주제중심 교수모델 정립에 관한 연구 = A Study on the Establishment of Theme-Based Instructional Model

다국어 초록 (Multilingual Abstract)

This study purports to theoretically establish a theme-based instructional model and to provide empirical data for the model by experimenting the effects of the model in natural elementary school settings. The thematic integrated learning was defined as a process in which various learning experiences based on children`s interests, socital needs, and subjects were selected and organized around a theme, children initiated the organized learning activities, and thus children helped their own wholistic development. The theme-based instructional model was composed of seven phases: selecting a theme, selecting subthemes and learning contents, organizing thematic network, establishing learning outcomes, planning learning activities, implementing learning activities, and evaluation. The model as a whole is characterized with a flexible time schedule management as a unit of theme block, integrating cross-subject contents, skills, and attitudes, emphasizing children`s interests and needs, connecting with real-life problems or issuses, encouraging children`s active participation in constructing thematic curriculum, plannig and initiating learning activities, utilizing personnel and material resources, assigning learning a ctivities in the consideration of each child`s interest and ability, employing various group organizations, and finally implementing developmental evaluation. The effects of the model were examined in natural classroom settings. Dependent variables examined in cognitive domain were academic achievement, problem solving, and metacognition; dependent variables in affective domain were self-efficacy, academic interests, partication in learning, sociability, and cooperation. In general, the thematic instructional model turned out to be effective with the results favoring the experimental groups in which children received instruction under the theme-based instructional model.