근접발달대 수준에 따른 정의적 특성과 학습전략의 차이

서지정보

ㆍ발행기관 : 한국교육학회 ㆍ수록지정보 : 교육학연구 / 44권 / 4호
ㆍ저자명 : 유현주, 이순우

목차

Ⅰ. 서론
Ⅱ. 이론적 배경
Ⅲ. 연구방법
Ⅳ. 연구결과
Ⅴ. 결론 및 논의

한국어 초록

본 연구는 동일한 성취수준을 보이는 아동의 근접발달대는 어떠한지 분석한 후, 근접발달대 수준에 따라 정의적 특성(성취동기, 수학관련 자아개념, 성취기대수준)과 학습전략에 차이가 있는지 알아보고자 하였다. 또한 근접발달대 수준에 따라 근접발달대 평가과정에서 드러나는 아동의 특성도 분석하고자 하였다. 우선, 유사한 성취수준을 보이는 초등학교 6학년 아동 80명을 표집하여 근접발달대를 측정한 후 근접발달대 상위25%와 하위 25%에 속하는 아동을 최종연구 대상으로 선정하였다. 연구결과, 동일한 성취를 보이는 아동의 근접발달대는 차이가 있는 것으로 나타났다. 그리고 근접발달대상집단과 하집단간 성취기대수준을 제외한 수학관련 자아개념, 성취동기, 학습전략에는 차이가 없는 것으로 나타났다. 근접발달대 평가과정에서는 두 집단간 검사에 대한 반응, 과제집착력, 문제해결전략 등에 차이가 있었다.

주제어: 근접발달대, 정의적 특성, 학습전략

영어 초록

The purpose of this study was to investigate the differences in the affective characteristics and the learning strategies according to the level of the zone of proximal development(ZPD).
The subjects for this study were the eighty 6th-grade students who had the middle rank achievement in mathematics. The ZPD test was administered to these students, and the final forty subjects for this study were selected from the above group on the basis of the results of the ZPD test. They were composed of the twenty students belonging to the 25 percent highest rank group and the twenty students belonging to the 25 percent lowest rank group based on the results of the ZPD test. The former was named the ZPD higher group and the latter was named the ZPD lower group. The measurements were the ZPD test, achievement motivation test, goal expectancy level test, scholastic self-concept test, and learning strategies inventory. The data were analyzed by the t-test. The students' characteristics were also investigated in
the process of the ZPD assessment.
The major results of this study were as follows: First, there was the difference in the ZPD between the higher group and the lower group although they had the identical achievement. Second, the children's affective characteristics were no significant differences according to the level of the ZPD except for the goal expectancy level. Third, the children's learning
strategies were no significant differences according to the level of the ZPD. At last, the students' characteristics observed in the process of ZPD assessment were different between two groups. The higher group exhibited more positive attitude, higher attention, higher task tenacity, and better problem solving strategies than the lower group.

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