미술 수업에서 실수 후 사후가정사고 활용연구

서지정보

· 발행기관 : 한국조형교육학회
· 수록지 정보 : 조형교육 / 44권
· 저자명 : 박영주

목차

I. 서론
II. 미술수업과 실수
1. 실수의 조작적 정의
2. 미술수업에서 실수
3. 미술수업에서 실수의 중요성
Ⅲ. 실수 후 사후가정 사고
1. 사후가정 사고
2. 미술 수업에서 실수 후 사후가정 사고
IV. 사후가정 사고의 활용방안
Ⅴ. 결론
※ 참고문헌
※ ABSTRACT

초록

현장에서 학생들을 지도하다보면 곧잘 실수를 발견하게 되고, 실수로 인해 좌절하는 경우도 목격하게 된다. 이렇게 하면 안 된다는 것을 배운 것이니 괜찮다고 격려를해도 자신에 대한 실망감을 지우지 못하고 때로는 실수를 감추기 위해 자기변명이나 괘변을 늘어놓기도 한다. 이렇게 학생들 대부분은 실수에 대해 부정적인 정서를 가지고 있고 이 사회가 실수에 대해 그리 너그럽지 못한 것도 사실이다.

영어초록

For frequent mistakes in an art class occurring based on a grade of a
student, it appeared that lower graders would make mistakes due to a lack of
attention while higher graders would make slips as they are not producing a result
which has been expected or would make mistakes as they have completed a work
but still, have not come up with a result that they have had in their minds. Most
of all, it was found out that mistakes are related to scores and follow-up learning
through the mistakes are not properly conducted. These findings prove that even in
an art class, mistakes are being considered negative and this indicates a need of a
change of perception.
In addition, to search for measures to use counterfactual thinking which
would be naturally caused after a mistake, the study evaluated counterfactual
thinking of students. When the students were told to express their own thoughts
about a negative incident which had been provided in advance, it appeared that
they tended to do lots of upward counterfactual thinking. This confirmed that
mistakes that the students have made in the past would have an influence on
making that choice. Add to this, in a controllable situation, the students were
observed to make an attempt to change in an active manner. Considering this, the
study suggested how to apply a sentence of counterfactual thinking in an initial
and a last stage of a class.

참고자료

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