學習에서의 個人差

• 영문명: Individual Difference in Academic Achevement
• 발행기관: 성신여자대학교 교육문제연구소
• 저자명: 李玉珩(Lee Ock Hyung)
• 간행물 정보: 『교육연구』제14집, 1~44쪽, 전체 40쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 1981.03.30

국문 초록

본 논문은 학업성취와 관련된 학습에서의 개인차를 고찰하고 있다. 이를 위하여 다양한 학습조건 하에서의 학생들의 학업성취를 규명하고 있음을 알 수 있다. 학업성취에서 개인차를 소멸하려는 시도, 즉 學習欠損을 막으려는 시도는 완전학습을 위한 길임을 역설하고 있다.

영문 초록

Individual difference in academic achievement are emerged under class situation. This paper treated the problem on dificieney of learning. We can classify difficient learner who are under-achiever and slow learner. Through mastery learning strategies have not all been successful, those that were reported in publishee literature or in some other written form were generally quite effective. A. A learning Unit. In is necessary to related the learning and teaching to a smaller unit than an entire course or curriculum. This basic unit may be a learning activity, a learning project, a learning task, or some other way of conceiving of an interaction between a learner, something to be learned, and a teacher or mentor. Learning task involves a whole which concists of element or details to be learned in some arrangement The arrangement or learning tasks may be in tight sequential series in which mastery of one task is required as a prerequisite to another task. B. Time and Learning This amounted to little more than a shift from obsering individual variation in achievement levels when all learners are given equal time or similar instructional conditions to one of having most learner reach a criterion level with individual variation in the amount of time or helping to reach the criterion. Different learners would need different amount of time(help) to reach the criterion. C. Lavoratory Vs. School Learning. Much of learning experimentation in psychological laboratory research in concerned with a single learning task, while the actual conditions in schools where students are expected to learn a sequence of learning task over a semester, year, or even over a numer of years. Group learning is the general case for school learning, while laboratory research deal with one learner at a time. Psychological laboratory studies of learning utill learning one type of learning theory, while quite another view or theory of learning in required to account for the learning in school settings. D. Individual Variation. Individual variation in Learning is the observed phenomenon in almost all classrooms, Individual variation related academic achievement are intelligence, hysical condition, personality, and so on. But, with sufficient care and effort we can approach a vanishing point in individual difference in academic achievement, if it is worth the time, effort and costs required. E. Achievement variation in School Settings. There are three possible set of distribution of academic achievement. The first set(A) is what the variation increases each year until by the end. We typically observed in a subject like reading or arithmetics. The second set(B) is the variation in achievement remains constant from grade to grade. If the schools or home do a very good helping individual learners whenever they encounter spedial difficulties in the learning, such curves might be expected. The third set(C) in which the variation decreased each year that any of ours have not ever encounterd. And yet, it is possible both theoretically and practicably. F. Entry Behavior. Education and learning in school are built on set of prior learnings. It is impossible for a learner to achieve mastery on learning task if he does not possess the essential entry behaviors for it. G. Affective Entry Characteristics. Motivation to attempt a new learning task is in part determined by the individuals perception of his success or failure with previous learning tasks which he belives to be similar or related. H. Quality of Instruction. One approach to determining the specific aspects of quality of instruction may be derived from observing a very good tutor attempting to teach something to one student. The tutor uses the cues and get the learner in active participation, and uses reinforcement (positive or negative). I. Affective consequence of Academic Achievement The curriculum may be of importance to the learner and to the society because of the compe

목차

Ⅰ. 序論

Ⅱ. 本論

Ⅲ. 論義

參考文獻

Abstract