중등교사 양성대학 평가에 대한 토론

신동로 한국교원교육학회 1997 한국교원교육연구 Vol.14 No.1

批判的 思考의 本質과 批判的 思考敎育에 관한 探究

신동로,오현수 全北大學校 敎育大學院 1998 敎育論叢 Vol.18 No.-

The purpose of this study is to examine the history of the terms 'a critical thinking' and to survey the nature and the education of one. The critical thinking movement seems to have begun with the work of John Dewey from 1910 to 1939 and his use of the terms 'reflective thinking' and 'inquiry' which he based on the scientific method. From 1940 to 1961, the meaning of the term 'critical thinking' broadened to include the examination of statements. From 1962 to 1979, The meaning of the term 'critical thinking' narrowed to exclude problem solving and the scientific method and include only the assessment of statements. With the contributions of Robert H. Ennis, John E. Mcpeck. Harvey Siegel, and Richard W. Paul from 1980 to the present, the meaning of the term 'critical thinking' has broaden to include aspects of problem solving. The meaning of the terms 'critical thinking' and 'problem solving' overlapped and intersected each other. The core meaning of the critical thinking is the propensity and the skills for participate in the thinking activities with the reflective skepticism about the objects of thinking within one's cognizance. The aims for the teaching of critical thinking and reasoning is to be well used the logical skills to judge about the decision-making and problem solving situation. Formal and informal logical education is essencial to success for the education of critical thinking. The education of critical thinking have to be learned through the debate and the discussion.

문자 교육에 대한 유치원과 초등학교 교사의 인식 조사

신동로,고재희,홍성근 全北大學校 敎育大學院 1997 敎育論叢 Vol.17 No.-

The purpose of the study was to investigate the perceptions of teachers in preschools and primary schools, in order to research the sequence of literacy curriculum. The results of study were as follows : ⑴ there was a lot of gap of teachers' perceptions between private and public preschools, as well as primary schools. ⑵ most of primary teachers recognized young children's literacy lower than preschool teachers, and ⑶ most of primary teachers, as well as preschool teachers, wanted to adapt formal instruction of literacy in preschools, although they responsed the negative effect of that method. The conclusions of study were as follows : ⑴ literacy curriculum in preschool is reviewed to prescripe the level explicitly, ⑵ preschool education is taken the resposibility on Nation Insitute, in order to reduce the gap of level between private and public preschools, and ⑶ in order to reduce the gap of the perception of teachers between preschool's and primary school's curriculum, it is reformed that the teacher's qualification of the first grade in primary school intergrates that of preschool and inservice education need to be taken together.

