• 특수아동교육연구
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• 제20권3호
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• pp.23-44
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• 2018

연구목적: 본 연구는 초등학교 2학년 느린 학습자가 제 학년에서 요구하는 수와 연산 수준을 도달하기 위하여 수와 연산 영역을 소집단 직접교수 프로그램으로 구성하여 중재를 실시하고 그 효과를 알아보고자 하였다. 연구방법: 이를 위하여 J시에 소재하고 있는 J와 C초등학교 2학년을 212명을 대상으로 16명의 느린 학습자를 선별하였다. 이들에게 47회기의 소집단 직접교수 프로그램을 적용하였다. 결과 처리는 효과치 검증을 통해 분석하였고 그래프로 시각화하여 그 변화추이를 살펴보았다. 연구결과: 연구 결과는 다음과 같다. 첫째, 소집단 직접교수가 느린 학습자의 수와 연산 능력 향상에 효과적이었다. 둘째, 중재 후 수와 연산 능력의 향상 정도에 따라 느린 학습자를 3유형으로 분류할 수 있었다. 결론: 따라서 소집단 직접교수가 느린 학습자가 제 학년에서 요구하는 수와 연산 수준을 도달하도록 하는데 효과가 있음을 알 수 있었다. 한편 제 학년 수준에 도달하지 못한 유형의 느린 학습자에게는 더욱 집중적이고 장기간의 2단계 중재가 필요함을 확인할 수 있었다.

• 컴퓨터교육학회논문지
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• 제12권5호
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• pp.49-62
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• 2009

평생교육기관의 역할을 수행하고 있는 방송통신고등학교의 특별활동은 제반 여건의 부족과 수업 연구에 대한 부족으로 사실상 운영되지 못하고 있는 실정이다. 이에 본 연구에서는 방송고 특별활동의 효과적인 운영 방안을 탐색하기 위하여 특별활동 온라인 콘텐츠를 방송고에 시범 적용하였으며, 그 결과 수업 운영에 필요한 시사점을 도출하였다. 이러한 시사점을 바탕으로 방송고 특별활동 운영에 필요한 5가지 Blended-Learning 영역을 선정하였으며, 이 중 방송고 특별활동에 맞는 교수 학습 방법과 전략을 블랜딩한 직접교수모형을 구안하였다. 따라서 이러한 연구 결과를 바탕으로 방송고 학생의 특수성과 특별활동 내용상의 특성을 반영한 방송고 특별활동 Blended-Learning 수업 모형을 개발하였다.

• 대한수학교육학회지:수학교육학연구
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• 제9권1호
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• pp.263-278
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• 1999

Computer with various powerful functions has profound potential for mathematics instruction and learning. As computer technology progress, its applicability to mathematics education become more comprehensive. Not only its functional development but various psychological positions also changed the way computer technology utilized in mathematics education. In behaviorist's perspective, computer viewed as a teaching machine and constructivist viewed computer as microworld where students could explore various mathematical contents. Both theoretical positions emphasized individual aspect of learning because behaviorist tried to individualize learning using computer and constructivist focused on the process of individual construction. But learning is not only a individual event but also a social event. Therefore we must take social aspect into account. This is especially important when it comes to computer based learning. So far, mathematics loaming with computer weighed individual aspect of loaming. Even in microworld environment, learning should be mediated by teacher and collaborative learning activities. In this aspect, the roles of teacher and peers are very important and socio-cultural perspective sheds light on the computer based learning. In socio-cultural perspective, the idea of scaffold is very important in learning and students gradually internalize the social dimension and scaffolding is gradually faded. And in the zone of proximal development, teacher and more competent peers guide students to formulate their own understanding. In sum, we must take following points into account. First of all, computer should not be viewed as a medium for individualized teaming. That is, interaction with computer should be catalyst for collaborative activities with peers. So, exploration in computer environment has to be followed by small group activities including small group discussion. Secondly, regardless of the role that computer would play, teacher should play a crucial role in computer based learning. This does not mean teacher should direct every steps in learning process. Teacher's intervention should help student construct actively. Thirdly, it is needed to conceptualize computer in learning situation as medium. This would affect learning situation and result in the change of pre-service and in-service teacher training. Computer to be used effectively in mathematics classroom, researches on assessment of computer based learning are needed.

