• Korean Journal of Childcare and Education
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• v.14 no.3
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• pp.59-76
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• 2018

Objective: The purpose of this study was to examine the relationships among teachers' resilience, difficulty in emotional regulation, and teaching strategies for behavior problems of children. Methods: A total of 200 day care and kindergarten teachers were surveyed. The collected data were analyzed by Pearson's correlation and multiple regression. Results: First, teachers' resilience, difficulty in emotional regulation and teaching strategies for children with behavior problems were significantly related. Teachers' resilience showed a positive correlation with teachers' positive prevention and reaction strategies but showed a negative correlation with teachers' negative reaction strategies. Among the teachers' difficulty in emotional regulation, the factor of difficulty for impulsive control and lack of attention showed negative correlations with teachers' prevention and positive reaction strategies. Second, teachers' resilience and difficulty in emotional regulation significantly explained the teaching strategies for children with behavior problems. Teachers' resilience was found to be the most important variable explaining teaching strategies for children with behavior problems. Conclusion/Implications: This study revealed that teachers' resilience and difficulties in emotional regulation were important psychological and emotional characteristics for teachers when teaching children with behavior problems.

• Korean Medical Education Review
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• v.22 no.2
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• pp.57-66
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• 2020

The purpose of this study was to examine teaching strategies from cognitive learning theory applied to medical education and to present specific applications of the strategies and cases. The results of this study yielded (1) seven teaching strategies and specific sample activities that instructors can use based on learning processes in medical schools; (2) nine instructional events to which cognitive learning strategies were applied; (3) principles of curriculum design from a cognitive perspective; and (4) instruction cases employing cognitive teaching strategies. Cognitive learning theory has two implications: first, if instructors in medical schools apply the results of the study to design a class and curriculum, it would be possible for them to minimize cognitive loading of the learners that may stem from ineffective teaching strategies or curricula; second, cognitive teaching strategies that seek improvement in thinking skills could provide useful teaching strategies for medical education, which aims to develop experts with high-level thinking processes. In this sense, cognitive learning theory is not an out-of-date learning theory, but one that can be effectively applied in current medical education.

• Journal of The Korean Association For Science Education
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• v.31 no.2
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• pp.295-313
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• 2011

The purpose of this study was to analyze the teaching strategies used in the teaching practice of teachers charged with science-gifted middle school students. For this study, 4 teachers belonging to a professional gifted education institute were selected. Data for the study were classroom observations, semi-structured interviews, report of students, and photographs. The data were analyzed through the constant comparison method. As results show, the four teachers used different teaching strategies, and the teaching strategies had a close connection with each other. According to the learning types they chose themselves - acceleration or deepening - they used different teaching strategies. The 4 teachers' teaching practice were clearly different in teaching strategies, classroom atmosphere, interaction style between teacher-student and student-student, and report draw-up style. The teaching strategies identified in this study may be helpful to the teachers short in teaching experience in organizing their lessons and promoting their specialty in teaching for science-gifted students.

• The Journal of Korean Association of Computer Education
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• v.15 no.1
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• pp.13-21
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• 2012

In this paper I present the teaching strategies and methods of programming education based on the learning style which teachers can apply it to their class on condition that learning style can classify their students' preferences about learning strategies and methods. Recent related researches that prove the differences about student's specific abilities based on their learning styles could never help teachers design and do their teaching of programming in the class. Therefore this study about teaching strategies and methods of programming education will be necessarily. I propose the teaching strategies and methods of programming education based on the learning styles as a results of questionnaire to some professors of computer science education in university. Then, I design and do programming education in the experimental class in order to verify the availability of the proposed teaching strategies and methods. After teaching in class, I evaluate the statistical results of students' achievement test of programming. This study has some restrictions about small number of class and periods of teaching programming, but it will be a good case study about teaching strategies and methods of programming education based on the learning style.

• Cross-Cultural Studies
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• v.30
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• pp.259-277
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• 2013

This article covers realization of tone in Modern Chinese by the leverage principle, and then explores its teaching strategies. The results of this study are as follows: The teaching strategies are as follows: Firstly, pronouncing Chinese vowels always takes far longer than you anticipate. Secondly, pronounce and practice Chinese vowels with leverage principle. Thirdly, understand and practice the sound change rule of '?'.

