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NTIS 바로가기兒童學會誌 = Korean journal of child studies, v.33 no.2, 2012년, pp.203 - 222
황해익 (부산대학교 유아교육과) , 조은래 (부산대학교 유아교육학과)
The purpose of this study was to examine the factors influencing their mathematical learning abilities and mathematical learning potential in an attempt to assist their learning at the preschool level. The findings of the study were as follows : First. the female children performed at a much higher ...
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핵심어 | 질문 | 논문에서 추출한 답변 |
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유아교육에서 실시하는 유아평가의 궁극적 목적은? | 유아교육에서 실시하는 유아평가의 궁극적 목적은 유아 개개인의 발달, 행동특성, 학습능력 및 잠재력에서의 개인차 등을 평가하여 교수-학습에 반영시킴으로써 교육효과의 최대화를 도모하려는 것이다. 이러한 유아평가의 목적을 이루기 위해서는 피평가자가 교육평가자의 기준을 무조건적으로 수락해야하고 평가전문가들이 한 가지 수준으로 평가기준을 합치시킬 수 있다는 객관적 평가보다는 평가 주체마다의 평가 기준이 있고 그 평가의 수준이 점차 향상될 수 있음을 인정하는 주관적 평가가 교육의 규칙에 더잘 부합한다고 볼 수 있다(Kim, 2010). | |
유아평가의 목적을 이루기 위해서 무엇이 필요한가? | 유아교육에서 실시하는 유아평가의 궁극적 목적은 유아 개개인의 발달, 행동특성, 학습능력 및 잠재력에서의 개인차 등을 평가하여 교수-학습에 반영시킴으로써 교육효과의 최대화를 도모하려는 것이다. 이러한 유아평가의 목적을 이루기 위해서는 피평가자가 교육평가자의 기준을 무조건적으로 수락해야하고 평가전문가들이 한 가지 수준으로 평가기준을 합치시킬 수 있다는 객관적 평가보다는 평가 주체마다의 평가 기준이 있고 그 평가의 수준이 점차 향상될 수 있음을 인정하는 주관적 평가가 교육의 규칙에 더잘 부합한다고 볼 수 있다(Kim, 2010). | |
유아를 대상으로 하는 평가 중 대안적인 평가방법에서 역동적 평가란 무엇인가? | 하지만 최근 유아교육 분야에서 유아를 대상으로 한 평가 중 특히 인지능력의 진단적 역할을 해 왔던 지능검사나 성취검사들이 학습 가능성이나 학업성취에 대한 진단적 정보를 크게 제공하지 못하였다고 비판받게 되면서 인지능력에 대한 새로운 접근이 시도되고 있으며(McAfee & Leong, 2002, Hwang, Kim & Cho, 2011, quote again), 대안적인 평가방법으로 역동적 평가, 수행평가, 포트폴리오 평가 등 다양한 평가방법들이 제시되었다(Jon, 1992; Lidz & Elliott, 2000). 그 중 Fuerstein(1979)에 의해 처음으로 제시된 역동적 평가는 교수-학습 과정에 초점을 두면서 ‘검사-교수-재검사’의 구조를 따르며 학습자의 인지조절 가능성과 학습자의 수행을 촉진하기 위한 평가방법이다(1991). 즉, 결과보다는 과정에 초점을 맞추면서 평가자와 유아와 역동적 상호작용을 포함하는 것이 중요한 특징이라고 할 수 있다(Tzuriel, 2000). |
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