中等學校 科學敎科에서 授業行動에 對한 分析的 硏究 : 플랜더즈의 言語相互作用 分析法을 中心으로 With Special Reference to Flanders's Verval Interaction Analysis = An Analytic Study on Teaching-Learning Behaviors in Science Class of Secondary School

다국어 초록 (Multilingual Abstract)

The teaching-learning process is the main part of the activities in school education. The verval behavior which interacts between teachers and students can be said to be the core of the process.
According to Flanders's study the scholastic achievement and attitude modification of the students depend greatly on the behavior patterns of the teacher in classroom activities.
The Purpose of this study is to suggest a criterion of the classroom behavior in order to improve teaching methods by analyzing the classroom behavior a high school science courses according to Flander's Verbal Interaction Analysis to find out what differences there are between junior high and senior high, and among different teachers with various teaching careers. The classroom activities conducted by 16 teachers of science in junior and senior high schools in Taegu.

목차 (Table of Contents)

• Ⅰ. 緖論
• Ⅱ. 理論的 背景
• Ⅲ. 硏究內容
• Ⅳ. 結果 및 考察
• Ⅴ. 결론