This study marks the first implementation of the Free School-Year program, and aims to improve the operation of the Free School-Year education program by English teachers at school sites. Starting with pilot operation of the Free-Semester system in 2013, the Free School-Year program will be expanded...
This study marks the first implementation of the Free School-Year program, and aims to improve the operation of the Free School-Year education program by English teachers at school sites. Starting with pilot operation of the Free-Semester system in 2013, the Free School-Year program will be expanded in a small number of schools to reflect the results of the survey on the recognition and satisfaction of students and their parents. However, the study on how to proceed from the perspective of English teachers who conduct their own classes due to a short period of implementation. Positive effects, problems, and improvement points to be solved by the implementation of the Free School-Year system and English teachers of the Free School-Year program English classes that are still to be resolved in this study, 10 Free School-Year program middle school English teachers based in Daejeon City were interviewed individually and analyzed the collected data. As a result of analysis, various free activities for career exploration, core capacity enhancement, and the impact of three types of student participation were developed in relation to the overall recognition of the Free School-Year program selected as a research issue from the experience of the subjects. Next, the positive impact of the application of the Free School-Year program was to ease the student's burden on writing, improve school life satisfaction and learning interest, and increase the number of experience activities experienced by securing autonomy. The difficulties and problems associated with the operation of the Free year program are the awareness of public education, the burden of a process-oriented assessment, the collaboration and preparation of teachers due to an activity-oriented class, and financial problems The number of English classes for free School-Year students and how to evaluate each other was not sufficient in three times a week, and the type of Free School-Year English class and preferred English class activities were collaborative activity, project play class, and Finally, the atmosphere of the free year English class or the attitudes of students and helpful aspects were derived in three areas : free atmosphere, motivation, wide thinking and self-led learning opportunities. The study is meaningful in that the specific circumstances and issues at the site are understood in these results. I hope that this research will serve as a basis for quality improvement for English teachers who have to operate a Free School-Year program. In addition, it is necessary to maintain a more progressive Free School-Year program to understand the direct situation of the site for schools and key stake holders who operate or plan to operate it.
This study marks the first implementation of the Free School-Year program, and aims to improve the operation of the Free School-Year education program by English teachers at school sites. Starting with pilot operation of the Free-Semester system in 2013, the Free School-Year program will be expanded in a small number of schools to reflect the results of the survey on the recognition and satisfaction of students and their parents. However, the study on how to proceed from the perspective of English teachers who conduct their own classes due to a short period of implementation. Positive effects, problems, and improvement points to be solved by the implementation of the Free School-Year system and English teachers of the Free School-Year program English classes that are still to be resolved in this study, 10 Free School-Year program middle school English teachers based in Daejeon City were interviewed individually and analyzed the collected data. As a result of analysis, various free activities for career exploration, core capacity enhancement, and the impact of three types of student participation were developed in relation to the overall recognition of the Free School-Year program selected as a research issue from the experience of the subjects. Next, the positive impact of the application of the Free School-Year program was to ease the student's burden on writing, improve school life satisfaction and learning interest, and increase the number of experience activities experienced by securing autonomy. The difficulties and problems associated with the operation of the Free year program are the awareness of public education, the burden of a process-oriented assessment, the collaboration and preparation of teachers due to an activity-oriented class, and financial problems The number of English classes for free School-Year students and how to evaluate each other was not sufficient in three times a week, and the type of Free School-Year English class and preferred English class activities were collaborative activity, project play class, and Finally, the atmosphere of the free year English class or the attitudes of students and helpful aspects were derived in three areas : free atmosphere, motivation, wide thinking and self-led learning opportunities. The study is meaningful in that the specific circumstances and issues at the site are understood in these results. I hope that this research will serve as a basis for quality improvement for English teachers who have to operate a Free School-Year program. In addition, it is necessary to maintain a more progressive Free School-Year program to understand the direct situation of the site for schools and key stake holders who operate or plan to operate it.
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