Earticle

초록

영어

The purpose of this study was conducted to review and discuss brain-scientific research findings about academic underachievement as well as the literature on it. The concept of academic underachievement was reviewed and its cognitive characteristics were examined. The brain-scientific mechanisms responsible for those cognitive characteristics of academic underachievement were identified and educational implications were provided based on those understandings. The analytical results of the cognitive characteristics of academic underachievement led to the following implications applicable to the instruction of underachieving secondary school student: first, the teachers should fully cover the basic content to supplement the lack of prior knowledge includes the basic facts, concepts, and principles that make the basis of all study. Secondly, they should employ the teaching strategies to help with selective concentration of attention. there are data-oriented, meaning- oriented, and lesson process-oriented plans to help underachieving students with their concentration of attention. Finally they should provide the students with opportunities to search meanings in order to from a solid semantic network.

목차

Ⅰ. 서론
 Ⅱ. 연구방법
  1. 연구 절차
  2. 자료 수집
  3. 자료처리
 Ⅲ. 연구 결과
  1. 신체활동지식 학습부진의 일반적 이해
  2. 신체활동지식 학습부진 학생의 인지적 특성에 대한 뇌과학적 이해
  3. 신체활동지식 학습부진 학생의 인지적 특성에대한 뇌과학적 이해가 주는 교육적 시사점
 IV. 요약 및 결론
 참고 문헌
 ABSTRACT

저자

• 홍석호 [ Hong Suk Ho | 성결대학교 ]

참고문헌