교사의 矯正的 피드백이 자기 효능감 향상과 학업성취에 미치는 영향

신동로,서길주 한국교육과정학회 2001 교육과정연구 Vol.19 No.1

본 연구의 목적은 교수의 중요 과정으로서의 피드백의 교육적 중요성 인식 및 이에 대한 이론적 배경을 살펴보고 교사의 교정적 피드백유형이 수학에 대한 자기 효능감 및 학업성취 향상에 어떤 영향을 주는지 파악함으로서 피드백이 교수·학습활동에 보라 적극적으로 활용될 수 있는 기초자료를 제공하는 데 있다. 연구문제는 다음과 같다. 1. 교사의 교정적 피드백은 자기 효능감 향상에 영향을 미치는가? 2. 교사의 교정적 피드백은 학업성취향상에 영향을 미치는가? 3. 교사의 교정적 피드백은 성별에 따라 자기 효능감과 학업성취에 어떤 영향을 주는가? 본 연구는 시내 J초등학교와 D초등학교 5학년 학급 중 각 2개 학급씩을 선정해서 한 반은 실험반, 나머지 한 반은 통제반으로 할당했다. 연구도구로는 자기 효능감 검사와 학업성취도에 대해서 사전·사후검사를 사용했다. 자료분석은 실험처치에 따른 자기 효능감, 학업성취도의 차이분석을 위해 변량 분석과 T-test를 실시하였으며 확인된 결과는 다음과 같다. 첫째, 교사의 교정적 피드백를 받은 집단이 그렇지 못한 집단에 비해 수학에 대한 자기 효능감이 높게 나타났다. 둘째, 교사의 교정적 피드백을 받은 집단이 그렇지 못한 집단에 비해 수학에 대한 학업성취도가 높게 나타났다. 셋째, 교사의 교정적 피드백을 받은 집단에 있어서 자기 효능감과 학업성취에 대한 성별 차이를 보면 자아 효능감에는 차이를 보이지 않았으나 학업성취도에는 성별 차이가 있었으며 여자가 남자보다 더 효과가 있었다. 종합하면, 교사의 교정적 피드백은 수학에 대한 자기 효능감과 학업성취 향상에 기여함을 알 수 있었다. 따라서 교사는 학습자가 반응한 결과에 도달하기 위해 사용한 인지적 과정에 대한 교정적 피드백을 제공하고 학습상황에 적절한 피드백 방법을 계속 연구할 필요가 있다. The purpose of this study was to investigate educational, basic background of feedback and effects of teacher's corrective feedback on sense of self -efficacy and academic achievement toward mathematics subject and to provide basic material which feedback can apply to teaching learning activity. The research questions were as follows: 1. Is there any difference in Sense of Self -Efficacy toward Mathematics subject between the Experimental group[EG] received teacher's corrective feedback and Control group not received?. 2. Is there any difference in Academic Achievement toward Mathematics subject between EG and CG. 3. Is there any difference in Sense of Self-efficacy and academic achievement toward mathematics subject between sex in EG. Fifth grade were selected (EG; 78, CG; 77) in 2 elementary schools located at Jeonju city. Previous survey(Sense of Self-Efficacy and academic achievement toward mathematics subject) was carried out and the result between selected schools were alike. The instruments for this study were self-efficacy questionnaire and Academic Achievement toward Mathematics subject. Statistical analysis for test analysis was performed by the technique of T-test The major findings of this study were as follows: 1. There was a significant difference(p<.05) between EG and CG, namely, the experimental group was higher than the control group in sense of self-efficacy. 2. There was a significant difference(p<.05) between EG and CG. In other word, the experimental group was higher than the control group in mathematics performance. 3. In case of difference in sense of self-efficacy and academic achievement toward Mathematics subject between sex in the experimental group, there was no significant difference between sex in Sense of Self -Efficacy. But there was significant difference between sex in Academic Achievement. That is, the female was higher than male in Academic Achievement. In sum up these results, Teacher's Corrective Feedback contributed to fostering Sense of Self-Efficacy and Academic Achievement toward Mathematics subject. Therefore the teacher need to operate corrective feedback about cognitive process of learner and to study feedback methods which are suitable to a given learning environment. However, for the more systematic search for the influence of feedback, the further study of this kind under more valid experimental conditions with more elaborate stimulus will be needed.

유아의 효율적 문해 지도 방안 탐색 : 또래간 상호작용을 중심으로

신동로,고재희 全北大學校 學生生活硏究所 1996 學生生活硏究 Vol.23 No.-

The purpose of the study was to investigate the content and effectiveness of Literacy-interaction with peers on preschoolers as well as build up basic ideas for suitable teaching strategy for efficient language study. The resaech suggested : (1) Because literacy study was developed when interaction with peers was opened, it is desired that teacher give various interation oppotunity to children then set up teaching strategy. (2) Because the children who can read and write used active teaching. it suggested that teacher give various interaftion opportunity to the other when she set up teaching strategy (3)The kinds of literacy information was letter/words, literacy function, print convention, story content vocabulary, and use of context-sensitive in reading. (4) when the children who can read and write interact with the children who cannot read and write, it needs to be investigated whether they have an effect to their achivement in after study, too.

