교수학습지도안의 효과적 활용을 위한 기초 연구 : 교수 설계 측면을 중심으로 Focus on the instructional systematic design

이경희 대진대학교 교육대학원 교육연구소 2002 교육연구 Vol.4 No.1

In the knowledge based society, various, creative, and systematic lessons are more required, together with the change of educational system. The teachers should analyse the characteristics and contents of curriculum, and develope the learners-centered lessons which provide them with attractive and efficient educational experience. For this purpose, the teacher could develope, practice, evaluate, revise and complement the lesson plans which connect various elements and procedures of teaching-learning process with the educational field in the systematic approach. This essay researches the needs and methods of lessons plans through the current instructional systematic design(ISD)models. And, it tries to find how to develope the subject-oriented lessons plans, and how to apply them into the educational field.

수학학습 흥미도와 실생활문제 해결 능력에 미치는 영향의 차이 연구 : 제 6·7차 중학교 1학년 수학교육과정 '문자와 식' 단원을 중심으로 Focusing on the seventh and the sixth mathematics curriculum of the first grade in a middle school 'letter and formula'

윤용칠,이경희 대진대학교 교육대학원 교육연구소 1999 교육연구 Vol.1 No.1

This study aims to find that the mathematics education in the seventh curriculum is more positive than the sixth curriculum about the effect of the ability to solve the questions in relation to real life problems and interest measures. The seventh curriculum based on structurism helps the students who live at the global and information world to create them through their ye-experience and media. First this study tells it's aims through literature methods: interest, accomplishment of Math, mathematical curriculum and the sixth and seventh comparism of mathematical curriculum. had experimental research for this study; I took 175 students in four classes of the first grade in a middle school in Ujungbu city as objects : two group for experiment, others for comparison. The experimental groups used the materials: a line ruler, a microchronometer, sugar, and weight scale which they could use directly and learn with using the computer. These can help students to solve the questions in relation to real life. On the other hand, the classes for comparison with experimental classes were taught by the traditional teaching. The test materials are test of interest measures and the ability to solve the questions in relation to real life test. The materials of real life lest are the calculation problems of equation of the first degree and those of real life problems. The ability to solve the questions in real life were experimented: each has ten questions. The results of this study are following, 1. Experimental groups answered that mathematics effects of the questions in relation to real life and the learning method were interested. 2. Experimental groups achieved much higher achievement measures of simple equations used to solve the questions related to real life than other group 3. When the students solved the questions related to real life, there weren't the differences between the experimental groups and that the comparism groups. But I could guess that the former would have good effects than the later in that case through the long term. As the result, mathematics learning by the seventh curriculum affected improvement of interest measures, learning method and achievement measure positively and effectively when the students tried to solve the questions in relation to real life.

A Study on the Relationship between Self-Regulated Learning Strategy and Collaborative Learning, and Its Intervening Factors in Asynchronous Learning Networks

( Gyeoung Hee Lee ),( Eui Kil Lee ) 한국교육공학회 2001 Educational Technology International Vol.3 No.1

The purpose of this study was to investigate the effect of cognitive and metacognitive Self-Regulated Learning(SRL) strategies. instructional effectiveness, and gender on the collaborative learning in an asynchronous distance class. The three main questions are as follows: 1 ) How do students use SRI. strategies in an online class? 2) What is the relation among gender. SRL strategy uses, and perceived instructional effectiveness? 3) What is the relative strength of the three independent variables as predictors of collaborative learning? The subjects of this study were a group of graduate students enrolled in a graduate course offered in the spring of 2001 at a State University of New York, AIOOny, U.S.A .. They responded to the Web-based online questionnaire in the end of tht semester. The questionnaire included a demographic inf ormalion and an open- cnded question plus three different inventories: Self-Regulated Learning Strategies Inventory (SRLSl). Instructional Effectiveness Invemory (lEt), and Collaborative Lea rning Inventory (eLl). The data collected from the subjects were coded and analyzed using the SPSS statistical package. The results showed that all the three independent variables, gender. SRL, and instructional effectiveness together contributed to the dependent variable significantly. There. however. was only one predictor explained the criterion variable significantly: perceived instructional effectiveness. The SRL strategy almost failed to explain the dependent variable. The reasons for these results and the direction of the further studies were discussed.

