5발법을 적용한 스토리텔링 기반의 수업연구

• 영문명: A Study on Storytelling-Based on Instruction Applying the Five Steps Teaching Method
• 발행기관: 창조교육학회
• 저자명: 한경림(Han Gyeongrim)
• 간행물 정보: 『창조교육논총』창조교육연구 17호, 75~103쪽, 전체 29쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2015.11.30

영문 초록

While the cognitive aspect (what to teach) is important in mathematics education, it is most of all important to induce learners to enjoy and take interest in mathematics learning and to have positive attitudes toward the subject of mathematics since good mathematics education can be realized when the cognitive and affective aspects (learners' attitudes, interest, feelings) are combined. Using the history of mathematics in mathematics education is effective in arousing such enjoyment, interest, and positive attitudes. Storytelling was used to apply the history of mathematics to instruction; the technique of storytelling was applied to the unit of linear equations on the basis of 5발법; and the section in the form of story to which storytelling was applied was made on the basis of the teaching-learning principle with five steps: thinking, discovery, excavation, manifestation, and development. For the section in the form of story, since importance was attached to opposition to enhance interest and concentration of learners, suggestion was made to introduce characters in an instruction plan. To make instruction specific, simple learning materials for the history of mathematics and those to which the storytelling technique was applied were presented right after the teaching plan. Using the history of mathematics in mathematics education is expected to help students become more familiar with mathematics, instead of feeling it academically, through the understanding of the history. While current textbooks deal with the history of mathematics and the story of mathematicians, they simply introduce them and immediately have contents unfold or move into formative assessment, thus making students have difficulty in connecting the materials for the history of mathematics with learning contents. Instead of presenting the history of mathematics simply, this study applied it to instructional practice through storytelling and is expected to improve the understanding and learning achievement for learners and cultivate mathematical power through internal motivation and reasoning ability. A storytelling-based teaching plan was made, focusing on the unit of linear equations. Since mathematics has some parts where story is not directly related to the subject to learn, there are only a few cases in which storytelling was used in mathematics education. Most of the studies have only recently been conducted. For this reason, it has significantly less diverse types of information than other materials on which much research has been conducted. It is hoped that research will be conducted on mathematics education using more diverse types of serious storytelling.

목차

Ⅰ. 서론

Ⅱ. 본론

제1장 스토리텔링의 이론적 배경

1. 스토리텔링의 개념

2. 스토리텔링의 교육적 효과

3. 스토리텔링 기반의 교수-학습 원리

4. 스토리텔링 기반의 수학 수업 설계과정

제2장 스토리텔링 기반의 일차방정식 수업 연구

1. 방정식의 역사적 개관

2. 방정식과 관련된 수학과 교육과정

3. 중학교 수학 교과서의 방정식과 관련된 수학사 내용 분석

4. 수학사의 단순 도입과 스토리텔링을 통한 도입의 차이

제3장 스토리텔링 기반의 일차방정식의 수업지도 설계

1. 스토리텔링 기반의 수업지도 설계의 목표

2. 스토리텔링 기반의 일차방정식의 수업지도 범위

3. 스토리텔링 기반의 일차방정식의 수업지도안 및 학습자료

Ⅲ 요약 및 결론

․참고문헌

․Abstract

키워드

The five step teaching method creativity education storytelling unit of linear equation use of the history of mathematics story form model