원어민 활용수업과 학습 동기가 학습자의 주의력과 지각에 미치는 영향

신동로,노상근,박윤자 全北大學校 敎育大學院 2003 敎育論叢 Vol.23 No.-

The purpose of this study is to investigate the effect of the communicative approach by a native speaker of English and the learning motivation on the learner's attention and perception. There was a basic study about the process of attention and perception of students through cognitive psychology. How the communicative approach of a native speaker of English or motivation work towards the attention and perception of students was studied. The subjects in this experimental study were one hundred and one middle school students. The number of items asked were 42 questions including the concept of motivation, attention. perception and learning after class. Especially four hypotheses were studied through multiple regression analysis. The results were as follows: There was little difference between teaching English through team-teaching with a native speaker of English and that with only a Korean teacher in the attention and perception of students. The close relation between intrinsic motivation and attention or perception of students was examined. It was also found that the higher level of extrinsic motivation contributes to the attention of students through the interrelation with the communicative approach.

行動目標의 批判과 그 代案

申東魯 全北大學校 1981 論文集 Vol.23 No.-

Under the influence of scientism of instruction, since early the 1960's some educators have increasingly sensed that traditional objectives appeared so vague and elusive that common ground for assessing the effectiveness of education is lacked. As a result, it seems that behavioral objectives stated in precise and specific goals have proposed, for instructional programs de-signed to achieve the objectives, and for evaluation procedures that provide observable evidence that the desired ends have been attained. In a sense, insistence on defining objectives in behavioral terms seems to be unfortunate. As most of intructional model do not meet exactly all learning variables such as differences of learner, various contents and all subjects, etc., so behavioral objectives do not meet all learning of conditions. Moreover, undue emphasis on behavioral objectives relating to affective domain of learning such as attitude, value-orientation, appreciation and convictions, etc., may lead to bring into being meaningless efforts and irrelevant assignments for teachers. Hence many teachers consider behavioral objectives quite appropriate for psychomotor learning but less applicable to the cognitive area and quite less suitable for affective domain of learning. In line with above opinion, specific clearly stated objectives of the affective domain of learning and irrelevant assignment will come under close scrutiny. In brief, learning theories of behavioral psychology on which behavioral objectives is based are critically investigated and the disadvantages that limited the usefulness of behavioral objectives in affective domain are identified. So far as affective domain is concerned, learning should be looked upon as the process of achieving changed way of cognitive structure as dynamic covert behavior instead of demonstrable overt one. As the alternatives of behavioral objectives, process-oriented and dynamic objectives are developed and illustrated in affective domain of learning.

학습부진아의 수학교수에 관한 문화기술적 연구 : 중학교 학생을 중심으로

신동로,이수장,최낙복 全北大學校 敎育大學院 2002 敎育論叢 Vol.22 No.-

The purpose of this study was to examine the teaching of mathematics to students labeled as low performing. An interpretive study of two urban middle school teachers is conducted to examine the bases for the teachers' decision making in the act of instructing mathematics to underachieving students. How one conducts such an examination is predicated on how one defines the act of teaching-as teacher of content or teacher of students. Both perspectives were essential to understanding the complexity of teaching mathematics to students most underserved by schooling(i.e. low SES). A variety of fields is drawn to formulate the theoretical framework. In particular, it was examined literature that addressed either the teaching of mathematics or the teaching of low SES children, since these demographic groups have traditionally exhibited low achievement levels in mathematics. These findings were coveraged in the theoretical framework and, for the purposes of this study, define the teaching of mathematics to low performing students as a function of (a) teachers' beliefs about mathematics, (b) beliefs about the reason for underachievement, (c) expectations for low performing students, (d) self-efficacy beliefs pertaining to teaching low performing students, and (e) student resistance. The findings reveal a similar journey for each teacher taken over one academic year. Teachers' initial plans reflected high expectations and senses of efficacy for raising the achievement of low performing students. These plans were largely a product of teachers' beliefs about the reasons for underachievement and external mandates such as the high-school entrance examination. Teachers held beliefs and practices that emphasized both procedural and conceptual mathematics. Student often resisted the portions of the teacher's initial practices that emphasized high-level mathematics and conceptual understanding. Teachers acquiesced to this resistance by defaulting to procedural ways of knowing and doing mathematics. The failure to engage students in learning high-level mathematics, emphasizing conceptual understanding, resulted in lowered expectations for low performing students and a reduced sense of efficacy for teaching these students.

