학습자인지양식기반 실과수업모형개발

• 영문명: Development of the Practical Arts Subject Teaching Model Based on Students’ Cognition Style
• 발행기관: 한국실과교육학회
• 저자명: 김기영(Kim Ki Young) 정남용(Chung Nam Yong)
• 간행물 정보: 『한국실과교육학회지』제17권 제3호, 153~167쪽, 전체 15쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2004.09.30

영문 초록

This study examined the relationship between learner’s cognition style and teaching-learning models. The purpose of this study was to develop the teaching-learning model for teaching Practical Arts subject based on students’ cognition style. The experimental research method was utilized in this study. To perform the experiment, 3 classes of 6th graded Y elementary school students were sampled. in Daegu metropolitan city. After the sampling process, the sampled students took the Group Embedded Figure Test (GEFT) in order to classify and to group students into the field-independent students group and the field-dependent students group. The conclusions of this study were drawn from this study as follows: 1. After students had classes of ‘Chapter 2: Beautiful Environment Making’ from the Practical Arts subject, and the field-independent students’ academic achievement was higher than the field-dependent students’ academic achievement. 2. The field-independent students’ academic achievement was highest in other teaching-learning models after students had classes of ‘Chapter 2: Beautiful Environment Making’ from the Practical Arts subject. 3. The field-dependent students’ academic achievement was highest in other teaching-learning models because of the detail explanations from teacher in the class which the field-dependent students need to perform better. 4. Based on the results of this study, the new teaching-learning model, mixing the traits of the problem solving method and the general instruction model, was developed. The new teaching-learning model could be useful for both field-independent students and field-dependent students.

목차

Abstract

Ⅰ. 서론

Ⅱ. 이론적 배경

Ⅲ. 연구방법

Ⅳ. 연구 결과

Ⅴ. 결론 및 논의, 제언

참고문헌

키워드

실과교육 인지양식 Practical Arts Education Cognitive style