學習戰略 訓練 프로그램 適用이 學習不振兒의 學習效果에 미치는 影響에 관한 硏究

다국어 초록 (Multilingual Abstract)

This study has been launched in order to examine effectiveness of Learning Strategy Training Program or slow-teaming-students' motivation, learning skill and ability towards grasping sentences. 24 students wire selected from 150 K elementary schooler, 6 classes of 5th grade in Pu-ahn kun. Those 24 students had the poorest result in their final exam in 4th grade and were 3 students picked out of each classes. Those students were IQ tested by Korean Education Development Department and 6 students who fell In -1 distribution were selected again. Then for those 6 students, Learning Strategy Training Program was pre-examined, applied for 10 weeks and retested at last. Results are followings:
First of all, Learning Strategy Training Program for slow- learning-students has positive effect on teaming motivation. Actual effectiveness was Proved by all of 6 tested students who were used to require personal tutoring showed intention towards their study.
Next, Learning Strategy Training Program also has positive effect on improving learning skills. Most of the 6 students relatively built a loaming habit with stable learning skills.
At last, Learning Strategy Training Program has positive effect on improving ability towards grasping sentences. Most of the students changed their reading habit from fliping through to concentrating on following main stream.
Concerning above results, stage of achievement of schooling is improved by motivations through schooling habits, self- development and so on. The achievement of school learning are generated through intentional and maintaining loaming. So it is necessary for slow-learning- students to give them a self-confidence tn achieving learning goal and an atmosphere of their class in which the teaming achievement is admitted by other classmates.
Based on above conclusions, recapitudation investigations are followings:
At first, it is required to clarify causes of flow-teaming, to love them and to teach them patiently with individual data.
Secondly, because slow-teaming-students are in lack of maintaining, it is needed to give them proper amount of homeworks and incentives according to their learning achievement.

목차 (Table of Contents)

• 목차
• 제I장. 序論 = 1
• 제1절. 硏究의 必要와 目的 = 1
• 제2절. 硏究의 問題 = 3
• 제II장. 理論的 背景 = 4
• 제1절. 學習不振兒의 槪念과 特性 = 4
• 가. 學習不振兒 = 4
• 1) 學習不振兒의 槪念 = 4
• 2) 學潔不振의 要因 = 7
• 3) 學習不振兒의 一般的 特性 = 11
• 제2절. 自我槪念 = 14
• 가. 自我槪念의 定義 = 14
• 나. 自我개넘의 一般的 特性 = 16
• 다. 自我槪念과 學業成就 = 17
• 라. 學習習慣과 學業成就 = 19
• 제3절. 學習不振兒의 學習戰略 訓練프로그램 = 20
• 가. 프로그램의 구성원리 = 20
• 나. 學習戰略 訓練프로그램의 構成 = 22
• 제III장. 硏究의 方法 = 25
• 제1절. 硏究 對象 = 25
• 제2절. 硏究 節次 = 27
• 제3절. 學習戰略 訓練프로그램 = 28
• 제4절. 檢査道具 = 31
• 가. 學習動機 및 學習要領 測定道具 = 31
• 나 文章 理解度 檢査 = 31
• 제5절. 資料處理 = 32
• 가. 學習動機 要因과 學習要領 要因 = 32
• 나. 文章 理解度 檢査 = 32
• 제IV장. 結果 및 解釋 = 33
• 제1절. 學習動機 = 33
• 제2절. 學習要領 = 36
• 제3절. 文章 理解渡 = 39
• 제V장. 要約 및 結論 = 42
• 제1절. 要約 = 42
• 제2절. 結論 = 43
• 參考文獻 = 44
• 國外文獻 = 46
• ABSTRACT = 48
• 부록 = 50