교육목표 이론의 고찰 및 단원목표의 분석과 진술방안

• 영문명: The Review of Educational Objective Theory, Analysis of Unit Objective and Proposal of Objective Statement Method
• 발행기관: 한국실과교육학회
• 저자명: 김혜자(Kim Hye Ja)
• 간행물 정보: 『한국실과교육학회지』제15권 제1호, 1~21쪽, 전체 21쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2002.03.30

영문 초록

The first procedure of the teaching-learning process is planning the objective, because the class is regarded to be a tool of achieving the objective. The objective informs what teachers will teach and what students will learn. Therefore the objective helps to keep consistently the direction of the whole class. The objective also becomes a base to set up the objectives of evaluation. The purpose of this study is to offer a base for the objective statement in practical arts education. For the purpose, educational objective theories based on the unit and sub-unit objectives described in the 5th grades practical arts textbook and the teacher guide book in the elementary school are analyzed. The analysis is focused on educational objective theory and student-centered statement, and clarity of a verb to represent student achievement behavior is reviewed. After the analysis the objective statements are restated based on the focus for the analysis. These are results from this study. 1. An Objective statement method is proposed by reviewing educational objective theory of Tyler, Mager, Briggs, Gagne, Grunlund and Kibler. 2. All of unit and sub-unit objectives are stated by Tyler and Mager method. 3. The degree of the clarity of a verb to represent student achievement behavior is indicated. 4. The cognitive, affective and psychomotor domains in the unit objectives are not distributed appropriately. In addition, it is founded that a certain domain is missed. 5. All the units are restated based on the educational objective theory. In conclusion the objective statement for practical arts education should be stated based on the educational objective theory. Secondly, it should be stated based on student-centered changing behavior. Finally, the cognitive, affective and psychomotor domain should be included in the unit objectives appropriately.

목차

Abstract

Ⅰ. 서론

Ⅱ. 목표이론의 고찰

Ⅲ. 단원 목표의 진술 방안

Ⅳ. 7차 교육과정의 실과 5학년 단원에 진술된 목표의 분석

Ⅴ. 7차 교육과정의 실과 5학년 소단원에 진술된 목표의 분석

Ⅵ. 단원 목표의 제진술 및 진술형과 진술영역

Ⅶ. 소단원 목표의 제진술 및 진술형과 진술영역

Ⅷ. 결론 및 제언

참고문헌