학생 이질성의 실태 분석 = An Analystic Study on The Difference of Learners' Learning Characteristics
저자
高光俊 (박사과정 교육학과)
발행기관
학술지명
권호사항
발행연도
1996
작성언어
Korean
KDC
040.000
자료형태
학술저널
수록면
85-107(23쪽)
제공처
소장기관
The necessity of this study is that the students' individual learning in front line school education, that is, the problem of induvidualization of learning, remains a long-cherished desire internally and externally. So far, a great many people have directed their concern and efforts toward solving this problem. There are IPI(Individually Prescribed Instruction), Glaser's Class Model, Carroll's School Learning Model, Bloom's Mastery Learning Model, which have contributed to the individualization, and also the Education Development Project (EDP) developed within this country.
The individualization of learning still remains unsolved internally and externally. However, the settlement for that is being explored multi-laterally.
In order for the individual learning to be developed in school education scene, it is important to confirm and analyze accurately and reasonably the heterogeneity of each student, the prerequisite for the realization of individual learning. Despite the difference in each student's disposition, concern, learning ability, and learning speed, if teachers grasp precisely and individually and teach these things, the problem of individualization is expected to be solved.
What matters is to analyze and confirm precisely each student's individual learning feature regarding the learning contents of particular time to be learned by students in the development process of regular teaching-learning. It is impossible for a teacher to have each student learn individually in the class consisting of many students under the circumstances where the possibility of these things being solved is slim. In this respect, this study puts focus on confirmation of the realities of students' heterogeneity on the basis of a new conception system which can confirm students' heterogeneity in a well-founded manner.
This study established the following basic objects of study on the basis of the necessity of the above-mentioned study. This study has its basic objects in investigating the conceptual authority of systemized students' learning feature in a new scholary respects and analyzing corroboratively how it is conducive to assaying and confirming the heterogeneity realities of students in teaching-learning scene.
In order to attain such basic objects of this study, two study contents were selected.
First, investigate the conceptual authority of the confirmation of students' heterogeneity in the position of the study of Human Education.
Second, analyze and confirm each student's heterogeneity in the following six aspects.
A. Learner's Starting Point of Learning
B. Learner's Ability of Learning in Terms of Difficulty
C. Learner's Time Spent in Learning
D. The number of assignments of collective common learning
E. the accomplishment degree of collective common learning assignment
F. the selection accuracy of proper learning assignment
Two methods, the analysis of related documents and the corroborative analysis of statistics management, are used in this study.
This study was conducted in the study and practice room of The Human Education Research Institute Corporation. The second unit of the third-grade and the fifth-grade were the analysis subjected among the learning results of the first term course of the 1995 school year developed in one third-grade learning class and the fifth-grade learning class of elementary school.
On the basis of the said study results, a conclusion was made as follows.
In the teaching-learning process, the individualization of learning starts from teacher's accurate grasp of students' heterogeneity. It is the students' learning feature that is basic to teachers' confirming each student's heterogeneity. The success or failure of the individualization of learning in school education depends on how exactly the teacher confirms diverse learning feature of each student in the development process of teaching-learning.
What is confirmed after this study is that the conceptual system established in accordance with the Study of Education and the ESANET-STL (Education Service Automation Network for School Teaching-Learning) developed for it to be practiced should be applied.
Accordingly, it is prospected that the individualization of learning in the school education of this country will be realized if teachers apply this ESANET-STL properly and confirm each student's learning feature accurately.
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