피드백에 대한 자기 귀인 과정이 후속 학습과제 수행에 미치는 효과

신동로,왕경수,이국용,이수장 한국교육학회 2001 敎育學硏究 Vol.39 No.4

본 연구는 학습자의 과제를 수행한 뒤 성공과 실패 피드백을 받고, 어디에 그 원인을 돌리는가 하는 귀인성향이 그 이후에 행하는 추론적 학습과제 수행에 어떤 영향을 주는가 하는 것을 알아보고자 하였다. 이를 위해 본 연구에서는 학습자들이 학습과제를 수행할 때 부작위로 성공. 실패, 중립의 세 가지 피드백을 각 집단별로 주었다. 그리고 과제 수행의 성공(실패)의 원인을 자신의 능력, 노력, 과제의 난이도, 행운 중 어느 곳에 돌리는가 알아보기 위해 쌍대 비교법을 사용하였다. 그리고 나서 곧 바로 제2차 추론적 과제를 제공하여 해결하도록 한 후, 학습자가 학습 과제를 해결할 때 보인 반응 과제 빈도, 수행 속도, 정확도를 종속 변인으로 삼았다. 이렇게 하여 성공(실패) 피드백 조건에서 학습자의 자기 귀인의 추론적 학습 과제 수행에 미치는 효과를 t 검정으로 검증한 결과, Weiner의 연구 결과에서 예측한 것과 달리 실패 조건에서는 귀인과 수행의 질에 의의 있는 차이가 없는 것으로 나타났으나, 본 연구의 가설인 성공 피드백 조건에서는 자기 귀인이 후속 과제 수행에 의의 있는 차이를 보이는 것으로 나타났다.

창의적 재량활동의 요구와 운영에 관한 실태 분석 : 2001,2002 중학교 1학년 비교 Focusing on the First Grade of Middle School in the School Year of 2001 and 2002

신동로,김현숙,양연희,양경화 全北大學校 敎育大學院 2003 敎育論叢 Vol.23 No.-

The purpose of this study is to compare and analyze the difference between the first year and the second year on the requirements, operations, and teachers of creative optional activities, which have been executed for the first time in the Seventh Curriculum. For this study, through questionnaire survey, this study will analyze and examine the actual condition of requirements and operations in the creative optional activities ac-cording to regions. in order to identify the problem and efficient operational direction of creative optional activities. For the purpose of this study, the research problems were presented as follows. What are the requirements for the formation and operation of creative optional activities according to the background characteristics of students and teachers? What are the characteristics according to regions in the formation and operation of creative optional activities? The results of this study through the comparison between the first year and the second year can be summarized as follows. (1) First, the operational time of creative optional activities is average yearly 34 hours. The difference between the first year and the second year according to regions is not large, whereas the operational time of yearly 68 hours increases by 20.6% in large cities in the second year. (2) Second, the learning field of creative optional activities alternates the pan-curricular learning and the self-initiated learning in general. Other education, personality education, sex education, and environment education are executed in order in the first year, whereas personality education, sex education, other education, and environment education are executed in order in the second year. (3) Third, most supervisory teachers are entrusted to the teachers with less classes than the last year and other teachers in both the first year and the second year, whereas the volunteer supervisory teachers are less than 10%. So, the supervisory teachers feel too many psychological burdens. (4) Fourth, the difference in the operation of creative optional activities is not significant according to regions, sex, and teachers/students, whereas the higher-aged teachers are positive and the higher-ranked students are positive. (5) Lastly, in order to activize classes, students respond that they should participate in their classes actively and positively, and require that their teachers should execute interesting classes and field experience learning.