영어 협동 수업이 초등학생의 정의적 영역에 미치는 영향과 효율적인 협동 수업의 방향

• 영문명: The effects of team teaching on elementary school students' affective domains and the directions for effective team teaching
• 발행기관: 한국초등영어교육학회
• 저자명: 김경미(Kim Kyungme) 이충현(Lee Chung-Hyun)
• 간행물 정보: 『초등영어교육』제11권 제2호, 133~171쪽, 전체 39쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2005.12.01

영문 초록

The purposes of this study are to investigate the effects of team teaching with native speakers of English on elementary school students' affective domains and to suggest directions for effective team teaching models or EPIK(English Program in Korea). Quantitative and qualitative research methods were adopted. That is, questionnaire, interview and classroom observations were used to collect the data required for this study. The subjects consisted of 443 students who were working at J Elementary School in Kyunggi-do in Korea. The results of the study showed that: 1) Team teaching with a native speaker of English generally has a positive effect on the development of students' four language skills and understanding non-verbal communication and the target culture regardless of grade, gender or level 2) Team teaching generally has a positive effect on students' affective domains in English learning; 3) 5th graders are generally more positive towards affective domains than 6th graders; 4) The higher level students in each grade are more positive towards affective domains than the lower level students; and 5) The students want to have more team teaching lessons regardless of grade, gender or level. Finally, based on the findings, some suggestions were made for directions for team teaching models or EPIK(English Program in Korea).

목차

Abstract

Ⅰ. 서론

Ⅱ. 이론적 배경

Ⅲ. 연구 방법

Ⅳ. 연구 결과

Ⅴ. 논의 및 결론

참고문헌

부록