• Journal of Korean Home Economics Education Association
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• v.18 no.2 s.40
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• pp.111-123
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• 2006

This study was conducted on teachers who currently are teaching 'Technology and Home Economics' in high school, and teaching it alone, as opposed to team teaching. The study examined the teachers' fields of major study relative to their teaching behaviors and levels of confidence and satisfaction while teaching this course. The study also compared teaching behaviors, confidence and satisfaction among teachers who either have or have not participated in training sessions specifically-targeting teachers who are lack of relevant knowledge and skills in a major field. Questionnaires were mailed to high school teachers who were solo-teaching 'Technology and Home Economics' at high schools in Gyeonggi Do. Data from 83 respondents were used for the final analysis. The findings were as follows: First, it was determined that teachers tend to be more active when teaching subjects in which they have majored than subjects in which they have not. Teachers who have majored in home economics were most active when teaching home economics, followed by technology major teachers teaching technology, home economics major teachers teaching technology and technology major teachers teaching home economics, the last group exhibiting the least willingness to teach. Similarly, all teachers exhibited less confidence in areas not relevant to their majors, and confidence especially was lower while teaching practical skills versus theories. Teachers also were found to be less satisfied with teaching subjects outside of their majors. Second, analyzing technology majors currently teaching home economics and comparing those who have and have not participated in training sessions for home economics teaching, we found that 1) technology majors with such training feel that the training experience helped them in preparing various teaching media and in their evaluation of students' understanding of basic concepts and practices; 2) these training programs increased teachers' confidence teaching theories, but not practical skills; and 3) after they had participated in training programs, teachers' satisfaction increased in terms of producing teaching agendas and selecting textbooks and teaching media for their classes. However, training programs were found to have no effect on home economics majors who had participated in technology training programs, in terms of teaching behaviors, confidence or satisfaction teaching technology.

• Proceedings of the KSPS conference
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• 2002.11a
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• pp.51-59
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• 2002

This article discusses the teaching of listening and reading skills through enhancing the awareness of pronunciation. First, it examines the problems which take place in listening comprehension, and seeks the ways in which we can teach the skill rather than simply practise it. The approaches proposed are based on micro-listening exercises which practise individual subskills of listening, especially by using the cloze test and tracking. The issue of using authentic materials is then examined for teaching recognition of the features of natural speech. Finally, it is argued that classroom activities need to take account of the true nature of real-life L2 listening.

• Journal of the Korean Chemical Society
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• v.58 no.6
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• pp.667-680
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• 2014

The purpose of this study was to develop teaching stratege focused on Conservational reasoning, Proportional reasoning, Variable-controlling reasoning, Probabilitic reasoning, Correlational reasoning, Combinational reasoning and investigate its effects on enhancing students' logical thinking skills through the science teaching on common education. And the teaching materials was implemented to 110 students in middle school over about six months. The results indicated that the experimental group presented statistically meaningful improvement in logical thinking skills (p<05). Especially, this teaching stratege was effective on Conservational reasoning, Variable-controlling reasoning, Combinational reasoning but was not effective on Proportional reasoning, Probabilitic reasoning, Correlational reasoning (p<.05). Logical thinking according to the teaching strategy skill was not affected by gender, cognitive level, academic achievement (p<.05).

• Journal of Digital Convergence
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• v.15 no.7
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• pp.1-12
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• 2017

The purpose of the study was to develop a teaching strategy using metacognition and to investigate its effects on enhancing students' creative problem solving skills (i.e. creative thinking skills and critical thinking skills), metacognitive skills. With reference to previous studies, the researcher developed self-questionnaire to enhance metacognition. To achieve this aim, a learning strategy enhancing metacognition was developed and applied to design a creative problem solving instruction program. The strategy was implemented to university students over 9 weeks. The same test was used in two groups. To analyze the data statistically, ANCOVA was used. Results indicated that the experimental group presented statistically meaningful improvement in creative thinking skills, especially identifying a problem, making hypothesis, and controlling of variables(p<.05). Also, the strategy contributed to improve critical thinking skills, especially in inquiry process of recognizing problems, making hypothesis(p<.05). In addition, this strategy also helped students' metacognitive skills(p<.05). It was effective to improve thinking skills. It will contribute to improve convergence thinking skills.

