문제해결력 초등영어 수업에 대한 교사 인식과 현장 적용을 위한 지도 방안 제시

• 영문명: A study of teachers’ perceptions and suggestions for enhancing problem-solving skills in primary English classes
• 발행기관: 한국영어교과교육학회
• 저자명: 김혜리(Kim, Hae-Ri) 김유민(Kim, Yoomin)
• 간행물 정보: 『영어교과교육』23권 1호, 55~82쪽, 전체 28쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2024.02.28

영문 초록

The purpose of this study is twofold: to investigate teachers' perceptions regarding problem-solving skills in primary English classes and to suggest directions for teaching English related to such skills. The data were collected through an on-line survey from 127 primary school teachers and interviews were conducted with three of them. The data were analyzed both quantitatively and qualitatively using content and frequency analysis. The main findings were as follows. First, the teachers perceived the problem-solving English class as highly related to creative thinking skills and specific competencies from the National Curriculum. However, compared to the teachers’ high understanding and positive perceptions, many responded that they had difficulties managing the achievement gap and lack of instructional knowledge. Secondly, the study proposed instructional approaches for the implementation of teaching English while enhancing problem-solving skills. For example, the study suggested 5th and 6th grade as appropriate grade levels and speaking and reading skills as useful language skills. The study also suggested that the problem-solving English class focuses on developing creative and critical problem-solving skills through content-language integrated learning, rather than task-based language teaching and learning. In addition, the study presented appropriate classroom themes and resources. Based on the results, some implications were suggested. To sum up, this study holds significance in providing concrete instructional approaches that align with the practical demands of the field.

목차

I. 서론

II. 이론적 배경

III. 연구 방법

IV. 연구 결과 및 논의

Ⅴ. 결론 및 제언

참고문헌

키워드

초등영어교육 문제해결 교사 인식 지도 방안 primary English education problem-solving teacher perception instructional approach