자기조정학습전략 훈련의 효과 분석 = (An) effect analysis of training for self-regulated learning strategies

다국어 초록 (Multilingual Abstract)

The purpose of this study is to analyze of effect for self-regulated learning strategy training.
The research question set up for this study were as follows.
First. Will the group of self-regulated learning strategies training by Korean subject be more effective in improving levels of academic achivement than the group of self-regulated learning strategies training by mathematics subject?
Second. Will the group of self-regulated learning strategies training by Korean subject be more effective in improving levels of cognitive strategy than the group of self-regulated learning strategies training by mathematics subject?
Third. Will the group of self-regulated learning strategies training by Korean subject be more effective in improving levels of metacognitive strategy than the group of self-regulated learning strategies training by mathematics subject?
Subjects of this study were 78 sixth grade elementary school students in Pusan, Korea. Subjects were randomly assigned to three groups; control group, self-regulated learning strategies training group by Korean subject, and self-regulated learning strategies training group by mathematics subject. The experimental group received 8 weeks training which were done by a school teacher. They were trained in a 6 step model which was developed in this study.
1^(st) step : Attention - Students prepare to study and set the goal.
2^(nd) step : Self Monitoring - Students judge EOL(easy of learning) ＆ FOK(feeling of knowing). So, they can estimate their confidence to learn.
3^(rd) step : Self Control - Students predict how long it takes to solve the problem.
4^(th) step Adapt Strategy - Students study by certain strategy.
5^(th) step : Self Teaching - Students explain out loud to themselves. And then, they gradually can explain to themselves internally.
6^(th) step : Feedback - Students have self-confidence. "I can do it, well."
The findings of this study are as follows :
First. The group of self-regulated learning strategies training by mathematics are more effective in improving levels of academic achivement than the group of self-regulated learning strategies training by Korean.
Second. The group of self-regulated learning strategies training by mathematics are more effective in improving levels of cognitive strategy than the group of self-regulated learning strategies training by Korean.
The Third. The group of self-regulated learning strategies training by mathematics are more effective in improving levels of metacognitive strategy than the group of self-regulated learning strategies training by Korean.

목차 (Table of Contents)

• 목차 = ⅰ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 4
• Ⅱ. 이론적 배경 = 5
• 1. 학습전략의 개념과 분류 = 5
• 2. 초인지의 개념과 가치성 = 13
• 3. 초인지 학습전략에 영향을 미치는 변인 = 22
• 4. 교과지도와 초인지 = 26
• 5. 초인지 교수모형 = 38
• 6. 자기조정학습전략 교수 단계 = 42
• 7. 선행연구고찰 = 47
• Ⅲ. 연구문제 및 가설 = 51
• 1. 연구문제 = 51
• 2. 연구가설 = 52
• Ⅳ. 연구방법 = 54
• 1. 대상 = 54
• 2. 도구 = 55
• 3. 실험설계 = 62
• 4. 훈련내용 = 63
• 5. 절차 = 66
• 6. 자료분석 = 69
• Ⅴ. 결과 및 논의 = 70
• 1. 결과 = 70
• 2. 논의 = 95
• Ⅵ. 요약 및 결론 = 107
• 1. 요약 = 107
• 2. 결론 = 109
• 참고문헌 = 112
• Abstract = 118
• 부록 = 120