Music lessons at the school's site have not contributed to the continued development of students' musical abilities by being led by teachers. This is not just yesterday. The reality is that traditional teaching-learning methods are still being implemented in schools. It's a classic example of a chan...
Music lessons at the school's site have not contributed to the continued development of students' musical abilities by being led by teachers. This is not just yesterday. The reality is that traditional teaching-learning methods are still being implemented in schools. It's a classic example of a change that doesn't really reflect reality. The sudden change in knowledge and information needs problem-solving power to cope with various unforeseen problem situations in modern society. In order to keep up with the changing times, it is necessary to adopt the Problem-Based Learning (PBL) as a positive way for learners to actively participate in and lead classes. This study is designed to develop a course for professors who applied PBLs to middle school music classes and apply it to actual classes to find out the possibility of creative classes based on PBL. In the age of knowledge and information, students should be able to experience music directly and use the knowledge for the students themselves through various music activities. For this purpose, the school site needs to study the effective teaching-learning methods that are focused on learners in class. Therefore, the purpose of this study is to present an alternative teaching-learning model and predict its availability by designing and applying the PBLs to actual classes and analyzing the results in a quantitative and qualitative manner. For the purposes of this study, this thesis is structured as follows. First, we looked at the concept of constructivism and the process of development. Constructivism is an educational concept based on PBL. I made the basis for this thesis by describing the relationship between the 2015 revision of music, and curriculum and constructivism. Second, we looked at PBL concepts, features and so on. I briefly introduced various methods of PBL and organized them to study how they can be used for music and classes. I identified the overall development process for applying PBLs to classes and presented the design steps accordingly as a practical study procedure. Third, I applied PBL to music education to design courses and applied them to actual classes. Fourth, I analyzed the results of the PBL music class and thought about improvement. The most difficult points for students to participate in were the 'acquisition of learning objectives' and 'learning teachers and students' role' in the PBL through the design plans, assessment tools, observation of teachers, and review surveys. The study is based on a total of six hours of research using 45 minutes of music per first session in the second semester of 2018 for the second year (9/4-10/3) of one Middle School in Jeonju, North Jeolla Province. For this study, the researchers analyzed two aspects: 'effects in comparison with existing classes' and 'effects students actually feel' as follows. First, students who attended classes with PBL experienced self-directed learning and co-discipline while trying to solve a given problem, which was found to be more effective in acquiring learning objectives than traditional classes. They were also able to organize and submit knowledge in their own language, and conclude that they were interested in the theoretical content itself. Secondly, students had a hard time attending classes that included handling music programs and expressing creative works. Thus, it was concluded that research was necessary to improve it. You need to learn how to use the program for creative activities and have various experiences. In the light of the results of this study, future studies need to be designed and applied with a comprehensive curriculum linked to other subjects.
Music lessons at the school's site have not contributed to the continued development of students' musical abilities by being led by teachers. This is not just yesterday. The reality is that traditional teaching-learning methods are still being implemented in schools. It's a classic example of a change that doesn't really reflect reality. The sudden change in knowledge and information needs problem-solving power to cope with various unforeseen problem situations in modern society. In order to keep up with the changing times, it is necessary to adopt the Problem-Based Learning (PBL) as a positive way for learners to actively participate in and lead classes. This study is designed to develop a course for professors who applied PBLs to middle school music classes and apply it to actual classes to find out the possibility of creative classes based on PBL. In the age of knowledge and information, students should be able to experience music directly and use the knowledge for the students themselves through various music activities. For this purpose, the school site needs to study the effective teaching-learning methods that are focused on learners in class. Therefore, the purpose of this study is to present an alternative teaching-learning model and predict its availability by designing and applying the PBLs to actual classes and analyzing the results in a quantitative and qualitative manner. For the purposes of this study, this thesis is structured as follows. First, we looked at the concept of constructivism and the process of development. Constructivism is an educational concept based on PBL. I made the basis for this thesis by describing the relationship between the 2015 revision of music, and curriculum and constructivism. Second, we looked at PBL concepts, features and so on. I briefly introduced various methods of PBL and organized them to study how they can be used for music and classes. I identified the overall development process for applying PBLs to classes and presented the design steps accordingly as a practical study procedure. Third, I applied PBL to music education to design courses and applied them to actual classes. Fourth, I analyzed the results of the PBL music class and thought about improvement. The most difficult points for students to participate in were the 'acquisition of learning objectives' and 'learning teachers and students' role' in the PBL through the design plans, assessment tools, observation of teachers, and review surveys. The study is based on a total of six hours of research using 45 minutes of music per first session in the second semester of 2018 for the second year (9/4-10/3) of one Middle School in Jeonju, North Jeolla Province. For this study, the researchers analyzed two aspects: 'effects in comparison with existing classes' and 'effects students actually feel' as follows. First, students who attended classes with PBL experienced self-directed learning and co-discipline while trying to solve a given problem, which was found to be more effective in acquiring learning objectives than traditional classes. They were also able to organize and submit knowledge in their own language, and conclude that they were interested in the theoretical content itself. Secondly, students had a hard time attending classes that included handling music programs and expressing creative works. Thus, it was concluded that research was necessary to improve it. You need to learn how to use the program for creative activities and have various experiences. In the light of the results of this study, future studies need to be designed and applied with a comprehensive curriculum linked to other subjects.
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