백워드 2.0 설계 모형에 기반을 둔 국어과 단원 개발과 적용

다국어 초록 (Multilingual Abstract)

Abstract
The purpose of this study is twofold. First, the study aims to develop and apply a curriculum for a Korean language unit, based on backward design model 2.0. Second, the study investigates the effect of a newly developed curriculum on teacher perception and on enduring student understanding and interest in learning. Implications for the actual education fields are discussed.
The following projects were performed to achieve the study’s research objectives.
1. A curriculum for a Korean language unit was developed, incorporating the framework of the backward design model 2.0. The studey investigated not only the educational researcher’s perspective concerning the backward design model, but also a field teacher’s perspective, including actual experiences and problems in the field during the model’s deployment. Thus, the process informing the Korean language curriculum development is that of practical-minded teacher, not an armchair theorist.
2. The newly developed curriculum was implemented, and its effect on teacher’s perception and on student’s enduring understanding and interests learning was investigated. Through realistic descriptions of several experiences during implementation of the newly developed curriculum, the change in student’s interests and understanding could be understood.
For this research, the unit’s subject matter was developed according to the process of backward design model 2.0, and research was conducted targeting 27 6th-grade students of D elementary school in Busan. This field study applied, practiced, reflected on, and revised a Korean language unit based on backward design model 2.0. Initially, the characteristics and unit-development stage of UbD, and also those suggested by Wiggins and McTighe, were analyzed. The unit’s effectiveness was investigated by implementing it in the author’s class; the results of performance tasks, student surveys, in-depth student and teacher interviews, teachers’journals, student’s study diaries and learning portfolios were examined.
After the implementation of the first development of the Korean language unit’s curriculum, the author analyzed the student’study diaries, teachers’journals, teachers and students’interviews, and lesson results.
Before implementing the second developed unit, the author identified and addressed the following improvement, based on problems identified during the first stage of implementation:
The first and second implementations of the unit resulted in change in teacher’s perception, enduring understanding, pre and post interesting test;
1. Backward design model 2.0 can be useful for Korean language unit design and development, lesson plan studies, assessment and teacher education programs.
2. Students using backward design model 2.0 demonstrated a higher degree of enduring understanding. Assessment of the students’performance task showed 42.0% upper levels, 58.0% middle levels, and 0% lower levels in performance task 1; and 69.0% upper levels, 31.0% middle levels and, 0% lower levels in the performance task 2. Students participated more actively in lessons and study, and demonstrated interests in problem solving, as shown in the student interviews. These results confirmed their enduring understanding.
3. The results of pre-and post-test of learning interest showed that the curriculum applying backward design model 2.0 had a positive effect on students’interest in learning. As a result of pre and post interesting test, the post interesting rate was higher than the pre interesting rate. It was found that a backward design model 2.0 helped stduents’learning interest.
In this study, backward design model 2.0 is conducted in Korea school. Issues specific to Korea’s situation were identified by actively implementing backward design model 2.0, and improvements were made. Thus, it offers greater effectiveness and likehood for implementation in Korean school.

목차 (Table of Contents)

• Ⅰ. 서 론 1
• 1. 연구의 필요성 및 목적 1
• 2. 연구과제 4
• 3. 용어의 정의 5
• Ⅱ. 이론적 배경 7
• 1. 백워드 설계 2.0 모형 7
• 2. 백워드 설계 2.0 모형과 학습자의 영속적 이해 28
• 3. 백워드 설계 2.0 모형과 학습자의 흥미도 30
• Ⅲ. 연구방법 33
• 1. 실행연구와 절차 33
• 2. 연구대상 36
• 3. 자료수집 37
• 4. 자료분석 39
• 5. 연구윤리 41
• Ⅳ. 백워드 단원 개발의 결과 42
• 1. 현행 교육과정 분석 42
• 2. 1차 단원 개발 44
• 3. 2차 단원 개발 63
• V. 백워드 단원 적용의 결과 79
• 1. 백워드 설계 2.0 모형에 따른 교사의 변화 79
• 2. 백워드 설계 2.0 모형과 학습자의 영속적 이해 81
• 3. 백워드 설계 2.0 모형과 학습자의 흥미도 86
• Ⅵ. 요약 및 결론 90
• 1. 요약 90
• 2. 결론 91
• 참고문헌 96
• 부 록 101
• Abstract 106