환경오염 WBI 자료의 개발 및 수업 적용에 관한 연구

이경희 ( Gyeoung Hee Lee ),오승국 ( Seung Kug Oh ) 한국교육공학회 1999 교육공학연구 Vol.15 No.1

기업내 교육,훈련을 위한 교육매체의 활용에 관한 조사연구

이경희 ( Gyeoung Hee Lee ) 한국교육공학회 1993 교육공학연구 Vol.8 No.1

중위권 공과대학 신입생들의 수학적 성향의 변화 분석

이경희 ( Gyeoung Hee Lee ),이정례 ( Jung Rye Lee ) 한국수학교육학회 2015 수학교육논문집 Vol.29 No.4

최근 우리나라 수학교육에 있어서 정의적 영역이 강조되고 있는데, 특히 수학 학업성취도와 관련하여 수학적 성향이 중요시되고 있다. 한편 우리나라 교육과정은 자주 바뀌었는데, 7차 교육과정에서 인문계는 미적분을 배우지 않았으나2007 개정 교육과정에서는 인문계도 미적분을 배웠다. 본 연구에서는 D대학교 공과대학에 입학한 7차 교육과정 세대인 2011년과 2007 개정 교육과정 세대인 2015년 신입생들을 대상으로 수학적 성향의 변화를 분석하였다. 이를 위하여 수학적 성향 검사를 실시하였고, 학생들의 수학적 배경 및 대학수학에 대한 학습목표를 설문하였으며 수학기초학력을 평가하여 고등학교 계열별, 대학수학능력시험 수학 영역 유형별, 대학수학 학습목표별, 수학기초학력별로 2011년과 2015년 수학적 성향의 각 요인의 변화를 분석하였다. 그 결과, 2011년과 2015년 학생들 사이에는 자신감, 융통성, 의지력, 호기심, 가치, 심미성 등 수학적 성향에서 많은 차이를 보였다. In order to examine the change in mathematical inclinationn of middle level engineering college freshmen, we analyse the change of mathematical inclination between 2011 year and 2015 year freshmen who took college scholastic ability test which are based on the national mathematics curriculum 7th and 7th revision, respectively. In medium-sized D university, 2011 year and 2015 year engineering freshmen were taken the test for mathematical inclination, the survey for mathematical background and the recognition of college mathematics and basic mathematical ability test. The outcomes of this survey are followings: Firstly, between 2011 year and 2015 year freshmen, the mean of confidence and flexibility are same, but the 2015``s mean of willpower, curiosity, value and esthetics are greater than 2011``s. Secondly, in the mean of flexibility, willpower and curiosity, natural science``s mean is greater than humanity``s. Thirdly, the mean of mathematical inclination``s factors is depend on college mathematics goal. Fourthly, there is little correlation between mathematical basic ability and mathematical inclination. Moreover for 2011 year and 2015 year freshmen, the mean of mathematical inclination``s factors except value is proportional to mathematical basic ability. For the success of college mathematics in engineering college, this study suggests that high school mathematics curriculum and college scholastic ability test must contain calculus. We also suggest that college mathematics class must be focused on mathematical inclination improvement.

멀티미디어 활용실태 및 개선방안에 관한 조사연구

이경희 ( Gyeoung Hee Lee ) 한국교육공학회 1998 교육공학연구 Vol.14 No.3

고교성적, 수능성적, 대학학업성취도 분석을 통한 입학사정관제에 대한 고찰 :

이경희(Gyeoung hee Lee) 학습자중심교과교육학회 2010 학습자중심교과교육연구 Vol.10 No.3

본 연구는 대학 신입생의 고등학교 학생부성적, 대학수학능력시험성적, 대학학업 성취도 분석을 통하여 입학사정관제 활용 및 전략을 탐색하고자 하였다. 연구대상 및 자료는 수도권에 위치한 A대학교의 2005~2009학년도 신입생 6,679명의 고교 학 생부성적 등급평균, 수능시험 영역별(언어, 수리, 외국어) 등급평균, 대학 1개년간의 대학학업성취도 평점평균이다. 연구분석 결과는 다음과 같다. 첫째, 정시모집 학생 들에 비해 상대적으로 학생부성적은 높으나 수능점수는 떨어지는 수시모집 학생들 의 경우, 대학학업성취도의 평점평균은 정시모집 학생들의 평균평점보다 낮았다. 둘째, 학생부성적과 대학학업성취도 상호간 그리고 수능성적과 대학학업성취도 상 호간에는 상관관계가 있으며, 이 중 학생부성적과 대학학업성취도 상호간의 관계가 더 높았다. 셋째, 학생부성적과 수능성적이 대학 1개년간의 학업성취도에 미치는 영 향력을 회귀분석한 결과, 학생부성적이 수능성적보다 더 영향력이 컸다. 이러한 연 구분석 결과를 토대로, 본 연구는 각 대학이 입학사정관제를 활용하기 위해 학생부 성적은 높으나 수능성적은 상대적으로 떨어지는 학생들에 대한 맞춤식 교육프로그 램을 준비해야 하며, 개별 고등학교와 학생 개개인에 대한 포트폴리오적 접근과 다 양한 전형자료 및 전형요소의 개발이 필요하다고 제언하였다. This study aims to investigate the adoption and strategy of admissions officer system through analysis among high school grade point averages, the college scholastic aptitude test(CSAT) grades and academic achievements of freshmen in the university. The object and data of research comprises several averages among high school grade point averages, CSAT grades(linguistics, mathematics, English) and the first year s academic achievements of 6,679 freshmen enrolled during 2005-2009 in A university located in the national capital region. The outcomes resulting from this analysis could be summarized as the followings. First, the average of university academic achievements of students accepted through nonscheduled admission, who got relatively superior high school grade point averages but inferior CSAT grades to students accepted through the regular admission procedure, is lower than that of students admitted during the regular application period. Secondly, there are correlations not only between high school grade point averages and university academic achievements, but also between CSAT grades and university academic achievements. The correlation of the former is higher than that of the latter. Thirdly, the regression analysis for the influence of both high school grade point averages and CSAT grades on university academic achievements shows also that the former is more influential. Based on this analysis, this research makes some suggestions; To take advantage of admissions officer system, each university should prepare educational programs customized for students who got relatively superior high school grade point averages but inferior CSAT grades. It should implement portfolio approach suitable for individual high schools and students. Also, the development of diverse factors and materials for screening is required.

