference on affective characteristics. Fourth, it also conducted positioning analysis using multidimensional scaling to explore relationship between 10 subjects.
      This Study provided a deep understanding concerning the learner’s affective characteristic for each subject. and it emphasized the importance of considering the affective characteristics of the learner when organizing curriculum in the school. Especially, it was meaningful that a multi-dimensional analysis of the relationship between 10 subjects provided foundational data for convergence education.
      번역하기

      The purposes of this study were to investigate learner’s perception in terms of affective characteristics (individual interest, confidence, students’ valuing) for 10 subjects (Korean, ethics, social, music, practical, math, art, science, physical,...

      The purposes of this study were to investigate learner’s perception in terms of affective characteristics (individual interest, confidence, students’ valuing) for 10 subjects (Korean, ethics, social, music, practical, math, art, science, physical, english) and to analyze the relative positions of 10 subjects on the positioning map through similarities of learner’s affective characteristics.
      For this study, a survey was conducted by fifth and sixth grade elementary school students from seven elementary schools located in Seoul, Gyeonggi-do, and Chungcheongnam-do. The survey used to measure affective characteristic for 10 subjects. Total 349 surveys were handed out and collected, but 318 of them with honest answers were only used for this research.
      As means for this study, first, the frequencies and percentages were calculated to understand the basic characteristics of the study, and reliabilities of each measure were computed. Second, Pearson’s correlation analysis was used to identify the relationships between individual interest, confidence, students’ valuing. Third, this study conducted statistical analysis including T-test in the gender and ANOVA in the perceived academic achievement to verify the difference on affective characteristics. Fourth, it also conducted positioning analysis using multidimensional scaling to explore relationship between 10 subjects.
      This Study provided a deep understanding concerning the learner’s affective characteristic for each subject. and it emphasized the importance of considering the affective characteristics of the learner when organizing curriculum in the school. Especially, it was meaningful that a multi-dimensional analysis of the relationship between 10 subjects provided foundational data for convergence education.

      더보기

      목차 (Table of Contents)

      • Ⅰ. 서론 1
      • 1. 연구의 필요성 및 목적 1
      • Ⅱ. 이론적 배경 6
      • 1. 학습자중심교육 (Learner-Centered Education) 6
      • 1) 학습자중심교육의 정의 6
      • Ⅰ. 서론 1
      • 1. 연구의 필요성 및 목적 1
      • Ⅱ. 이론적 배경 6
      • 1. 학습자중심교육 (Learner-Centered Education) 6
      • 1) 학습자중심교육의 정의 6
      • 2) 학습자중심교육의 특징 9
      • 3) 현행 교육과정에서의 학습자 중심 교육 14
      • 2. 정의적 특성 17
      • 1) 정의적 특성 17
      • 3. 다차원 척도법 24
      • 1) 다차원 척도법의 기본 개념 24
      • 2) 다차원 척도법을 활용한 포지셔닝 맵 28
      • Ⅲ. 연구 방법 33
      • 1. 연구 대상 33
      • 2. 측정 도구 33
      • 3. 자료 수집 35
      • 4. 자료 분석 35
      • Ⅳ. 연구 결과 37
      • 1. 주요 변인들의 기술통계 및 상관분석 37
      • 1) 주요 변인들의 기술통계치 37
      • 2) 주요 변인들의 상관관계 분석 38
      • 2. 학습자 집단에 따른 교과에 대한 정의적 특성 차이 검증 39
      • 1) 성별에 따른 교과 정의적 특성의 차이검증 39
      • 2) 자기보고식 학업성취도에 따른 교과에 대한 정의적 특성 차이검증 42
      • 3. 학습자의 정의적 특성에 따른 교과 포지셔닝 맵 46
      • 1) 성별에 따른 교과 포지셔닝 맵 분석 49
      • 2) 자기보고식 학업성취도 수준에 따른 교과 포지셔닝 맵 분석 52
      • Ⅴ. 논의 및 결론 57
      • 1. 교과에 대한 정의적 특성 변인들에 대한 논의 57
      • 2. 학습자 집단에 따른 교과의 정의적 특성 차이검증에 대한 논의 59
      • 3. 정의적 특성에 따른 교과 포지셔닝 맵에 대한 논의 61
      • 4. 연구의 의의 62
      • 5. 연구의 제한점과 후속 연구에 대한 제언 63
      • 참고문헌 65
      • 부록 73
      • ABSTRACT 76
      더보기

      분석정보

      View

      상세정보조회

      0

      Usage

      원문다운로드

      0

      대출신청

      0

      복사신청

      0

      EDDS신청

      0

      동일 주제 내 활용도 TOP

      더보기

      주제

      연도별 연구동향

      연도별 활용동향

      연관논문

      연구자 네트워크맵

      공동연구자 (7)

      유사연구자 (20) 활용도상위20명

      이 자료와 함께 이용한 RISS 자료

      나만을 위한 추천자료

      해외이동버튼