초등 국어과 수업의 체제적 분석 = Systematic Analysis of Korean Subjects at Elementary School

다국어 초록 (Multilingual Abstract)

The purpose of this study is to identify definite factors of an effective class by systematically analyzing an effective Korean subjects class. To accomplish this purpose, the followings were examined; the general traits of Korean subjects class, frequent teaching-learning methods, generally recognized conditions of effective classes.
Based on these theoretical backgrounds, I analyzed Korean subjects class by an elementary school teacher who won the first prize for Korean subjects at Daegu Teaching Research Contest in 2002 and was appointed a research teacher.
The analysis of the class was conducted in the following three directions.
First, to analyze the verbal interaction between students and teacher using the Flanders category system.
Second, to reason the procedure and the process of the class in terms of teaching system development.
Third, to apprehend the teacher's traits by analyzing her activities according to Redfern's assessment criteria.
The major findings of this study were as follows :
First, the result shows that the teacher is not instruct students to ask somethig and the student ask theirselves, that is an effective class.
Second, the result shows that the deep interaction and more interacion between students and students, teachers and students, that is an effective class.
Third, the result shows that the teachers are making permissional class and accepting students' all answers, and the teachers are checking their instruction video, sound record, that is an effective class.
The following suggestions can be given on the basis of the results of this study.
First, we need more studies on various cases of classes.
Second, we need more analyzes instruction video.

목차 (Table of Contents)

• 목차
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 용어 정의 = 4
• 3. 연구의 제한점 = 4
• Ⅱ. 이론적 배경 = 6
• 1. 수업 분석의 개념과 유형 = 6
• 2. Flanders 언어상호작용 분석법 = 7
• 3. 수업분석의 연구 동향 = 12
• Ⅲ. 수업 실제의 분석 = 23
• 1. Flanders 언어상호작용 분석 = 23
• 2. 수업 과정 분석 = 33
• 3. 교사 행동 분석 = 41
• Ⅳ. 결론 및 제언 = 46
• 1. 결론 = 46
• 2. 제언 = 48
• 참고문헌 = 50
• 부록 = 53
• Abstract = 55