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NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.35 no.5, 2015년, pp.907 - 917
김상윤 (진주교육대학교) , 이경란 (진주교육대학교) , 백남권 (진주교육대학교) , 박종호 (진주교육대학교)
Response to Intervention (RTI), which is focused on the gap between pre-interventions and post-interventions, provides an effective intervention program. This study takes under-achievement factors into consideration to determine the overall characteristics of underachievers. The under-achievement fa...
핵심어 | 질문 | 논문에서 추출한 답변 |
---|---|---|
중재반응모형이란? | 한편, 선별된 학습부진아를 대상으로 학습장애로 진단하는 프로그램으로 ‘중재반응모형(Responsiveness to Intervention: RTI)’이 제기되었다. 중재반응모형은 중재 이전과 이후 사이의 격차 변화에 초점을 맞춘 진단 모형으로 아동에게 효과성이 입증된 교수 프로그램을 적용하여 진단보다는 예방차원의 효과적인 중재를 제공하는 것을 목표하는 프로그램이다. | |
학습부진아의 학습 부진 요인에는 무엇이 있는가? | 학습부진아의 학습 부진 요인으로는 인지적 요인, 정의적 요인, 환경적 요인 등이 있다. 인지적 요인에는 지능, 학습기능, 기초지식이 있으며, 정의적 요인에는 학습동기, 학습습관, 학문적 자아개념, 이외의 요인으로는 환경적 요인이 있다(Kim, 1968; Park, Lee, & Cho, 1980; Seo, 1984; Jeong et al,. | |
과학학습부진아를 위한 차별화된 교수·학습 방법의 적용이 필요한 이유는 무엇인가? | 그러나 학교에서 이루어지는 학습부진아 지도는 대부분 보충 학습의 성격을 띠며, 반복적인 문제풀이의 방식으로 진행되고 있어 다양한 학습부진아 지도 프로그램에 관한 연구가 활발히 진행되고 있다. 특히 과학 교과는 수학, 국어와 달리 학습부진아 지도와 관련한 연구가 미흡하고, 과학교과에서 심각한 어려움을 겪는 학생의 비율은 국어 및 수학교과와 비슷함에도 불구하고 과학교과는 학습장애 및 학습부진아 교육에서 소홀히 여겨져 왔다(Holahan, McFarland, & Piccillo, 1994). 그리하여 과학학습부진아를 위한 차별화된 교수·학습 방법의 적용이 필요한 시점이다(Lee, 2011). |
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