http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
강완 ( Wan Kang ),강태석 ( Tae Seok Kang ) 서울교육대학교 초등교육연구원 2003 한국초등교육 Vol.14 No.1
분수의 크기 비교 지도 방법의 교수학적 변환 분석 An Analysis of the Order Relation of Fractions in Elementary School Mathematics Textbooks
수학 수업 발문유형 분석 및 대안 탐색 -신임 교사 사례 연구-
강완 ( Wan Kang ),장윤영 ( Yun Young Chang ),정선혜 ( Seon Hye Jeong ) 한국수학교육학회 2011 初等 數學敎育 Vol.14 No.3
이 연구는 2년차 신임 교사의 사례 연구를 통해 수학 수업에 대한 신임교사의 발문 유형의 특성을 분석하고 그에 따른 대안을 탐색하기 위한 것이다. 연구 결과, 확인을 위한 발문이 가장 많았으며(69%), 이해를 위한 발문(25%), 성찰을 위한 발문(6%) 순이었고, 창의성 신장을 위한 발문은 하지 않는 것을 알 수 있었다. 더불어 기존 연구를 바탕으로 신임교사의 발문과 관련된 대안적인 창의성 신장을 위한 발문을 제안해 보았다. The objective of this study is to search the recognition of teacher on the pattern and characteristics of the questioning sentence of the newly appointed teachers for the mathematics class through the case study for the 2ndyear teachers. The study participants` class was recorded in video and individual interview was made for 4 times. The pattern of the questioning sentence in the observed class was analyzed using the classification frame with addition of creativity related items to the classification frame suggested by Mogan & Saxton(2006). The questioning sentence and recognition on the mathematics class for the newly appointed teachers were analyzed based on the individual meeting and class materials. In result, the questioning sentence for confirmation was most frequent (69%) and questioning sentence of understanding (25%) and the questioning sentence for introspection (6%) in its priority. It was known that the questioning sentence for extending the creativity didn`t make it at all. It was revealed that the participant teachers in this study used the questioning sentence pattern for fact confirmation of the student most frequently and the use of the questioning sentence for accelerating the creative thinking of the student was lacked. In addition, the teachers recognized that they manage the class oriented to questioning sentence for obtaining the concept. It was known that the education for the questioning sentence which accelerates the creativity and other thinking as well as the fact confirmation pattern is necessary through the training for the new teachers in the future.
초등 수학영재와 일반학생의 사고양식 및 수학적 능력 구성 요소
홍혜진 ( Hye Jin Hong ),강완 ( Wan Kang ),임다원 ( Da Won Lim ) 한국수학교육학회 2014 初等 數學敎育 Vol.17 No.2
본 연구의 목적은 영재의 사고양식 및 수학적 능력의 특성을 밝혀 영재의 특성을 고려한 프로그램 개발에 이바지하고자 하는 데 있다. 이를 위해 초등학교 수학영재교육 대상자와 일반학생을 대상으로 사고양식과 수학적 능력의 구성 요소를 분석하고, 두 변인간의 상호관련성을 탐색하였다. 연구 결과에 따르면 수학영재교육대상자가 일반학생에 비해 입법형, 사법형, 위계형, 전체형, 부분형 내부지향형, 자유형의 사고양식이 높을 뿐만 아니라 계산력, 추론능력, 가역성, 일반화, 공간, 기억력의 수학적 능력 또한 수학영재교육대상자가 일반학생보다 높은 것으로 나타났다. 그리고 회기분석 결과, 사고양식과 수학적 능력 간에는 어느 정도 상관관계가 있음을 알 수 있었다. The purpose of this study was to investigate the relationships between thinking styles and the components of mathematical ability of elementary math gifted children. The results of this study were as follows:First, there were differences in thinking styles: The gifted students prefer legislative, judical, hierarchic, global, internal and liberal thinking styles. General students prefer oligarchic and conservative thinking styles. Second, there were differences in components of mathematical ability: The gifted students scored high in all sections. And if when they scored high in one section, then they most likely scored high in the other sections as well. But the spacial related lowly to the generalization and memorization. There is no significant relationship between memorization and calculationThird, there was a correlation between thinking styles and components of mathematical ability: Some thinking styles were related to components of mathematical ability. In functions of thinking styles, legislative style have higher effect on calculation. And executive, judical styles related negatively to the inference ability. In forms of thinking styles monarchic style had higher effect on space ability, hierarchic style had higher effect on calculation. Monarchic, hierarchic styles related negatively to inference ability. In level of thinking styles global, local styles have higher effect on calculation. Local styles related negatively to the inference ability. In the scope of thinking styles, internal style had a higher effect on generalization, and external style had a higher effect on calculation. And there is no significant relationship leaning of thinking styles.
쓰기와 읽기 중심의 의사소통 활동이 수학 학습에 미치는 영향
조현자 ( Hyeon Ja Cho ),강완 ( Wan Kang ) 서울敎育大學校 初等敎育硏究所 2012 한국초등교육 Vol.23 No.3
수학적 의사소통 유형 중 쓰기, 읽기, 쓰기와 읽기 중심의 수업을 계획하고 적용하여 4학년의 수학 학업 성취도와 수학적 성향에 미치는 영향에 대해 분석하였다. 이를 위해 서울 마포구의 한 초등학교 4학년 4개 학급을 대상으로 쓰기, 읽기, 쓰기와 읽기 중심의 수업을 계획한 3개의 실험반과 1개의 비교반으로 나누었다. 실험 처치 전과 후의 수학 학업 성취도와 수학적 성향의 차이를 분석하였다. 분석 결과, 의사소통 중심의 수업은 수학 학업 성취도에 효과적이며, 대체로 수 학적 성향에 긍정적인 영향을 미친다는 것을 알 수 있었다. This research investigated the influences communicative math instructions based on writing and reading has on math education and by analyzing them, hopes to improve the methods of math education. In order to research the topics, we have selected 3 experiment classes of the fourth grade and 1 comparative result class of the same grade at an elementary school in the Mapo-gu, Seoul. In order to conduct an even evaluation, we have conducted a pre-experiment research on the students` mathematical disposition and their achievement levels. The math achievement pre-test was conducted based on material learned on the first semester and the mathematical disposition test. The results of the experiment were the following. First, the communication-based classrooms were effective at the students` mathematical achievements test. They were effective in all three test groups. According to the pretests, the results showed dramatic improvements ranked in the following order; reading/writing, writing, reading classrooms. Second, the communication-based classrooms showed positive results at the student mathematical disposition tests. In the writing and reading classrooms the results were significantly positive. In comparison the previous test averages, the results ranked in the following order; reading, writing. On the other hand, there was not significant changes in the writing/reading classroom and therefore did not show the positive results in the student mathematical disposition. In conclusion, a communication-based instruction generally has positive effects on math classes rather than general classroom. Considering that class development levels differ by grades, a suitable mathematical communication method is required for each grade.