Earticle

초록

영어

This study suggests instructional considerations to improve the reflective Instruction skills for teachers, and investigate the acknowledge why reflective thinking is essential in practical arts education. Reflective thinking has been proposed as efficient teachers. Instruction designing activities can be said as highly complicated but dynamic profession. What matters most for instructional designers lies on the reflective thinking or reflective practice with which instructional designers or field practitioners can diversely understand problem situations and explore possible solutions to meet fields learning needs. This paper suggests an alternative professional development for instructional designers in terms of reflective practice perspectives and drew out some implications of five major learning principles and a feasible circular instructional designing process(exploring ill-structured problematic situation, visualizing problems, expressing problem solving activities, implementing keen observation and finally recursive revising). Teacher should be used their reflective thinking through their various classroom situations and offered several strategies to promote the ways of reflective thinking for high professionalization.

목차

Abstract
 I. 서론
  1. 연구의 필요성
  2. 연구의 목적
  3. 연구의 방법
 II. 반성적 사고의 개념
  1. 반성과 반성적 사고의 정의
  2. 반성적 사고의 단계
  3. 교사의 반성적 사고 과정과 수준
 III. 반성적 수업의 과정 및 절차
  1. 반성적 수업의 과정 및 특징
  2. 반성적 수업의 절차
 IV. 실과에서의 반성적 수업
  1. 실과에서의 반성적 수업의 필요성
  2. 실과 수업 선행연구와 반성적 수업
  3. 실과 반성적 수업모형
 V. 반성적 수업 측면에서 개선 방안
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저자

• 김형균 [ Kim, Hyung-Gyun | 공주교육대학교 ]

참고문헌