정교화 이론을 활용한 초등 사회과 수업설계 : '세계 여러 지역의 자연과 문화' 단원을 중심으로

다국어 초록 (Multilingual Abstract)

The purpose of this study is to consider the application method of key idea in Reigeluth's elaboration theory to class subjects, by inquiring into many factors, and to design the class of unit on 'nature and culture of many parts in the world' for social studies in sixth grade of elementary school.
For the study, I considered the background, the feature, the instructional strategy, and the three types of elaboration model in Reigeluth's elaboration theory carefully, by analyzing previous researches on it. And then I devised the epitome of unit, the first level and the second level of elaborated classes, by applying analytical results of the unit on nature and culture in many parts of the world to the key idea of the theory. On the basis of the above research, I planned for classes by using instructional strategies.
In the course of analysis on 'nature and culture of many parts in the world' of 6th grade second semester of revised social studies curriculum in 2007, the aims of the lesson are classified as three categories of knowledge·understanding, function, and value·attitude based on goal classification of the social studies. Accordingly, I attempted to extract detailed aims of classes from the unit and to analyze assignment of the unit in oder to decide a sequence of instruction. By above process, I extracted the epitome and the elaborated factors from the unit.
The epitome of the unit is 'natural environment and human environment of many parts in the world'. In accordance with presentation of the epitome and the elaboration, I designed total of 12 classes in the concrete. In each instructional design, cognitive-strategy activator, summarizer, and synthesizer as instructional strategies were properly placed in each model step of elaboration level, selection of content, extraction of learning goal, choice of class model, and step of class model in order to enforce teaching and learning activity. As a consequence of above synthetic course, I developed teaching and learning curriculum for classes by order, by applying the elaboration theory to it.
For this study, I got feedback from current elementary teachers on design data for classes and took counsel from major professor through the whole course of study. The confidence and the validity of this study were molded by above process.
If teachers have a class for the unit on 'nature and culture of many parts in the world' systematically designed by Reigeluth's elaboration theory, learners will understand well the concept, the procedure, and the principle on natural environment and human environment of many parts in the world, by recognizing the epitome and the whole of summary easier. In addition, the instructional strategies of elaboration theory provided for students in class aid learners in taking an active part in learning.
Along with this, leaners are easily able to utilize cognitive strategies by achieving instructional strategies in the course of elaboration. Because learning contents based on the elaborated system contribute to the formation of cognitive structure for learner. And to conclude, this study will provide help to lecture designer and teacher as well as learner at the educational spot.
In this study, I place major emphasis on the instructional design of the unit on 'nature and culture of many parts in the world' for social studies in 6th grade of elementary school. Accordingly, it needs to enforce quantity analysis on the influence of this teaching and learning curriculum on learner's knowledge, understanding, function, value, and attitude about social studies, by applying this study to the educational spot. Additionally, there is need to enforce quality data analysis to teachers and learners. Above all things, I feel keenly the necessity of a follow-up study on applicability to other subjects as well as society, science, and mathematics. By so doing, the instructional design model based on Reigeluth's elaboration theory can be applied to the educational spot with efficiency.

목차 (Table of Contents)

• Ⅰ. 서론 1
• 1. 연구의 배경 1
• 2. 연구의 목적 3
• Ⅱ. Reigeluth의 정교화 이론과 교과수업에의 적용가능성 5
• 1. 정교화 이론의 기본관점과 특징 5
• 2. 정교화 이론의 7가지 수업전략 요소 7
• 3. 일반적 정교화 모형과 정교화 조직 유형 16
• 4. 정교화 이론의 교과수업 적용가능성 22
• Ⅲ. 정교화 이론을 활용한 초등 사회과 수업설계 26
• 1. ‘세계 여러 지역의 자연과 문화’ 단원 분석 26
• 2. 단원의 정수 및 정교화 수준 제시 30
• 3. 정교화 이론을 활용한 단원 및 수업설계 32
• 4. 수업설계의 타당성 평가 85
• Ⅳ. 요약 및 결론 88
• 참고 문헌 92
• 영문 초록 94
• 부 록 96