개정 기본교육과정에 따른 특수학교 과학과 수업관찰 분석

다국어 초록 (Multilingual Abstract)

In this study, the author observed science instruction in a special school which follows revised special school curriculum to find out several characteristics and problems of science instruction for students with disabilities. The instructions were analysed according to general instruction analysis criterion, especially on the aspects of curriculums and contents.
The results of this study were as follows.
First, the special education teacher in this observation didnt explain scientific concepts and inquiry process sufficiently as much as the students with disabilities could experience and learn correct and meaningful science contents.
Second, the teacher properly reconstructed the contents for each students specific contextual conditions.
Third, the teacher related difficult science concepts to verbal expressions or students daily experiences and induced their positive motivations and attitudes to the science learning.
Fourth, scientific communications and discourses showed mostly among some students with mental retardation who can read and write, but the communications happened poorly.
Finally, desirable directions of ‘good teaching’ for the improvement of present science instruction in special schools were proposed.

참고문헌 (Reference)

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