• Research in Mathematical Education
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• v.11 no.2
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• pp.127-141
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• 2007

This paper compares and analyzes mathematics teachers' understanding of students' mathematical comprehension after experiences with the Cognitively Guided Instruction (CGI) or the Development of Mathematical Ideas (DMI) teaching strategies. This report sheds light on current issues confronted by the educational system in the context of mathematics teaching and learning. In particular, the declining rate of mathematical literacy among adolescents is discussed. Moreover, examples of CGI and DMI teaching strategies are presented to focus on the impact of these teaching styles on student-centered instruction, teachers' belief, and students' mathematical achievement, conceptual understanding and word problem solving skills. Hence, with a gradual enhancement of reformed ways of teaching mathematics in schools and the reported increase in student achievement as a result of professional development with new teaching strategies, teacher professional development programs that emphasize teachers' understanding of students' mathematical comprehension is needed rather than the currently dominant traditional pedagogy of direct instruction with a focus on teaching problem solving strategies.

• Journal of Korea Society of Digital Industry and Information Management
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• v.13 no.3
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• pp.83-104
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• 2017

It is the approach of development of teaching methods for competency development in business class. This study distinguishes areas that can be commonly applied to many business subjects. And we derive core competencies from the basic skills of NCS. The results of this study are as follows. First, we have established an opportunity to distinguish the subject field of business administration(personnel/organization/strategy, production/operation management, marketing, financial/finance/insurance, accounting, MIS). Second, we have proposed guidelines for the setting of the each subject goals and the setting of the professor's competency. Third, we have summarized teaching method which are studied as valid in business class(lecture method, problem based learning method, action learning teaching method, and management simulation teaching method) and we suggested how to apply teaching methods to the each subject.

• Research in Mathematical Education
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• v.11 no.3
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• pp.165-176
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• 2007

From the perspective of phenomenongraphy(根据登的象式), two videotaped mathematics lessons were observed, compared and analyzed, and the features of those times were extracted. The quantitative and qualitative analysis of the global structure and the questioning in the lessons etc. showed that in teaching behaviors there were some essential differences reflecting the impact of new beliefs and principles of teaching. Evidences also show that excellent teachers did keep and carry on the good tradition teaching for basic knowledge and basic skills were seen as the most important thing in mathematics teaching in China.

• 중국학논총
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• no.69
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• pp.91-120
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• 2021

This study began with the lack of use of native Chinese professors in universities despite the fact that native Chinese professors are present and can provide a high-quality language environment to improve foreign language skills. In the literature, most team teaching studies were limited to speaking or cultural classes, and to apply a new teaching method called team teaching to Chinese grammar classes, they designed a class model and presented class guidance with an example of research 'le' In order to satisfy learners'desire for knowledge and to develop the Chinese teaching field, it is necessary to develop various teaching methods, and there should be various meaningful attempts.

• Journal of Korea Entertainment Industry Association
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• v.15 no.8
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• pp.247-254
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• 2021

The purpose of this study is to investigate the effects of action learning on the satisfaction of majors by cultivating task-solving ability through self-reflection in the form of team learning for a certain period of time in the form of team learning by using action learning for students taking convergence curriculum in universities. The subjects of the study were 40 students from the Department of Sports Rehabilitation, a convergence of the Department of Sports and Health Management and the Department of Physical Therapy located in Jeollanam-do. This was conducted to confirm the difference in the effect of satisfaction. Comparison of changes in groups of experimental groups with action learning teaching methods showed significant differences in self-directed learning skills, problem-solving skills, and major satisfaction(p<.001)(p<.05). A significant difference in self-directed learning ability, problem-solving ability, and major satisfaction was also shown in the comparison of changes in control groups that applied traditional teaching methods(p<.05). Comparison of changes between groups showed significant differences in self-directed learning skills, problem-solving skills and major satisfaction(p<.05). Applying the action learning teaching method to the level of students in the convergence course will improve self-directed learning skills, problem-solving skills, and major satisfaction, and further research will be needed to expand the target and add variables to combine qualitative research.

• English Language & Literature Teaching
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• v.11 no.2
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• pp.35-50
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• 2005

Thirty six EFL freshman students at the College of Languages and Translation, King Saud University, Riyadh, Saudi Arabia were given a dictation, a listening comprehension test and a decoding test. The purpose of the study was to find out whether EFL freshmen students' spelling ability correlates with their listening comprehension and decoding skills. Data analysis showed that the typical EFL freshman student misspelled 41.5% of the words on the dictation, gave 49.5% correct responses on the listening comprehension test, and 52% correct responses on the decoding test. The median and mean scores showed that the subjects' spelling, listening and decoding achievement is low, which implied that the subjects were having spelling, listening comprehension and decoding difficulties. The students' spelling errors and correct listening comprehension and decoding responses revealed strong correlations between spelling ability, listening comprehension and decoding skills. This means that good spelling ability in EFL is related to good listening comprehension and good decoding skills. The better the listening comprehension and decoding abilities, the fewer the spelling errors. When listening comprehension and decoding skills are poor, spelling ability is also poor. Recommendations for spelling, listening and decoding instruction are given.