이질적 집단에서 수준별 학습의 효과에 관한 연구 : 중학교 1학년 수학을 중심 으로 = (A) Study on the Effects of Learning Classified by Levels among the Heterogeneous Groups : Focused on the Mathematical Subject for 1st Year Middle School Students

다국어 초록 (Multilingual Abstract)

1. The aim of this thesis
As one of the alternative proposal which correspond with the basic spirit of <The 7th Guideline for the Course of School Education> distributed from The Ministry of Education of South Korea, the aim of this thesis is, especially at the classroom that consists of various students who have differences between individuals in small scale middle school which located in fishing and agrarian villages and which have the impossibility on the 'rolling -classwork system classified by various levels', not only to make the middle school students have a strong desire to study mathematics but also to enhance their scholastic ability and to dissolve the differences between individuals in the method of teaching program for the students classified by levels among heterogeneous groups, and in the way of teaching materials which classified by levels, and which enabling the cooperative study of the small study group.
To attain this goal, I myself set up subjects as following.
1) Among the heterogeneous study groups, Does the teaching program which classified by levels and the cooperative study of the small study group be effective for the achievement of classwork? If any, How can it be appear among the groups of High/middle/low level?
2) Among the heterogeneous study groups, how many changes on the students' attitudes for the subject of mathematics in the method of teaching program which classified by various levels and in the cooperative study of the small study group could be find out?
2. Plans for my study
To deal with these subjects, I divided the 1st grade of middle school students(consists of 56 members) into 2 groups(therefore each group have 28 students). The 1st group named "T-Group"(a Group for Test), and the other group named "S-Group"(a Group for Student-initiated Activity). And after I subdivided these groups into High-level-group, Middle-level-group and Low-level-group according to the result of We-test on the Standard of classwork"[PRTSC].
Whenever we finish the corresponding small section, I tested T-Group with the guidebook for study which designed of my own and which classified by 3 levels(High/Middle/Low) of T-Group students.
As for the measurement of the result of this study, I used the paper of "Post-test on the Standard of classwork"[POTSC] which designed of my own and which made from the corresponding section classified according to the various sections and to the degrees of difficulty. And for the measurement of the changes of students' attitude to the subject of Mathematics, after we finished the corresponding classwork, by testing both groups with PRTSC, I compared the results. In this way, I can find the changes among heterogeneous students. To find the relationship between the 2 groups, I chose the method of "t-test" making use of "SPSS/PC'".
3. Conclusion : The fruits of this study
1) Through the course of study which classified by levels and which making use of study book made for different levels among the heterogeneous study groups, I can find the fact that, to the students of "T-Group", by the cooperative activities in their own small group, their humanistic relationships were intensified. Because of it, the induction of motive for study was made easy. And the induction of motive for study bring about the volition for study, and it also bring about the increase of the ability for solving questions. As it were, it brings about the meaningful change to the achievement on the study of mathematics.
2) All of 3 small groups in "T-Group", that is to say, High-level group, Middle-level group and Low-level group, were experienced meaningful change on the achievement of studying mathematics. Especially, in the Middle-level group members experienced the meaningful changes seriously. So, I could find that my own method was very effective to the students of the Middle-level group than to that of High or Low-level groups. The reason is, I think, members of Middle-level group were given some aids from excellent students, and because of it, they could have chance for extra study and therefore they had the feeling of self-confidence, finally they could have high volition for the study of mathematics.
3) The course of study which classified by levels and which making use of study book which made for different levels among h e heterogeneous study groups, brings about the feeling of self-confident to the students, eventually it also brings about positive changes to the students' attitude and the interest for mathematics.
By using the above-mentioned method of my own design(that is, teaching plans according to the students' levels with the study books made for various levels of students and with students' cooperative classwork), I could find out the fact that students gradually to have the interest for mathematics, and to have the ability of autonomous, creative, and cooperative study for mathematics. By this, the classwork which students are to be the main body of teaching-learning program was enabled, all of the students can study mathematics which made suitable for their own level, so they can positively take part in the activities of study, finally the achievement and the attitude to the subject of mathematics can bring about very positive changes. Therefore, this teaching method of my own which uses various study book that produced according to the levels of various students can be one of the alternative and very effective teaching-learning program at the classroom that consists of various students who have differences between individuals in the small scale middle school which located in fishing and agrarian Villages and which have the impossibility on the 'rolling-classwork system classified by various levels'.

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구의 문제 = 3
• 3. 용어의 정의 = 3
• 4. 연구의 제한점 = 4
• Ⅱ. 이론적 배경 = 5
• 1. 소집단 학습 = 5
• 2. 협동학습 = 8
• 3. 개별화 수업 = 14
• 4. 수준별 교육과정 = 20
• 5. 선행연구의 고찰 = 27
• Ⅲ. 연구방법 및 절차 = 31
• 1. 연구의 대상 = 31
• 2. 연구의 설계 = 31
• 3. 연구의 절차 및 내용 = 32
• 4. 연구의 실행 = 33
• 5. 검사도구 = 40
• 6. 통계처리 = 41
• Ⅳ. 결과 및 해석 = 42
• 1. 사전 학업성취도 검사 결과 비교 = 42
• 2. 연구문제 1에 대한 결과 검증 = 43
• 3. 연구문제 2에 대한 결과 검증 = 45
• Ⅴ. 요약 및 결론 = 49
• 1. 요약 = 49
• 2. 결론 = 51
• 3. 제언 = 52
• 참고문헌 = 53
• ABSTRACT = 56
• 부록 = 59