• 한국수학교육학회지시리즈C:초등수학교육
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• 제15권3호
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• pp.189-199
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• 2012

제7차 교육과정 이후로 학습자 중심 수업이 지속적으로 강조되고 있음에도 불구하고, 초등수학교과서에 제공되어 있는 수업자료로 수업을 할 때 학습자 중심 수업의 진면목이 들어나고 있지 않은 것이 현실이다. 이에 학습자 중심 수학 수업을 실천에 옮기기에 적합한 수업자료가 지녀야 하는 몇 가지 특징에 대하여 살펴보았다. 지속적으로 교육과정을 개정하고 그에 따른 수학교과서 개발시에 본 고에서 논의한 특징들이 반영된 수업자료가 개발되기를 기대해 본다.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제23권1호
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• pp.39-51
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• 2009

영재를 위한 교육 자료의 개발을 위해 주제 선정에서는 학습자에게 흥미, 관심, 의욕을 불러일으킬 수 있고, 다양한 전략이나 해결 방법을 가지는 학습 문제를 선정하고, 내용면에서는 보다 추상적이고, 복잡하고, 서로 다른 영역의 내용을 함께 다루어야 한다. 이를 위하여 교수매체로써 가장 널리 알려진 칠교판을 사용하여 단계적이고 다양한 문제로 이루어진 활동을 구성하기 위해, 칠교판의 조각들의 특징과 조각의 선택에 따른 조합을 이용하여 가능한 모든 경우가 답이 되는 도형 찾기, 가장 많은 답이 있는 모양 찾기 등을 문제 제기와 제기된 새로운 문제 상황에서 추측하고 추론하는 활동의 예를 제시하였다. 이를 통하여 수학적 힘과 창의성 및 분석력과 종합력 등 고차원적인 사고력을 길러주는 다양한 경험을 제공할 수 있다.

• 대한수학교육학회지:학교수학
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• 제8권3호
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• pp.341-364
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• 2006

본 논문은 수학과 교육과정에서 최근 지속적으로 강조되어 온 문제해결과 관련하여 제7차 초등학교 교육과정에서 제시하고 있는 내용을 살펴보고, 이와 관련하여 현재 개정 시안에서 논의되고 있는 내용을 분석하였다. 또한 수학 교과서와 익힘책에서 교육과정의 기본적인 취지를 어떻게 구현하고 관련 세부 내용을 어떻게 구체화하고 있는지 알아보기 위해, 문제해결전략, 문제영역, 문제유형별로 문제해결 관련 내용을 상세하게 분석하였다. 이를 토대로 문제해결과 관련하여 차기 교육과정 및 교과용 도서 개발에 기초적인 자료 및 시사점을 제공하고자 한다.

• 한국문헌정보학회지
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• 제22권
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• pp.143-177
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• 1992

The main purpose of the school library is to present the various kinds of instructional media for an effective instruction including not only books, but also audiovisual materials and equipments. But unfortunately our school libraries have only books for the students and faculties at this time. But hereafter school library should house the various kinds of audiovisual media as well as printed media for the promotion of scholarstic achivemint. With a view to promoting the teaching method, and at the same time improving the scholarstic achivement of the students, instructional media were used in the class. To verify the efficiency of the instructional media, transparencies were used in the social science class of the 1st grade in the middle school and the natural science class of the 1st grade in the high school. In consequence, the academic achievement of the experimental class in which instructional media were used is superior to that of controlled class in which the textbook was only used. In < Social Science I >, the mean difference between the experimental class and the controlled class is 4.199 marks. And the difference, 0.032 is verified as a significant value in concordance to the t-test. In < Natural Science I >, the mean difference of the experimental class over the controlled class is 6.333. And the difference, 0.034 is verified as a significant value in concordance to the t-test. As shown in the above experimental research, using various kinds of the instructional media is more efficient than using textbook only. As a result of the questionaire on using the instructional media, most of the students desire to use of them continually because the use of the instructional media induce the interest, promote the comprehension, and entice the development of better memories.

• 한국초등과학교육학회지:초등과학교육
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• 제37권1호
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• pp.66-79
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• 2018

The purpose of this study is to explore how pre-service elementary teachers perceive and use smart learning environments. For this purpose, 23 pre-service elementary teachers who took theory and practice in a science education course were asked to develop lesson materials using smart tools and make a self-report questionnaire. These data were categorized in an instructional, exploratory, and interactive approach, depending on how they guided students to access knowledge and information. As a result of the study, pre-service teachers perceived the smart tools as the exploratory and interactive learning tools to be used for students to actively search for and interact with data and knowledge. But in developing lesson materials, they usually used the smart tools for resource sharing and communication in the instructional manner. In conclusion, the gap between their perception of smart tools and lesson materials, and the educational implications will be discussed.

• 한국도서관정보학회지
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• 제44권2호
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• pp.27-50
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• 2013

본 연구의 목적은 학교도서관의 스마트러닝 수업 모형을 정보활용교육 측면에서 개발하는 것이다. 수업 모형은 ADDIE 모형과 ASSURE 모형을 기반으로 학교도서관의 특성에 맞게 도서관의 시설, 자료, 인적자원, 정보문제 해결과정, 협동수업 및 블렌디드 학습, 스마트 디바이스의 이용 등이 고려되었다. 수업 모형은 "학습목표 설정${\rightarrow}$학습자 분석${\rightarrow}$학습환경 분석${\rightarrow}$학습과제 분석${\rightarrow}$교수 전략${\rightarrow}$매체 선정 및 개발${\rightarrow}$수업적용${\rightarrow}$평가"의 순서로 개발하였다. 또한 학교도서관 스마트러닝의 실제적인 상황에 대한 이해를 돕기 위해서 수업 예시를 제시하였다.

