Earticle

초록

영어

In modern society, we are offering memory-oriented classes that emphasize only knowledge. Through this, students with underachievers are constantly unchanged. But, when I look at it, I think that underachievers are able to solve various types of problems, not fixed ones, and solve them through open-ended problems. I carried out the research for 6 weeks in 4 underachievers in high school in Seoul. The following conclusions can be drawn from the results of this study. The result of learning guidance using open-ended problems is that underachieves are more open to self-confidence through various answers rather than one solution, and they can find rules or visualize them through pictures. As a result, underachievers became more interested in mathematics. Through this, I think that it is enough to be applied to the undergraded students in the school field through the open-ended problem which can show various answers rather than just memorizing.

목차

Abstract
Ⅰ. 서론
1. 연구의 필요성 및 목적
2. 연구 문제
Ⅱ. 이론적 배경
1. 학습부진아
2. 개방형 문제
Ⅲ. 연구 방법
1. 연구 목표
2. 연구 대상
3. 연구 도구
4. 연구 방법
Ⅳ. 연구 결과
1. 학습부진아들이 개방형 문제를 해결하기 위해 어떤 방법을사용하였는가?
2. 개방형 문제를 통한 학습부진아 학생들에게 나타난 변화는어떠한가?
Ⅴ. 결론 및 제언
1. 요약 및 결론
2. 제언
참고문헌

키워드

저자

• 장수빈 [ Jang, Su-Bin | 서강대학교 교육대학원 ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  교과교육연구 [The Journal of Curriculum and Instruction Studies]

• 간기

  반년간

• pISSN

  2005-1964

• 수록기간

  2008~2025

• 십진분류

  KDC 370 DDC 375