초등학교 영어·과학 내용 중심 통합 수준별 수업의 효과

• 영문명: A study on the effects of content-based language teaching through defferentiated instruction in elementary school
• 발행기관: 팬코리아영어교육학회(구 영남영어교육학회)
• 저자명: 김정렬(Kim Jeong-Ryeol) 이선아(Lee Sun-Ah) 김윤정(Kim Yoon-Jung)
• 간행물 정보: 『영어교육연구』제17권 2호, 105~134쪽, 전체 30쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2005.06.01

영문 초록

The purposes of this study are to make students have more exposures to English through content-based Instruction (CBI), and to apply the enriched/supplementary 7th national curriculum of the elementary English education effectively. To achieve these purposes. the experimental instructions were given for ten weeks to two sixth grade classes each with 66 students in U elementary school located in Seoul. The experiment periods were divided into two. The first experiment using traditional CBI was exercised for five weeks. After first experiment. it was needed to proceed to the second experiment with differentiated groups. So the differentiated CBI was done for five weeks. To prove the effectiveness of these experiments. the questionnaire of the affective domains (area of interests. participations, self-confidence) and cognitive characteristics. English academic achievement tests (listening and reading). and science academic achievement tests (two tests. one in Korean and another in English) were developed and implemented. To test the Quality of experiments. interviews. comments. and science performance assessments were also used and analyzed quality and quantity concurrently. In conclusion. the differentiated cm was more effective in affective and cognitive aspects than the traditional method.

목차

Abstract

Ⅰ. 서론

Ⅱ. 이론적 배경

Ⅲ. 연구방법

Ⅳ. 연구 내용

Ⅴ. 연구결과

Ⅵ. 결론

참고문헌

부록

저자소개