수학과 수준별 수업에 대한 중학교 교사의 관심 및 실행수준 분석 = (An) analysis of the stage of concern and the level of use of middle school teachers for the graded mathematics classes

다국어 초록 (Multilingual Abstract)

This thesis investigates the stage of concern and the level of use of middle school teachers for the graded mathematics class based on the Concerns Based Adoption Model (CBAM). In order to analyze the stage of concern, the questionnaire is prepared and distributed to 109 mathematics teachers working in Nambu (Southern) education administrative region in Busan metropolitan city. Also, 21 of the respondents are randomly selected and then interviewed in order to examine the level of use. The questionnaire is composed, based on the interview measures developed by the informal interview flow presented by Hall, G.E ＆ Loucks, S.F.(1975). Descriptive statistics, frequency analysis and ANOVA are conducted using SPSS 12.0 to produce profiles of the stage of concern.
It is found from this study first that the stage of concern of mathematics teachers for the graded class is very low showing 93% for the 0th level (awareness). Also, there is no effect of the personal variation on the stage of concern of mathematics teachers for the graded class, except for some effect of the age of teacher on the stage of concern of the cooperative level. Group of teachers younger than 40 is in the relatively low cooperative level of concern. The level of use of the mathematics teachers for the graded mathematics class remains the level III (level of mechanical use).
Conclusively, it is required to develop various support schemes for teachers based on the stage of concern and the level of use. The contents and directions of the graded class are also required to better influence the students by colleagues under collaboration. Effective training and counselling programs and interaction system with colleagues is also required to upgrade the level of use from the level of mechanical use (currently examined).

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구문제 4
• 3. 용어의 정의 4
• 4. 연구의 제한점 5
• Ⅱ. 이론적 배경 7
• 1. 수준별 수업 7
• 2. 교사와 교육과정 실행 9
• 3. 교사의 관심에 기초한 교육과정 실행 모형(CBAM) 11
• Ⅲ. 연구 방법 18
• 1. 조사 대상 18
• 2. 조사 도구 20
• 3. 자료 분석 24
• Ⅳ. 결과 및 논의 27
• 1. 수준별 수업에 대한 교사의 관심수준 27
• 2. 배경 변인별 교사의 관심수준 33
• 3. 수준별 수업에 대한 교사의 실행수준 44
• 4. 배경 변인별 교사의 실행수준 46
• Ⅴ. 결론 51
• 1. 요약 및 결론 51
• 2. 제언 55
• 참고문헌 56
• 부 록 60
• ABSTRACT 67