• 수산해양교육연구
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• 제16권1호
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• pp.21-34
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• 2004

The purpose of this study was to analyze the current implementation states of the differentiated curriculum at the middle school and to propose ways to improve it. For that purpose this study conducted a survey and had the interviews with the middle school mathematics teachers. The items of survey and interviews consisted of the two main parts: current states and needs about the special supplementary courses and enriched supplementary courses. The results showed that there were discrepancies between the current states and the needs of the differentiated curriculum. This means the efforts to improve the current states are needed. The strategies for improving the implementation of the differentiated curriculum are as follows: 1. The use of various standards including the subject-achievement level and students' or parents' opinions is needed in selecting the students of special supplementary course. 2. More relevant special supplementary materials need to be developed and utilized. 3. The ability grouping is recommended for the differentiated instruction. 4. The deliberation of developing the enriched and supplementary texts is requested. 5. The study for differentiated evaluation of students is demanded.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제20권3호
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• pp.483-502
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• 2006

이 연구에서는 학습결손이 심한 학생들에게 학교수업 정규시간에 이해하지 못한 내용을 별도로 보충할 수 있는 기회를 마련해 주고자 제7차 교육과정에서 도입한 중학교 수학교과 특별보충과정을 동료친구에 의한 멘토링 수업방법으로 운영하여 성과를 얻고 있는 사례를 질적으로 분석하여 멘토링 수업을 특별보충과정 운영에 적용할 수 있는 가능성을 탐색하고 이 방법의 효율적인 운영방안에 대해 알아보고자 한다.

• 한국학교수학회논문집
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• 제7권1호
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• pp.1-18
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• 2004

본 논문에서는 제7차 교육과정의 단계형 수준별 교육과정에서 특별보충과정 이수학생들의 행동특성 변화를 분석하였다. 중학교 1학년 7-가 단계 특별보충과정 이수자를 대상으로 특별보충과정에 대한 반응을 조사하고 자아개념, 성취동기, 학습습관, 학습태도, 수학교과에 대한 흥미 등을 일반학생들의 행동특성과 비교 분석하였다. 분석결과 특별보충과정이 이수학생들의 행동특성 변화에 긍정적인 영향을 줄 수 있음을 알 수 있었다.

• 한국가정과교육학회지
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• 제9권1호
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• pp.1-17
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• 1997

This study was conducted to obtain basic materials to improve the teaching method of Home Economics by theoretically looking into the supplementary teaching materials or implements usable in teaching Costume History area. And based on these data, the types and the applications of the supplementary teaching materials or implements highschool owned were examined. The subjects of this study were 111 Home Economics and Housework curriculum highschool teachers who give a lecture in the country by using self-administered questionnaires. SAS program was used to calculate frequency, percentage, average, standard deviation, and $\chi$(sup)2-test analysis. The results of the study were as follows； 1. Most of the highschool teachers used the school expenses for experiments in preparing the supplementary teaching materials or implements. 2. Of the supplementary teaching materials and implements concerning Costume History, visual implements such as slides and pictures were the mostly owned. CD and audio implements as cassette-tapes were not used. 3. Most of the teachers recognized the importance of the audio-visual teaching materials and implements concerning Costume History. 4. Among the audio-visual materials and implements concerning Costume History by which can be made by school teachers of Home Economics and Housework curriculum, the mostly used one was ‘cutting pictorials from magazines and newspapers’, and the next were ‘orbital materials’, and ‘copy the pictorials’, and the least was ‘recording from the radio’. 5. Most of the annual expenses assigned to the department of Home Economics was used in cooking practice, and the least of the expenses was assigned in buying audio-visual teaching materials and implements. 6. Time assigned to the area of Home Economics was for the most part one or two hours per week, and among this, time assigned to the history of western costume and the history ok korean costume was for the most part five to eight hours. 7. The areas that the highschool teachers felt difficulties mostly during clothing and textiles curriculum were ‘textiles’and the next were ‘knitting’, ‘western costume history’, and ‘korean clothing construction’. 8. The difficulties the highschool teachers faced while teaching Costume History were mostly that ‘the pictorials in the text is not fully explainable’, the next were ‘most of the supplementary teaching materials or implements are not owned’, ‘have to explain very much in a short time’, and ‘the lectural explanation is insufficient’. 9. The solution for the difficulties that the highschool teachers faced while teaching Costume History was mostly ‘the information, on which audio-visual materials and implements are distributed in the market, should be easy to obtain’, the next opinions were ‘the school should provide enough experiment and practice expenses to buy audio-visual materials and implements’, and ‘education facilities of the Home Economics Department should be the main aspects in improving the teaching methods and should give special lectures about it’.

• 대한수학교육학회지:학교수학
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• 제13권2호
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• pp.229-243
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• 2011

수학체험전은 수학에 관련된 여러 가지 전시교구와 체험교구를 접할 수 있는 전시회이다. 본 연구에서는 첫째, 우리나라 수학체험전의 실태를 분석하고, 둘째, 수학체험전에 대한 학생들의 만족도를 조사하였으며, 셋째, 수학체험전을 관람한 학생들의 수학적 지식과 태도에 관한 인식을 조사하였다. 연구결과 수학체험전은 공통적으로 수학의 유용성을 인식하고 수학에 대한 흥미를 유발하기 위한 목적을 가지고 있었으나, 수학체험전에 따라 운영방법, 전시방법 등에서 다소 차이가 있었다. 또, 전시물의 내용, 관람 활동, 설명 방식 등이 다양하지 않다는 문제점이 있었다. 학생들은 수학체험전에 대하여 대체로 만족하였으나 시설 면에서 만족도가 낮은 편이었으며, 수학체험전을 관람한 후 대부분의 학생들은 수학적 지식과 수학에 관한 태도에 대하여 긍정적으로 인식하고 있었다.