고등학교 생물 교육에서 학급에 따른 교사 설명의 역동적 구조 변화 : 동일한 교사의 반복된 수업을 중심으로 = Research Articles : Analysis of Kinetic Structures in Ten Biology Lectures Repeated by the Same Teacher

다국어 초록 (Multilingual Abstract)

This study investigated the following questions; 1) How does kinetic structure of a teacher`s verbal communication change? 2) How is the kinetic structure of a teacher`s verbal communication related to the students` achievements? For this study, ten biology lectures on 「Behavior of Living Things」 were analyzed which were taught repeated by the same teacher in ten classes, These lectures were performed by a female teacher who had teaching experience of less than 1 year. As a result of analysis of the kinetic structure of lessons, the mean fundamental coefficients(B￣₁) of ten classrooms were distributed from 0.29 to 0.35 and the mean weighted coefficients(B￣₂) of them were distributed from 0.89 to 0.91. Also the mean progression of ten classrooms was 0.68, the mean number of total discourse unites was 373, the mean frequency of verbal elements was 1124, the mean number of kinds of verbal elements was 274, and the mean number of primary spans was 9. Consequently, kinetic structure showed significant difference among classrooms(B₁: F= 1.672, p$lt;0.10 B₂: F=3.16, p$lt;0.01). The changing pattern of kinetic structure in the order of lessons showed that the more repetitive number of the lesson was, the higher kinetic structure was, but it became lower ninth or tenth lesson. As the teacher repeated lessons, the teacher could organize the content of lessons more systematically and thus continuity of ideas within continuous statements in a stream of discourse increased, but too many repetitions made the teacher tiresome, and the continuity of ideas was decreased. As a results of the analysis of primary spans, kinetic structure depended on the characteristics of topics: The part of $quot;Introduction$quot;, $quot;Instinct Behavior$quot; and $quot;Conditioned Reflex$quot; showed high kinetic structure. On the other hand, $quot;Intellectual Behavior$quot; and $quot;Conclusion$quot; showed low structure. The student`s achievement showed the significant difference among classrooms(F=2.317, p$lt;0.05). Students having high structure lesson achieved greater than those having low structure lesson. Through this study, We found that when a teacher taught the same content in several classrooms, Kinetic structure of teacher`s explanation was changed and had an effect on students` achievement. And these changes showed that the more repetitive number of the lesson was, the higher kinetic structure was, but too many repetitions made the kinetic structure lower.