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초․중등 수업컨설팅 사례로 본 수업일관성 비교 연구

The Comparative Study of Instructional Coherence through Elementary and Middle School Instructional Consulting Cases

교육공학연구 v.29 no.4 , 2013년, pp.815 - 848  
강정찬, 오영범, 이유나, 이상수
초록

The aim of this paper is to suggest useful methods that teachers can employ to enhance the effectiveness of instruction in an aspect of instructional coherence considering guideline of instructional design and implementation. Researchers analyzed 20 cases consisting of 10 elementary school cases and 10 middle school cases. Also, researchers used cross-case analysis as a research method to find common patterns in various cases. In the results of the case analyses, the ratio of instructional coherence was coincidence 22%, neutrality 32%, and discordance 44%. This result showed that teachers achieve a low of level in instructional coherence. The coherence between instructional goal and assessment was the highest at 62%, while the coherence between instructional goal and student was 57%, and the coherence between instructional goal and method was 50%. These are the reason make that instructional coherence is low. The result showed that instructional coherence in elementary school is the same as that of the whole result, and instructional coherence in middle and high school is the lowest. Also, many teachers didn't keep the instructional coherence between instructional goal and student, instructional goal and instructional assessment. The following guidelines will enhance teachers' instructional coherence; First, adaptive strategy is required for the instructional coherence between instructional goal and student. Second, design and implementation of various instructional strategies is needed for the instructional coherence between instructional goal and method. Third, teachers must construct an assessment plan considering a combination each student's experience for the instructional coherence between instructional goal and assessment.

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