Earticle

초록

영어

The purpose of this study was to examine the effect of structure-centered cooperative learning on sociality development in elementary practical art classes. The subjects of this study were 58 5th grade students of Y elementary school in Daegu city. They were divided into an experimental group and a control group of 29 students each. The teaching and learning model of structure-centered cooperative learning was designed and applied to the experimental group. A　ｐre-sociality test was performed for both of the groups before the experiment. Sociality includes self-confidence, sociability, and interpersonal skills. The pre-test and lesson were carried out by the same teacher for both experimental and controlled groups to reduce errors. The structure-centered cooperative learning models were applied to the experimental group. Traditional learning models based on teacher’s guidance were applied to the controlled group. The structure-centered cooperative learning model was designed to utilize cooperative structure for various activities and suggested two or more structures participate in each period’s activity. After the experiment, a post-sociality test was executed using the same test sheet as the pre test, and collected data were analyzed by t-test. The results of this study are as follows: The structure-centered cooperative learning model performed on the experimental group proved to be more effective in improving sociality than the traditional practical art lesson used with the control group. (p<.05). This result shows that structure-centered cooperative learning, which encourages student to interact with others through activity in dietary life section, had a positive effect on improving students’ sociality. In addition, systematic application of structure-centered cooperative model for other sections and grades in practical art is needed and further research on developing structure regarding features of practical art is expected as well.

한국어

본 연구의 목적은 초등 실과 식생활 단원의 구조중심 협동학습이 초등학생의 사회성 발달에 미치는 효과를 검증하는데 있다. 이를 위해 초등 실과 식생활 단원을 중심으로 구조중심 협동학습에 기반한 교수 학습 과정안을 개발하여 초등학교 5학년 실과 시간에 주 2회 총 10차시에 걸쳐 구조중심 협동학습 교수 학습 과정안을 실시한 후 사회성의 변화 정도를 살펴보았으며, 수집된 자료는 spsswin 12.0 프로그램을 활용하여 분석하였다. 연구 결과는 다음과 같다. 첫째, 구조중심 협동학습 교수학습 과정안은 다양한 활동을 여러 가지의 협동구조를 이용하여 실시하는 형식으로 각 차시마다 활동내용에 적합한 구조를 2가지 이상 사용하도록 작성하였다. 둘째, 식생활단원의 구조중심 협동학습의 효과를 검증한 결과, 사회성 및 사회성의 하위요소인 자신감, 사교성, 대인관계 증진에 효과가 있는 것으로 나타났다. 이는 구조중심 협동학습 활동이 실과 식생활 영역에서 타인과의 교류를 활발히 하는 구조로 이루어진 활동들을 통해서 초등학생의 사회성 증진에 효과가 있음을 나타내는 것이다.

목차

초록
 Ⅰ. 서론
 Ⅱ. 이론적 배경
  1. 구조중심 협동학습
  2. 협동학습에 관한 선행연구
 Ⅲ. 연구방법
  1. 연구대상
  2. 실험설계
  3. 검사도구
  4. 자료 분석
 Ⅳ. 연구 결과
  1. 구조중심 협동학습을 적용한 수업 지도안 개발
  2. 구조중심 협동학습이 아동의 사회성에 미치는 효과 분석
 Ⅴ. 결론 및 제언
 참고문헌
 ABSTRACT

키워드

저자

• 홍선희 [ Sun-Hee Hong | 신천초등학교 교사 ]
• 김유정 [ Yu-Jeong Kim | 대구교육대학교 실과교육과 교수 ] 교신저자

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  한국교육문제연구 [Korean Education Inquiry]

• 간기

  계간

• pISSN

  1598-8317

• 수록기간

  1983~2017

• 십진분류

  KDC 370 DDC 370