교사 및 또래 자기교시전락 훈련이 정신지체아동의 문장제 수학문제해결에 미치는 효과

• 영문명: The Effects of Self-Instructional Strategies Using Peer-Directed and Teacher-Directed Training Methods on Mathematics for Students with Mental Retardation
• 발행기관: 한국특수교육학회
• 저자명: 이옥인(Lee Ok-In) 백은희(Paik Eun-Hee)
• 간행물 정보: 『특수교육학연구』제39권 제1호, 213~233쪽, 전체 21쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2004.06.01

국문 초록

이 연구는 교육가능 정신지체아동의 또래주도의 자기교시전략 훈련과 교사주도의 자기교시전략 훈련이 문장제 수학문제해결 성취도에 대한 영향력과 유지에 있어 어떠한 차이가 있는가를 알아봄으로써 수학학습에 효과적인 교수방안을 탐색하는데 목적이 있다. 연구결과 첫째, 두 집단 모두 문장제 수학문제해결 성취도가 향상되었으나 또래주도의 자기교시전략 훈련을 사용한 집단이 더 향상되었다. 둘째,두 집단 모두 문장제 수학문제해결성취도는 유지되었으나 또래주도의 집단이 교사주도의 집단보다 성취점수가 더 높게 유지되었다. 셋째, 중재회기 중에 또래주도의 자기교시 전략훈련사용 아동들이 과정오류가 더 많았으나 그 차가 많이 줄어들었으며 유지회기 중에는 교사주도의 집단이 과정오류와 결과오륙 모두 높게 나타났다.

영문 초록

The purpose of this study was to identify the most effective instructional methods on mathematics achievement by comparing the effects of peer-directed and teacher-directed self-instructional strategy training on students with mental retardation The research questions were as follows; 1. Is there any differences regarding the effects of self-instructional strategy on mathematics using peer-directed and teacher-directed training method? 2. Is there any differences regarding the maintenance effects of self-instructional strategy on mathematics using peer-directed and teacher-directed training method? 3. Is there any differences regarding the error pattern change between the group of peer-directed and teacher-directed self-instructional strategy? The subjects of this study were six elementary school students with mental retardation. The multiple probe design across subjects was used for this study and two levels of treatment were applied in the study. The results of the study were as follows: Firstly, both group showed improvement on mathematics. However, more significant improvement was showed by students taught by peer-directed than the other group of students. Secondly, the students taught by peer-directed showed significantly higher gains on mathematics than the other group. During the maintenance sessions, teacher-directed group used self-instructional strategy more frequently than peer-directed group. Thirdly, in the baseline sessions, the students taught by peer-directed showed more process errors than the other group. During the intervention sessions, as well, the students taught by peer-directed showed more process errors than the other group.

목차

<요약>

Ⅰ. 서론

Ⅱ. 연구 방법

Ⅲ. 연구 결과

Ⅳ. 결론 및 논의

참고문헌

Abstract