• 대한수학교육학회지:학교수학
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• 제4권3호
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• pp.435-461
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• 2002

In this paper I attempt to survey on the theories of observation and analysis of mathematics classroom discourse. In order to discuss applicability of the theories I look at preservice teachers' observation of mathe-matics classroom and teachers' conception of mathematics lesson. In examining reports from preservice teachers' I identify how they understand mathematics lesson and how the theories can enhance their understanding. Not surprisingly, there are lots of obstacles for teachers to practice mathe-matics educational theories. 1 find some features of their efforts or attempts to overcome the obstacles in an attempt to gain insights into alternative ways of concep-tualizing the methods of observation and analysis through the interview and the discussion with teachers.

• 한국과학교육학회지
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• 제23권5호
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• pp.484-493
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• 2003

본 사례연구를 통하여 과학수업 관찰과 분석의 실례를 제공하려고 한다. 수업관찰과 수업 전후에 걸친 교사와의 심층 면담을 실시하였으며, 수업에 활용된 교수학습 자료들을 수집하였다. 한 과학 교사의 수업을 (1)교육과정 및 교과내용 측면, (2)교수학습 방법, (3)학습자에 대한 이해, (4)수업 분위기, (5)평가, (6)교사의 전문성 개발을 위한 노력 등의 6가지 범주에 초점을 맞추어 관찰하고 분석하였다. 본 사례연구 교사는 스스로의 수업개선을 위해 노력하고 있을 뿐만 아니라, 그의 실천적 지식을 다른 교사들과 공유하기 위하여 현직교사 연수에도 활발히 참여하고 있었다. 타당한 수업 평가틀(관찰틀)이 교사교육 및 현직 교사들의 전문성 개발에 주는 시사점도 논의되었다. 이러한 수업 평가틀은 교사들에게 고도로 숙달된 수업 실제에 대한 지향점을 제공할 것이다.

• 교육시설 논문지
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• 제20권1호
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• pp.3-14
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• 2013

The following research, analysis about an integral part of current elementary classroom, has been done to grasp the importance of re-organization of an elementary school classroom. For the research process 11 schools, 60 classrooms have been studied to analyze the physical elements of classroom(learning tools, equipment, etc.) to provide deeper understanding on their display, and spatial arrangement, as well as characteristic of a classroom. By looking at these analyzed elements with perspective to the grade, the number of students per class, the result turned out to be uninteresting. The observation that was made by this analysis was that there are more usages of multi-purpose desk in the classroom when there are only a few numbers of students. Also the observation could be made on the classroom wall-post. Each post had a tendency to have its defined area to be posted. The analysis showed that there are total of 24 corners can be created in the classroom, also it distinctly showed that the number of corners gets changed depending on the number of students in the classroom. The 24 corners including learning tools, equipment, and posts could be sorted to a minimum of 11 areas and a maximum of 22 areas depending on the educational purpose of the corners. The current layout of these corner and area will be the primary component that will be needed for the new coming classroom. For the future progress, depending on the system of education, the following needs to be done: (1) The installation of corners in the classroom (2) A small common-lounge area between two classrooms (3) A common-corner for each grade (4) Deeper research will be required to discuss the installation of a wide-educational area.

• 교육시설 논문지
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• 제20권3호
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• pp.21-28
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• 2013

Because it is now the fourth year since the first operation of the departmentalized classroom system in March 2010, a clear analysis of the conditions for the system from the investigation of the schools' operating the system is necessary. In particular, in-depth investigation and analysis are pressing, because investigation and observation of the conditions and situations for the departmentalized classroom system are not conducted continuously after creating an environment for the management of the system through a large investment. Therefore, the purpose of this study lies in building clear data on the conditions for the operation of the departmentalized classroom system in schools by visiting schools that operate the system, grasping the conditions for environmental composition, and investigating and analyzing practical use of the environment.

• 영어어문교육
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• 제13권3호
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• pp.57-75
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• 2007

This small-scale research project attempts to describe and explore the Korean students' perspectives on oral classroom interaction in a second language classroom in a graduate course in America. Based on the interpretist paradigm, this study employed the qualitative research methodology, triangulating the following methods: class observation, interviews, and document analysis. The findings are that the Korean participants perceived the importance of oral classroom interaction in an American classroom, and that there were shared several factors which influence their participation such as socio-cultural differences, course content, English skills, course requirement, and classroom activity types. Based upon the findings, pedagogical implications are provided for the teachers to help Korean students achieve academic success in American universities.

