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NTIS 바로가기Journal of the Korean Society of Mathematical Education. Series E: Communications of Mathematical Education, v.32 no.4, 2018년, pp.555 - 573
The purpose of this study is to identify the emotional language of math teachers in math class using text mining techniques. For this purpose, we collected the discourse data of the teachers in the class by using the excellent class video. The analysis of the extracted unstructured data proceeded to...
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핵심어 | 질문 | 논문에서 추출한 답변 |
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감성적 언어가 수학학습에 미치는 영향을 보아, 어떤 대책이 필요할 것으로 보이는가? | 특히 긍정적 감성은 인지적, 심리적, 뇌과학적으로 기억와 동기에 영향을 미치고 학습 효과를 향상시킬 수 있기 때문에, 긍정적 감성을 지속적으로 유발할 수 있도록 학습자의 경험을 자극하고 소통함으로써 효과적인 학습 효과를 기대 할 수 있을 것이다(조주연 외, 2001). 따라서 학생들이 수학학습을 지속적으로 하도록 지원하기 위해서는 학생들의 정의적 영역 함양을 위한 교수·학습 지원이 이루어져야 하며 이를 위한 방안으로써 교사의 감성적 반응에 대한 관심을 기울여야 할 필요성이 대두된다. | |
교실은 어떻게 정의되는가? | 교실은 교사와 학생이 지식뿐 아니라 감정을 주고받는 사회문화적 공간이며(son, 2011), 교실 수업에서 전체 수업의 65%가 교사와 학생들의 말로, 그 중 70%가 교사의 말로 채워지는 곳이다(flanders, 1970). 학교교육의 핵심인 수업에서 아이들은 지식을 배우고 기능과 지혜를 습득을 통해 자신의 가치관을 만들어 가며 성장한다. | |
2015 개정 교육과정이 추구하는 인간상은 어떤 역량을 중요시하는가? | 조규락(2011)은 수업이 일종의 의사소통 형태라고 하였으며, 이러한 맥락에서 수업은 교사의 언어적 내용전달, 학생 상호간에 논의·토의하는 상호작용 과정에서 이루어지는 의사소통을 기본으로 한다고 하였다(조규락 외, 2015). 2015 개정 교육과정이 추구하는 인간상을 구현하기 위하여 교과 교육을 포함한 학교 교육 전 과정을 통해 중점적으로 기르고자 하는 핵심역량 중에는 다양한 상황에서 자신의 생각과 감정을 효과적으로 표현하고 다른 사람의 의견을 경청하며 존중하는 의사소통 역량이 포함되어 있다(교육부, 2015). |
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