敎科別 學力別 移動授業의 實踐硏究 = An Action Research on the Mobile Teaching through Subject-Ability Grouping

다국어 초록 (Multilingual Abstract)

This paper is an action research from a real classroom teaching through subject-ability grouping. This study was done as follows: the schools participated were the humanities high school D and B located in Daegu; the subjects were the first grades; the subjects of instruction were Korean, English mathematics and chemistry; and the testing session was about a year. The Korean, English and math classes consited of three groups that had upper, middle and lower level classes each, and the ratios were 4 : 4 : 4(in school D) and 1 : 2 : 2(in school B). In the case of chemistry, the classes consisted of two groups, higher and middle level classes, and the ratios were 6 : 6(in school D) and 3 : 3(in school B). The teaching method was large group teaching in school D, but half of the time was carried out by small group teaching or independent study in school B.
About ten months later, using the standardized test, the mean scores of Korean, English and math were compared between the two school(D and B) and a sample school T consisting of heterogenous classes under the same condition. The scores of school D and B were higher than that of school T on the total score of Korean. English and math. Between school D and B, there is no significant difference on Korean, but the scores of school B were higher than those of school D on English and math.
The results of comparison among the ability groups are as follows. Both in school D and B, upper group performed significantly better than middle and. lower groups on Korean, English, and math. Middle group performed significantly better than lower group on Korean, English and math m school D, and on English and math in school B, but there is no significant difference on-Korean-in school B.

목차 (Table of Contents)

• Ⅰ. 序論
• Ⅱ. 敎科別, 學力別 移動授業의 理論的 根據
• Ⅲ. 學班編成
• Ⅳ. 學習指導
• Ⅴ. 生活指導
• Ⅵ. 實施에 따른 問題點
• Ⅶ. 結論