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소규모 학교에 적합한 교수학습 전략 : 프로젝트 수업, 자기조절학습을 중심으로

소규모 학교에 적합한 교수학습 전략 : 프로젝트 수업, 자기조절학습을 중심으로

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소규모 학교에 적합한 교수학습 전략 : 프로젝트 수업, 자기조절학습을 중심으로 / 양경필
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서울 :   고려대학교 교육대학원,   2021  
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ii, 100 p. : 삽화 ; 26 cm
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소규모 학교에 적합한 교수학습 전략   (DCOLL211009)000000235067  
학위논문(석사)-- 고려대학교 교육대학원: 수학교육전공, 2021. 2
0510   6M3   811  
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지도교수: 권순희  
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참고문헌: p. 72
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PDF 파일로도 이용가능;   Requires PDF file reader(application/pdf)  
프로젝트 수업 , 자기조절학습 , 소규모학교,,
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246 1 1 ▼a Teaching and learning strategies suitable for small schools : ▼b focused on project classes, self-regulation studies
260 ▼a 서울 : ▼b 고려대학교 교육대학원, ▼c 2021
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502 0 ▼a 학위논문(석사)-- ▼b 고려대학교 교육대학원: ▼c 수학교육전공, ▼d 2021. 2
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900 1 0 ▼a Yang, Kyung Pil, ▼e
900 1 0 ▼a Kwon, Soon Hee, ▼e 지도교수
945 ▼a KLPA

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소규모 학교에 적합한 교수학습 전략 : 프로젝트 수업, 자기조절학습을 중심으로 (106회 열람)
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Contents information


Teaching and Learning Strategies Suitable for Small Schools
- Focused on project classes, self-regulation studies.

Department of Mathematics Education, Graduate School of Education, 
Korea University
Mathematical education major
Yang Kyung Pil 
Professor Kwon Soon-hee

This study is a research paper conducted on the second and third graders of OO Middle School in OO City, a small school with a significantly smaller number of students compared to schools in nearby metropolitan areas. A study was conducted at a small school to see the impact of various teaching strategies on students. Among them, I focused on learning diary for second grade and project class for third grade. Based on the contents of the learning diary, we examined whether the improvement of mathematical competence was effective, focusing on solving the lack of learning using self-regulating learning and project classes. The second-grade students studied the primary equation, the row-first equation, the primary function and the graph representing the contents of the first semester of the second grade, wrote the learning diary based on the learning contents, and then conducted a study to supplement the deficiencies by utilizing self-regulating learning strategies. The third grade conducted classes on the use of the quadratic equation and the quadratic equation over the eighth period, and conducted project classes during the fourth period. The course of the study plan, interim report, presentation, and result report was selected with the group members, and the course of the team name and slogan was set to be presented by modifying the problem. Through the project questionnaire, we also conducted research on the mathematical competence, career path, and how much influence we had on our lives through the project class. In addition, essay-type evaluation, study paper classes, presentation classes, and sharing relay classes were additionally conducted together to make social interactions appear.
According to the study, project classes helped to improve mathematical skills, and communication and problem-solving skills were the most common in the course. In addition, in the process of setting the team name, slogan, and resolution during the project class, the mathematics department and the willingness to overcome the difficulties of the current difficult situation were outstanding. Also, in terms of mathematical attitudes, consideration and respect, and willingness and attitude to solve math problems perfectly stood out. Also, the project class influenced his career and life. Project classes affected various occupations, including mathematicians related to problem-solving skills, webtoon writers related to creativity and convergence, office workers related to communication, elementary school teachers, and psychological counselors.
The insufficient part of the learning diary was generally solved by using methods such as self-regulation strategy demonstration, refinement, organization, meta-recognition, asking for help, and study time management. In particular, the concept cartoon strategy was a remarkable learning strategy that helped students in the right and cognitive areas by connecting familiar cartoon materials and study concepts to utilize storytelling.
Various teaching methods influenced academic performance. The high average of 76.67 points for second graders and the fact that more than 90 points are 42 percent of second-year students can be seen as helpful in various teaching methods. However, it was a hopeful fact that math skills have improved and school life has changed, as evidenced by the questionnaire examination of the project class, although for third graders, grades have dropped compared to the second semester of last year. 
Active classroom classes were held through interactive classes such as sharing relay and presentation classes. The process of actively presenting one's thoughts and explaining them to one's friends, which can be quiet and passive, has made one realize that the classroom is where one lives and breathes.
Based on the results of this study, I would like to make the following suggestions. First, it is important to identify the individual characteristics of students in order for various teaching methods to be suitable for small schools. Second, self-regulating learning is effective only when it is conducted as a student-centered class, not a teacher-centered class. Third, the fact that project classes can be helpful in relation to careers in mathematics is a class that can have a positive influence on school life or a career.

Table of Contents

1. 서론 ·······························································································1
 1.1. 연구의 필요성 및 목적 ·····································································1
 1.2. 이론적 배경 및 용어········································································2
 1.3. 연구 문제 ····················································································4
 1.4. 연구의 제한점 ···············································································4

2. 연구의 실제 ····················································································5
 2.1 연구의 대상과 기간 ········································································5
 2.2 수업 유형 ····················································································7
 2.3 배움 일기와 오류수정 활동(자기조절학습)··············································10
 2.4. 프로젝트 수업 내용 ·······································································21

3. 연구 결과 및 분석 ··········································································25
 3.1 프로젝트 수업 분석 ········································································25
 3.2 프로젝트 수업과 수학적 역량 ····························································32
 3.3 자기조절 학습 분석 ········································································44
 3.4 학업 성취도 분석 ··········································································68  

4. 결론 및 제언 ···············································································69

참고 문헌 ·························································································72
Abstract ···························································································73

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