고등학교 선행학습경험과 대학수학교과성적 및 대학학업성취도 관계 연구

이경희 ( Gyeoung Hee Lee ),이정례 ( Jung Rye Lee ) 한국수학교육학회 2015 수학교육논문집 Vol.29 No.3

본 연구는 대학 신입생의 고등학교 재학 시 선행학습경험, 내신등급, 수능수리영역등급과 대학에서의 대학수학교과성적, 대학학업성취도(GPA) 간의 관계를 보았다. 이를 통해, 고등학교 재학 시의 수학교과 학업능력이 대학 신입생의 대학수학교과성적에 어느 정도 영향을 미치는지 분석하고자 하였다. 연구의 목적을 위해, A대학교 2014학년 1학기에 개설된 ‘기초미적분학’을 수강한 이과대학 및 공과대학 신입생 193명을 대상으로 설문을 실시하고 성적 등 관련 자료를 활용하였다. 이들 자료는 기술통계, 상관분석, 차이검정, 일원변량분석(ANOVA), 사후검정 및 회귀분석을 실시하였다. 연구결과, 첫째, 연구 대상 대학생의 90% 이상이 고등학교 재학 시 수학교과 선행학습을 한 것으로 나타났으며, 둘째, 선행학습의 효과성에 대한 인식은 필요성 인식보다 유의미하게 낮게 나타났다. 셋째, 대학수학교과성적과 대학학업성취도 간에는 높은 정적 상관관계가 있었으나, 내신등급과 대학학업성취도 간 및 수능수리영역등급과 대학 수학교과성적 간에는 미미한 수준의 상관관계만 있었다. 넷째, 고교성적(내신등급, 수능수리영역등급), 선행학습노력, 선행학습만족도, 선행학습필요성이 대학수학학업성취도에 미치는 영향력은 미미한 수준이었다. 연구결과를 바탕으로, 대학수학교과의 학업성취도를 높이기 위한 방안을 제언하였다. This study examines the relationship between prior learning experience, the high school records, mathematics grade in the KSAT(Korean Scholastic Aptitude Test) and mathematics achievement, GPA(grade point average) of college freshmen. It analyses how much mathematics capacities in the time of high school affect mathematics achievement of college freshmen. This study surveyed 193 freshmen, attending in a college of science and engineering, taking the ‘basic differential and integral calculus’ lecture, which was opened for the first semester of 2014 in the A university. The data processing was fulfilled by means of technical statistics, correlation analysis, difference test, ANOVA, ex post facto test, and regression analysis. The outcomes of this survey are followings: Firstly, over 90 percent of college freshmen underwent prior learning of mathematics when they attended high school. Secondly, their perception of effectiveness for prior learning is founded to be meaningfully lower than their perception of its needfulness. Thirdly, while there is higher positive correlation between mathematics achievement and GPA in the college, there is little correlation between high school records and GPA in the college. Also, there is little correlation between mathematics grade in the KSAT and mathematics achievement in the college. Fourthly, the accomplishments in the high school(The high school records, mathematics grade in the KSAT) and the efforts, satisfaction, necessity, etc. for prior learning had little effect on academic achievement in college mathematics. Based on these results, this study makes some suggestions for developing academical achievement in college mathematics.

산업교육프로그램을 위한 교수체제개발 모델의 적용에 관한 기초연구

이경희 ( Gyeoung Hee Lee ) 한국교육공학회 1996 교육공학연구 Vol.12 No.1