• East Asian mathematical journal
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• v.32 no.4
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• pp.443-464
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• 2016

The purpose of ths study is to compare and analyze the sequence of teaching multiplication facts in the elementary school mathematics. Generally, the multiplication in the elementary school mathematics is composed of the followings; concepts of multiplication, situations involving multiplication, didactical models for multiplication, and multiplication strategies for teaching multiplication facts. This study is focusing to multiplication facts, especially to the sequence of teaching and multiplication strategies. The method of this study is a comparative and analytic method. In order to compare textbooks, we select the Korean elementary mathematics textbooks(1st curriculum~2009 revised curriculum) and the 9 foreign elementary mathematics textbooks(Japan, China, Germany, Finland, Hongkong etc.). As results of comparative investigation, the sequence of teaching multiplication facts is reconsidered on a basis of elementary students' mathematical thinking. And the connectivity of multiplication facts is strengthened in comparison with the foreign elementary mathematics textbooks. Finally multiplication strategies for teaching multiplication facts are discussed for more understanding and reasoning the principles of multiplication facts in the elementary school mathematics.

• Research in Mathematical Education
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• v.11 no.2
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• pp.127-141
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• 2007

This paper compares and analyzes mathematics teachers' understanding of students' mathematical comprehension after experiences with the Cognitively Guided Instruction (CGI) or the Development of Mathematical Ideas (DMI) teaching strategies. This report sheds light on current issues confronted by the educational system in the context of mathematics teaching and learning. In particular, the declining rate of mathematical literacy among adolescents is discussed. Moreover, examples of CGI and DMI teaching strategies are presented to focus on the impact of these teaching styles on student-centered instruction, teachers' belief, and students' mathematical achievement, conceptual understanding and word problem solving skills. Hence, with a gradual enhancement of reformed ways of teaching mathematics in schools and the reported increase in student achievement as a result of professional development with new teaching strategies, teacher professional development programs that emphasize teachers' understanding of students' mathematical comprehension is needed rather than the currently dominant traditional pedagogy of direct instruction with a focus on teaching problem solving strategies.

• Journal of the Korean School Mathematics Society
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• v.13 no.2
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• pp.225-241
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• 2010

Even though geometry is an important part basic to mathematics, studies on the program designs and teaching strategies of geometry are insufficient. The aims of this study are to propose the model of program design for autonomous learners taking their characteristics of the mathematically gifted into consideration. The core of teaching materials are analytic geometry and projective geometry. And the new teaching strategy will introduce three steps ; a draft strategies step(problem presentation, problem solving), a supportive strategies step(abstraction of a mathematical concept, mathematical induction, and extension), a transference strategies step to teaching strategy suitable for mathematically gifted. As a result, this study will suggest the effective methods of geometry teaching for the mathematically gifted.

• Research in Mathematical Education
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• v.18 no.1
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• pp.55-74
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• 2014

This study examined the potential teaching strategies of prospective elementary teachers and their perceptions of the procedural/conceptual nature of examples. Fifty-four prospective teachers participated in this study, engaging in two-phase tasks. Analysis of data indicated that: (a) Overall, the participants' perceptions were geared toward putting emphasis on conceptual understanding rather than procedural understanding; but (b) Generally, procedure-oriented strategies were more frequently incorporated in participants' potential teaching plans. This implied that participants' preconceived ideas regarding math examples were not always reliable indicators of their potential teaching strategies. Implications and suggestions for mathematics teacher preparation are discussed.

• Journal of the Korean Home Economics Association
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• v.40 no.4
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• pp.153-165
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• 2002

The purpose of this study was to examine the effect of socioeconomic status and the children's sex on mothers'teaching strategies and their children's responses during a cooperative problem-solving task. The subjects were 15 higher SES mothers and their 5-years-old children dyads. The mothers' teaching strategies and their children's responses were videotaped during a cooperative problem solving task and analyze using a scheme developed by Kermani and Brenner. The results of this study were as follows. First, the mothers with higher SES were more likely to promote 'independence' and less likely to 'verbal prompt'direct performance' than the mothers with lower SES. Second, the children from higher SES families were more likely to refuse their mothers' assistance. Third, the mothers of boys were more likely to use the 'direct teaching'and 'modify'strategies and less likely to use 'independence promoting'strategy than the mothers of girls. Finally, girls were more likely than boys to ask questions for assistance or assurance.