• 공학교육연구
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• 제19권3호
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• pp.23-34
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• 2016

Teaching orientations represent teachers' general way of conceptualizing their teaching. The orientations are regarded as a very important factor in developing teachers' pedagogical content knowledge because they often guide their instructional decisions such as the selection of contents and teaching strategies, the use of curricula materials, and the evaluation of learning. Thus, understanding teachers' orientations can provide meaningful suggestions to understand their instructional approaches and furthermore to enhance the quality of engineering education in college. The research question for this present study was what kinds of teaching orientations engineering professors possessed in teaching engineering courses and how the orientations were represented in their teaching. Six engineering professors, particularly interested in instructional approaches, participated in the research. The data sources included in-depth interviews with individual professors, classroom observations with field notes, and related documents. In results, four teaching orientations toward engineering courses were identified: 1) expert knowledge in engineering, 2) engineering practice, 3) social practice, and 4) interdisciplinary design. Individual professors had between one to three different teaching orientations. Even though the professors had similar orientations but their instructional strategies somewhat varied based on the disciplines.

• 한국문헌정보학회지
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• 제12권
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• pp.121-147
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• 1985

In the modern communicative age, the standards of the school libraries are the qualitative guarantee on the services of school libraries or school library media programs, as the guidline, the active guide, the policy documentation and criteria for the professional excellence. The standards of SLMP were revised the sixth time by the school library profession(ALA) with the members or agency of NEA in the U.S. There are the first standard was a quantitative; 'the Certain Report'(by A.L.A., 1920) appearing that the school library is the heart of the school, 2nd 1925; turning up the teaching material source and personel, 'School Libraries for today and tomorrow' (by AASL, 1945) incluseing the instructional materials and the 7th educational ideas in the quantitative feature, 'Standards for School Library Programs' (by AASL, 1960) expressing the instructional material center, communicative environment, learning and teaching laboratory, 'Standards for school media programs' (by DAVI & AASL, 1969) implicating the instructional resource, learning and teaching laboratory, the condition precedent of qualitative education for excellence, 'Standards for media programs; District/school (by AASL & AECT, 1975) containing the improving user's educational experience and personal freedom on the use of SLMP's services. Through changing the standards of SLMP in the US, We have known that the main educational idea in the standards are; (1) SLMP is the instructional force and resource for qualitative, excellence education by learning and teaching laboratory, instructional resource, communicative environment (2) SLMP is the actualizing force and resource for user's self-realization by intellectual and personal excellence, individualizing, humanizing and personalizing education.

• 한국초등과학교육학회지:초등과학교육
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• 제19권1호
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• pp.157-170
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• 2000

The purpose of this study is to survey the instructional state of the unit 'Small Living Things' in the Elementary School Science. for this study, 100 teachers were surveyed on teaching-learning practices. More specifically, questions were asked on the degree of accomplishing instruction objectives, frequency of field . study, experimental preparation, alternative instructional methods, amount of preparation, availability of reference books for teachers and availability of information materials on the Kwangju region. Our results show that teachers find the objectives related to the collection of living things for class experiments and the task of growing and observing them the most difficult to accomplish. It was reported that 38% of teachers have actually conducted field trips. The obstacles listed in going out on field study range from lack of knowledge of appropriate places, lack of time, to safety concerns. The most difficult problem in teaching this unit was preparing proper instructional materials, regardless of teacher's gender, career, and interest. Most respondents let children provide the experimental subjects. Teachers with collection experience tend to provide for the experimental materials themselves. Our Analysis also reveals that more than 70% of the respondents do not have adequate knowledge of the species dealt with in the unit. Gender, career, and interest area of the teachers did not make any difference (p< .05). In the case that proper experimental subjects have not been prepared, VTR, textbooks, and charts were reported as the most frequently used alternative instruction aids. The level of content and amount of knowledge contained in this unit were found to be appropriate. Information on instruction materials and experiment-observation were obtained through the teaching manual or periodicals (58%), information materials on the region(20%), and fellow teachers (12%). Reference books for teachers and materials on the region are perceived to be inadequate in order of importance in the areas of preparation method, level-wise learning guide, experimental observation, and information on species covered in text. Overall, it was judged that the highest concern was with obtaining experimental materials, and teacher's reference books and materials on the region need to be reinforced to allow teachers to more fully utilize them. Development and distribution of proper instruction-learning materials to the children's level is also required.

• 한국학교수학회논문집
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• 제11권4호
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• pp.655-676
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• 2008

본 논문은 제7차 초등학교 수학과 교육과정에서 제시하고 있는 통계 지도 목표 및 내용을 살펴보고, 개정 교육과정에서 변화된 내용을 분석하였다. 또한 수학 교과서와 익힘 책에서 교육과정의 기본적인 취지를 어떻게 구현하고 관련 세부 내용을 어떻게 구체화하고 있는지 알아보기 위해, 그래프별로 지도 방법을 분석하고, 학생들의 그래프 이해 수준에 따라 교과서와 익힘 책의 문제를 상세하게 분석하였다. 이를 토대로 초등학교 통계 내용과 관련하여 차기 교과용 도서 개발에 기초적인 자료 및 시사점을 제공하고자 한다.