• 한국학교수학회논문집
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• 제12권4호
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• pp.389-409
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• 2009

최근 이주민 100만인 시대의 도래라는 사회변화로 인해 우리 주위에 다문화, 다언어, 저소득층에서 오는 환경적 다양성을 지닌 학생들이 급증해가는 추세이다. 본 연구는 이들 대상으로 그 동안 이뤄진 국내외 연구들을 분석하여 그 기초(framework)를 마련하는 문헌고찰이다. 이들에 대한 관심은 아직 시작단계에 불과하여 다양성의 배경을 지닌 학생을 위한 수학교육 연구로써 국내의 선행연구는 찾아보기 어려울지라도 이와 관련성 있는 소수의 국내연구와 이민자 사회로써 오랜 역사를 지닌 외국에서 이루어진 선행 연구들을 살펴보는 것은 앞으로 이들을 위한 학습자료 개발과 연구 등에 기초를 제공한다. 따라서 이들 학생들의 수학 학습현장에서 시대적 흐름은 무엇인지, 이들을 위해 그간 어떤 지원이 이루어졌는지, 그리고 이들에게 필요한 구체적인 수학교수학습의 실제는 무엇인지를 파악하여 수학 교사를 포함한 수학교육자와 학교 행정가들에게 주는 시사점을 얻고자하였다.

• 대한음성학회:학술대회논문집
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• 대한음성학회 2000년도 7월 학술대회지
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• pp.235-240
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• 2000

In the age of global communication, more human exchange is extended at the grass-roots level. In the old days, language policy and language planning was based on one nation-state with one language. But high waves of globalizaiton have allowed extended human flow of exchange beyond one's national border on a daily basis. Under such circumstances, homogeneity in Japan may not allow Japanese to speak and communicate only in Japanese and only with Japanese people. In Japan, an advisory report was made to the Ministry of Education in June 1996 about what education should be like in the 21st century. In this report, an introduction of English at public elementary schools was for the first time made. A basic policy of English instruction at the elementary school level was revealed. With this concept, English instruction is not required at the elementary school level but each school has their own choice of introducing English as their curriculum starting April 2002. As Baker, Colin (1996) indicates the age of three as being the threshold diving a child becoming bilingual naturally or by formal instruction. Threre is a movement towards making second language acquisition more naturalistic in an educational setting, developing communicative competence in a more or less formal way. From the lesson of the Canadian immersion success, Genesee (1987) stresses the importance of early language instruction. It is clear that from a psycho-linguistic perspective, most children acquire basic communication skills in their first language apparently effortlessly and without systematic and formal instruction during the first six or seven years of life. This innate capacity diminishes with age, thereby making language learning increasingly difficult. The author, being a returnee, experienced considerable difficulty acquiring L2, and especially achieving native-like competence. There will be many hurdles to conquer until Japanese students are able to reach at least a communicative level in English. It has been mentioned that English is not taught to clear the college entrance examination, but to communicate. However, Japanese college entrance examination still makes students focus more on the grammar-translation method. This is expected to shift to a more communication stressed approach. Japan does not have to aim at becoming an official bilingual country, but at least communicative English should be taught at every level in school Mito College is a small two-year co-ed college in Japan. Students at Mito College are basically notgood at English. It has only one department for business and economics, and English is required for all freshmen. It is necessary for me to make my classes enjoyable and attractive so that students can at least get motivated to learn English. My major target is communicative English so that students may be prepared to use English in various business settings. As an experiment to introduce more communicative English, the author has made the following syllabus design. This program aims at training students speak and enjoy English. 90-minute class (only 190-minute session per week is most common in Japanese colleges) is divided into two: The first half is to train students orally using Graded Direct Method. The latter half uses different materials each time so that students can learn and enjoy English culture and language simultaneously. There are no quizes or examinations in my one-academic year program. However, all students are required to make an original English poem by the end of the spring semester. 2-6 students work together in a group on one poem. Students coming to Mito College, Japan have one of the lowest English levels in all of Japan. However, an attached example of one poem made by a group shows that students can improve their creativity as long as they are kept encouraged. At the end of the fall semester, all students are then required individually to make a 3-minute original English speech. An example of that speech contest will be presented at the Convention in Seoul.