초등학교 저학년의 활동중심 개별화 교수방법이 고학년의 수학과 학습에 미치는 장기적 효과

서지정보

ㆍ발행기관 : 한국교육학회 ㆍ수록지정보 : 교육학연구 / 34권 / 5호
ㆍ저자명 : 이원영, 김창복

목차

《요약》
Ⅰ. 서론
Ⅱ. 이론적 배경
Ⅲ. 연구방법
Ⅳ. 결과 및 해석
Ⅴ. 논의 및 결론
〈참고문헌〉
Abstract

한국어 초록

본 연구의 목적은 1학년 수학 학습에 적용했던 ‘활동중심 개별화 교수방법’의 효과가 5학 년 때까지 장기적으로 지속되는지를 알아보는 것이다. 활동중심 개별화 교수방법은 아동의 이해 속도에 맞추어, 구체물을 활용하며 소집단 또는 개별적으로 교육하는 열린 교수방법의 일종이다. 연구결과, 1학년 때 활동중심 개별화 교수방법으로 학습한 아동들은 비교집단 아 동들보다 5학년에서의 수학과 학력점수가 p＜.05 수준에서 의미 있게 높았고, 5학년이 되어서도 1학년 때의 활동중심 개별화 교수방법의 수학과 학습을 선호하고 있음이 밝혀졌다. 따라서, 초등학교 1학년 아동들을 위한 활동중심 개별화 교수방법이 초등학교 수학과 학습능력을 증진시킬 수 있음을 알 수 있다.

영어 초록

The purpose of this study was to analyze the effectiveness of the first grade children’s academic achievement and interest in mathematics through a follow-up on the two different types of teaching method studied earlier by Kim(992).
The subjects of the present study were 60 elementary school children in the fifth grade who participated in the research four years ago; 34 children were in the experimental group and 26 children were in the control group. The children in the experimental group were taught mathematics by the activity-based and individualized teaching methods which emphasized children's own interest, desire and ability. The children in the control group were taught mathematics by the teacher-centered and textbook-oriented method which gives initiative and authority to the teacher only. This is the universal methods in Korea at present time.
Data for the study were collected on academic achievement and interest in mathematics. To analyze group differences, ANCOVA(covariate : IQ data) in academic achievement and chi-square(x²) in interest were applied.
The major results obtained from this study are summarized as follows :
1. There were significant differences in mathematics academic achievement depending on the type of teaching method(p＜.OS). The activity-based and individualized teaching method was more effective than the traditional teacher-centered teaching method.
2. The fifth grade children from the experimental group still remembered the
activity-based and individualized teaching method for mathematics which they experiened four years ago more and liked it more than the traditional teacher-centered teaching method by which they had been taught since then.

참고 자료

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