• 비교교육연구
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• 제28권2호
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• pp.77-95
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• 2018

본 연구는 수업관찰을 위한 양적 측정도구로서 CLASS (Classroom Assessment Scoring System)를 소개하고 그 특성을 이해하는데 목적이 있다. CLASS는 수업의 질을 평가하기 위해 개발되었고 미국 전역에서 활용되고 있다. CLASS는 수업에서 교사와 학생의 상호 작용을 측정하고 주제 영역 및 학생연령 별로 상호 작용을 확인하는 도구로서 세 가지 질적 영역, 즉, 정서적 지원, 학급 조직, 교육지원 등으로 구성된다. CLASS는 학생들의 학습을 위한 핵심으로 교사와 학생들 간의 상호 작용 패턴에 중점을 둔다. 관찰자가 교사와 학생을 10분~15분 동안 3~4번 관찰하며, 관찰은 행동과 반응의 유형에 따라 1에서 7사이의 연속된 등급척도로 평가된다. CLASS의 활용 가능성을 확인하기 위해, 경력이 많은 전문가 교사의 학급과 초임교사의 학급에 적용하여 분석해 보았다. 전문가 교사는 학생들이 주도적으로 수업을 이끌어가는 데 집중을 하였고, 초임 교사는 교과의 내용을 다루는 데 집중을 하였다. 초임교사는 학급 분위기를 긍정적으로 만들고, 학생들에게 피드백 해주는 데 비교적 많은 노력을 기울였다. 전문가 교사는 학생의 의견, 질문, 미세한 감정 등을 파악하고 드러내는 데 보다 많은 노력을 기울였다. CLASS는 교실에서 어떤 유형의 행동과 상호 작용이 발생하는지를 기록하고 이를 분석하는 관찰도구로서 활용이 가능할 것이다.

• 아동학회지
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• 제32권6호
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• pp.95-106
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• 2011

This study was conducted to better understand the effect of the classroom literacy environment on the young children's vocabulary abilities, and the concepts of print matter. The subjects consisted of 276 children aged 3 to 5 enrolled in 93 classrooms in child-care centers and kindergartens. The Early Language & Literacy Classroom Observation Pre-K (Smith, Brady, & Anastasopoulos, 2008), the Picture Vocabulary Test (Kim, Jang, Yim, & Bae, 1995) and the Concepts About Print (Kim & Kim, 2004) were used for the purposes of this study. The data collected were analyzed by means of ANOVA, and regression analysis. The results indicated that the vocabulary abilities and print-concepts of children aged 3-5 were more likely to increase when a rich classroom environment was provided for the children's literacy development. In particular, it was found to be important for children's language and Literacy development to provide them with an enriched 'language environment' within the classroom, the quality of 'books and book reading', and the active utilization of 'print and early writing' all being important elements of this.

• 교육시설 논문지
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• 제19권4호
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• pp.3-10
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• 2012

This study is carried out to understand spacial characteristics, actual condition and behavior of use about homebase managed in variation type. Observation about moving line of students and questionnaire were tried to satisfy this purpose. As a result, classroom used as variation type for long time stay and homebase outside the classroom for short time stay were paralled managed in most schools. Density of school furniture in homebase of observed schools was about 36-37%, occupying area of each student was about $0.3-0.6m^2$. It was relatively low with the results of 45-54% and $0.94-1.15m^2$ observed in Japan schools, respectively. By the analysis about behavior of use through cross section of observation, the difference of staying time and personnel exchange between the students was higher at the school having homebase composed with various corners more than the school used it only as a locker room.

• 교육시설 논문지
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• 제24권5호
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• pp.3-10
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• 2017

This study was tried to find out characteristics of students' movement in classroom and homeroom. The object was the school whose homebase management was different by grade. Observation research was tried about middle school class that is simultaneously worked with different type of homeroom and the movement of students under various situations was analyzed. As a result, students in exclusive subject classroom moved in short time within one or two minutes after class. In case of exclusive homeroom, returning frequency of students was nearly about 85 to 100 percent within ten minutes in end of end. Behavioral characteristics of students in dual purpose homeroom was similar in exclusive subject classroom. The class using dual purpose homeroom showed high ratio in use of center homebase, therefore, returning frequency at short recess time was extremely low. In case of dual purpose homeroom at lunch time, next class students moved in early time and maximized within one or two minutes in end of end. These results are thought to be useful for planning spaces of variation type.

• 한국수학교육학회지시리즈A:수학교육
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• 제52권3호
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• pp.335-361
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• 2013

The purpose of this study is to analyze effects on storytelling materials of statistics in the middle school classroom lesson. For this purpose, a story is developed by the Zazkis & Liljedahl's model and applied to the 7th graders of 4 classes in a middle school. After the comparison between 5 hours of storytelling lessons and ordinary lessons, the following research findings are obtained. First, storytelling material brings a positive effect on student's academic achievement. It is also shown by the qualitative analysis that this result was caused by cognition of data observation, data transformation, and unification of data with context. Second, storytelling material brings a positive effect on student's affective attitude. It is also validated by the qualitative analysis that students show the positive change in mathematical value cognition and the interests in the lesson.